Digital Technology of Indigenous Grade 3 Learners of San Jose North District, Occidental Mindoro and Their Academic Performance in Mathematics

This study examined the relevance of digital technology in developing the behavioral, cognitive, and constructive skills of Indigenous Grade 3 learners in the Indigenous Peoples Education (IPEd)-implementing schools of San Jose North District, Occidental Mindoro, Philippines, and its relationship with their academic performance in mathematics during the school year 2024–2025. A descriptive-correlational design, supplemented by qualitative interviews with six Grade 3 teachers, was employed. Using Slovin's formula and proportionate stratified random sampling, 104 respondents were selected from a population of 140 learners across three IPEd-implementing elementary schools. Data were gathered using a researcher-made, expert-validated survey questionnaire (Cronbach's alpha = 0.71) and analyzed using percentage, mean, Spearman rho correlation, and moderation analysis. Results showed that respondents were predominantly 9 years old (40.38%), male (53.85%), and of Hanunuo ethnicity (60.38%). Learners rated digital technology as Very Relevant in developing behavioral (x̄ = 4.56), cognitive (x̄ = 4.71), and constructive (x̄ = 4.74) skills. Academic performance improved from the first to the second quarter across all three indicators: learners who always observed DepEd core values increased from 51.9% to 74.0%, satisfactory-or-higher performance-task ratings increased, and compliance with written works increased from 61% to 64%. Only the relevance of digital technology in developing behavioral skills was significantly associated with observed values (ρ = 0.236, p = 0.016 in Quarter 1; ρ = 0.201, p = 0.041 in Quarter 2); no other skill–performance relationships reached significance. The age, sex, and tribal affiliation of the respondents did not significantly intervene in the overall relationship between digital technology and academic performance in mathematics. The study concludes that digital technology functions primarily as a motivational and behavioral catalyst rather than a direct driver of measured academic outcomes among Indigenous learners.