EFFECTIVENESS OF TECHNOLOGY-BASED STRATEGIES IN TEACHING SCIENCE

Master of Arts in Education major in Elementary Education

This study determined the effectiveness of technology-based strategies in teaching Science among Grade 5 learners of Kedijay Elementary School during the School Year 2025-2026. It specifically examined the learners' competency level in the pretest, their competency level in the posttest, and the significant difference between their pretest and posttest scores after exposure to technology-based and gamified teaching strategies. The study employed a quantitative approach using a single-group pretest-posttest design. The respondents were Grade 5 learners who were selected through purposive sampling because they belonged to the intact class where the intervention was implemented. A researcher-made test based on the least learned competencies in Grade 5 Science served as the main instrument. The instrument was validated by experts and pilot-tested before actual administration. Mean, standard deviation, and paired-samples t-test were used to analyze the data. Findings revealed that the learners had a moderate level of competency before the intervention, but their performance increased after the use of technology-based strategies. The paired-samples t-test showed a significant difference between the pretest and posttest scores, indicating that the intervention contributed to improved Science performance. The study concluded that technology-based and gamified strategies can make Science lessons more interactive, engaging, and effective. These strategies may therefore be used as learner-centered tools for strengthening Science instruction in elementary classrooms.

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