The COVID19 pandemic challenged schools to look for effective, efficient, and safe means of learning delivery. An ILS is a computer-based system that delivers the curriculum as individual study programs where student performance and engagement can be gauged. This study made use of a teacher-developed ILS in teaching Science in a distance learning setting. This study sought to determine the effects of the ILS on student engagement and conceptual understanding. Purposive sampling was used in the selection of research participants (n=93) composed of Grade 10 students. Levels of engagement were determined by computing the engagement index score based on the students' quality and extent of participation in the learning activities incorporated in the ILS. A 40-item concept test was administered by computing the engagement index score based on the students' quality and extent of participation in the learning activities incorporated in the ILS. A 40 - item concept test was administered before and after using the ILS to ascertain student's conceptual understanding. Also, focus group discussion with selected students (n=20) chosen purposely was analyzed thematically. Findings of this study reveal high to full engagement levels and improved conceptual understanding of students due to using the ILS in teaching and learning. Despite the benefits, ILS challenges include technological barriers, sustained teacher support, and learners' self-regulation. Results of this study have implications for determining student engagement levels, digressing from the norm of self-assessment reports. Further, there is a need to utilize the ILS as an alternative learning delivery in distance learning.

Keywords: Integrated learning delivery in distance learning.