Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study examines the perceived impact of digital learning resources (DLRs) on student academic performance, as reported by General English as a Foreign Language (EFL/ESL) teachers at Paññāsāstra International School (PSIS), Phnom Penh, Cambodia. It explores the successes, challenges, and barriers associated with integrating digital learning technologies into instructional practice. A phenomenological qualitative research design was employed to capture teachers’ lived experiences with digital learning facilities. Data were collected through in-depth interviews and reflective narratives. Thematic analysis was conducted to identify patterns related to technology integration, instructional effectiveness, and perceived student performance outcomes. Findings indicate that teachers recognize the potential of digital technologies to enhance student engagement, expand access to diverse learning materials, and support differentiated instruction. However, challenges such as inadequate infrastructure, limited professional training, and resistance to technological change constrain effective implementation. The study further reveals that teachers’ perceptions of ICT usefulness and their self-efficacy in using digital tools significantly influence the extent of technology utilization, which in turn affects perceived student academic performance. The study concludes that digital learning facilities can positively influence academic performance when supported by strong teacher confidence, reliable infrastructure, and institutional backing. It emphasizes the need for sustained professional development, technical support systems, and strategic technology planning to maximize the educational benefits of digital learning environments. Strengthening these areas is essential for achieving meaningful and sustainable technology integration in schools.

Keywords

academic performance, teacher perceptions, digital learning facilities, ict integration, technology self-efficacy, educational infrastructure