Evaluating students’ cognitive behavior and teachers’ approaches to the use of digital tools in inclusive education

Abstract

This study, entitled “Evaluating Students’ Cognitive Behavior and Teachers’ Approaches to the Use of Digital Tools in Inclusive Education,” examined students’ cognitive behavior and teachers’ utilization of digital tools in inclusive classrooms. Specifically, it described the respondents’ profiles, determined the level of students’ cognitive behavior, assessed the extent of teachers’ use of digital tools, and examined the relationship between the two variables. The study employed a descriptive-correlational research design and involved 136 student-respondents and 37 teacher-respondents selected through purposive sampling. Data were gathered using a validated researcher-developed questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient.The findings showed that the respondents came from varied demographic backgrounds. Students demonstrated a very satisfactory level of cognitive behavior, suggesting that digital tools supported classroom participation, engagement, lesson understanding, and independent learning. Teachers showed a high extent of digital tool utilization, particularly in integrating technology into instruction and addressing the diverse learning needs of students in inclusive classrooms. However, the test of hypothesis revealed no statistically significant relationship between students’ cognitive behavior and teachers’ approaches to the use of digital tools. The study concludes that appropriate technology integration can support inclusive teaching and learning, while students’ cognitive behavior may also be affected by other factors beyond digital tool utilization. It is therefore recommended that the proposed enhancement program be implemented to strengthen teachers’ digital practices and provide further support for learners’ cognitive development in inclusive education.