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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Traditional and technology-based instructional

materials plays vital role in the education process of the

students, especially that we are in the K to 12 curriculum.

It helped them to develop and enhance their abilities to apply

in their lives the knowledge that they have learned.

Today, technology become a big part of our lives.

Everything will be done easily through technology. But, we

cannot deny that everyone are not literate using it. In school

for instance, there are teachers who utilized technology-

based instructional materials and there are some who still

using the traditional way.

Barathy (2015) stated that the role of computers in

education is commonly associated with the process of

educational innovation. The more technologically-innovative

the way of information is delivered, the better retention and

attention levels will be.

Dimalibot (2011) stressed that learners growing up in

the digital age are far more experienced and able to process
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information rapidly than their predecessors. Therefore, they

are bored if their capacities are not exploited and not

properly stimulated at school, in the process of teaching and

learning.

However, according to Klaus in her article, “Negative

Effects of Using Technology in Today’s Classroom”, she said

that in some classrooms, technology is overused. This can

lead to a variety of problems. Many students learn best by

physically and mentally interacting with what they are

studying. If most of the teaching is done using a computer,

these students’ needs are not being met. Technology should be

used to supplement the classroom curriculum, but should not

be used as a sole source of learning.

Based on the above rationale, this study entitled

“Traditional and Technology-based Instructional Materials of the

Grade 11 STEM Senior High School Teachers: A Comparative Study”

aims to find significance and contribution to the academic

world.
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Statement of the Problem

This study sought to compare the traditional and

technology-based instructional materials of the Grade 11 STEM

Senior High School teachers. Specifically, this study aimed

to answer the following sub-problems.

1. What is the academic performance of Grade 11 STEM

Students whose teachers utilized traditional

instructional materials?

2. What is the academic performance of Grade 11 STEM

Students whose teachers utilized technology-based

instructional materials?

3. Which is more effective for the improvement of Grade 11

STEM Students academic performance: traditional or

technology-based instructional materials?

4. Is there a significant difference between the academic

performance of Grade 11 STEM students whose teachers

utilized traditional and technology-based instructional

materials?

5. What is the implication of the study?

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Hypothesis

There is no significant difference between the academic

performance of Grade 11 STEM students whose teachers utilized

traditional and technology-based instructional materials.

Conceptual Framework

Traditional Academic
instructional performance of
materials Grade 11 STEM
students

Versus

Technology- Academic
based performance of
instructional Grade 11 STEM
materials students

Figure 1 shows the comparison of the instructional materials

in the academic performance of the Grade 11 STEM students.

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Significance of the Study

The findings of the study may be of significance to the

following groups of individuals:

Students. Students will benefitted from this study in

terms of how they would understood the lessons. Every students

had a different way of learning, it’s either in traditional

or technology-based instructional materials. It may be able

to improve their knowledge, and skills, so they can excel

more in class.

Teachers. Teachers have a major duty in guiding the

learners in their different teaching strategies. It may also

refer to distinguish how they will handle every learner. It

can also helped them to realize what instructional materials

is better to use.

School Administrators. This study will help them in

implementing and improving the way of teaching of the teachers

that fits to the ability of the students.

Future Researchers. This study will encourage their

interest in focusing their studies in comparing traditional

and technology-based instructional materials. And also they

may use the result of this study by sharing new information

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to the students whose teachers utilize traditional and

technology-based instructional materials.

Scope and Delimitation of the Study

This study is delimited to determining the difference

between the academic performance of Grade 11 STEM Students

whose teachers utilized the traditional and technology-based

instructional materials during first quarter of the school

year 2017-2018.

Definition of Terms

To have a better understanding of the study, the

following terms were defined conceptually and operationally:

Instructional Materials- are the content or information

conveyed within a course. These include the lectures,

reading, textbooks, multimedia components, and other

resources in course. (University of Wisconsin System, 2016)

Traditional Instructional Materials- refers to

instructional materials that uses the old but creative way,

example: visual aids and flash cards.

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Technology-Based Instructional Materials- refers to

instructional materials that uses the modern way. Uses

technology such as computers, smart phones, projector for

better presentation.

Academic performances- The Grade 11 STEM students’ 1st

quarter performances on their academic subjects.

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Chapter II

Review of Related Literature

In 2000, the International Technology Education

Association established a formal definition for technological

literacy: “Technological literacy is the ability to use,

manage, assess, and understand technology” (International

Technology Education Association, 2000, p. 7). Many authors

(Mentzer & Becker, 2010) declare a unifying theme, relative

to technological literacy, is that technologically literate

people are able to function in our modern technological

society. One element that is often contained in the discussion

of technological literacy is the concept of technological

competence. People nowadays are literate in using

technologies, especially the students. So most of them using

it, and they want that until in their process of learning,

technology is involve. The students also want to learn faster

and they know that technology is the best way to achieve it.

They will just surf in the internet and in just one click,

they can read the information or knowledge they want to know.

Technology literacy can help the students to have a quick

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access to the internet. And they can use it to gain knowledge

which is useful to excel more in class.

McGlynn (2008) believes that the process of reaching

these students in order to engage, motivate, and inspire them

cannot be ignored. There must be an intersection between how

millennial learn and how educators teach.

Clearly that the technology has a factor in learning of

the students nowadays. The teachers also must be aware what

type of instructional material they will use in teaching. The

students may enjoy the discussion if technology is involve.

Like videos, it will catch the attention of the students and

it will motivate them to listen and learn the lesson.

Many teacher-training programs are centered on

industrial models that existed during the mid-twentieth

century. These dated educational methods have created

frequent misunderstandings, often prepared newly trained

teachers to fail, and, perhaps more importantly, impeded

educational improvement, advancement, and change (Woempner,

2010).
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Researchers from the discipline of technology education

(Koch & Sanders, 2011) found that engagement is often

maximized if students are exposed to hands-on, project-based

curriculum that requires them to solve problems. Students who

are provided assignments that give them an opportunity to

observe, evaluate, communicate, model, generate ideas,

research/investigate, produce, and document success/failure

are often self-directed and engaged (Koch & Sanders, 2011).

Technology-based instructional materials can expose the

students in collaborating to other people. It will also help

them to communicate to other people.

According to Spires et al., (2008) students want their

schools to look more like the world around them. They want

items in their environment that inspire and motivate them to

learn and achieve. In a recent study, when middle school

students were asked to describe their ideal educational

environments they described schools that had wireless

technology, flexible work environments, and work areas that

mimic the workplaces of today (Edwards, 2007).

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Clearly, some researchers believe that educational

institutions at all levels, but particularly in middle

school, should focus on creating learning environments that

emulate the professional environments in which students may

one day work.

Additional research is necessary to confirm the

findings of researchers who have studied the incorporation of

technology in student learning, provide new knowledge about

how Millennial perceive the world and their learning

experiences, and to provide new pathways for classroom

teachers who wish to make a difference in the lives of

students by using all tools available to them. This study

used the action research model developed by Mills (2010) to

better understand the effect that technology has on the

delivery of instruction for hands-on, project-based Science,

Technology, Engineering, and Mathematics (STEM) assignments

to middle school students. This research examined the effect

on student ability to follow instructions, think critically,

and work collaboratively when the instructions given are

given directly through in-person communication or pre-

recorded video. Technological advancement in the classroom,

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engaging the millennial student population, and current

teaching methods are discussed. (Timothy et al., 2013).

On the other hand, the advantages of traditional

classroom environment supports efficient learning.

Traditional classrooms have been competing with the

increasingly popular virtual classrooms ever since

information technology started to develop. Online courses are

an alternative to regular classrooms for students who want to

obtain degree cheaper and faster. Still, many students

consider traditional classrooms a more efficient way of

learning and improving social skills. (Vernalyn, 2012)

Meanwhile, the results of the procedure that modular

technology instruction is not indisputably better than

traditional teaching; however, traditional teaching methods

show no significant advantage either. (Silkwood, 2010)

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of the study,

which included the description of the research design,

sources of data, instrumentation and data collection and

tools for data analysis.

Research Design

In this research study, we sought to explore the

difference between the academic performance of Grade 11 STEM

students whose teachers utilized the traditional and

technology-based instructional materials using quantitative

method.

The researchers used comparative research design since

it involved collecting data in order to identify the

difference between the academic performance of Grade 11 STEM

students whose teachers utilized traditional and technology-

based instructional materials. With the use of this method,

the researchers was able to gather the answers to the problem

of the study.
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Source of Data

The respondents of the study were the 64 Grade 11 STEM

Archimedes and Pythagoras class who were enrolled at Cabiao

National Senior High School during the first semester of

school year 2017-2018.

Instrumentation and Data Collection

The researchers asked the teachers to give the first

quarter grades of Grade 11 STEM students in Oral Communication

and Context and English for Academics and Professional

Purposes.

Tools for Data Analysis

The researchers used the t-test statistical treatment to

assess if there is a significant difference between

traditional and technology-based instructional materials. The

formula of T-test is as follows:

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Where: X1 = mean of the first sample

X2 = mean of the second sample

n1 = number of items in the first sample

n2 = number of items in the second sample

s1 = sample standard deviation of the first sample

s2 = sample standard deviation of the second sample

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the

effectiveness of two different instructional materials in

academic performance of Grade 11 STEM students during first

semester in Cabiao National Senior High School.

1. The Academic Performance of Grade 11 STEM Students in

English for Academic and Professional Purposes and Oral

Communication in Context.

The researchers gathered the grades of STEM students in

Oral Communication in Context representing technology-based

instructional materials and English for Academic and

Professional Purposes whose teacher utilized traditional

instructional materials.

Table 1

Academic Performance of STEM Students who’s Teacher

Utilized Traditional Instructional Materials

Group N Mean SD

English For Academic And 64 87.35938 3.020392

Professional Purposes
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Results shown in table 1 indicate the mean of the first

quarter grades in English for Academic and Professional

Purposes of grade 11 STEM students.

Table 2

The Academic Performance of STEM Students who’s Teacher

Utilized Technology-Based Instructional Materials.

Group N Mean SD

Oral Communication in 64 89.79688 2.102

Context

Table 3

Comparison of Academic Performance of Grade 11 STEM

Students in English for Academic and Professional

Purposes and Oral Communication in Context

Groups means Standard n T stat Critical

deviation value
English for 87.36 3.02 64 -5.30 1.98
Academic and
Professional
Purposes
Oral 89.80 2.10 64
Communication
in Context
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Results shown in table 3 indicate that there is

significant difference between the academic performance of

Grade 11 STEM students whose teachers utilize traditional and

technology-based instructional materials.

The results of the computation using the statistical

tool T-test shows that the academic performance of grade 11

stem students in Oral Communication in Context is better than

English for Academic and Professional Purposes.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of research results,

the conclusions gleaned from the findings, and the

recommendations as offshoots of the study.

Summary

This study was focused on the traditional and

technology-based instructional materials of the Grade 11 STEM

Senior High School teachers. 64 Grade 11 STEM Archimedes and

Pythagoras class who are enrolled in Cabiao National Senior

High School during the first semester of school year 2017-

2018 were involved as subject-cases of this investigation.

Academic records were used to gather the data needed by this

study. This study used the comparative research design. The

researchers found out that technology-based instructional

materials are more effective than traditional instructional

materials. 89.79688 of grades in Oral Communication in Context

that the teacher used technology-based instructional

materials is higher than 87.3593 of English for Academic and

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Professional Purposes that the teacher used traditional

instructional.

Conclusions

Based on the findings, the following conclusions are drawn:

1. The academic performance of Grade 11 STEM students whose

teacher utilized traditional instructional materials is lower

than technology-based instructional materials.

2. The academic performance of Grade 11 STEM students whose

teacher utilized technology-based instructional materials is

higher than traditional instructional materials.

3. The study shows that technology-based instructional

materials is more effective than traditional instructional

materials.

4. There is significant difference between the academic

performance of Grade 11 STEM students whose teachers utilize

traditional and technology-based instructional materials.

5. The implication of the study is to show where students

exceled in a specific approach.

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Recommendations

Based on the above findings and conclusions, the following

recommendations are hereby given:

1. The Grade 11 STEM senior high school teachers should

use technology-based instructional materials.

2. Teachers should use televisions, projectors, laptops

and phones in teaching Grade 11 STEM students.

3. The school should provide budget for the technologies

that the teachers will use for teaching.

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References

Edwards, O. (2007, March). High tech High: a learning

Environment steeped in technology. Edutopia. Retrieved

from http://www.edutopia.org/high-tech-high.

Koch, D., & Sanders, M. (2011). The effect of solid modeling

And Visualization on technical problem solving. Journal

of Technology Education, 22 (2), 3-21.

McGlynn, A.P. (2008). Millennial in college: How do we

Motivate Them? The Hispanic Outlook in Higher Education,

17, 34-36.

Mentzer, N., & Becker, K. (2010). Academic preparedness as

a

Predictor of achievement in an engineering design

course. Journal of Technology Eductation, 22 (1), 22-
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Mills, G. E. (2010). Action research: A guide for the teacher

Researcher. New York, NY: Pearson Publishing.

Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J.

(2008). having our say: middle school perspective on

school, technology, and academic engagement. Journal of
Research on Technology in Education, 40, 497-515.

Woemper, C. (2007). Teaching the next generation, mid-

Continent Research for Education and Learning, 1-5.