A STUDY EXPLORING THE IMPACT OF DIGITAL
LEARNING ON HUMSS 12 STUDENTS'
ACADEMIC SUCCESS.
VALDRIZ, JAOWEN
BAYNO, JAMES
CARECIO, ZENITH
ORPILLA, MARC
PANDOG, CHRISTIAN
VERSOSA, MARK
HUMANITIES AND SOCIAL SCIENCE
SAN GABRIEL SENIOR HIGH SCHOOL
PRACTICAL RESEARCH 2
JULY 2025
Chapter 1
INTRODUCTION
Background of the Study
Digital learning, also referred to as technology-enhanced education, is a
method of acquiring knowledge and skills through digital tools, platforms, and
resources, enabling flexible and interactive learning experiences beyond traditional
classroom settings. According to the study by Hassan and Mukhongo (2021),
technology-enhanced learning (TEL) environments involve the integration of digital
tools, platforms, and strategies to improve student engagement and learning
outcomes. Their findings show that the use of interactive technologies such as
learning management systems, digital assessments, and virtual simulations
significantly increases learner motivation, participation, and comprehension.
Moreover, the study emphasizes that effective implementation of TEL requires
aligning technological tools with educational goals and enhancing teachers’ digital
competencies to maximize benefits for students.
Furthermore, digital learning plays a central role by offering students greater
flexibility, access to resources, and opportunities for independent learning, which are
vital in developing skills needed for the 21st-century workforce. However, these
changes also require students to adapt by improving their digital literacy, time
management, and self-regulation skills. Teachers, on the other hand, must rethink
education strategies and embrace new digital tools. The study highlights that while
digital learning has the potential to transform education and bridge social gaps by
providing widespread access, it also presents challenges related to student
engagement, instructor readiness, and infrastructure demands.
Similarly, Panchenko et al. (2023) examine how digital tools help students
become more creative. Their study shows that when schools use project-based
learning, games, and interactive platforms, students become more engaged and think
more critically. However, the tools only prove effective when teachers are trained and
the activities align with the learning goals. The authors stress that digital learning
should not only focus on content but also on fostering creativity.
In addition, Yang (2023) investigates how digital tools enhance students’
reading skills in English as a Foreign Language (EFL). The research finds that online
materials and interactive activities make reading more enjoyable and improve
students’ understanding. It also encourages teamwork and critical thinking. However,
Yang points out that some students lack access to technology or struggle with using
digital tools. To fully benefit from digital learning, schools need to upgrade their
equipment, provide teacher training, and teach students how to use digital tools
properly.
Moreover, Elrayah and Alshiha (2024) explore the concept of digital empathy
—the ability to understand others in online spaces. Their study shows that digital
empathy enhances student performance, especially when combined with good access
to technology, strong digital skills, and support from the school community. Students
with well-developed digital empathy feel more confident and motivated.
Nevertheless, many schools do not yet include this skill in their programs. Thus, the
authors recommend that schools incorporate digital empathy into lessons and teacher
training to improve learning in digital environments.
Likewise, Lin, Chen, and Liu (2017) compare traditional and digital learning
in a study involving 116 students. They find that digital learning boosts both
motivation and performance. Students become more interested and learn more
effectively when digital tools are implemented well. The study underscores that
schools and teachers play a crucial role in ensuring the success of digital learning.
Additionally, Nortvig, Petersen, and Balle (2018) review what makes digital
and blended learning effective. They conclude that success depends not just on
technology use but also on how teachers interact with students, how lessons are
designed, and how learning is supported both online and in-person. Strong
relationships and carefully planned learning experiences emerge as key factors in
student success.
Meanwhile, in South Korea, Kim et al. (2019) focus on students’ experiences
with e-learning. They find that although students enjoy e-learning, positive attitudes
alone do not lead to better grades. Instead, students who are well-prepared to use
digital tools and who remain engaged in their studies achieve more. Therefore, the
study suggests that schools offer better support, training, and equipment to help
students excel in digital learning environments.
Building on these ideas, Wong et al. (2025) study how student engagement
with digital tools like LMS, e-textbooks, and study guides affects academic
performance in higher education. They collect data from 1,591 college students and
discover that students who frequently and promptly use LMS tend to perform better.
E-textbooks and study guides prove beneficial as well, but only when used regularly
and appropriately. The study also reveals that older students and those with heavy
course loads often struggle, while students with scholarships or company
sponsorships tend to excel. Consequently, the authors recommend the use of
reminders, dashboards, and real-time feedback to keep students engaged.
Finally, this study aims to explore the impact of digital learning on the
academic success of HUMSS 12 students at San Gabriel Central Senior High School.
By examining how digital tools and platforms influence student engagement, learning
habits, and performance, this research seeks to identify both the benefits and
challenges of technology-driven education. The findings will help guide the
development of strategies and programs that enhance digital learning experiences,
ultimately supporting student achievement and fostering a more effective and
inclusive academic environment.
Statement of the Problem
1. What are the most common digital learing used by the Grade 12 HUMSS students?
1.1 Educational Videos
1.2 Digital text books and resource
1.3 Communication Platforms
1.4 Learning Management Systems
2. What is the impact of digital learning on the academic performance of the grade 12
students?
3. Is there a significant impact of digital learning on the academic performance of the
Grade 12 HUMSS students?
