Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study examined the acceptance of digital learning tools and their influence on the academic performance of primary school learners at Alice Shaw School. It focused on two dimensions of technology acceptance—perceived usefulness and perceived ease of use—and analyzed their relationship with three types of cognitive load: intrinsic, extraneous, and germane. Understanding these relationships is essential in determining how digital tools affect learners’ cognitive engagement and academic outcomes. A quantitative-descriptive correlational research design was employed. Selected primary school learners with regular exposure to digital platforms participated in the study. Data were collected through a structured questionnaire measuring technology acceptance and perceived cognitive load. Descriptive statistics and Spearman’s rank correlation were used to determine levels of acceptance and the relationships among variables. Findings indicated moderate agreement regarding the perceived usefulness of digital tools, particularly for accessing materials and supporting assignments and assessments. However, perceived ease of use was lower, suggesting challenges in independent navigation and operation. Overall acceptance was categorized as low. All three cognitive load dimensions were perceived to have a high impact. Intrinsic load was elevated due to task complexity, while extraneous load stemmed from confusing layouts and unnecessary features. Germane load, though present, was comparatively lower, indicating limited facilitation of deeper learning and knowledge construction. Significant correlations were found between perceived usefulness and all cognitive load types, with the strongest association observed with germane load. Ease of use showed no significant relationship with cognitive load, suggesting that perceived functionality influences engagement more than usability alone. Overall acceptance demonstrated moderate correlations with intrinsic and germane loads and a weaker association with extraneous load. The findings highlight the need for digital learning tools that balance usability with pedagogical depth. Enhancing platform design, integrating digital literacy training, and reducing unnecessary cognitive demands are recommended to promote meaningful engagement and improved academic performance among primary learners.

Keywords

academic performance, primary education, technology acceptance, digital learning tools, perceived usefulness, perceived ease of use, cognitive load theory