ISSN 3028-1261
10.5281/zenodo.17312457/NIJSE.2025
Examining he Technological Skills Among Junio High School
S uden s Using he Pa h Analysis App oach
Da yl Cy ene P. Remolleno
Abs ac . This s udy aimed o assess he impac o goal o ien a ion and how- o ideos on
he echnological skills o G ade 10 s uden s in Sulop Dis ic , Da ao del Su , employing a
non-expe imen al quan i a i e design wi h a desc ip i e-co ela ional echnique h ough pa h
analysis. The esea che selec ed 232 s uden s using a simple andom sampling me hod and
u ilized an adap ed su ey ques ionnai e, which was pilo es ed o eliabili y and in e nal
consis ency. The indings e ealed ha he goal o ien a ion among s uden s is mode a ely
ex ensi e, wi h pe o mance app oach and a oidance o ien a ions mo e p e alen han mas-
e y and wo k-a oidan o ien a ions. Technological skills we e also ound o be mode a ely
ex ensi e, wi h pa icula s eng h in so wa e ools and digi al communica ion, whe eas skills
in in e ne na iga ion and p oblem-sol ing we e less e iden . The s udy also ound mode a e
usage o how- o ideos, wi h pee ecommenda ions being a p ominen mode o engagemen .
Addi ionally, a s ong goal o ien a ion co ela ed wi h enhanced echnological skills and e-
quen engagemen wi h how- o ideos. These ela ionships unde sco e he impo ance o
mo i a ional ac o s in shaping digi al compe ence and he u iliza ion o ins uc ional ideos.
The s udy’s model demons a ed excellen i , a i ming he signi ican in e ela ionships among
he a iables.
KEY WORDS
1. Goal o ien a ion 2. how- o ideos 3. echnological skills 4. pa h
analysis 5. quan i a i e esea ch 6. educa ional s a egies 7. G ade 10
s uden s 8. Sulop Dis ic
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
In oday’s class ooms, echnology plays a
i al ole in suppo ing lea ning and p epa ing
s uden s o u u e ca ee s. Howe e , many s u-
den s s ill s uggle o de elop s ong echnologi-
cal skills despi e he g owing p esence o digi al
ools in educa ion. Repo s show ha mo i a-
ion, pa icula ly goal o ien a ion, and he use o
ins uc ional esou ces, such as how- o ideos,
g ea ly in luence how lea ne s acqui e and apply
hese skills. Wi hou p ope guidance, s uden s
may s uggle o maximize he bene i s o a ail-
able echnologies in bo h academic and p ac ical
con ex s. This si ua ion is e iden among G ade
10 s uden s, who con inue o demons a e lim-
i ed p o iciency in applying and u ilizing echno-
logical ools and p ocesses, c ea ing a p essing
conce n ha his s udy aims o add ess. In he
Uni ed S a es, many s uden s s uggle o acqui e
NIJSE (2025) -
s ong echnological skills due o a ious social
and economic ac o s. Bane jee (2020) no ed
ha inequi able access o eliable in e ne and
digi al de ices is a signi ican ba ie o lea n-
e s in unde p i ileged a eas. Ben Yousse e al.
(2022) no ed ha he apid pace o echnological
change makes i challenging o schools o keep
pace wi h upda ed ools and so wa e, esul -
ing in ou da ed lea ning ma e ials. Mo eo e ,
eache s may lack adequa e aining, which u -
he hampe s e ec i e echnology in eg a ion in
class ooms. As a esul , Ame ican s uden s o -
en exhibi a ying le els o digi al compe ence,
wi h some signi ican ly lagging. In A ica, he
sho age o in as uc u e and digi al esou ces
c ea es signi ican challenges o s uden s seek-
ing o de elop echnological skills. Lang h-
ale and Baza kan (2020) highligh ed ha many
schools lack su icien compu e s o a consis en
elec ici y supply, making i di icul o e ec-
i ely p ac ice o apply digi al lessons. Adu e al.
(2022) also emphasize ha high in e ne cos s
and limi ed echnical suppo hinde bo h each-
ing and lea ning expe iences. Consequen ly,
some A ican lea ne s g adua e wi h limi ed ex-
posu e o mode n echnologies, which a ec s
hei compe i i eness in he global job ma ke .
Add essing hese issues equi es imp o ing in-
as uc u e, educing in e ne cos s, and p o id-
ing ongoing p o essional de elopmen o each-
e s on digi al in eg a ion. Ac oss Asia, he p ob-
lem o inadequa e echnological skills is o en
linked o la ge class sizes and une en dis ibu-
ion o esou ces. Yeap e al. (2021) a gued ha
eache s handling la ge classes canno p o ide
enough indi idual a en ion o ensu e ha e e y
s uden gains hands-on expe ience wi h digi al
ools. Meanwhile, Romli e al. (2022) no ed
ha some coun ies in Asia ocus oo hea ily
on es esul s, lea ing li le ime o c ea i e o
p ac ical echnology-based lessons. These ac-
o s hinde he cul i a ion o meaning ul ech-
nology skills among s uden s, especially in u-
al o economically challenged egions. Thus,
a ge ed policies and be e esou ce manage-
men a e c ucial o b idge he digi al li e acy
gap in Asian schools. In he Philippines, de-
spi e being ecognized as one o he mos so-
cial media-sa y na ions, many s uden s s ill
lack essen ial echnological p o iciency. Alipio
(2020) no ed ha limi ed school budge s, ou -
da ed compu e labs, and in e ne connec i i y
issues hinde e ec i e digi al lea ning. Ba ic-
ulon e al. (2021) obse ed ha eache s also
equi e mo e specialized aining o e ec i ely
in eg a e echnology in o hei daily lessons, as
elying solely on basic pla o ms like social me-
dia does no ully de elop co e echnological
skills. Also, unequal access o echnology be-
ween u ban and u al schools makes i di icul
o lea ne s om emo e a eas o keep pace. As
a esul , implemen ing mo e obus digi al li e -
acy p og ams in Philippine schools is necessa y
o equip s uden s o u u e academic and ca ee
needs. In he esea che ’s se ing, he challenge
o poo echnological skills among s uden s is
in luenced by ac o s such as language di e -
si y, esou ce limi a ions, and a ying le els o
eache expe ise. While some schools ha e
in es ed in upg aded compu e labs, consis en
in e ne se ice emains an issue in ce ain a eas.
Fu he mo e, he e is an insu icien amoun o
eache aining in designing and implemen -
ing echnology-enhanced lessons, which o en
esul s in unde u ilized digi al esou ces. Con-
sequen ly, lea ne s may no de elop he echni-
cal abili ies needed o h i e in oday’s digi al
wo ld. Add essing hese issues by p o iding
mo e s uc u ed aining p og ams, alloca ing
adequa e echnological ools, and s eng hen-
ing suppo sys ems can signi ican ly imp o e
s uden s’ echnological compe ence in Da ao
del Su . The e iew o exis ing li e a u e shows
se e al esea ch gaps ha jus i y he conduc o
his s udy. F om a me hodological s andpoin ,
mos s udies on goal o ien a ion and echnolog-
ical skills ely on desc ip i e o co ela ional
designs, which limi he capaci y o de e mine
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p edic i e ela ionships be ween a iables. Few
s udies ha e u ilized pa h analysis as a obus
quan i a i e app oach ha can e eal bo h di ec
and indi ec e ec s o ins uc ional ools, such
as how- o ideos, on echnological skills. In
addi ion, ea lie s udies o en ocus on gene al
academic pe o mance o digi al li e acy, bu
do no speci ically in eg a e he ole o guided
isual esou ces wi h mo i a ional o ien a ions
in de eloping p ac ical echnological compe en-
cies among s uden s. This me hodological gap
unde sco es he need o a s udy ha employs
a mo e sophis ica ed analy ical model wi hin a
speci ic educa ional con ex . Meanwhile, em-
po al and demog aphic gaps s eng hen he u -
gency o conduc ing he s udy in he Sulop Dis-
ic o Da ao del Su . Mos a ailable esea ch
was conduc ed in ea lie pe iods when digi al
esou ces we e less in eg a ed in o class oom
ins uc ion, lea ing ecen de elopmen s in how-
o ideos and echnology-d i en lea ning unde -
explo ed. Mo eo e , pas s udies ha e o en o-
cused on senio high school o college s uden s
in u ban a eas, neglec ing G ade 10 lea ne s
in u al dis ic s who ace dis inc challenges
in accessing and applying echnological skills.
Add essing hese gaps is imely and u gen in
he esea che ’s se ing, as local schools inc eas-
ingly inco po a e echnology in o he cu icu-
lum bu lack empi ical e idence on e ec i e
s a egies. By ocusing on G ade 10 s uden s
in Sulop Dis ic , his s udy no only b idges
me hodological and demog aphic gaps bu also
p o ides con ex -speci ic insigh s ha can in-
o m local eaching p ac ices and imp o e ech-
nological skill acquisi ion.
1.1. Re iew o Signi ican Li e a u e—
1.1.1. Goal O ien a ion—Goal o ien a ion
e e s o he a i udes and mo i a ions guiding
s uden s’ app oaches o lea ning and achie e-
men (Alhadabi Ka pinski, 2020). Mode -
a e goal o ien a ion enhances inqui y skills,
adap abili y, and c i ical hinking (Aa k og
Wahlg en, 2022; S
´
anchez-Ca dona e al., 2021).
S uden s wi h balanced achie emen goals
demons a e e lec i e hinking, sel -e icacy,
and pe sis ence (Suya na Pu a, 2020). Mas e y-
o ien ed lea ne s engage deeply and main-
ain esilience, while pe o mance-o ien ed
ones ocus on ecogni ion and compa ison
(Yoo e al., 2024; Mai, 2024). Adap i e
goal o ien a ions—pa icula ly mas e y- ocused
ones—p omo e sel -de e mina ion, emo ional
in es men , and consis en engagemen (Ro hes
e al., 2022; Yi e al., 2020).
1.1.2. Technological Skills—Technologi-
cal skills encompass compe encies in digi al
li e acy, so wa e use, in e ne esea ch, and
digi al communica ion (Owo Deebom, 2020).
S uden s wi h mas e y-o ien ed goals explo e
echnology mo e deeply and de elop obus
skill se s (Chonsalasin Khampi a , 2022), while
pe o mance-o ien ed lea ne s o en ocus na -
owly on ask comple ion (Yang e al., 2023).
E ec i e use o echnology os e s mo i a ion
and ac i e lea ning (Abd Ka im Mus apha,
2022; Chiu e al., 2019). Ea ly exposu e o
books and oca ional aining also builds digi-
al compe ence and sel -employmen po en ial
(Siko a e al., 2019; Edokpolo Abusomwan,
2019).
1.1.3. Mas e y Goal O ien a ion—Mas-
e y goal o ien a ion p io i izes compe ence,
unde s anding, and sel -imp o emen (Senko,
2019). I enhances lea ning eadiness, academic
pe sis ence, and long- e m achie emen (Mose
e al., 2022; Rome o e al., 2024). Beyond aca-
demics, mas e y goals s eng hen li elong lea n-
ing and adap abili y in a ious con ex s (Hee e
al., 2019; Roen M˚
akes ad, 2019).
1.1.4. Pe o mance App oach O ien a-
ion—Pe o mance app oach o ien a ion o-
cuses on demons a ing supe io i y and achie -
ing ecogni ion (G
´
omez Vald
´
es, 2019). When
guided p ope ly, i d i es mo i a ion and mea-
su able success in s uc u ed en i onmen s
(Hoque e al., 2020; Vog , 2022). Teache mo i-
a ion and leade ship p ac ices g ea ly in luence
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he de elopmen o such goals (Blossing Lil-
jenbe g, 2019; Kı an e al., 2019).
1.1.5. Pe o mance A oidance O ien a-
ion—S uden s wi h pe o mance a oidance o i-
en a ion end o ea ailu e and a oid chal-
lenges (Choi e al., 2022). This beha io
leads o de ensi e lea ning and educed mo i a-
ion (Usan e al., 2019; Za a ani e al., 2022).
Such o ien a ions co ela e wi h anxie y, pe ec-
ionism, and low adap abili y (Aydıne -Uygun,
2020; S asielowicz, 2019). Encou aging mas-
e y goals can mi iga e hese e ec s by os e ing
g ow h mindse s.
1.1.6. Wo k-A oidan O ien a ion—Wo k-
a oidan s uden s p io i ize minimal e o and
ask comple ion o e mas e y (Ha na e al.,
2021). This weakens c i ical hinking and
achie emen . Add essing wo k a oidance e-
qui es ele an , meaning ul, and au onomy-
suppo i e lea ning (S oege Zeidne , 2019;
Willoughby E ans, 2019). Class oom goal
s uc u es ha emphasize mas e y o e pe o -
mance can e-engage lea ne s and enhance mo-
i a ion (Kalali Sani e al., 2021).
1.1.7. P o iciency in So wa e Tools—P o-
iciency in so wa e e lec s s uden s’ abili y
o use applica ions e ec i ely o academic
and collabo a i e wo k (Akudo, 2022). Mode -
a e p o iciency is common, especially in basic
asks, b u ad anced skills emain limi ed (Alahi
Yesmin, 2024; Kuzminska e al., 2019). Collab-
o a i e digi al p ojec s build eamwo k, o gani-
za ion, and s a egic hinking (La en ie a e al.,
2019; Te y e al., 2019).
1.1.8. In e ne Na iga ion and Resea ch
Skills—S uden s o en show mode a e in e -
ne esea ch skills—compe en a inding ba-
sic in o ma ion b u weak in c i ical e alua ion
(Zgambo Chawinga, 2019; A y E dem, 2020).
Enhancing mind ulness and digi al li e acy im-
p o es esea ch quali y (A oy e al., 2020). Poo
li e acy and e alua ion skills limi e ec i e on-
line lea ning (Van Deu sen V a n Dijk, 2009;
Kanniainen e al., 2019).
´
1.1.9. Digi al Communica ion Compe-
ence—Digi al communica ion skills enable e -
ec i e collabo a ion and in e ac ion in i ual
en i onmen s (Zhao e al., 2021). High com-
pe ence in his a ea e lec s s ong con idence
and digi al exposu e (Rod
´
ıguez-Ga c
´
ıa e al.,
2022; Iglesias-Rod
´
ıguez e al., 2021). In eg a-
ion o communica ion ools enhances collabo-
a ion, engagemen , and p o essional eadiness
(Guill´ en-G´ amez Mayo ga-Fe n´ andez, 2020).
1.1.10. P oblem-Sol ing wi h Technolo-
gy—Technological p oblem-sol ing combines
c i ical hinking and echnical applica ion (Unal
Caki , 2021). Mode a e p o iciency indica es
po en ial o imp o emen h ough ask-based
lea ning (Malik e al., 2019; San os-T igo
Reyes-Ma ınez, 2019). Gami ied and in e ac-
i e en i onmen s e eal engagemen b u lim-
i ed ans e o p oblem-sol ing skills o eal-
wo ld con ex s (Chen, 2019; Poonsawad e al.,
2022).
1.1.11. How- o Videos as Lea ning Tools—
How- o ideos enhance unde s anding h ough
isual and audi o y engagemen (Lok, 2019;
Ugulu, 2019). Thei mode a e use supple-
men s adi ional lea ning and suppo s sel -
di ec ed s udy (Powell Bodu , 2019; Faa h-
Becke Walke , 2020). Video-based ins uc-
ion s eng hens bo h pedagogical and ech-
nological skills ac oss disciplines (Ka anjak-
wu S ipicha n, 2023; Mo in e al., 2019).
These ideos also b idge heo e ical and p ac i-
cal knowledge, os e ing con idence and con in-
uous lea ning (Mazi i i e al., 2020; P a ama e
al., 2020; Wahyuni e al., 2021).
1.1.12. Media ing Role o How- o Videos—
Goal o ien a ion in luences how s uden s use
ins uc ional ideos. Mas e y-o ien ed lea n-
e s engage deeply and e isi con en o com-
p ehension, while pe o mance-o ien ed ones
use ideos s a egically o assessmen s (Zhou
e al., 2020; Ela eshi e al., 2022; Sa i e al.,
2020). How- o ideos enhance me acogni ion,
mo i a ion, and echnological p o iciency by
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connec ing goals wi h skill de elopmen (Liu
Liu, 2020; Shou an Mohamed, 2022; Ga cia-
Ma quez Baue , 2021). In eg a ing ideos
in o ins uc ion e ec i ely media es he ela ion-
ship be ween goal o ien a ion and echnological
skills, s eng hening lea ning ou comes (Wang
Chen, 2020; Bailey e al., 2022).
1.2. Syn hesis—The ela ionship be ween
goal o ien a ion and echnological skills in s u-
den s e eals ha how s uden s app oach hei
lea ning signi ican ly in luences hei abili y o
acqui e and apply new echnologies. Li e a-
u e sugges s ha s uden s wi h a mas e y o i-
en a ion, who ocus on lea ning and de eloping
new skills o hei own sake, end o engage
mo e deeply and pe sis en ly wi h echnological
con en . Con e sely, hose wi h a pe o mance
o ien a ion, who aim o p o e compe ence o
o he s, migh engage wi h echnology p ima -
ily when i aligns wi h achie ing isible suc-
cess, such as high g ades o ecogni ion. This
dis inc ion highligh s he impo ance o unde -
s anding no jus he p esence o echnological
skills bu he unde lying mo i a ions d i ing
hei acquisi ion and u iliza ion. How- o ideos
ha e eme ged as a po en ool in educa ion,
pa icula ly in enhancing echnological skills.
These esou ces enable s uden s o lea n a hei
own pace, e isi complex concep s, and engage
isually and au ally, ca e ing o a ious lea n-
ing p e e ences and needs. The li e a u e sup-
po s he no ion ha in eg a ing how- o ideos
in o he lea ning p ocess can b idge he gap
be ween heo e ical knowledge and p ac ical
applica ion, making hem especially aluable
o pe o mance-o ien ed s uden s. Howe e ,
o mas e y-o ien ed s uden s, hese ideos also
ein o ce deep lea ning by p o iding de ailed,
s ep-by-s ep ins uc ions ha help solidi y un-
de s anding. This dual u ili y unde sco es he
ole o how- o ideos as no jus supplemen a y
ma e ials bu as cen al componen s o e ec i e
educa ional s a egies in oday’s digi al lea n-
ing en i onmen s. Gi en he complexi ies o
how goal o ien a ion in luences lea ning and
he demons able bene i s o how- o ideos in
skill acquisi ion, he e was a clea necessi y o
explo e hese dynamics h ough quan i a i e e-
sea ch, speci ically using pa h analysis. This
me hod can quan i a i ely dissec he di ec and
indi ec e ec s o goal o ien a ion on echno-
logical skill p o iciency, wi h how- o ideos
se ing as a media o . Pa h analysis would al-
low esea che s o unde s and he s eng h and
signi icance o hese ela ionships, p o iding a
de ailed map o he causal connec ions and in e -
ac ions. Such insigh s a e c ucial o educa o s
aiming o ailo hei ins uc ional app oaches
o maximize s uden engagemen and skill de-
elopmen . Conduc ing his ype o analysis
no only en iches he academic discou se on
lea ning echnologies bu also guides p ac ical
applica ions in educa ional se ings, ensu ing
ha s uden s’ engagemen wi h echnology is
bo h e ec i e and aligned wi h hei lea ning
goals.
1.3. Theo e ical/Concep ual F amewo k—
This s udy is g ounded in Social Cogni i e The-
o y, as p oposed by Bandu a (1986). Social
Cogni i e Theo y emphasizes ha people lea n
by obse ing o he s, modeling beha io s, and
in e ac ing wi h hei en i onmen . Albe Ban-
du a in oduced his heo y in 1986, highligh -
ing he impo ance o obse a ional lea ning
and sel -e icacy in skill de elopmen . This
heo y is sui able o he s udy because i ex-
plains how s uden s can acqui e echnological
skills by wa ching how- o ideos, which ac
as models o desi ed beha io s. I also unde -
sco es he ole o sel -e icacy, whe e s uden s’
belie in hei abili y o use echnology e ec-
i ely is enhanced h ough success ul obse a-
ions. Addi ionally, Social Cogni i e Theo y
suppo s he idea ha goal o ien a ion in luences
how ac i ely s uden s engage wi h hese ideos,
he eby media ing he ela ionship be ween hei
goals and he acquisi ion o echnological skills.
In suppo , he Sel -De e mina ion Theo y, p o-
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posed by Deci and Ryan (1985), ocuses on
he mo i a ion unde lying indi iduals’ ac ions,
dis inguishing be ween in insic and ex insic
mo i a ions. Edwa d Deci and Richa d Ryan
p oposed his heo y in 1985, emphasizing he
impo ance o au onomy, compe ence, and e-
la edness in os e ing mo i a ion and psycho-
logical well-being. This heo y was app op i-
a e o he s udy as i explo es how s uden s’
in insic mo i a ion (mas e y goals) and ex in-
sic mo i a ion (pe o mance goals) in luence
hei engagemen wi h how- o ideos and sub-
sequen echnological skill de elopmen . Sel -
De e mina ion Theo y helps o unde s and how
goal o ien a ion can a ec he deg ee o engage-
men and he e ec i eness o how- o ideos as
a lea ning ool. By os e ing in insic mo i a-
ion, s uden s a e mo e likely o engage deeply
wi h he ideos, enhancing hei echnological
skills mo e e ec i ely. This alignmen ensu es
ha he s udy can add ess bo h mo i a ional and
p ac ical aspec s o skill acquisi ion. Las ly, he
s udy was suppo ed by Mul imedia Lea ning
Theo y by Maye (2001). Mul imedia Lea ning
Theo y posi s ha people lea n mo e e ec i ely
om wo ds and pic u es han om wo ds alone.
Richa d Maye in oduced his heo y in 2001,
ocusing on how he in eg a ion o isual and
audi o y in o ma ion can enhance unde s and-
ing and e en ion o in o ma ion. This heo y is
highly ele an o he s udy as i explains he e -
ec i eness o how- o ideos in eaching echno-
logical skills h ough he combina ion o isual
demons a ions and e bal ins uc ions. Mul i-
media Lea ning Theo y suppo s he use o how-
o ideos as an educa ional ool ha ca e s o
di e en lea ning s yles, making i easie o s u-
den s o g asp complex echnological concep s.
Also, i p o ides a amewo k o analyzing how
he quali y and design o ideos can in luence
lea ning ou comes, he eby media ing he e-
la ionship be ween goal o ien a ion and ech-
nological skill de elopmen . By u ilizing his
heo y, he s udy can be e assess how mul ime-
dia elemen s in how- o ideos enhance s uden s’
echnological compe encies. Figu e 1 p esen s
he concep ual amewo k o he s udy, which
helps he esea che summa ize and b ie ly s a e
he concep o he s udy. The independen a i-
able was he goal o ien a ion o he s uden s’
unde lying a i udes and mo i a ions ha di ec
hei app oach o lea ning and achie emen . The
measu es o goal o ien a ion a e mas e y goal
o ien a ion o he s uden ’s desi e o de elop
compe ence and unde s and new ma e ial ully;
pe o mance app oach o ien a ion o he ex en
ha in ol es a s uden ’s aim o demons a e su-
pe io abili y and achie e high g ades compa ed
o pee s; pe o mance a oidance o ien a ion o
he ex en when s uden s s i e o a oid nega-
i e judgmen s o appea ing less compe en han
hei pee s; and wo k-a oidan o ien a ion o he
s uden ’s aim o comple e academic asks wi h
minimal e o and engagemen .
The dependen a iable o he s udy was
he echnological skills o s uden s, o he s u-
den s’ abili y o use, manage, and unde s and
echnology e ec i ely. The measu es o echno-
logical skills a e p o iciency in so wa e ools
o he s uden ’s abili y o use a ious applica-
ions and so wa e e ec i ely; in e ne na iga-
ion and esea ch skills o he s uden ’s abili y
o e ec i ely use he in e ne o ga he in o ma-
ion, disce n c edible sou ces, and u ilize online
lea ning pla o ms; digi al communica ion com-
pe ence o he p ocess ha in ol es he abili y o
communica e clea ly and e ec i ely using digi-
al pla o ms, such as email, social media, and
collabo a i e ools; and p oblem-sol ing wi h
echnology o he abili y o use echnological
esou ces o ind solu ions o a ious challenges.
Las ly, he media o is he how- o ideos, which
e e o educa ional esou ces designed speci i-
cally o enhance eaching skills h ough isual
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Fig. 1. Theo e ical/Concep ual F amewo k o he S udy
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and in e ac i e con en .
1.4. S a emen o he P oblem—The p i-
ma y objec i e o his s udy was o examine he
impac o goal o ien a ion and how- o ideos
on he echnological skills o G ade 10 s uden s
in Sulop Dis ic , Da ao del Su , h ough pa h
analysis. The e o e, he s udy sough he answe
o he ollowing ques ions:
(1) Wha is he ex en o goal o ien a ion o G ade 10 s uden s in e ms o :
(1) mas e y goal o ien a ion;
(2) pe o mance app oach o ien a ion;
(3) pe o mance a oidance o ien a ion; and
(4) Wo k-a oidan o ien a ion?
(2) Wha is he ex en o echnological skills o G ade 10 s uden s in e ms o :
(1) p o iciency in so wa e ools;
(2) In e ne na iga ion and esea ch skills;
(3) digi al communica ion compe ence; and
(4) P oblem-sol ing wi h echnology?
(3) Wha is he ex en o how- o ideos usage?
(4) I
s he e a signi ican ela ionship among goal o ien a ion, echnological skills o s uden s,
and he usage o how- o ideos?
(5) H
ow do how- o ideos media e he ela ionship be ween goal o ien a ion and echnological
skills o G ade 10 s uden s?
1.5. Hypo heses—The ollowing hypo he-
ses we e es ed a he 0.05 le el o signi icance:
H01: The e is no signi ican ela ionship
among goal o ien a ion, echnological skills o
s uden s, and how- o ideos usage. H02: How-
o ideos do no signi ican ly media e he e-
la ionship be ween goal o ien a ion and ech-
nological skills o G ade 10 s uden s. Fo a
mo e comp ehensi e unde s anding, he ollow-
ing e ms we e de ined ope a ionally: Goal O i-
en a ion I is de ined concep ually as he un-
de lying a i udes and mo i a ions ha di ec
hei app oach o lea ning and achie emen . In
his s udy, he independen a iable is desc ibed
in e ms o mas e y goal o ien a ion, pe o -
mance app oach o ien a ion, pe o mance a oid-
ance o ien a ion, and wo k-a oidan o ien a ion.
Technological Skills I was de ined concep u-
ally as he abili y o use, manage, and unde -
s and echnology e ec i ely. In his s udy, he
dependen a iable is desc ibed in e ms o p o-
iciency in so wa e ools, in e ne na iga ion
and esea ch skills, digi al communica ion com-
pe ence, and p oblem-sol ing wi h echnology.
How- o Videos I was de ined concep ually as
he educa ional esou ces designed speci ically
o enhance eaching skills h ough isual and
in e ac i e con en . In his s udy, he media ing
a iable e e s o he ac o ha was expec ed
o explain he ela ionship be ween he indepen-
den and dependen a iables.
2. Me hodology
This sec ion ou lines he esea ch design, esea ch pa icipan s, esea ch e hics, esea ch ins u-
men s, esea ch p ocedu es, da a collec ion, and da a analysis.
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2.1. Resea ch Design—In his s udy, he
esea che employed a quan i a i e esea ch de-
sign, speci ically he desc ip i e-co ela ional
echnique h ough pa h analysis, o collec da a,
ideas, ac s, and in o ma ion ele an o he
s udy. Acco ding o Fische e al. (2023), a
quan i a i e esea ch design in ol es sys ema i-
cally collec ing and analyzing nume ical da a o
iden i y pa e ns, es hypo heses, and quan i y
ela ionships be ween a iables. This me hod
used s a is ical echniques o de i e objec i e
conclusions om he da a. A quan i a i e e-
sea ch design was ideal o examining he im-
pac o how- o ideos on he ela ionship be-
ween goal o ien a ion and echnological skills
o s uden s, as i allowed o p ecise measu e-
men o hese a iables. By collec ing and an-
alyzing nume ical da a, esea che s could ob-
jec i ely e alua e he s eng h and na u e o he
ela ionships be ween goal o ien a ion, use o
how- o ideos, and echnological skill p o i-
ciency. This app oach enabled he iden i ica ion
o speci ic ac o s ha signi ican ly in luenced
s uden ou comes, acili a ing a ge ed educa-
ional in e en ions. As no ed by Mye s e al.
(2013), desc ip i e esea ch me hods ocus on
desc ibing cha ac e is ics o a popula ion o phe-
nomenon wi hou in luencing a iables du ing
he s udy. This app oach in ol ed de ailed ob-
se a ion and epo ing o he condi ions as hey
exis ed. Desc ip i e me hods we e sui able o
he ini ial s ages o his s udy, whe e ou lining
he cu en s a e o s uden s’ goal o ien a ions,
hei usage o how- o ideos, and le els o ech-
nological skills was essen ial. By p o iding a
comp ehensi e desc ip ion o hese aspec s, e-
sea che s could es ablish a baseline unde s and-
ing o he educa ional con ex and iden i y spe-
ci ic ends and pa e ns. This ounda ional da a
was c ucial o s uc u ing mo e complex anal-
yses, such as pa h analysis, o explo e deepe
ela ionships be ween he a iables. As de ined
by Sulli an (2024), co ela ional esea ch ex-
amines he ela ionship o associa ion be ween
wo o mo e a iables o de e mine i a s a is-
ically signi ican co ela ion exis s. This ap-
p oach quan i ied he deg ee o which a iables
we e ela ed, p o iding insigh s in o he na u e
o hei connec ions wi hou implying causa ion.
Employing a co ela ional esea ch app oach
was bene icial o his s udy as i helped o iden-
i y ini ial associa ions be ween goal o ien a-
ion, how- o ideo u iliza ion, and echnological
skills. By es ablishing he p esence and di ec-
ion o co ela ions, esea che s could hypo h-
esize abou he po en ial pa hways and in e ac-
ions among hese a iables. This in o ma ion
was c i ical o se ing up subsequen analyses,
such as pa h analysis, o explo e how hese a i-
ables migh in e ac dynamically wi hin a speci-
ied model. Mo eo e , Ga son (2013) desc ibed
pa h analysis as a specialized o m o mul iple
eg ession ha allowed esea che s o assess he
di ec and indi ec ela ionships among mul iple
a iables wi hin a hypo hesized model. This s a-
is ical echnique helped in unde s anding he
causal connec ions and he s eng h o impac
be ween a iables. Pa h analysis was pa icu-
la ly app op ia e o his s udy o explo e he
media ing e ec o how- o ideos on he e-
la ionship be ween goal o ien a ion and ech-
nological skills. I allowed he esea che s o
model complex ela ionships, including di ec
and indi ec e ec s, p o iding a clea pic u e o
how goal o ien a ions migh in luence echno-
logical skills di ec ly o h ough he media ion
o how- o ideos. This sophis ica ed analysis
could help pinpoin speci ic in e en ion poin s
and unde s and he ull scope o how educa-
ional ools, such as how- o ideos, enhance
lea ning ou comes based on di e en goal o i-
en a ions.
2.2. E hical Conside a ions—E hical Con-
side a ions: The esea che p omp ly obse ed
he necessa y p o ocols as ou lined in he s an-
da d guidelines o conduc ing he esea ch
s udy, wi h a pa icula ocus on he s udy p o o-
col assessmen s, c i e ia o managing he popu-
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Table 1. Goal O ien a ion among Junio High School S uden s in Te ms o Mas e y
Goal O ien a ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s ocusing on imp o ing hei skills ins ead o
compa ing hemsel es o o he s.
3.28 Mode a ely Ex ensi e
Obse ing lea ne s asking o ex a help o unde s and challeng-
ing opics.
3.11 Mode a ely Ex ensi e
Seeing classma es ying di e en me hods o sol e p oblems
un il hey succeed.
3.09 Ex ensi e
Recognizing s uden s celeb a ing pe sonal p og ess a he han
only inal esul s.
3.09 Mode a ely Ex ensi e
Expe iencing pee s who keep p ac icing e en a e mas e ing
basic s eps.
2.97 Mode a ely Ex ensi e
Realizing ha lea ne s s ay mo i a ed, e en when he ask is
di icul .
3.02 Mode a ely Ex ensi e
Mean 3.09 Mode a ely Ex ensi e
supe io abili y and achie e high g ades com-
pa ed o pee s is some imes mani es ed. G
´
omez
and Vald
´
es (2019) asse ed ha s uden s wi h
a mode a e le el o pe o mance app oach o i-
en a ion end o excel in en i onmen s whe e
ex e nal e alua ion and ecogni ion a e empha-
sized. This sugges s ha such an o ien a ion
can enhance mo i a ion and ou comes in s uc-
u ed educa ional se ings, p o ided ha sup-
po i e eaching p ac ices a e implemen ed. No-
ably, he s a emen ”Realizing ha lea ne s o-
cus on p o ing hei compe ence in on o e -
e yone” sco ed he highes , wi h a mean o 3.52,
classi ied as ex ensi e. Con e sely, he s a e-
men ”Recognizing s uden s compe ing wi h
each o he o he op sco e” ecei ed he low-
es mean sco e o 3.11, bu s ill alls wi hin
he mode a ely ex ensi e ange. Vog (2022)
no ed ha suppo i e assessmen s a egies in
pe o mance-o ien ed class ooms enhance s u-
den s’ ocus on achie emen and measu able
ou comes. This emphasizes he impo ance o
s uc u ed suppo sys ems ha align wi h s u-
den s’ mo i a ion o pe o m well in compe i i e
en i onmen s. The e o e, os e ing an en i on-
men ha balances guidance and ecogni ion is
essen ial o s uden s wi h a mode a e le el o
pe o mance app oach o ien a ion (Hoque e al.,
2020).
3.1.3. Pe o mance A oidance O ien a-
ion—This pa icula domain o goal o ien a ion
o junio high school s uden s acqui ed a mean
sco e o 3.39, classi ied as mode a ely ex ensi e.
This indica es ha he ex en o which s uden s
s i e o a oid nega i e judgmen s o appea -
ing less compe en han hei pee s is some-
imes e iden among he esponden s wi hin
he class oom. This suppo s he iew o Us
´
an
e al. (2019) ha s uden s wi h mode a e pe -
o mance a oidance o ien a ion end o exhibi
lowe academic mo i a ion, which nega i ely
impac s hei academic pe o mance. Mean-
while, he s a emen No icing s uden s eeling
anxious when hey hink o he s migh see hem
ail had he highes mean o 3.70, alling in o
he ex ensi e ca ego y. In con as , he s a e-
men wi h he lowes mean o 3.22, s ill a ed as
mode a ely ex ensi e, was Realizing ha lea n-
e s wo y mo e abou no appea ing weak han
abou imp o ing. As no ed by S asielowicz
(2019), pe o mance a oidance goals a e nega-
i ely co ela ed wi h adap i e esponses o chal-
lenging asks, he eby limi ing s uden s’ abili y
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Table 2. Goal O ien a ion among Junio High School S uden s in Te ms o Pe o -
mance App oach O ien a ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s aiming o sco e highe han hei classma es
on es s.
3.38 Mode a ely Ex ensi e
Obse ing lea ne s seeking p aise and ecogni ion om eache s
o good wo k.
3.36 Mode a ely Ex ensi e
Seeing classma es ake on asks ha showcase hei abili ies o
he class.
3.19 Mode a ely Ex ensi e
Recognizing s uden s compe ing wi h each o he o he op
sco e.
3.11 Mode a ely Ex ensi e
Expe iencing pee s who eel ene gized when hey su pass o he s
in pe o mance.
3.30 Mode a ely Ex ensi e
Realizing ha lea ne s ocus on p o ing hei compe ence in
on o e e yone.
3.52 Ex ensi e
Mean 3.31 Mode a ely Ex ensi e
o achie e academic success. As no ed by Choi
e al. (2022), os e ing mas e y-o ien ed goals
may imp o e s uden s’ esilience and adap abil-
i y in academic con ex s.
Table 3. Goal O ien a ion among Junio High School S uden s in Te ms o Pe o -
mance A oidance O ien a ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s eeling anxious when hey hink o he s migh
see hem ail.
3.70 Ex ensi e
Obse ing lea ne s a oiding asks ha seem oo challenging o
isky.
3.28 Mode a ely Ex ensi e
Seeing classma es ying o hide hei mis akes ins ead o co -
ec ing hem.
3.53 Ex ensi e
Recognizing s uden s becoming quie in g oup wo k o a oid
nega i e eedback.
3.35 Mode a ely Ex ensi e
Expe iencing pee s who choose easie asks o p e en looking
incompe en .
3.26 Mode a ely Ex ensi e
Realizing ha lea ne s wo y mo e abou no appea ing weak
han abou imp o ing.
3.22 Mode a ely Ex ensi e
Mean 3.39 Mode a ely Ex ensi e
3.1.4. Wo k-A oidan O ien a ion—As
shown in Table 4, he goal o ien a ion o junio
high school s uden s in e ms o wo k-a oidan
o ien a ion yields a mean sco e o 3.28, ca ego-
ized as mode a ely ex ensi e. This means ha
he a i ude o s uden s o comple e academic
asks wi h minimal e o and engagemen is
some imes mani es ed. This inding is consis-
en wi h hose o Ha na e al. (2021), who
sugges ha s uden s wi h a wo k-a oidan
o ien a ion may comple e assignmen s wi h
he leas possible e o , p ima ily mo i a ed
o inish asks quickly a he han lea n om
hem. Such s uden s o en lack in insic mo-
i a ion and may expe ience lowe academic
achie emen as a esul . As no ed by S oege
and Zeidne (2019), his o ien a ion can unde -
mine he de elopmen o c i ical hinking and
p oblem-sol ing skills, which a e essen ial o
success in mo e complex educa ional con ex s.
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Table 4. Goal O ien a ion among Junio High School S uden s in Te ms o Wo k-
A oidan O ien a ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s a oiding ex a assignmen s o p ac ice o sa e
ime and ene gy.
3.33 Mode a ely Ex ensi e
Obse ing lea ne s handing in incomple e wo k jus o mee
basic equi emen s.
3.16 Mode a ely Ex ensi e
Seeing classma es p e e ing quick ixes a he han ho ough
unde s anding.
3.30 Mode a ely Ex ensi e
Recognizing s uden s pu ing minimal e o in o g oup p ojec s.
3.15 Mode a ely Ex ensi e
Expe iencing pee s who p oc as ina e o cons an ly seek sho -
cu s in lea ning.
3.57 Ex ensi e
Realizing ha lea ne s choose he easies asks o a oid challeng-
ing hemsel es.
3.17 Mode a ely Ex ensi e
Mean 3.28 Mode a ely Ex ensi e
Among he s a emen s, he highes epo ed
mean o 3.57, alling in o he ex ensi e ca e-
go y, was obse ed o he s a emen Expe i-
encing pee s who p oc as ina e o cons an ly
seek sho cu s in lea ning. Con e sely, he s a e-
men ”Recognizing s uden s pu ing minimal
e o in o g oup p ojec s” had he lowes mean
o 3.15, al hough i s ill alls wi hin he mode -
a ely ex ensi e ange. Kalali Sani e al. (2021)
emphasized he ole o goal s uc u es in he
class oom, sugges ing ha emphasizing mas-
e y goals o e pe o mance goals can dec ease
compe i i e p essu es and p omo e lea ning o
unde s anding a he han o ex e nal ewa ds.
By c ea ing a class oom en i onmen ha alues
e o and lea ning imp o emen , educa o s can
help shi s uden s away om wo k a oidance
owa ds mo e adap i e and bene icial lea ning
o ien a ions.
3.1.5. Summa y on Goal O ien a ion—
The goal o ien a ion o junio high school s u-
den s in Sulop Dis ic , Da ao del Su , go an
o e all mean sco e o 3.27, classi ied as mod-
e a ely ex ensi e. The esul shows ha di e -
en goal o ien a ions a e somewha p e alen
among junio high school s uden s in he Sulop
Dis ic , Da ao del Su . Among he domains,
he Pe o mance A oidance O ien a ion sco ed
he highes mean o 3.39, desc ibed as mode -
a ely ex ensi e. On he o he hand, Mas e y
Goal O ien a ion has he lowes mean sco e o
3.09, al hough i is s ill a ed as mode a ely ex-
ensi e. The mode a ely ex ensi e a ing on
goal o ien a ion among junio high school s u-
den s indica es ha he unde lying a i udes
and mo i a ions ha di ec hei app oach o
lea ning and achie emen we e some imes man-
i es ed. This suppo s he iew o Feyzio
˘
glu
(2019) ha s uden s wi h balanced achie emen
goal o ien a ions demons a e imp o ed inqui y-
based sel -e icacy, e ec i ely os e ing hei
abili y o app oach scien i ic p oblems. Fu he -
mo e, he esul s we e simila o hose o Suy-
a na and Pu a (2020), who ound ha s uden s
wi h a mode a e goal o ien a ion engaged mo e
consis en ly in e lec i e hinking and s a egic
p oblem-sol ing. This inding ein o ces he
idea o S
´
anchez-Ca dona e al. (2021) ha goal
o ien a ion no only in luences s uden s’ pe sis-
ence bu also shapes he quali y o hei cogni-
i e engagemen in lea ning asks.
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Table 5. Summa y on Goal O ien a ion among Junio High School S uden s in Sulop
Dis ic , Da ao del Su
Indica o s Mean Desc ip i e Equi alen
Mas e y Goal O ien a ion 3.09 Mode a ely Ex ensi e
Pe o mance App oach O ien a ion 3.31 Mode a ely Ex ensi e
Pe o mance A oidance O ien a ion 3.39 Mode a ely Ex ensi e
Wo k-A oidan O ien a ion 3.28 Mode a ely Ex ensi e
O e all 3.27 Mode a ely Ex ensi e
3.2. Technological Skills among Junio
High School S uden s—The echnological skills
o s uden s in his s udy we e measu ed in e ms
o p o iciency in so wa e ools, in e ne na iga-
ion and esea ch skills, digi al communica ion
compe ence, and p oblem-sol ing wi h echnol-
ogy. The ex en s o his a iable and i s domains
a e p esen ed in he ables below.
3.2.1. P o iciency in So wa e Tools—This
pa icula domain o echnological skills among
junio high school s uden s acqui ed a mean
sco e o 3.45, ca ego ized as ex ensi e. This
means ha . This inding was consis en
wi h Akudo’s (2022) obse a ion ha s uden s
demons a ed a high le el o p o iciency in us-
ing so wa e ools, pa icula ly o basic asks
in academic se ings. While hey e ec i ely
u ilized common applica ions, hei skills wi h
ad anced so wa e and eme ging echnologies
we e also e iden . La en ie a e al. (2019)
no ed ha hese collabo a i e p ac ices, sup-
po ed by digi al ools, p epa e s uden s o
he kind o eam-based wo k ha is common
in mos mode n wo kplaces. Meanwhile, he
highes mean sco e o 3.65, o ex ensi e, is o
he s a emen Expe iencing pee s oubleshoo -
ing mino issues while using di e en so wa e
ools. Con e sely, he lowes mean sco e o 3.21
was obse ed o s uden s who no iced c ea ing
well-o ganized documen s using wo d p ocess-
ing so wa e, which alls unde he mode a ely
ex ensi e ca ego y. Te y e al. (2019) no ed
ha he use o so wa e ools in educa ional se -
ings os e s he de elopmen o o ganiza ional
skills and s a egic hinking as s uden s plan,
execu e, and e iew hei wo k using digi al
pla o ms. The e o e, p o iciency in so wa e
ools no only enhances indi idual lea ning bu
also builds essen ial compe encies o e ec i e
eamwo k and communica ion in a digi ally con-
nec ed wo ld.
Table 6. Technological Skills among Junio High School S uden s in Te ms o
P o iciency in So wa e Tools
S a emen Mean Desc ip i e Ra ing
No icing s uden s c ea ing well-o ganized documen s using wo d
p ocessing so wa e.
3.21 Mode a ely Ex ensi e
Obse ing lea ne s designing p esen a ions wi h p ope o ma -
ing and isuals.
3.35 Mode a ely Ex ensi e
Seeing classma es using sp eadshee s o pe o m basic calcula-
ions and o ganize da a.
3.45 Ex ensi e
Recognizing s uden s edi ing pho os o ideos using basic edi ing
so wa e.
3.57 Ex ensi e
Expe iencing pee s oubleshoo ing mino issues while using
di e en so wa e ools.
3.65 Ex ensi e
Mean 3.45 Ex ensi e
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3.2.2. In e ne Na iga ion and Resea ch
Skills—As shown in Table 7, he echnological
skills o junio high school s uden s, in e ms o
in e ne na iga ion and esea ch skills, ha e a
mean sco e o 3.39, indica ing a mode a e le el
o p o iciency. This means ha s uden s’ abili y
o e ec i ely use he in e ne o ga he in o ma-
ion, disce n c edible sou ces, and u ilize online
lea ning pla o ms is some imes e iden in he
class oom. The esul aligns wi h he p opo-
si ion o Zgambo and Chawinga (2019) ha ,
al hough s uden s wi h a mode a e le el o in-
e ne na iga ion and esea ch skills can loca e
gene al in o ma ion online, hey s uggle wi h
e alua ing sou ces and using ad anced sea ch
echniques.
Table 7. Technological Skills among Junio High School S uden s in Te ms o
In e ne Na iga ion and Resea ch Skills
S a emen Mean Desc ip i e Ra ing
No icing s uden s inding eliable sou ces o assignmen s using
online sea ch engines.
3.69 Ex ensi e
Obse ing lea ne s na iga ing websi es e icien ly o ga he nec-
essa y in o ma ion.
3.39 Mode a ely Ex ensi e
Seeing classma es e alua ing he c edibili y o online con en
be o e using i .
3.15 Mode a ely Ex ensi e
Recognizing s uden s bookma king use ul web pages o u u e
e e ence.
3.63 Ex ensi e
Expe iencing pee s ollowing sa e and esponsible online p ac-
ices while b owsing.
3.11 Mode a ely Ex ensi e
Mean 3.39 Mode a ely Ex ensi e
Among he s a emen s on his pa icula do-
main, he highes mean sco e o 3.69 is o
No icing s uden s inding eliable sou ces o
assignmen s using online sea ch engines, de-
sc ibed as ex ensi e. In con as , he s a emen
Expe iencing pee s ollowing sa e and espon-
sible online p ac ices while b owsing which e-
cei ed he lowes mean sco e o 3.11, was s ill
ca ego ized as mode a ely ex ensi e. Ay and
E dem (2020) poin ed ou ha in e ne use s,
including s uden s, ace skill- ela ed p oblems
such as selec ing ele an sea ch esul s and un-
de s anding ad anced online ools, which limi s
hei o e all esea ch e iciency. As no ed by
A oy e al. (2020), s uden s’ in e ne na iga-
ion skills emain mode a e, equi ing u he
suppo and aining.
3.2.3. Digi al Communica ion Compe-
ence—In e ms o digi al communica ion com-
pe ence, he echnological skills among junio
high school s uden s we e desc ibed as ex en-
si e wi h a mean sco e o 3.43. This means
ha s uden s’ he abili y o communica e clea ly
and e ec i ely using digi al pla o ms, such as
email, social media, and collabo a i e ools is
o en imes e iden . Acco ding o Zhao e al.
(2021), s uden s’ abili y o e ec i ely use digi-
al ools o communica ion was in luenced by
pe sonal ac o s such as p io expe ience and
con idence. Consequen ly, s uden s wi h s ong
digi al communica ion skills we e be e p e-
pa ed o academic and p o essional asks in
a echnology-d i en en i onmen (Rod
´
ıguez-
Ga c
´
ıa e al., 2022). Mo eo e , he highes mean
sco e o 3.76 was obse ed o he s a emen
Recognizing s uden s main aining p ope online
e ique e du ing i ual in e ac ions which alls
on ex ensi e ca ego y. Con e sely, he s a e-
men Seeing classma es sha ing iles and col-
labo a ing e ec i ely h ough digi al pla o ms
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ecei ed he lowes mean sco e o 3.02, ca ego-
ized as mode a ely ex ensi e. Naza enko e al.
(2023) asse ed ha in oducing digi al lea ning
ools signi ican ly imp o ed s uden s’ in o ma-
ional and communica i e compe ence. The au-
ho emphasized he impo ance o in eg a ing
digi al pla o ms in o educa ion o enhance s u-
den s’ abili y o communica e and collabo a e
e ec i ely.
Table 8. Technological Skills among Junio High School S uden s in Te ms o Digi al
Communica ion Compe ence
S a emen Mean Desc ip i e Ra ing
No icing s uden s composing clea and poli e emails o eache s
o classma es.
3.50 Ex ensi e
Obse ing lea ne s pa icipa ing ac i ely in online discussions
o o ums.
3.57 Ex ensi e
Seeing classma es sha ing iles and collabo a ing e ec i ely
h ough digi al pla o ms.
3.02 Mode a ely Ex ensi e
Recognizing s uden s main aining p ope online e ique e du ing
i ual in e ac ions.
3.76 Ex ensi e
Expe iencing pee s using cha ools o ask ques ions o cla i y
ideas in g oup wo k.
3.32 Mode a ely Ex ensi e
Mean 3.43 Ex ensi e
3.2.4. P oblem-Sol ing wi h Technology—
In e ms o p oblem sol ing wi h echnology,
he echnological skills among junio high
school s uden s go a mean sco e o 3.26, a ed
as mode a ely ex ensi e a ing. This implies
ha he abili y o use echnological esou ces o
ind solu ions o a ious challenges is some-
imes e iden . Malik e al. (2019) no ed
ha a mode a e le el o echnological skills
in p oblem-sol ing among s uden s can signi -
ican ly impac he eaching and lea ning p o-
cesses. As s uden s demons a e an abili y o
use echnology o sol e p oblems, albei incon-
sis en ly, educa o s a e p esen ed wi h oppo u-
ni ies o de elop hese skills u he . The high-
es sco es wi hin his domain we e obse ed
o he s a emen No icing s uden s inding so-
lu ions o so wa e e o s wi hou immedia e
help, wi h a mean o 3.50, ca ego ized as ex en-
si e. Con e sely, he s a emen ”Recognizing
s uden s applying logic o esol e compa ibil-
i y issues be ween de ices” ecei ed he lowes
mean sco e o 3.00, classi ied as mode a ely
ex ensi e. Unal and Caki (2021) no ed ha
e ec i ely in eg a ing echnology in o p oblem-
sol ing p ocesses no only enhances he abili y
o add ess complex p oblems bu also deepens
unde s anding by engaging lea ne s in mean-
ing ul asks. P oblem-sol ing wi h echnology
is no solely abou echnical skills bu also in-
ol es c i ical hinking and s a egic planning,
enabling s uden s o na iga e and manipula e
digi al en i onmen s o achie e speci ic goals
(San os-T igo Reyes-Ma ´
ınez, 2019).
3.2.5. Summa y on Technological Skills—
The echnological skills o junio high school
s uden s in public seconda y schools in Sulop
Dis ic , Da ao del Su , yielded an o e all mean
sco e o 3.38, indica ing a mode a e le el o p o-
iciency. This means ha he s uden s’ abili y
o e ec i ely use, manage, and unde s and ech-
nology is some imes e iden among junio high
school s uden s. This suppo s he iew o Abd
Ka im and Mus apha (2022) ha s uden s wi h
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Table 9. Technological Skills among Junio High School S uden s in Te ms o
P oblem-Sol ing wi h Technology
S a emen Mean Desc ip i e Ra ing
No icing s uden s inding solu ions o so wa e e o s wi hou
immedia e help.
3.50 Ex ensi e
Obse ing lea ne s oubleshoo ing connec i i y issues du ing
online ac i i ies.
3.16 Mode a ely Ex ensi e
Seeing classma es using online u o ials o ix echnical p oblems
independen ly.
3.15 Mode a ely Ex ensi e
Recognizing s uden s applying logic o esol e compa ibili y
issues be ween de ices.
3.00 Mode a ely Ex ensi e
Expe iencing pee s expe imen ing wi h di e en ools o achie e
he desi ed ou come.
3.48 Ex ensi e
Mean 3.26 Mode a ely Ex ensi e
echnological skills o en p e e lea ning en i-
onmen s ha inco po a e digi al ools, which
can lead o highe mo i a ion and be e lea n-
ing ou comes. This was suppo ed by Koyun-
cuoglu’s (2022) idea ha echnology can ans-
o m lea ning om a passi e o an ac i e p o-
cess, as s uden s use ools o cons uc knowl-
edge a he han me ely ecei e i . The highes
sco es we e obse ed in P o iciency in So wa e
Tools, ma ked as ex ensi e, wi h a mean o 3.45.
Con e sely, P oblem-Sol ing wi h Technology
ecei ed he lowes mean sco e o 3.26, hough
i s ill alls wi hin he mode a ely ex ensi e ca -
ego y. The esul was consis en wi h he idea
o Chiu e al. (2019) ha in eg a ing echnology
in educa ion can p o ide pe sonalized lea ning
expe iences, allowing s uden s o lea n a hei
own pace and acco ding o hei own in e es s
and needs, he eby po en ially inc easing hei
engagemen and e en ion o in o ma ion.
Table 10. Summa y on Technological Skills among Junio High School S uden s in
Sulop Dis ic , Da ao del Su
Indica o s Mean Desc ip i e Equi alen
P o iciency in So wa e Tools 3.45 Ex ensi e
In e ne Na iga ion and Resea ch Skills 3.39 Mode a ely Ex ensi e
Digi al Communica ion Compe ence 3.43 Ex ensi e
P oblem-Sol ing wi h Technology 3.26 Mode a ely Ex ensi e
O e all 3.38 Mode a ely Ex ensi e
3.3. How- o Videos Usage among Junio
High School S uden s—Resul s in Table 11 show
ha he usage o How- o Videos among junio
high school s uden s acqui ed a mean sco e
o 3.20, ca ego ized as mode a ely ex ensi e.
This means ha educa ional esou ces designed
speci ically o enhance eaching skills h ough
isual and in e ac i e con en is some imes u i-
lized inside he class oom. Acco ding o Ugulu
(2019), people lea n be e om wo ds and pic-
u es han om wo ds alone, making how- o
ideos an e ec i e educa ional ool. These
ideos can ca e o di e se lea ning s yles, pa -
icula ly bene i ing hose who a e isual o au-
di o y lea ne s. The abili y o how- o ideos o
b eak down complex p ocesses in o manageable,
epea able s eps makes hem highly aluable o
ein o cing lea ning and p o iding lea ne s wi h
he means o e iew ma e ial a hei own pace.
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Table 11. Summa y on How- o Videos Usage among Junio High School S uden s in
Sulop Dis ic , Da ao del Su
S a emen Mean Desc ip i e Ra ing
No icing s uden s equen ly accessing how- o ideos o unde -
s and new concep s.
3.11 Mode a ely Ex ensi e
Obse ing lea ne s ollowing s ep-by-s ep ins uc ions om
ideos o comple e asks.
3.09 Mode a ely Ex ensi e
Seeing classma es discussing con en hey lea ned om how- o
ideos.
2.97 Mode a ely Ex ensi e
Recognizing s uden s pausing and eplaying pa s o ideos o
g asp di icul s eps.
3.28 Mode a ely Ex ensi e
Expe iencing pee s ecommending speci ic how- o ideos o
each o he .
3.53 Ex ensi e
Obse ing s uden s applying echniques demons a ed in how- o
ideos in p ac ical assignmen s.
3.26 Mode a ely Ex ensi e
No icing lea ne s compa ing di e en how- o ideos o ind he
mos e ec i e one o hei needs.
3.16 Mode a ely Ex ensi e
Mean 3.20 Mode a ely Ex ensi e
Meanwhile, he ange o means on his pa -
icula a iable anges om 2.97 o 3.53. The
highes mean sco e, 3.53, was on he s a e-
men ’Expe iencing pee s ecommending spe-
ci ic how- o ideos o each o he ,’ alling unde
he ’ex ensi e’ ca ego y. Con e sely, he lowes
mean sco e o 2.97 was o seeing classma es
discussing con en hey lea ned om how- o
ideos, al hough i was s ill a ed as mode a ely
ex ensi e. Powell and Bodu (2019) poin ed
ou ha he mode a e le el o usage o how-
o ideos in educa ional se ings has signi i-
can implica ions o eaching and lea ning p o-
cesses. E en wi h only mode a e engagemen ,
how- o ideos can se e as supplemen a y e-
sou ces ha ein o ce adi ional eaching me h-
ods (Faa h-Becke Walke , 2020).
3.4. Rela ionship among Goal O ien a-
ion, Technological Skills among Junio High
School S uden s, and How- o Videos—The e-
sul s o he analysis on he ela ionship among
goal o ien a ion, echnological skills among ju-
nio high school s uden s, and how- o ideos
wi hin Sulop Dis ic , Da ao del Su , a e p e-
sen ed. Bi a ia e co ela ion analysis, using he
Pea son p oduc -momen co ela ion, was em-
ployed o de e mine he ela ionship among he
a iables men ioned.
Table 12. Rela ionship among Goal O ien a ion, Technological Skills, and How- o
Videos among Junio High School S uden s in Sulop Dis ic , Da ao del Su
Va iables Technological Skills How- o Videos
Goal O ien a ion 0.678** 0.837**
0.000 0.000
Technological Skills 1 0.443**
0.000
No e. *Signi ican a p<0.05. Legend: Pe ec Co ela ion o =1.00; S ong Co ela ion o 0.7≤ <1.00; Mode a e
Co ela ion o 0.3≤ <0.7; Weak Co ela ion o 0.3> >0.00; No Co ela ion o =0.00.
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The indings in Table 12 indica e a mod-
e a e co ela ion be ween goal o ien a ion and
echnological skills, wi h an - alue o 0.678
and a p- alue o 0.000, indica ing s a is ical
signi icance. This sugges s ha s uden s who
exhibi highe le els o goal o ien a ion end
o demons a e mode a ely s onge echnologi-
cal compe encies. This suppo s he indings
o Chonsalasin and Khampi a (2022), who
ound ha s uden s wi h a mas e y goal o ien-
a ion, who ocus on de eloping compe ence
and unde s anding a he han demons a ing
hei abili ies, end o explo e echnology mo e
ho oughly and pe sis en ly. This dep h o en-
gagemen enables hem o de elop a obus skill
se ha suppo s bo h academic and pe sonal
echnological pu sui s. Simila ly, a s ong co -
ela ion was obse ed be ween goal o ien a ion
and how- o ideo usage, wi h an - alue o 0.837
and a p- alue o 0.000. This indica es ha s u-
den s wi h a mo e obus goal o ien a ion a e
likely o engage wi h ins uc ional ideos mo e
equen ly and e ec i ely. In suppo o his,
Zhou e al. (2020) emphasized ha sel -di ec ed
lea ne s wi h clea goals ac i ely seek ou e-
sou ces, such as how- o ideos, o enhance hei
skills and knowledge. Ela eshi e al. (2022) sim-
ila ly highligh ed ha digi ally engaged s uden s
a e keen on applying accessible ideo u o ials
o acqui e new compe encies o cla i y miscon-
cep ions. This ela ionship sugges s ha os e -
ing goal-o ien ed mindse s could lead o g ea e
u iliza ion o mul imedia esou ces, he eby p o-
mo ing con inuous lea ning ou side adi ional
class oom s uc u es. Las ly, a mode a e co ela-
ion was ound be ween how- o ideo usage and
echnological skills, wi h an - alue o 0.443
and a s a is ically signi ican p- alue o 0.000.
This implies ha equen engagemen wi h in-
s uc ional ideos is associa ed wi h mode a ely
highe digi al compe encies. This inding was
consis en wi h hose o Chen e al. (2021), who
a gue ha guided isual and audi o y inpu s can
enhance comp ehension and skill acquisi ion,
pa icula ly when lea ne s a e mo i a ed o ap-
ply wha hey ha e lea ned. In p ac ice, s uden s
who equen ly iew and implemen ins uc ions
om how- o ideos may gain con idence in han-
dling so wa e, oubleshoo ing echnical issues,
o expe imen ing wi h digi al ools. O e ime,
his i e a i e exposu e o ideo-based lea ning
can signi ican ly con ibu e o he de elopmen
and e inemen o echnological skills.
3.5. Pa h Analysis on he Impac o Goal
O ien a ion and How- o Videos on he Techno-
logical Skills o G ade 10 S uden s—The pa h
coe icien s in Table 13 e eal se e al no ewo -
hy insigh s in o how goal o ien a ion (GO) and
how- o ideo usage (HTV) a ec s uden s’ ech-
nological skills (TS). Fi s , he di ec pa h om
GO o TS (Es ima e = 1.037, p
<
.001) sug-
ges s a s ong, posi i e in luence, implying ha
highly goal-o ien ed s uden s end o de elop
mo e ad anced echnological skills. Con e sely,
he pa h om HTV o TS (Es ima e = -0.357,
p<.001) indica es a nega i e ela ionship, sug-
ges ing ha equen use o how- o ideos migh
no always ansla e in o imp o ed echnologi-
cal compe encies, a leas in his sample. Mo e-
o e , he pa h om GO o HTV (Es ima e =
0.984, p
<
.001) con i ms a signi ican posi i e
associa ion, indica ing ha s uden s wi h highe
goal o ien a ion a e mo e likely o engage wi h
how- o ideos. In examining he pa ame e es i-
ma es, he indi ec e ec o GO
→
HTV
→
TS
is -0.351 (p = 0.000), indica ing a signi ican me-
dia ing pa h bu wi h a nega i e coe icien . The
di ec e ec o GO on TS (1.037, p = 0.000) e-
mains posi i e and highly signi ican , while he
o al e ec (0.685, p = 0.000) is sligh ly lowe ,
sugges ing pa ial media ion h ough HTV. In
o he wo ds, while a subs an ial po ion o GO’s
impac on TS is di ec , he e is also a media ing
componen h ough how- o ideos ha sligh ly
diminishes he ne e ec . This phenomenon
could imply ha , despi e g ea e engagemen
wi h ideo esou ces among goal-o ien ed s u-
den s, he ype o manne o usage may no
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Fig. 2. Pa h Analysis Model
always os e highe echnology skills and may,
in ce ain con ex s, e en de ac om hem. Re-
ga ding he a io index o -0.5124 and he Sobel
z- es alue o -3.0815 (p = 0.000), hese igu es
a i m he signi icance o he indi ec (media -
ing) pa h and unde sco e i s nega i e di ec ion.
The nega i e a io index implies ha he media-
o (HTV) no only in luences he ela ionship
bu does so in a coun e in ui i e manne , e-
ducing he o e all e ec o goal o ien a ion on
echnological skills. Such a esul may s em
om o e eliance on s ep-by-s ep ins uc ion,
which could impede deepe explo a ion o c e-
a i e p oblem-sol ing skills. Educa o s could
explo e s a egies o ensu e ha how- o ideos
ein o ce a he han inhibi he de elopmen o
obus echnological compe encies.
Table 13. Pa h Analysis on he Impac o Goal O ien a ion and How- o Videos on
he Technological Skills o G ade 10 S uden s
S eps Es ima e S d. E o z- alue p- alue
(S ep 1) GO →TS 1.037 0.085 12.243 <.001
(S ep 2) HTV →TS -0.357 0.072 -4.958 <.001
(S ep 3) GO →HTV 0.984 0.042 23.266 <.001
S ep 4 (Pa ame e Es ima es)
E ec Type Pa ame e Es ima es Es ima e S d. E o z- alue / p- alue
Indi ec E ec Componen s
GO →HTV →TS -0.351 0.072 -4.849 / 0.000
Di ec E ec GO →TS 1.037 0.085 12.243 / 0.000
To al E ec GO →TS 0.685 0.049 14.053 / 0.000
No e. Ra io Index = -0.5124; Sobel z-Tes alue = -3.0815, p=0.000.
Legend: GO = Goal O ien a ions; TS = Technological Skills o S uden s; HTV = How- o Video Usage.
The epo ed model i indices indica e an
excep ionally good i , wi h he Chi-Squa e a
0.000 signi ying no signi ican di e ence be-
ween he hypo hesized model and he obse ed
da a. Mo eo e , an RMSEA o 0.000 sugges s
a i ually pe ec i o he model o he da a,
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