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Abstract
This quasi-experimental study investigated the efficacy of technology integration to multigrade learners. Poor numeracy and literacy have been a problem for multigrade learners. Having multiple grade levels present in the classroom, managing a multigrade setting can be challenging. For this purpose, 22 Grade 1 to Grade 3 multigrade students of New Malinao Elementary School were selected as the subjects of the study. This paper found out that there is a significant difference between the pretest and posttest scores in numeracy of the control group multigrade learners with p = .001 which is lesser than .05 level of significance and implies that there is improvement of the numeracy of the control group after employing the traditional method of teaching. Furthermore, there is a significant difference between the pretest and posttest scores in literacy of the experimental group of multigrade learners with p = .003 which is lesser than .05 level of significance and implies that there is improvement in the literacy of the experimental group of multigrade learners after the intervention of technology. This study recommended teachers should receive ICT usage training and the assistance they require to work well in a multigrade setting. Teachers must possess the necessary knowledge and abilities to use technology to change the way they teach and generate new learning possibilities if they are to be digitally connected and guarantee ICT integration in the teaching and learning process.
