PENS TO LENS: A Sequential Explanatory Study Learning Engagement through CSU Learning Environment Network System of Pre-service Elementary Teachers of CSU Lal-lo

Abstract

This research study employed a sequential explanatory approach to investigate the learning engagement of pre-service elementary teachers at CSU Lal-lo using the Cagayan State University Learning Environment Network System (LENS). The primary objective was to assess whether the utilization of LENS had a positive impact on the academic performance of the students. The study utilized an Explanatory Sequential Mixed Method Design, comprising two distinct phases of data collection and analysis. In the first phase, quantitative data was gathered through survey questionnaires distributed among the entire population of BEED students at CSU Lal-lo. This initial phase aimed to provide a comprehensive overview of the research constructs. The quantitative findings served as a foundation for the subsequent qualitative phase. In the qualitative phase, semi-structured interviews were conducted to validate the quantitative results and gain deeper insights into student engagement with LENS. The results of the study revealed that pre-service elementary teachers frequently used the CSU-LENS. Interestingly, male respondents demonstrated higher LENS usage than females, and unmarried individuals utilized LENS more than their married counterparts. Furthermore, the study found that BEED students displayed high levels of engagement in their learning through the use of LENS during online learning. To collect data, the researchers employed both quantitative and qualitative methods. They initiated data collection with a quantitative survey, followed by qualitative interviews with purposefully selected participants among the pre-service elementary teachers. This school-based study was conducted at Cagayan State University Lal-lo Campus, specifically at the College of Teacher Education. It exclusively focused on BEED students, aiming to explore the potential of future elementary teachers as catalysts for integrating technology into elementary education.