Abstract
English language proficiency remains a critical challenge in rural Philippine high schools, particularly in resource-limited settings like those in Zamboanga Sibugay. This quasi-experimental study investigated the impact of interactive digital tools—such as Kahoot, Quizizz, and interactive videos—on the English language proficiency of 60 Grade 10 students. Participants were divided into an experimental group (n = 30) receiving technology-integrated lessons and a control group (n = 30) following traditional instruction over eight weeks. Pre- and post-tests measured proficiency in listening, speaking, reading, and writing, using a 100-item standardized test (α = .89). Results indicated significant gains in the experimental group (pre: M = 59.13, SD = 9.75; post: M = 74.76, SD = 10.72), t(29) = 5.43, p < .001, d = 1.45, compared to minimal improvement in the control group (pre: M = 58.12, SD = 8.85; post: M = 60.79, SD = 9.15), t(29) = 1.19, p = .244. Between-group post-test differences were significant, t(58) = 5.34, p < .001, d = 1.39. Findings underscore the efficacy of interactive digital tools in enhancing proficiency amid rural challenges like limited resources and connectivity. Recommendations include teacher training and policy support for technology integration. This study contributes to the K-12 curriculum's emphasis on communicative competence in English teaching.
