Assessing the Influence of Digital Technology on the Academic Performance of Learners

Abstract

This study examined the relationship between digital technology use and learners' academic performance in the San Fernando II District, Division of Bukidnon, during the School Year 2025–2026. A descriptive–correlational research design was employed using a researcher-developed questionnaire administered to 159 teachers. Digital technology use was measured by total screen time, type of technology used, multitasking across multiple media devices, and frequency of video game play. At the same time, academic performance was assessed across five core subjects.
Findings revealed a high extent of digital technology use among learners, while academic performance was generally rated as very satisfactory. Correlation analysis indicated a statistically significant but weak relationship between total screen time and academic performance (r = .166, p = .036), as well as a weak overall relationship (r = .161, p = .043). Other variables, including device type, multitasking, and video game frequency, were not significantly related to academic performance.