This study would like to determine the effect of Digibook as an innovative supplemental tool to the learners engagement and academic performance in Araling Panlipunan. Specifically, it sought to identify the level of acceptability of using Digibook as an innovative supplemental tool, instructional and technical quality, level of learners engagement, emotional and social engagement, level of learners performance, difference between the level of acceptability of Digibook to the level of learners engagement and summative test results, and the difference between the level of learners engagement. The quasi-experimental design was used to meet the objectives of the study. The studys instrument was a survey questionnaire checklist, and the data acquired from it was then analyzed using statistical methods such as weighted mean, standard deviation, regression analysis, and paired T-test. The study involved twenty (20) Araling Panlipunan teachers and one hundred eighty-four (184) learners from Pedro Guevara Memorial National High School. In accordance with the findings of the study, the tool Digibook had been found to be completely acceptable in terms of its content, instructional, and technical quality. Also, the level of learners engagement was found to be very high. There was also a remarkable increase and improvement in the summative test results of the Grade 7 learners compared to their initial formative test. Furthermore, Digibook had a significant effect on learners cognitive engagement, but it did not have a significant effect on the emotional and social engagement of the learners. The results of the study revealed a significant effect of Digibook on learners academic performance, with a notable improvement in their overall summative test results. Furthermore, Digibook was also found to have a positive effect on learners cognitive engagement, with learners showing increased motivation and interest in the learning material. However, data did not support a significant effect on emotional and social engagement, suggesting that the Digibook did not have a profound effect on learners affective or interpersonal aspects of learning. Consequently, the null hypothesis was rejected, indicating that Digibook had a notable and remarkable significant influence on learners outcomes. Researchers and developers of instructional materials like Digibook may incorporate interactive features, such as quizzes and puzzles, to enhance cognitive engagement and social interaction among students. Additionally, concise writing and thought-provoking questions can help maintain readers attention and foster a sense of community and shared ownership. Finally, the use of high-quality graphics and soothing narration can make the experience more effective and immersive, catering to different learning styles and adding a human touch to the material.

Cognitive

academic performace

engagement