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Abstract
The integration of digital technologies into the teaching-learning process is not new to everyone, even in the case of Physical Education (PE), which is considered a performance-based subject. This research aimed to determine the levels of digital innovation integration, engagement, and academic performance of the 137 grade 11 and grade 12 Senior High School Students in a public secondary school located in Barangay Silab, Municipality of Amlan, Province of Negros Oriental, Negros Island Region, Philippines, using the total population. A descriptive-correlational research design, using a researcher-constructed questionnaire, was employed throughout the study. Means, standard deviations, and Spearman's rho correlation coefficient were the primary analyses used in this research. Results revealed that students perceived their teachers as having demonstrated a very great extent of digital innovation integration across learning content (M = 3.16), learning activities (M = 3.10), and learning assessments (M = 3.13). Results also revealed that students have a very high level of engagement (M = 3.01) with digital tools, which translated into very satisfactory academic performance (M = 88.66) based on DepEd Order No. 8, series of 2015. It was also revealed that digital innovation and student engagement showed a highly positive correlation (r = .654, p < .01) and academic performance (r = .367, p < .01), confirming that technology serves as a significant catalyst for active participation and improved learning outcomes in PE courses. Thus, it is recommended that digital technologies, specifically in the context of Physical Education (PE), be integrated with the most appropriate teaching practices to realize and assess their effectiveness in the teaching-learning process fully. Lastly, teachers are encouraged to use the various technologies when conducting PE classes.
