Abstract
This study focused on the result of the Technology Enhanced Learning Approach (TELA) specifically computer interactive simulation on Grade 10 students’ performance in Stoichiometry at General Santos City SPED Integrated School for School Year 2024-2025. Descriptive Correlational Quantitative Research was employed involving 100 learners and 15 science teachers. Data were collected using a self-made and adapted survey questionnaire and analyzed using mean, standard deviation, linear regression, and Pearson-r correlation. Findings revealed that TELA positively impacted both teacher performance and student outcomes. Teachers’ classroom observation ratings were consistently outstanding, while learners demonstrated favorable behavior responses. Statistical analyses revealed significant relationships between classroom observation ratings and learners’ behavior as well as between TELA ratings and student performance. Pearson-r correlation analysis showed a strong positive correlation between teacher performance and learners’ behavior. The intervention program was highly effective with excellent teacher performance rating and notable improvements in student Stoichiometry performance. Most learners achieved above-average results although some facing minor struggles. Furthermore, the study highlighted the need for enhanced critical and creative thinking strategies to maximize learner engagement and success. In conclusion, the implementation of TELA effectively enhanced teaching quality and student learning outcomes. Strengthening instructional approaches focused on critical and creative thinking can optimize student performance and classroom behavior. These implied the value of integrating technology-enhanced learning approaches in science education to foster academic achievement and learner engagement.
