Digital Learning Resource Acceptance and Utilization as Predictors of Chemistry Learning Engagement Among Grade 10 Students of Magsaysay National High School: Basis for a Proposed Intervention Program
Abstract
This study examined digital learning resource acceptance and utilization as predictors of Chemistry learning engagement among Grade 10 students of Magsaysay National High School and provided a basis for the proposed CHEM-ENGAGE intervention program. Anchored in the Technology Acceptance Model, Task-Technology Fit Theory, and Student Engagement Framework, the study employed a quantitative, descriptive-correlational, and predictive design involving 136 Grade 10 students selected through proportionate stratified random sampling. Data were collected using a validated and pilot-tested 60-item researcher-made questionnaire and analyzed using descriptive statistics, Spearman’s rank-order correlation, and standard multiple linear regression. Students demonstrated high digital learning resource acceptance (M = 3.76, SD = 0.656), while utilization (M = 3.84, SD = 0.603) and Chemistry learning engagement (M = 3.86, SD = 0.653) occurred often. Acceptance (ρ = .608, p < .001) and utilization (ρ = .667, p < .001) were significantly and positively related to engagement. The regression model was significant and explained 52.7% of the variance in engagement (R² = .527), with perceived ease of use (β = .1917, p = .019) and performance impact (β = .2739, p = .005) emerging as significant unique predictors. Challenges were evident in independent navigation, routine utilization, assessment preparation, active participation, enjoyment, feedback use, and problem-solving. The findings support implementing CHEM-ENGAGE to strengthen usability, purposeful and task-aligned utilization, visible learning benefits, and multidimensional engagement. The study supports SDG 4 (Quality Education) and is relevant to SDG 9 (Industry, Innovation and Infrastructure) through meaningful and accessible technology integration in secondary education. Its sustainability impact lies in promoting context-appropriate, manageable, and purposeful use of digital resources to support informed instructional and institutional decisions in Chemistry education.