Original Article

The Effects of Technology-Driven Instructional Materials on Senior High School Student Engagement in Technical and Vocational Education: Basis for a Strategic Framework

Edwin V. Poblete

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: edwin.poblete001@deped.gov.ph   

Abstract

This study assessed the effects of technology-driven instructional materials (TDIM) on Senior High School student engagement in Technical and Vocational Education (TVE) as basis for a strategic framework during the School Year 2025–2026. The study employed a descriptive-correlational research design to determine the relationship between the level of utilization of TDIM and the level of student engagement after the intervention. The respondents consisted of 30 teachers and 100 students from one secondary school in the Division of Cavite, selected through total enumeration sampling. A researcher-made questionnaire-checklist was utilized as the primary data-gathering instrument. Data were analyzed using weighted mean, paired t-test, and Pearson product-moment correlation coefficient. Findings revealed that the utilization of technology-driven instructional materials in teaching technical and vocational education was assessed as highly exemplary in terms of frequency of use, depth of engagement, diversity of resources utilized, and integration into learning activities. Likewise, senior high school students demonstrated highly exemplary levels of behavioral, emotional, and cognitive engagement after the utilization of TDIM. Significant differences were identified between the assessments of the two groups of respondents regarding the utilization of TDIM and the engagement levels of students before and after the intervention. Furthermore, a significant relationship existed between the utilization of technology-driven instructional materials and the level of student engagement after the intervention. The findings underscore the importance of integrating technology-driven instructional materials in vocational education to promote active participation, sustained interest, and deeper cognitive involvement among learners. The study further provides empirical support for the development of a strategic framework that may guide educators and school administrators in strengthening technology integration practices within Technical and Vocational Education programs.

Keywords

technology-driven instructional materials, student engagement, technical and vocational education, behavioral engagement, cognitive engagement

Full Article

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Suggested APA Citation

Poblete, E. V. (2026). The effects of technology-driven instructional materials on senior high school student engagement in technical and vocational education: Basis for a strategic framework. QualiSearch Journal of Educational Research and Practice, 2(5). https://doi.org/10.66437/qjerp.v2i5.003            

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

Edwin V. Poblete is a professional teacher with more than 15 years of experience in secondary education, particularly in Technical and Vocational Education. He currently serves as a Public Teacher at Amadeo Integrated High School and previously taught at Bulihan Integrated National High School. He earned his Master of Arts in Education major in Technology and Livelihood Education from the University of Perpetual Help System DALTA and also holds a Master of Arts in Education major in Educational Technology from Philippine Normal University. His professional engagements include serving as Information and Communications Technology Coordinator, Schools Learning Action Cell Coordinator, and Computer System Servicing Teacher. His research interests focus on educational technology integration, student engagement, technical-vocational instruction, and innovative teaching strategies that support learner-centered education.

Correspondence

Edwin V. Poblete

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

edwin.poblete001@deped.gov.ph