Learners’ Attitude toward Digital Media and Their Learning Engagement

Abstract

This study examined the attitudes toward digital media and the learning engagement of Grade 6 learners in Araling Panlipunan in San Fernando District II, Division of Bukidnon, during School Year 2025–2026. Specifically, it assessed learners’ attitudes toward digital media, including support for digital media, attitudes toward technology, understanding of the assignment, and knowledge construction. It also assessed learners’ engagement in Araling Panlipunan and investigated the relationship between learners’ attitudes toward digital media and their engagement in learning. The study employed a descriptive–correlational research design and involved 188 Grade 6 learners selected using proportionate stratified random sampling. Data were analyzed using mean, standard deviation, Pearson's product–moment correlation, and multiple regression at the 0.05 level of significance. Findings revealed that learners demonstrated a high level of attitude toward digital media across all dimensions and a high level of learning engagement in Araling Panlipunan. However, the correlation analysis revealed no statistically significant relationship between learners’ attitudes toward digital media and their learning engagement. None of the attitude dimensions significantly impacted learners’ engagement. The study concludes that although learners exhibit positive attitudes toward digital media and high engagement in Araling Panlipunan, attitude toward digital media alone does not significantly influence learning engagement. Other instructional and contextual factors may play a more substantial role in shaping learners’ engagement. Based on these findings, teachers are recommended to provide structured guidance when integrating digital media into instruction, particularly in helping learners organize ideas, understand learning goals, and communicate their thoughts effectively through digital activities.