Intelligent Educational Technology in Teaching Literature and Motivation of Learners: Basis for Intervention

This study aimed to determine how Intelligent Educational Technology (IET) in literature instruction benefits high school students and influences their motivation. It described the profile of Grade 7–10 students for school year 2025–2026 in a selected public school in Bacolod City, in terms of sex, age, and socio-economic status; examined the extent of impact of IET in literary learning and learners’ motivation. It also determined the differences and relationships between the extent of impact of IET in teaching literature and learners’ motivation. A descriptive correlational and comparative research design was used, involving 292 high school students as respondents. Data were gathered using a validated researcher-made questionnaire. There were no significant differences in the extent of impact IET when respondents were grouped according to age and socio-economic status. A significant difference was found when grouped according to sex. Moreover, a significant positive relationship was identified between the extent of impact of IET and learners’ motivation, although the correlation was low. The study concluded that IET is an effective instructional tool that enhances student engagement and motivation in literature learning. Lastly, the higher perceived impact of IET was associated with increased learner motivation. An intervention program promoting inclusive and gender-responsive integration of IET was recommended.

Intelligent Educational Technology, Literature Instruction, Learner Motivation, Student Engagement, High School Students, Gender-Responsive Education, Educational Technology

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