Title

THE ROLE OF TECHNOLOGY INTEGRATION IN MEDIATING
THE RELATIONSHIP BETWEEN TEACHING QUALITY
AND ACADEMIC ENGAGEMENT

Author(s)

VENERICHIE B. MAATA

MAY ANGELA R. ANG

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Elementary Education (BEED) - General

Contributor

DIONIO, BEVERLY B. - Adviser

BALUYOS, GENELYN R. - Instructor

CLARIN, ANALYN S. - Panel

BAZAR, JAME S. - Panel

Year

2025

Abstract

In the context of changing educational environments, comprehending the impact of digital tools on learning processes has become increasingly essential. This study employed a mediation analysis design to investigate the relationships between technology integration, teaching quality, and academic engagement among 123 in one of the higher institutions in Misamis Occidental. Students were selected through random sampling. Using a quantitative mediation analysis design, the research employed established survey instruments, including the Academic Engagement Questionnaire, the Teaching Quality Questionnaire, and a research-made Technology Integration Questionnaire. Findings revealed a very high level of student academic engagement, very high level in teacher teaching quality, very high level in technology integration. The result also shows a highly significant relationship with academic engagement and teaching quality, highly significant relationship between academic engagement and technology integration, highly significant relationship between technology integration and teaching quality. Mediation analysis revealed that the integration of technology accounted for of the total effect between teaching quality and student engagement. These results indicate that although excellent pedagogy directly facilitates student engagement, the inclusion of technology further enhances this effect. The research emphasizes the need to blend effective teaching practices with the intentional use of digital tools to develop more engaging and interactive learning environments.

Keywords

academic engagement, mediation technology integration, teaching quality