The Influence of Differentiated Instruction and the Perception of Teachers on the Use of Technology on the Engagement of Students with Learning Disabilities

Abstract

This study addressed the persistent issue of low engagement among students with learning disabilities (LDs), particularly in resource-limited areas like Davao del Norte. It aimed to determine the influence of differentiated instruction and teachers' perceptions of technology on student engagement. Using a descriptive-correlational quantitative design, the research involved 150 high school teachers from Sto. Tomas National High School during the School Year 2024–2025. Anchored on Vygotsky’s Sociocultural Theory, the study examined how tailored teaching strategies and positive technological perceptions support learners within their Zone of Proximal Development. Results revealed that both differentiated instruction (M=4.29) and teacher perceptions of technology use (M=4.62) were rated very high, while student engagement (M=3.94) was rated high. A moderate positive correlation (r=0.539, p<.001) was found between differentiated instruction and engagement, and a low to moderate correlation (r=0.352, p<.001) existed between technology perception and engagement. Regression analysis showed that both variables significantly influenced engagement (R²=23.5%, F=14.15, p=.029). The study concludes that differentiated instruction and technology use meaningfully contribute to student engagement but do not fully account for it. Thus, it is recommended that educators and policymakers also explore other contributing factors, such as classroom environment and student support systems, to holistically enhance engagement among students with learning disabilities.