The extent of digital resource utilization and its correlation with the academic performance of Grade V learners in Araling Panlipunan

Abstract

This research determined the extent of digital resource utilization and its relationship with the academic performance of Grade V learners in Araling Panlipunan at Tejero Elementary School, Schools Division of Cebu City, during the School Year 2025–2026. Specifically, it described the profile of teacher-respondents and learners, identified the digital resources utilized in the classroom, and assessed utilization in terms of digital instructional materials, digital platforms and tools, lesson integration, and digital assessment and feedback practices. A descriptive-correlational design was employed using a structured questionnaire and academic records. Findings revealed that teachers demonstrated a high to very high extent of digital resource utilization, particularly in lesson delivery, while digital platforms and feedback practices showed relatively lower levels. Learners generally achieved near mastery across competencies, indicating satisfactory but improvable performance. A significant positive relationship was found between digital resource utilization and academic performance, suggesting that increased use of digital resources enhances learning outcomes. However, challenges such as unstable internet connection, limited device access, and insufficient training were identified. Based on these findings, it is recommended that schools strengthen digital infrastructure by ensuring reliable internet connectivity and adequate devices. Continuous professional development programs should be provided to enhance teachers’ skills, particularly in digital assessment and interactive platforms. Teachers are encouraged to diversify digital strategies to promote higher-order thinking skills. School administrators should establish technical support systems, while collaboration with stakeholders may improve access to resources. The proposed enhanced digital resource utilization activities may also be implemented to further improve instructional practices and learner performance.