Bridging Traditional And Digital: Effects of Technology-Supported Instruction on Grade 9 Students’ Performance in Chemical Bonding

Abstract

This study examined the effects of traditional and technology-supported instruction on the academic performance of Grade 9 students in Chemical Bonding. Specifically, it sought to: (1) determine the academic performance of students taught using traditional and technology-supported lessons; (2) identify whether a significant difference exists between the two instructional approaches; and (3) assess the effectiveness of technology-supported instruction in improving students’ conceptual understanding. The research employed a quantitative quasi-experimental pretest–posttest control group design in a private secondary school during the 2025–2026 academic year. Two comparable Grade 9 sections (n = 50) were selected through purposive sampling: one received traditional lecture-based instruction, while the other was taught using technology-supported lessons such as simulations, animations, and multimedia. Data were gathered through a validated 30-item achievement test, and the results were analyzed using descriptive statistics, independent samples t-tests, and paired samples t-tests.