Classroom Response System for Enhancing Learner Engagement Through Online-Based Interactive Tools: How Effective is this Platform?

Abstract

The objective of this study is to examine the effectiveness of online-based Classroom Response Systems (CRS) ClassPoint, Mentimeter, and Slido in improving learner engagement and science achievement among Grade 6 pupils at Tayum Central School, Abra. Using a quasi-experimental pre-test/post-test design, 115 learners were assigned to experimental (n = 57) and control (n = 58) groups. A teacher-made test covering six Science competencies and an adapted Learner Engagement Survey were administered before and after an eight-week intervention. Data were analyzed with means, paired-sample, and independent-sample t-tests.

Pre-test results showed that both groups “Did Not Meet Expectations” (x = 70.39,  x = 71.10). Post-intervention, the experimental group rose to a “Satisfactory” level (x = 82.72), significantly outperforming the control group (x = 77.66, p < .01). The largest gain occurred in constructing solar-system models (Mean Difference = 18.65, p < .01). Learner-engagement ratings improved from “Fairly Engaged” (x = 2.42) to “Highly Engaged” (x = 4.37), with a mean difference of 1.95 (t = 21.017, p < .01). All ten engagement indicators showed highly significant increases.

Findings confirm that CRS tools foster higher participation, confidence, and collaboration while producing substantial learning gains in elementary science. Results align with recent literature underscoring the positive impact of CRS on engagement and achievement, suggesting that technology-mediated instruction can meaningfully enhance Philippine basic-education outcomes. The study recommends wider CRS integration across subjects, targeted remediation for persistently low competencies, and sustained professional development in interactive pedagogy.