Level of Utilization of Digital Toolkit for English Language Instruction and the Academic Performance of the Students: Basis For a Technology-Integrated Teaching Model

This study examined the use of a Digital Toolkit for English language instruction and its effect on Junior High School students' performance. The research used a sequential mixed-methods design with a quasi-experimental pretest–posttest non-equivalent control group design in the quantitative part. A total of 150 students participated in the quantitative part, while 20 participants—10 teachers and 10 student representatives—participated in the qualitative part. The quantitative part measured how much students used the Digital Toolkit for grammar, reading, and writing, and it compared students’ pretest and posttest scores. The qualitative part asked teachers and students about their experiences, challenges, what helped them, and their thoughts to explain the results. Students said they used the Digital Toolkit a lot in each of the four skill areas, giving mean scores of 4.37 for vocabulary, 4.29 for grammar, 4.42 for reading, and 4.36 for writing. Students’ average performance rose from 61.0% in the pretest to 81.1% in the posttest, an increase of 20.1 percentage points. The research paper does not show the t‑value or p‑value from the t‑test so the statistical significance of this increase cannot be confirmed. The qualitative results highlighted that learning was engaging and fun; the Digital Toolkit was easy to use; students could learn at their pace; the Digital Toolkit helped with exam preparation; the Digital Toolkit matched the curriculum; students became more involved; teachers could track progress with a dashboard; and teachers spent less time preparing lessons. These results helped shape the proposed Technology‑Integrated Teaching Model.