Students' Perceptions of Technology Integration in Science 8 at Dibuluan National High School, Jones, Isabela

Technology plays an essential role in contemporary education, particularly in science instruction, where digital tools help students understand complex concepts and improve their classroom engagement. This study examined the perceptions of Grade 8 students toward the integration of technology in Science 8 at the Dibuluan National High School. Specifically, it investigated students’ positive and negative perceptions, technology-based activities used in instruction, ethical considerations related to technology use, and the relationships among these variables. A descriptive-correlational research design was employed involving fifty (50) Grade 8 students selected through simple random sampling. Data were gathered using a researcher-made questionnaire that was adopted, modified, validated by experts, and analyzed using frequency, percentage, weighted mean, standard deviation, Pearson Product-Moment Correlation Coefficient, Independent Samples t-test, and One-Way Analysis of Variance (ANOVA). The findings revealed that students generally demonstrated favorable perceptions of technology integration, particularly in enhancing engagement, participation, motivation, and understanding of science lessons. Ethical practices in technology use were also highly observed, while technology-based activities were moderately implemented in classroom instructions. Negative perceptions of technology integration were minimal and only occasionally experienced by respondents. Significant relationships were identified among students’ perceptions, technology-based activities, and ethical considerations, indicating that meaningful and responsible technology use contributes to more positive learning experiences for students. However, limitations in technological resources, Internet connectivity, and accessibility remain evident in the school setting. The study concluded that technology integration positively supports science learning despite challenges in resource-limited educational environments and may serve as a basis for improving technology-supported instruction, strengthening ICT-related programs, and promoting responsible technology use in science education.