Technology Combination and Merged Learning in Remoteness Education of Teachers in Public Elementary Schools

This study described the technology combination and merged learning practices of public elementary school teachers in remote education within the Caraga District, Division of Davao Oriental—a region known to face significant internet access challenges. Employing a non-experimental quantitative research design with a descriptive-correlational approach, the study involved 165 teachers selected through universal sampling. Data were analyzed using the mean, Pearson product-moment correlation coefficient (Pearson r), and multiple regression analysis. Results revealed that teachers’ technology combination and merged learning levels were very high. Furthermore, a significant positive relationship was found between technology combination and merged learning in remote education. Additionally, the specific domains of technology combination significantly influenced merged learning outcomes. Based on these findings, it is recommended that school administrators continue to sustain and enhance technology use in remote teaching by providing ongoing training and improving access to digital tools. Given the significant impact of technology combination on merged learning, investing in ICT infrastructure and instructional support is essential. Future research may explore additional factors affecting remote teaching effectiveness in similar contexts.