Original Article

Application of Digital Technologies to the Agricultural Learning Outcomes of Grade 9 Students in Technology and Livelihood Education: Basis for a Strategic Plan

Charisse H. Reyes

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: charisse.reyes@deped.gov.ph 

Abstract

This study examined the application of digital technologies in enhancing the agricultural learning outcomes of Grade 9 students in Technology and Livelihood Education (TLE) during the School Year 2025–2026. Specifically, the study assessed the extent of digital technology utilization in terms of accessibility and usage, student engagement and participation levels, digital skills and information literacy, and practical application and quality of materials. It also determined the level of agricultural learning outcomes before and after the application of digital technology tools and examined the significant differences and relationships among the variables investigated. The study employed a descriptive-correlational research design involving 130 respondents composed of 30 TLE teachers and 100 Grade 9 students from one secondary school in the Division of Cavite. A researcher-made questionnaire-checklist served as the primary data-gathering instrument and was validated by experts prior to administration. Statistical tools such as weighted mean, paired t-test, and Pearson r correlation were utilized to analyze the gathered data. Findings revealed that digital technology tools were highly utilized in enhancing agricultural learning outcomes across all measured dimensions. Significant differences were found in the assessments of teachers and students regarding the application of digital technologies. Results further indicated that students’ agricultural learning outcomes improved significantly after exposure to digital technology tools, as reflected in the posttest scores. Moreover, a significant relationship existed between the extent of digital technology application and students’ agricultural learning outcomes. The findings underscore the importance of integrating digital technologies into agricultural education to improve engagement, practical skills, and academic achievement, thereby serving as a basis for the development of a strategic plan for TLE instruction.

Keywords

digital technologies, agricultural learning outcomes, Technology and Livelihood Education, digital literacy, student engagement

Full Article

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Suggested APA Citation

Reyes, C. H. (2026). Application of digital technologies to the agricultural learning outcomes of Grade 9 students in Technology and Livelihood Education: Basis for a strategic plan. QualiSearch Journal of Educational Research and Practice, 2(5). https://doi.org/10.66437/qjerp.v2i5.002 

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Charisse H. Reyes is a professional teacher currently affiliated with Bulihan Integrated National High School, where she has served since 2008. She earned her Master of Arts in Education major in Technology and Livelihood Education from University of Perpetual Help System DALTA and previously completed her Bachelor in Business Teacher Education at Polytechnic University of the Philippines. Her professional experience includes serving as Curriculum Coordinator, Guidance Personnel Coordinator, and School-Based Feeding Program Coordinator. Her research interests focus on technology integration in education, agricultural learning, production, landscaping and garden design, and innovative instructional practices in Technology and Livelihood Education. She is committed to advancing learner-centered and technology-responsive educational approaches that strengthen practical competencies and academic achievement among secondary school learners.

Correspondence

Charisse H. Reyes

University of Perpetual Help System DALTA, Las Piñas City, Philippines

charisse.reyes@deped.gov.ph