Integrating Canva: Impact on Instructional Materials Development Skills on Beed Students

Despite the increasing availability of digital design tools, many pre-service teachers continue to rely on traditional methods in developing instructional materials, limiting their creativity and digital competence. This study aimed to examine the impact of integrating Canva on the instructional materials development skills of third-year Bachelor of Elementary Education (BEEd) students. A developmental research design was employed, involving twenty-eight (28) participants from Mindanao State University–Sultan Naga Dimaporo during the Academic Year 2025–2026. Data were collected using pre-survey, post-survey, pre-test, and post-test instruments, and were analyzed using weighted mean, Wilcoxon Signed-Rank Test, and paired t-test. Results revealed that students’ perception improved from a grand weighted mean of 2.65 (Effective) to 3.78 (Highly Effective). Performance in instructional materials development also increased from a mean score of 2.14 (Moderately Achieved) to 3.59 (Highly Achieved). Statistical analysis showed a significant difference between pre- and post-survey scores (p = .001) and between pre-test and post-test scores (p = .001), leading to the rejection of the null hypothesis. These findings indicate that Canva integration significantly enhances students’ creativity, digital competence, and instructional design skills. The study concludes that incorporating digital tools such as Canva in teacher education programs can effectively improve the quality of instructional materials and better prepare future educators for technology-integrated teaching environments.

Canva; digital competence; instructional materials

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