ICT Inaccessibility and Reported Learning Outcomes among Secondary Learners at Kinabuksan Integrated School

Unequal access to information and communication technology (ICT) can constrain learning in remote communities, underscoring the need to examine barriers within specific school contexts. This study investigated ICT inaccessibility, student-reported learning outcomes, and their association at Kinabuksan Integrated School in Zambales, the Philippines. A descriptive-correlational design involved 100 learners in Grades 7–12 during the 2025–2026 school year. Data were collected using a researcher-developed questionnaire with a five-point agreement scale and analyzed through descriptive statistics, group comparisons, and Pearson correlation. Internet connectivity received the highest mean barrier rating (4.50), followed by device access (4.29) and ICT capabilities (3.80). Mean agreement ratings for items concerning academic performance, completion of requirements, and participation were 3.98, 3.98, and 3.88, respectively. Group comparisons indicated differences by family income in ICT inaccessibility (p = .021) and reported learning outcomes (p = .015). A negative correlation was reported between ICT inaccessibility and learning outcome scores (r = −.682, p < .001). However, its directional interpretation requires verification of score coding because the outcome items combine statements about learner functioning with perceptions of ICT influence. The descriptive findings identify connectivity and device availability as priorities for school support, with offline learning resources, shared device access, and guided digital skills development warranting consideration. The study contributes a school-level account of ICT access barriers and reported learning experiences that can inform locally appropriate educational support. Its findings neither establish causation nor demonstrate changes in objectively measured academic achievement.