Efficiency of Technology in Learning as perceived by

11th Grade STEM students in University of the East

A Research Paper
Presented to
The Class of Ms. ChermaineUrbano
University of the East

A Partial Fulfillment
Of the Requirements
Research in daily life

By:
Corpin, Reynan
Del Rosario, Jan Lester
Mendoza, Irish Ann
Surigao, Hanna Marae
Chapter 1

A. Acknowledgement

This study would not have been possible without the participation,

collaboration and assistance of certain people who made this research possible.

Chiefly, it wouldn’t have been successful without the hard work of the researchers.

We, the researchers are truly grateful for the guidance of our research adviser. We

would also like to express our appreciation to this group of people:

We are sincerely thankful to our family who had never been tired of

supporting us. To the respondents of the study, who showed their enthusiasm in

being involved in our research, we thank all of you for exerting effort. Principally, to

our Almighty Father, we are more than grateful for the knowledge and

enlightenment that you have given to us.

B. Introduction

Education encounters, in modern times, challenges in all aspects of social,

economic & cultural life; the most important of which are over-population, over-

knowledge, education philosophy development & the change of teacher’s role, the

spread of illiteracy, lack of the staff & the technological development & mass media

[ CITATION Alo05 \l 1033 ].This drove the teaching staff to use the modern teaching

technologies to face some of the main problems, which education & its productivity

encounter, by increasing the learning level which may be achieved through providing

equivalent opportunities for all people whenever & wherever they are, while taking

into account the individual differences between learners [ CITATION Wil861 \l

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1033 ]. To improve the educational productivity, some of the teaching staff sought to

mainstream technology within education, developing traditional techniques & using

new educational methods [ CITATION Ata00 \l 1033 ].

Nowadays, education and learning of students depends on their will and their

interest on the materials and aid of technology. Through the past years, the way of

educating oneself had varied on what method will they use. From early ages, people

used rocks and other environmental stuff to communicate and preserve knowledge.

However, people started discovering machines, instruments and devices that will

help in them in making task easily. It was in used in doing works, lifestyle activities

and supporting society but it is more valuable in increasing the quality of

preservation of knowledge that helps the people in learning promptly.

C. Background of the study

Technology progresses through time and it enabled people to live comfortably

and possibly with ease. It is well observed that the modern technology influences

the lifestyle of people. They used it in many aspects of their lives. It was known to

help people in doing their tasks easily.

The usage of modern technology in learning was discovered in the 2000’s.

Teachers used this in strategizing for their lesson that usually attracts students to

listen and be attentive. However,due to some complications and other computer

applications, it affected the students’ learning in stealing away the time of studying

and involving their selves in trying the wide concept of internet. From here, the

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study will focus on proving whether modern technology is efficient in learning or

not.

D. Problem Statement

General Problem:

 The study aims to investigate the efficiency of technology in student’s

learning.

Specific Problem:

1. How do students learn efficiently with the aid of technology?

2. What are the advantages and disadvantages of using technology in learning?

3. Why do students choose to learn with the assistance of modern technology?

E. Scope and Limitation

The scope of the study, ‘Efficiency of technology in Learning’, focuses on the

responses of the students of the University of the East in using technology in

studying.

Although the research may reach its aim, there were unavoidable limitations.

First, because of the time limit, this research was only conducted in small size of

population of Science, Technology, Engineering and Mathematics (STEM) strand.

Second, the researchers overloaded works that results into the scarcity of time to

perform the study. Finally, the materials and manpower lacks to the extent that it

affects the participant’s interest to take part on the research.

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 F. Significance of the study

Learning is the aspect of development that connotes modification of behavior,

skill and knowledge that results from practice and experience which sought for

quality education.

The generalization of this study would be a great contribution to the vast

knowledge in relation to student’s behavior. This study will be a significant endeavor

in promoting good performance in the school and society. This study will also be

beneficial to the students and instructors in strategic teaching and understanding

the discussions when they employ effective learning in their classroom setting

particularly in different concepts related to the use of technology. By understanding

the needs of the students in knowledge that depends on the quality of education,

which is with the usage of technology, the instructors will be able to give them the

right education through teaching them in an easy and comfortable way.

Moreover, this study will be helpful to the government and the country in

educating and growing for the success in present and in future. This will also serve

as a future reference for researchers on the topic of efficiency of technology. And

importantly, this study will aware everybody on what method in learning do

students learn efficiently.

G. Definition of terms

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 Technology - Technology is a body of knowledge devoted to creating tools,

processing actions and extracting of materials.

 Mass Media - technology that is intended to reach a mass audience. It is the

primary means of communication used to reach the vast majority of the general

public.

 Education - The wealth of knowledge acquired by an individual after studying

particular subject matters or experiencing life lessons that provide an

understanding of something.

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Chapter II.

Review of related literature and studies

This chapter presents the related literature of the study provided that the

past researches of other researchers are included.

Review of related foreign literature

Embracing change and seeing information as a resource can help us stop

thinking of learning as an isolated process of information absorption and start

thinking of it as a cultural and social process of engaging with the constantly

changing world around us[ CITATION Tho11 \l 13321 ]. Technology is no longer just

a fast way of transporting information from one place, and the information it moves

is no longer static. Instead, information technology has become a participating

medium giving rise to an environment that is constantly being changed and

reshaped by the participation itself. According to Douglas Thomas and John Seely

Brown:

“In our view, the kind of learning that will define the twenty- first

century is not taking place in a classroom – at least not in today’s classroom. Rather,

it’s happening all around us, everywhere and it is powerful. We call this

phenomenon the new culture of learning and it is grounded in a very simple

question: What happens to learning when we move from stable infrastructure of the

twenty-first century, where technology is constantly creating and responding to

change?”

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 For Allan Collins and Richard Halverson (2009) that technology is changing

what is important in learning in a variety of ways. There are new literacies that are

becoming trendy important, such as creating video animations, and web sites. They

said that computers can carry out all the algorithms taught through graduate school,

and yet mathematical reasoning is more important than ever. Hence, people should

spend time teaching students to solve sophisticated problems using computers

rather than executing algorithms that computers do well. Memorizing information

or becoming less important with the web available but people do need to learn how

to find information recognize when they need more information and evaluate what

they find[ CITATION Col09 \l 13321 ]. The internet in particular has changed the

way people think of both technology and information. In the new culture of learning:

Cultivating the imagination for a world of constant change, they said that as

everyone will see, however, in the new culture of learning the point is that we should

embrace what individuals don’t know, come up with better questions in order to

learn more and more, both incrementally and exponentially. The goal is for each of

us to take the world in and make it part of ourselves [ CITATION Tho11 \l 13321 ].

Society should not assume that the only way to improve education is to

improve the schools. There are other questions we need to consider, such as: How

can we develop games to teach mathematical reasoning? How can we make learning

technology available to more people? What tools can support people learning on

their own? There are questions about improving education outside of school

[ CITATION Col09 \l 13321 ]. The range of impact identified in these studies

suggests that is not whether technology is used (or not) which makes difference, but

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how well the technology is used to support teaching and learning. This alignment of

technology and learning is important. There is no doubt that technology engages

and motivates young people. However, this benefit is only an advantage of learning if

the activity is effectively aligned with what is to be learned. It is therefore the

pedagogy of use of technology which is important: the how rather than the what

[ CITATION Hig12 \l 13321 ]

Students utilize new technology tools as investigators and producers of

knowledge. The best 21st century schools provide every student with a computer,

which increasingly means a laptop in a wireless environment. Students in 21 st

century schools first use computers and Internet access to research their projects.

They find the information they need through Internet research but also through

email communication and Skype video interviews of experts. Then, working

individually or in a collaborative team, the construct products---models, booklets,

videos, podcasts, websites, PowerPoints, digital portfolios and so on. Finally, they

utilize technology to present their findings, often to an authentic audience of

community experts [ CITATION Lem10 \l 13321 ].

The ‘Rethinking Education in the Age of Technology: The Digital Revolution

and the schools’ it was stated there that all around us people are learning with the

aid of new technologies: children are playing complex video games, workers are

interacting with simulations that put them in challenging situations. Students are

taking courses at online high schools and colleges, and adults are consulting

Wikipedia. New technologies create learning opportunities that challenge traditional

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schools and colleges. These new learning niches enable people of all ages to pursue

learning on their own terms. People around the world are taking their education out

of school into homes, libraries, internet cafes and workplaces. Where they can

decide what they want to learn, when they want to learn and how they want to learn

[ CITATION Col09 \l 13321 ].

For Chawinga (2017) it was stated in his report that according to Jones

(2015), social media technologies such as blogs and Twitter are no longer only used

for leisure. Rather, over the years, these technologies have also become platforms for

interacting and engaging with learners. In their recent study about the tweeting

behavior of undergraduate students in some universities in Singapore, ( Menkhoff et

al.,2014) find that among other benefits, Twitter enables students to have “a voice,

to be more engaged and to interact more freely with both their peers and the

instructor via knowledge sharing and twitter discussions”. This means that students

who are expectantly captive in traditional approach to teaching, are increasingly

offered an opportunity to provide prompt feedback to instructors, an element that

Schroeder and Greenbowe (2009) and Jones (2015) say leads to the much treasured

student-centred learning approach. Getting feedback from students is glorified by

Menkhoff et al. (2014) as an important aspect through which an instructor can

monitor if students have comprehended the course content taught in class thereby

allowing the instructor to identify knowledge gaps and address them on the

spot[ CITATION Cha17 \l 13321 ].

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According to Samantha Cleaver (2014), despite the challenges, incorporating

technology into education still has proven benefits, especially when it comes to

personalized learning. From math games that adjust the level of difficulty as players

progress to electronic books that talk and respond to the tap of a finger, products

that personalize the learning experience for students often benefit their

understanding. An interactive game is more engaging than a book, so technology

often promotes more practice and review in areas requiring memorization, such as

spelling, math and geography. This frees up time in the classroom so educators can

focus on skills like problem solving, character development and critical thinking.

Technology also makes it easier to spend more overall time on learning. “After school

and weekend time can become effective learning time with the right technology,”

says David Vinca, founder and executive director of eSpark Learning, an education

company that focuses on bringing iPads and iPods into the classroom. Much like how

smart phones extend the workday by allowing professionals to send emails anytime,

educational technology extends the school day for kids who will happily play

multiplication games or review grammar on computer programs [ CITATION

Cle14 \l 13321 ].

For Sevimli (2014), the main implication of the study is that the objectives of the

course and characteristics of the target audience should be taken into consideration

while integrating technology in a learning environment. It seems that technology

demands and attitudes of participants with different thinking types in the same

learning environment or participants with same thinking types of different learning

environments may differ. Undoubtedly the results of this study are limited by the

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self-assessment capacity of the participants. Therefore, asserting that analytical

participants in traditional classrooms or visual participants in CAS-supported

classrooms can obtain more acquisitions would be wrong. However, the results of

the study bring an important projection regarding self-assessments of participants

in different teaching environments, and with different instructional characteristics.

The aim of this study is not to reach a generalization, but to thoroughly examine the

reasons why students need technology. Consequently, interviews were carried out

with a limited number of students. However, a new study, which will be conducted

with a larger sample, can explain how technology demands of students change

according to thinking types and department differences. In other candidate studies

which could be follow-ups of this study, it is suggested that researchers analyze the

opinions of students about technology usage in didactics of mathematics with

samples, discipline, and data collecting tool diversification. For example,

compatibilities and incompatibilities between student expectations about different

mathematics classrooms in different educational levels (such secondary, high school

and higher education) and capabilities of mathematical software could be examined.

Moreover, differences in the students' thinking types and course requirements

should be taken into account when designing a technology-enhanced learning

environment by lecturers and software developers [ CITATION Sev16 \l 13321 ].

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 Review of related local literature

According to Education and the Internet for a sustainable PH (2016) The

Department of Education recognizes the key role of information and

communications technology (ICT) in improving the state of education. The Internet,

with its capacity to hold an infinite number of resources, can provide accessible and

comprehensive education for students, wherever they may be in the country.

Online learning databases do not waste precious natural resources. A single laptop

and projector set-up, for example, can be used for a learning session for an entire

classroom. In lieu of books and papers, students can access modules, submit

assignments, and consult with their teachers and classmates online.

Teachers can also benefit from learning tools that do not require traditional logistics

and multiple materials. For example, the DepEd has launched the Learning

Resources Management and Development System (LRMDS), a portal for online

teaching and learning materials created by teachers and education partners.

In a previous launch statement, current DepEd secretary Armin Luistro said: “These

programs will help our learners have more access to relevant, up-to-date and quality

education materials. It also provides a database to our educators where they can

derive their lessons from. These materials will assist them in their lesson plans, and

may also give an array of contextualized classroom discussions”[ CITATION Edu16 \l

13321 ].

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Education and the Internet for a sustainable PH (2016) stated that every Filipino

who receives a better education is an individual who can contribute to the

Philippines’ continuous growth and development. Every citizen, then, is a

stakeholder in ensuring that all children can get equal access to this right.

Building a sustainable world does not stop with education in classrooms.

Sustainability is holistic mindset that can be practiced at home, in the office, and in

local communities. Modern technology enables us to create better communication

channels, minimize waste, improve efficiency, and increase access for all. But it’s up

to dedicated, passionate human individuals to make the whole system work. Make

sure that you do your part [ CITATION Edu16 \l 13321 ].

According to theredthinkingcap (2012), in sum, it all boils down to us being active,

innovative and creative in seeking ways to include and make the most out of various

modern media in our classrooms. Unfortunately, many teachers find these “things

to do” taxing. A possible explanation for their lethargy is that most of them

often undervalue the power of both education and technology to change not only

individuals, but society. We should be mindful of the fact that as technology

advances, the exchange and creation of ideas speed up. This inevitably leads to

liberation and progress. Take for example how Twitter helped enable the Arab

Spring revolutions. Not only did it mobilize, but more importantly, it enlightened

people in the Arab world and the rest of the international community of the Arabs’

plight under authoritarian regimes. This highlights what I (and what other

educators should also) value most in education and technology: technology

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transcends the use of gadgets and apps – it is a platform for education whose

ultimate goal is to raise social awareness, initiate change and foster development in

our country[ CITATION the12 \l 13321 ].

Matulac, Melvin stated that the technology experts of the school started shifting

gears. From being the untouchable nerds in the computer lab, they suddenly found

themselves as the assistants of the teachers finding ways to bring technology at the

service of learning. There is a change of paradigm for the better [ CITATION

MatNY \l 13321 ].

According to Laping (2017), technology alone cannot develop in students the skills

necessary to succeed in today’s world. Teachers and parents should teach and guide

the young to use technology the right way productively.

For teachers who are afraid to integrate technology in the classroom, I have this to

say: “You don’t need to become a computer expert to use technology in the

classroom. You need willingness to innovate and time to explore every possibility

presented at your doorstep. You have to remember that information and

communication technology integration is not just the use of technology but its

proper use in the classroom.”[ CITATION Lap16 \l 13321 ]

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Chapter III. Methodology
This chapter shall discuss the research methods available for the study and

what is applicable for it to response for the statement of the problem in Chapter 1,

which is directed towards the efficiency of technology in learning.

Also, this chapter presents the various procedures and strategies in

identifying sources for the needed information on the analysis and evaluation of the

educational technology efficiency.

Thus, this part of the study specifies the method of research used, research

design, respondents of the study, data collection, instrument used, validation and

administration of the instrument, conducted self-structured interview, data

representation and reliability, description of the study, statistical treatment of data

and analysis of the gathered data.

Research Design

The researchers used the Qualitative method to determine the Efficiency of

Technology in learning. This method sees to describe and understand the nature of

each respondent's opinion about the ‘Efficiency of Technology in Learning',

especially the students of University of the East.

Respondent

The target of this study consists of 12 students from the small population of

the 11th grade STEM student’s population of University of the East. Every student

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had the chance to be selected on the survey through the random selection, using the

fish bowl method. The selected respondents will answer the interview

questionnaires made by the researchers.

Instrument used

The instrument that will be used in the study is through interview. The

interview questionnaires made by the researchers will be answered by the selected

respondents. The researchers used this method in order to properly assess the

thoughts, feelings and opinions of the respondents. Likewise, it was used because

it's the best fit for the study and can obtain accessible information.

Data Gathering Procedure

Procedure Data will be collected through interview that will be answered by

the random selected 12 11th Grade students in the University of the East. A

significant percentage of respondents are members of a certain section of 11th

Grade students.

Statistical Treatment of Data (Compilation)

After collecting of data needed, the researchers will tabulate and analyze the
gathered data from the interview with the help of statistical tools.

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 References
CITATION Alo05 \l 1033 : , (Aloraini, 2005),

CITATION Wil861 \l 1033 : , (Wilkinson, 1986),

CITATION Ata00 \l 1033 : , (Atawaim, 2000),

CITATION Tho11 \l 13321 : , (Thomas & Brown, 2011),

CITATION Col09 \l 13321 : , (Collins & Halverson, 2009 ),

CITATION Col09 \l 13321 : , (Collins & Halverson, 2009 ),

CITATION Hig12 \l 13321 : , (Higgins, Xiao, & Katsipataki, 2012),

CITATION Lem10 \l 13321 : , (Lemke, 2010),

CITATION Cha17 \l 13321 : , (Chawinga, 2017),

CITATION Cle14 \l 13321 : , (Cleaver, 2014),

CITATION Sev16 \l 13321 : , (Sevimli, 2016),

CITATION Edu16 \l 13321 : , (Education and the Internet for a sustainable PH, 2016),

CITATION the12 \l 13321 : , (theredthinkingcap, 2012),

CITATION MatNY \l 13321 : , (Matulac, NY),

CITATION Lap16 \l 13321 : , (Laping, 2016),

 Educational Technology, College of Education, King Saud University, Saudi

Arabia, The impact of using multimedia on students’ academic achievement
in the College of Education at King Saud University/
http://www.sciencedirect.com/science/article/pii/S2210831912000033

 http://www.useoftechnology.com/what-is-technology/

 http://study.com/academy/lesson/what-is-mass-media-definition-types-
influence-examples.html

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  http://www.businessdictionary.com/definition/education.html

Table of Contents
Chapter 1
Acknowledgement and Introduction 2
Background of the study 3

Problem statement and Scope and Limitation 4

Significance of the Study 5

Definition of Terms 6

Chapter 2

Review of related literature and studies 7

Review of related foreign literature
7 Review of related local literature
13

Chapter 3. Methodology

Research design and Respondent 16

19
 Instruments Used, Data Gathering Procedure and 17
Statistical Treatment of data (Compilation)

References 18

20