The Relationship between Digital Resource Availability and Intentional Learning among High School Science Students in Valencia City, Bukidnon, Philippines

Myra Vanessa C. Teofilo-Labitad and James Lacsao Paglinawan
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Myra Vanessa C. Teofilo-Labitad: Valencia National High School, Philippines
James Lacsao Paglinawan: Central Mindanao University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 3876-3884

Abstract: In an increasingly digital world, students have access to a variety of digital resources that can enhance their learning experiences. However, many high school students struggle with intentional learning, particularly in science subjects. This study investigates the relationship between digital resource availability and intentional learning among 8th-grade students at Valencia National High School in the Philippines, contributing to a significant knowledge gap in educational research. The primary objectives include assessing the availability of digital resources, evaluating students’ levels of intentional learning, and exploring the correlation between these two variables. A descriptive-correlational research design was employed, utilizing survey questionnaires administered to 139 Grade 8 students. Results indicated that students perceive the availability of digital resources as mostly satisfactory, particularly in terms of range and relevance. However, their engagement in intentional learning is moderate, with motivation being higher than the use of effective learning strategies. Statistical analysis revealed a significant positive correlation (r = 0.521) between digital resource availability and intentional learning. These findings highlight the importance of integrating digital resources into educational practices to foster deeper student engagement and enhance learning outcomes. Addressing accessibility and promoting effective learning strategies, educators can better support students in achieving their academic goals, ultimately improving their educational experiences and performance in science subjects.

Date: 2025
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