Technology-Integrated PjBL, Learning Engagement, and English Achievement: A Correlational Study in an Indonesian High School
DOI:
https://doi.org/10.31849/z0x84170Keywords:
project-based learning, learning engagement, technology use, English achievement, senior high school studentsAbstract
This study aimed to investigate the relationship between the use of technology in project-based learning (PjBL), students’ learning engagement, and their English achievement at the senior high school level. The study was motivated by the growing need to integrate technology and 21st-century learning strategies to improve students' English proficiency. A quantitative approach with an ex post facto design was employed, using Pearson correlation and multiple linear regression analyses. The sample consisted of 24 eleventh-grade students from a Senior High School in Pekanbaru who participated in technology-integrated PjBL. Instruments included a technology use questionnaire, a learning engagement scale, and documentation of students’ English scores. The Pearson correlation results indicated no significant relationship between technology use in PjBL (r = 0.026; p = 0.906) or learning engagement (r = 0.106; p = 0.622) with English achievement. The multiple regression analysis showed that the combined influence of the independent variables was not statistically significant, with an R² of 0.013 and a model significance level of 0.877. Hence, the null hypothesis was accepted. The discussion examined these findings through the lens of Vygotsky’s social constructivism, Krashen’s input hypothesis, and Bandura’s self-efficacy theory, while contrasting them with previous studies reporting different results. It is concluded that technology use and learning engagement do not automatically lead to improved English achievement unless they are meaningfully integrated with instructional strategies and supported by an effective learning environment.
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