📄 Abstract
This study examined the influence of technology integration on the implementation of the Alternative Learning System (ALS) in the Division of Davao de Oro. Utilizing a descriptive-correlational research design, the study involved 50 ALS teachers selected through purposive sampling. Validated and pilot-tested survey instruments were used to gather data on the extent of technology integration and ALS implementation. Statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were employed in data analysis. Findings revealed that both technology integration and ALS implementation were at an extensive level. A significant positive correlation between the two variables was established, indicating that higher levels of technology integration are associated with improved ALS implementation. Furthermore, all five domains of technology integration, teaching strategies, experience with computer technologies, confidence level in integrating technology, perceived contribution of technology to student learning, and value of technology integration, significantly influenced ALS implementation, with confidence level in integrating technology having the strongest impact. The study affirms the relevance of the technological pedagogical content knowledge framework, constructivist learning theory, self-determination theory, and social learning theory in guiding effective technology use in ALS. Recommendations were offered to DepEd officials, school leaders, ALS teachers, and future researchers to support digital transformation in alternative education.
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📚 How to Cite:
Renalene C. Salupan , THE ROLE OF TECHNOLOGY INTEGRATION IN THE ADVANCEMENT OF ALTERNATIVE LEARNING SYSTEM IN DAVAO DE ORO DIVISION , Volume 12 , Issue 7, july 2025, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra23395