Providing Technical Support for Underperforming Students to Enhance Satisfaction and Engagement in Social Studies

Abstract

The study investigated the correlation between teachers' technical support, learners' satisfaction, and engagement. A descriptive correlation study design was employed to analyze the relationship between these variables. A purposive sample of forty-three (43) struggling Grade V students from Patabog Elementary School was chosen for the study. Results showed that learners perceived a very high level of technical assistance in tasks such as preparing instructional materials, distributing learning materials, retrieving instructional materials, and providing feedback on their work. Additionally, learners reported a high level of satisfaction with teaching methods and the learning environment. The learners who participated in the study showed a high level of engagement in cognitive, affective, and behavioral aspects. Furthermore, the research revealed a significant correlation between the level of technical support provided by teachers and learner satisfaction and engagement. Therefore, educators can use this approach and consider alternative strategies when teaching struggling students. Before implementing any interventions, teachers should assess their student's needs and abilities in distance learning to tailor their teaching methods and provide appropriate technical assistance. Additionally, frequent and thorough monitoring of learners' progress can help address their individual needs effectively.