---

Abstract

Many applications are being discovered that can help or ruin students' education. Many students engage in different types of applications that enable them to improve their school performance. The main goal of this study is to determine the effectiveness and impact of DigiLeaP Offline Application to the academic engagement of students in Noveleta Senior High School. Eighty-one (81) learners from Noveleta Senior High School in Grade 11 served as the study's respondents and were chosen using total population sampling. This study utilized the one-group pretest-posttest quasi-experimental design. This study revealed that the integration of DigiLeap application has a significant impact on students’ learning engagement. Their engagement level prior to the implementation is in the good category but after the implementation, it raised to a higher level of engagement – affective, behavioral, and cognitive dimensions. The positive gained differences which indicated improved results were supported by the results of the Paired T-Test that yielded a significant difference between the pre-test and post-test scores of the students. Nonetheless, using DigiLeap can help children develop critical thinking, problem-solving, and information processing skills.

Full Article

DOI: https://doi.org/10.56901/GHTZ1262

References

Ababa, E. A., Joven, S. M., Santiago, J. B., & Jomari, Y. (2021, January). The use of educational applications on the student's academic performance. Retrieved March 3, 2023, from https://www.researchgate.net/publication/348930098_The_Use_of_Educational_Applications_on_the_Student's_Academic_Performance

Alharbi, M. A. (2019). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227–242. https://doi.org/10.1080/17501229.2019.1572157

Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the student’s academic performance: A cross-sectional study. Creative Education, 12(03), 471–485. https://doi.org/10.4236/ce.2021.123033

Bay Atlantic University  June 3, University, B.A. and *, N. (2022) How does technology impact       student learning?, Bay Atlantic University - Washington, D.C. Available at: https://bau.edu/blog/technology-impact-on learning/#:~:text=A%20very%20important%20technological%20impact,has%20had%20on%20student%20learning. (Accessed: February 22, 2023).

Bedenlier, S. et al. (2020) ‘Facilitating student engagement through educational technology in Higher Education: A systematic review in the field of Arts and Humanities’, Australasian Journal of Educational Technology, pp. 126–150. doi:10.14742/ajet.5477.

Bergdahl, N. et al. (2019) Engagement, disengagement and performance when learning with    technologies in Upper Secondary School, Computers & Education. Pergamon.  Available at: https://www.sciencedirect.com/science/article/abs/pii/S0360131519303331 (Accessed: February 22, 2023).

Bergdahl, N., Nouri, J. and Fors, U. (2019) Disengagement, engagement and digital skills in technology-enhanced learning - education and Information Technologies, SpringerLink.

Carbonel, P. (2022). Academic survival experiences of the students during the COVID-19 pandemic. E-Dawa: An International Multidisciplinary Research Journal, 1(1). https://doi.org/10.56901/gsvz3404

Domínguez, H., & Bezanilla, M.-J. (2021). The importance of personality and self-efficacy for stress management in Higher Education. International Journal of Educational Psychology, 10(3), 247–270. https://doi.org/10.17583/ijep.7870

Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653

IATEFL Poland Computer Special Interest Group and The University of Nicosia. Available at: https://www.ceeol.com/search/article-detail?id=606509 (Accessed: February 22, 2023).

International Journal of Educational Technology in Higher Education (2019) The roles of academic engagement and digital readiness in students' achievement in university e-learning environment, Google scholar. Available at: https://scholar.google.com/ (Accessed: February 22, 2023).

Lorenzo, A. (2022). Strategies in teaching 21st Century literature: Results from a systematic review of literature. E-Dawa: An International Multidisciplinary Research Journal, 2(1). https://doi.org/10.56901/seen3426

Ltd., I.C.B.- I.C.B. (1970) Enhancement of performance and motivation through application of digital games in an English language class, Teaching English with Technology.

Reeve, J., Jang, H.-R., Shin, S. H., Ahn, J. S., Matos, L., & Gargurevich, R. (2022). When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, 80, 101564. https://doi.org/10.1016/j.learninstruc.2021.101564

Rocque, S. R. (2022). Evaluating the effectiveness of mobile applications in enhancing learning and development. International Journal of Innovative Technologies in Social Science, (3(35)). https://doi.org/10.31435/rsglobal_ijitss/30092022/7847

Springer US. Available at: https://link.springer.com/article/10.1007/s10639-019-09998-w (Accessed: February 22, 2023).

Susanty, L., Hartati, Z., Sholihin, R., Syahid, A., & Liriwati, F. Y. (2021). Why english teaching truth on digital trends as an effort for effective learning and evaluation: Opportunities and challenges: Analysis of teaching English. Linguistics and Culture Review, 5(S1), 303–316. https://doi.org/10.21744/lingcure.v5ns1.1401