ABSTRACT
The aim of this quantitative study was to assess the impact of integrating technology-mediated instruction to improve student performance. Respondents to the research were the 26 Alternative Learning System (ALS) students of ALS Talalora District in Talalora Samar, Philippines. Data was collected as a result of a pretest-posttest administered to 13 controlled students and 13 experimental students. Frequency, percentage, mean, standard deviation, paired t-tests, t-tests for dependent and independent samples, and other statistical tests were used to analyze the data. Results of the study revealed that the students have positive attitudes towards the integration of technology-mediated instruction in the learning and teaching process. The students had a poor performance in the pretest examination but performed very well in the posttest examination. Furthermore, the research found that there is no significant difference between the performances of the experimental group and the control group in the pretest and posttest; moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group. This implies that ALS teachers can use the traditional method of teaching while also incorporating technology mediated instruction to make learning more interesting, meaningful, and result-oriented.
Keywords: technology mediated instruction, student performance, learning enhancement
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