Empowerment technology implementation, instructional practices, and academic performance of Grade 11 students in Legislative District 1, Isabela

Abstract

The integration of Information and Communication Technology (ICT) into the K–12 curriculum has made Empowerment Technology a vital subject in preparing senior high school students for academic, professional, and digital demands. However, limited local studies have specifically examined how the implementation of Empowerment Technology influences the academic performance of Grade 11 students in Philippine public senior high schools. This study determined the impact of Empowerment Technology on the academic performance of Grade 11 students in public senior high schools in Legislative District 1, Isabela, during the School Year 2025–2026. Using a descriptive-normative research design, data were gathered from 46 Empowerment Technology teachers selected through purposive sampling using a validated questionnaire, documentary analysis, and unstructured interviews. Frequency, percentage, and weighted mean were used to analyze the data. The findings revealed that the Most Essential Learning Competencies were generally realized, teachers strongly agreed that Empowerment Technology positively influenced students’ academic performance, and learner-centered strategies such as project-based learning, multimedia integration, and hands-on activities were frequently used and perceived as highly effective. Although teachers encountered moderately serious challenges related to ICT resources, software, and instructional time, the results indicate that effective curriculum implementation and appropriate instructional practices contribute to improved student learning. Strengthening ICT facilities, instructional support, and professional development is recommended to maximize the benefits of Empowerment Technology.