EFFECTS OF TECHNOLOGY 1

Effects of Technology in the

Senior High School Students of Tayug National High School
2019-2020

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In our generation today, there’s no denying that technology such as phones, laptop and

computers has become a significant part of many people especially in student’s everyday lives.
EFFECTS OF TECHNOLOGY 2

But many of us are still wondering on how these technologies affects the student’s learning and

what are good and bad effects of it.

Modern technology has greatly improved people’s lives through different fields such as

medicines, work, industry and especially education. For the students, we know the benefits of

using technology such as making student more interested and excited about the lesson. It also

increased the student’s level of interaction and it brought us new perspectives and knowledge in

class. Also, the teaching strategies based on educational technology can be described as ethical

practices that facilitate student’s learning and boost their capacity, productivity, and

performance. Instructors are no longer limited to write in a plain paper or discuss the lesson in a

white board, but they can rely on our modern technologies that will enable them to make things

easier.

In conclusion, technology is a versatile and valuable tool for teaching and learning and

becoming a way of life. Technology in the classroom is both beneficial to students and teachers.

It creates new ways of obtaining and presenting information and gives us new ways of analyzing

and understanding the world around us. These inspired the researcher to conduct a study about

technology. We focused on how students should interact to technology in order to attain learning

with the help of it.

Theoretical Framework

Over time, learning became easier and faster with the help of different tools and methods.

Blackboards have been used for at least a millennium, books and pamphlets have held a
EFFECTS OF TECHNOLOGY 3

prominent role in education. Now we have innovated technologies that can be used for quicker

and easier learning of every student.

Educational Technology is the study and ethical practice of facilitating learning and

improving performance by creating, using and managing appropriate technological processes and

resources. According to David L. (2017) there are three (3) major educational theories, such as

Behaviorism, Cognitivism and Constructivism that widely implemented in education and greatly

linked to the development and utilization of the educational technology.

According to Frederic Skinner (1904-1990) one of the founders of American new

behaviorism, further developed the behavior theory, rewards and punishment can change one’s

learning performance. Researchers and scholars confirmed that Behaviorism has greatly

promoted and effectively implemented in programmatic instruction, and has strongly promoted

and widely applied in computing-assisted-instruction and the development of educational

technology.

Cognitive theory is represented by Jane Piaget (1898-1980), Jerome Seymour Bruner

(1915) and David P. Ausubel (1918-2008). In education, cognitive developmental theory is to

develop students' capabilities of creative thinking, information analyzing, and problem-solving

through computer-assisted instruction. It concerns those mental processes that cannot be

observed through human beings’ problem solving process and human beings’ learning strategies.

It studies human brains’ thinking process. Cognitivists believe that a human being possesses

intrinsic modes of receiving, processing and utilizing information at different cognitive

development stages; advocate the study of people’s cognitive development processes and
EFFECTS OF TECHNOLOGY 4

models, and design different instructional programs based on one’s cognitive development needs

at different developmental stages.

Constructivist theory is in favor of letting students to construct their point of view of the

world, philosophy of living, technical expertise, and knowledge structures; emphasizes one’s

learning initiative, and social and 162 Theories and Research in Educational Technology and

Distance Learning Instruction through Blackboard situational learning experiences. The core of

this theory is discovery learning. Students learn by doing. John Dewey (1859-1952), a well-

known educational psychologist, believed that practicing is a foundation of learning, and without

learning practice, students would get lost. He stressed that students construct their knowledge in

practice, and instructional design should respect students’ psychological development needs.

Former Soviet psychologist Vygotsky proposed a social constructivist theory that emphasizes

one’s social and cultural backgrounds to determine one’s behavior. He believed human’s growth

is a product of culture. The influence of Constructivist theory on the development and

implementation of educational technology is mainly reflected in the pioneering educational

games, multimedia development and dynamic online interactions.

Conceptual Framework

Independent Variable Dependent Variable

Technology in terms of:

Level of Performance of
Computer

Cellphone SHS students

Internet
EFFECTS OF TECHNOLOGY 5

It shows the relationship between the variable of the study. The dependent variable is the

level of performance of the Senior High School student while the independent variable is the

Technology such as computers, laptops, cellphone, tablet and internet. It tells about how the level

of performance of the students may be affected by the technology.

Statement of the Problem

The general problem of the study is: “How does the technology affect the student’s level

of performance of Senior High School? Specifically, it sought to answer the following questions.

1. How the technology may affect the student’s academic performance in terms of the following:

1.1 Computer

1.2 Cellphone

1.3 Internet

2 What is the level of performance of the Senior High School students?

3. How does technology significantly affect the level of performance of Senior High School

Students?

Hypothesis
EFFECTS OF TECHNOLOGY 6

There is no significant relationship between using technology and the level of

performance of the Senior High School Students in STI College Meycauayan.

Scope and Limitations of the Study

This study assessed the level of performance of Senior High School Students in STI

Meycauayan College during the school year 2017-2018.

This study focuses only to the Grade 11 and Grade 12 students of STI

Meycauayan College who are using technology, are the subject of the investigation.

Same set of questionnaires will be given to the respondents. It is limited to the objective of the

study since the researcher only wanted to determine the effects of using technology

to the academic performance of the Senior High School students. The attainment of

this study is dependent to the answers of the respondents. The respondents are composed of

students in different courses, in STI Meycauayan. The study will be conducted in this school

year 2017-2018. The framework of this study doesn’t covered any changes or progress in

details and updated information beyond the said point.

Significance of the Study

This research will help the researchers to determine and to know how the technology

affects the student’s level of performance. It is hoped that the findings of this research would be

important to the following:

EFFECTS OF TECHNOLOGY 7

Students

It will help the students to acknowledge on how they should use the technological devices

to attain learning and to help them to improve themselves and participate actively, increase in

productivity and increased motivation.

Parents

They could help their child to use technology for academic or school purposes and they

could guide them and keep themselves involved, this way they could monitor their child in or out

of school.

Teachers

It will help them to do some new strategies and techniques and it can also aid teachers

in coming up with simple lessons plans or activities.

Researchers

This study will help the researchers to accomplish their requirements in their course. This

will also help them to understand the importance of knowing the effects of the technology on the

academic performance of a student.

EFFECTS OF TECHNOLOGY 8

Definition of Terms

In this study, the following terms were written to clarify the meanings of the words used

and to provide a frame of reference and a clear interpretation of the study.

Cognitivist - a person who believes or works in cognitive grammar.

Ethical - relating to moral principles or the branch of knowledge dealing with these

Millennium - a period of a thousand years, especially when calculated from the traditional date

of the birth of Christ.

Prominent – important or famous.

Utilization - the action of making practical and effective use of something.

Valuable - a thing that is of great worth, especially a small item of personal property.

Versatile - able to adapt or be adapted to many different functions or activities.

Technology - machinery and equipment developed from the application of scientific knowledge.

Adequate - satisfactory or acceptable in quality or quantity.

Inferential Statistics - makes inferences and predictions about a population based on a sample

of data taken from the population in question.

Chapter 2

Review of Related Literature and Studies

EFFECTS OF TECHNOLOGY 9

This chapter presents the related literature and studies, foreign and local which provided

the researcher the needed information and direction for the completion of the study.

Foreign Literature

Lynne Schrum, past president of the International Society for Technology in Education

(ISTE), is an associate professor in the department of instructional technology at the University

of Georgia. Her research, teachings, and writings focus on issues related to distance education,

specifically online learning. Schrum also investigates the uses of technology in K-12

environments and identifies ways to support educators in the effort. Educators want students to

learn. She said that It is certainly not enough to tell educators that they need to use the boxes and

wires that have invaded their schools simply because they are expensive or because students

need to know how to use the latest widget. If it's clear that technological tools will help them

achieve that goal, educators will use those tools. Technology lends itself to exploration. But

before technology can be used effectively, exploration must be valued as important to both

teaching and learning. In a technology-rich classroom, students might search the Web for

information, analyze river water, chart the results, and record what they've learned on the

computer.In such an environment, acquiring content changes from a static process to one of

defining goals the learners wish to pursue. Students are active, rather than passive -- producing

knowledge and presenting that knowledge in a variety of formats. In a technology-rich

classroom, students don't "learn" technology. Technology merely provides the tools to be used

for authentic learning. It is a means, not an end.

EFFECTS OF TECHNOLOGY 10

According to Benjamin Herold(2016) Technology is everywhere in education: Public

schools in the United States now provide at least one computer for every five students. They

spend more than $3 billion per year on digital content. Led by the federal government, the

country is in the midst of a massive effort to make affordable high-speed Internet and free online

teaching resources available to even the most rural and remote schools. And in 2015-16, for the

first time, more state standardized tests for the elementary and middle grades will be

administered via technology than by paper and pencil.

There were seven (7) steps for adapting technology to the classroom by Sean Nank

(2017) As the recession of 2008 becomes a not too distant memory, some schools are finding

themselves better funded. With this comes the acquisition of technology for schools and

classrooms. The widespread introduction of technology can have amazing impacts on curricula,

pedagogy, and student learning. But some schools have not experienced these results. The

following are the seven aspects of adapting technology that will help you avoid lackluster results.

Buy technology for teachers and students, Use the 10% rule (If you have $100,000 total to spend

on technology, then spend $90,000 and set aside $10,000 for professional development and

training to support teachers while implementing the technology.),Give teachers time, Choose a

platform and stick with it, Technology for the sake of technology, Students are and are not digital

natives ,lastly is Assess with technology in a meaningful way.

According to Kelsey Sheehy(2012) The proliferation of social media and technology has

changed the way educators teach, how students learn, and the way teachers and students

communicate. Bob Wise a former governor of West Virginia and president of the Alliance for

Excellent Education, an advocacy organization, said that "You can't just slap a netbook

[computer] on top of a textbook and say, 'Great, now we have technology," Good teaching,
EFFECTS OF TECHNOLOGY 11

especially the kind that involves working with evolving technologies, sometimes requires good

advice. "The whole intention of Digital Learning Day is to really celebrate teachers and good

instructional learning practices," says Sarah Hall, director of the Alliance's Center for Secondary

School Digital Learning and Policy.

It’s hard to determine whether technology in the classroom is helpful or harmful.

Samantha Cleaver (2014) wrote an article about it. With a world of information at their fingertips

nowadays, it seems like kids should be finding it easier than ever to succeed in school. However,

as more classrooms invest in the latest technology, test scores remain the same, bringing its

effectiveness into question. “Incorporating technology into the classroom requires a double

innovation,” says Shelley Pasnik, director of the Center for Education and Technology,

Educators who receive new technology must first learn how to use the equipment and then

decide whether or not it supports the class objectives and curriculum. 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.

Local Literature
EFFECTS OF TECHNOLOGY 12

The Philippine Star created an article last 12th of July 2014 about how technology helps

students study well. According to it more and more school use technology such as computers and

the internet in their classroom and several improvements on students have seen and they are now

getting better in education. These improvements are the following: Independence and

information gathering, Critical thinking and reflection, Communication and collaboration, More

engaging learning experience and Preparation for jobs later on. By connecting the internet,

students learn how to do their own research and with the large information that they access.

Students are induced to learn to think critically. Through exchange of ideas and messages,

students are able to collaborate with each other to test their understanding of lessons. Information

today is more engaging to the mind and the senses because of its multimedia nature. Knowing all

of these improvements and advantages. more and more schools are allowing not just desktop

computers and laptops, but also tablet devices and smartphones in their classrooms.

According to John Paul Espinosa (2016) Technological advances had greatly changed the

education landscape in that teaching is no longer confined to the traditional face-to-face delivery

of lessons. Now, via internet we can also learn not only in the classroom but outside the school.

Through the convergence of modern and traditional methods, students are now able to

experience the best of both worlds. They can learn from school and get additional information or

lessons through the web and internet. A survey conducted by Pearson Foundation in the United

States found that more than six in 10 college students and high school seniors agree that they

study more efficiently by using tablets. A study conducted by Houghton Mifflin Harcourt in

California also showed that students using iPads performed better in math compared to students

using traditional textbooks. Another study at Oklahoma State University found that 75 percent of

students said the use of gadgets enhanced their learning experience. Even though that the parents
EFFECTS OF TECHNOLOGY 13

and some teacher fear that gadgets may distract students, surveys and studies have shown that

these technological devices are a big help in learning.Today, more states administered tests for

the elementary and high school through the internet, discarding the use of the traditional pen and

paper.

Back in 1960s where computers are very bulky to the very compact gadgets of the

present time, technology had been continuously developing in the past decades. Accroding to

John Rifuno I. Macaset(2017) a BS Computer Engineering, technology had played great roles in

many people’s daily tasks starting with the conception of the personal computer, people’s work

became faster, and communication with other people became easier. Recent years, the use of

technology in education has been proven beneficial to both teachers and students. With the use of

the internet, teachers are able to communicate with their students more easily, and allows them

to distribute learning materials such as assignments, exercises, and tests to their pupils.

According to a blog posted by Angel de Dios(2012) How technology affects learning

from the views of teachers, With iPads, Facebook, smartphones, video games, music, and others,

technology now occupies a significant amount of a child's time in the United States (almost eight

hours a day - National Center for Education Statistics, USA). Students in the Philippines

probably face the same increasing amount of time spent on these activities provided by

technology. Thus, it is time to ask how current technology affects student learning. The response

from teachers is particularly important since their perspective comes directly from the

classroom.

Why teachers have to use technology? article by Glenny E. Laping(2016) according to it,

technology is a way of life. It is everywhere in this computer age. Students use technology
EFFECTS OF TECHNOLOGY 14

improperly and unproductively so teachers should provide guidance for them. Also free

educational tools are easier and faster to use than the traditional tools. Teachers could use this to

build student’s collaborative, communication , problem-solving, critical and creative thinking

skills. 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.

Foreign Studies

Technology is a way to improve students goals. But are they using it the way it meant to

be in classes ? Eric Milou , conducted a study that examined the algebra teachers if they are

using graphic calculators when they are teaching , their awareness over technology, changes

in curriculum or instructional practices. The ones who became a part of the study were students

and teachers. They were selected solely because of its great variety of population. The study has

surveys to be completed by the ones who participated. Of the 243 surveys, 146 were returned ,

for an aversge rate of 60%. It has been confirmed that with the use of graphing calculator is

still likely to disagree to many algebra teachers. But the majority of the teachers says that the

use of graphing calculator is a great tool for motivating the students.

In the James Kulik Study (1994), the researcher used a technique called meta-analysis

to aggregate the findings from more than 500 individual studies of computer-based instruction.

Computer based instruction individualizes the educational process to accommodate the needs,

interests, and learning styles of each student (Kulik, 1994, 4). The study found that

students who used computer-based instruction scored at the 64th percentile on test of
EFFECTS OF TECHNOLOGY 15

achievement compared to students in the control conditions without computers who scored at

the percentile. This study helps to show that student achievement can be affected positively

especially through assessment scores. Students also tend to like their classes more and

develop more positive attitudes towards learning which results in positive academic

achievement.

According to Taibah university (2017).Their study was conducted on 231 students who

studying physiology during their 2nd year at one five health colleges they are the ( Medicine,

Dental, Clinical Pharmacy ,Applied medical sciences , and nursing).Their research was

an online survey to the students regarding to the use of technology and the devices they use. The

Pearson correlation coefficient and descriptive statistics were implemented to study the

frequency of ,and relationship between technology and their learning achievements in

physiology courses.They study observed a significant relationship between students use of

technology , and the most used devices is laptops (50℅) phones (42℅) followed by

tablets (7℅) and the desktop computers (0.5℅) .The result of their online survey tells that

technology usage might produce comparatively more significant increase in academic

achievements than would non-usage of technology.

There are many terms that are currently in use so far as ICT in Education is

concerned. Many terms have come and gone and there are overlaps in some instances which are

not necessarily identical. Bybee, Poewll, and Trowbridge (2008) categorize the uses of

computer and associated technologies in science education into three as follows: learning

about computers, learning with computers and learning through computers. Learning about

computers which deals with knowledge of computers may be thought of as a continuum which

ranges from skills in and awareness of computers at lower level to programming at higher level
EFFECTS OF TECHNOLOGY 16

(Tabassum, 2004). In this situation students develop technological literacy which essentially

involves acquiring computer-related terminology.

In Harold Wenglinsky's National Study of Technology's Impact on Mathematics

Achivement, Wenglinsky found out that who used higher order of thinking software shown

the gains in math scores of up to 15 weeks above grade levels. Wenglinsky also controlled

for socioeconomic status, class, size, and teacher’s characteristics. Thus, all relationships

between technologies and educational outcomes had represented the value added by

technology for comparable groups of students with comparable teachers in a comparable class

sizes. This study has consisted a national sample of about 6,227 fourth grade students and

7,146 grade eight students on the National Assessment of Educational Progress. Then

another finding was found that higher order uses of computers and professional development

were related to student's academic achievement in mathematics for both 4th and 8th grade

students. The use of computers mainly for 5 simulations and applications had resulted in

higher math achievement.

Local Studies
EFFECTS OF TECHNOLOGY 17

According to the study of Jimson Mariano (2017) The Philippine government has been

committed to bring the educational system into a modernized status, particularly on basic

education, in its effort to make each and every student at par with other students of neighboring

developed countries. Our country is now capable to utilize and produce information and to

transform it into knowledge and vast array of goods and services. The Department of Education

(DEPED) has initiated in 1996 a computerization program with the goal of preparing Filipino

students for employment and competitive career by teaching them to master new forms of

technology. They also would like to harness and enhance the power of technology

towards developing the entire teaching-learning process, specifically in its bid to

make each and every public school student empowered in this highly globalized and integrated

world economy.

ICT plays a major role in creating a new and improved model of teaching and learning

where education happens anytime and anywhere. According to Diwanie Perez (2016) to achieve

this vision we should continue to use ICT to revitalize our schools to make them to dynamic,

collaborative and innovative learning institutions where students can become more motivated,

inquisitive and creative learners. Also to link students with vast networked world of knowledge

and information and develop student’s skills and capabilities to critically and intelligently seek

,absorb, analyze, manage and present information. The assessment of the current state of

computerization of public schools will aim to help DepEd better integrate ICT in its ambitious K

(Kindergarten) to 12 Basic Education Curriculum (BEC) reform program. • Education Secretary

Armin Luistro said that ICT education will be an important aspect as they formulate an

effectively enhanced K to 12 BEC curriculums. “We have to set up our ICT thrust as we
EFFECTS OF TECHNOLOGY 18

gradually implement the K to 12 Basic Education Reform Program. As we all know, ICT plays a

very important role in administrative functions as well as in the teaching and learning process,”

Luistro explained.

According to Melvin Matulac, Assistant Prof at University of Santo Tomas, Today’s

education faces a lot of challenges. The swirling changes and developments in teaching and

learning all seem promising and yet are still at their infant stages. There is resurgence for

Constructivist approaches in the classroom. Howard Gardner contradicts the IQ phenomena with

his own findings on Multiple Intelligence. The banking method of education is totally

unacceptable to some education circles and yet the new methods bring their own share of

confusion. The use of technology is at least one unavoidable reality and twenty years after the

introduction of the PC, as many roads have been paved for us to follow, a lot of work still lay

ahead. In the present stage, since technology is here to stay, some educators took a second look

at how technology is being used. Instead of technology dictating what they should do, they

started telling technology what they wanted to do in teaching core subjects. 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.

Education has changed a lot because of the development of information Technology and

knowledge information society. According to Reynato Arimbuyutan (2007) Educational infra of

the Philippines was meager before 4-5 years Also computing and Internet infra it will not support

to education environment. But Philippine education environment changed fast during 2000~

2006 years. Development of network environment is big effect of computer game by Philippine

young generation. Also, effect of education reform policy that Philippines government.
EFFECTS OF TECHNOLOGY 19

Philippines making e-Learning systems for remote education environment. And, there is

progressing various project with more interest about e-Learning. Therefore, the study wants to

correct analysis and right direction presentation for Philippine remote education environment.

The study is structured as follows. In chapter 2, Environment of education in the Philippines. In

chapter3, environment of e-Learning in the Philippines, Lastly, e-Learning environment and

prospects of the study is made in chapter 4 of his study

According to the MST News (2013) millions of Filipino students are back to schools.

Some will be studying more comfortably in air-conditioned rooms, complete with hi-tech

learning tools such as computers and modern methodologies. Others will not be as privileged.

Still, learning takes precedence over disparities in learning conditions. Substance over form, we

say. With the recent implementation of the K to 12 program, the country’s basic education

curriculum undergoes a major overhaul in the form of two additional years from the existing 10-

year basic education. The authority says the transition will provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,

middle-level skills development, employment, and entrepreneurship. Moreover, the reform

would make the Philippines comparable and competitive with other countries, as the 12 years of

basic schooling had long been a global standard. But while the change is a welcome

development, it may still be considered protracted if taken in the larger context of learning,

which is transforming by leaps and bounds.

Synthesis of the Reviewed Literature and Studies

EFFECTS OF TECHNOLOGY 20

Accordingly, the related literatures and studies just reviewed provided guides and

directions necessary for the researchers to meet the desired objectives.

Technology has impacted almost every aspect of life today. Technology has profoundly

changed education in many ways,. For one, technology has greatly expanded access to education.

In medieval times, books were rare and only an elite few had access to educational opportunities.

Individuals had to travel to centers of learning to get an education. Today, massive amounts of

information (books, audio, images, videos) are available at one’s fingertips through the Internet.

Opportunities for communication and collaboration have also been expanded by technology.

Traditionally, classrooms have been relatively isolated, and collaboration has been limited to

other students in the same classroom or building. Today, technology enables forms of

communication and collaboration undreamt of in the past.

According to Zuckenburg (2016) “What defines a technological tool - one historical

definition - is something that takes a human’s sense or ability and augments it and makes it more

powerful. So, for example, I wear contact lenses or glasses; that is a technology that enhances

my human ability of vision and makes it better.”

The findings of the other studies reviewed by the researcher had presented a

relevant study to our research which will rate our study high and make our study more credible

and reliable. It also has the identical or similar findings of the other related studies.

Chapter 3
EFFECTS OF TECHNOLOGY 21

RESEARCH METHODOLOGY

This chapter describes the method of study, the respondents, instruments used, and the

statistical tools applied.

Method of Study

Descriptive-Correlation method of research was used by the researchers. It is used to

describe the characteristics of a population or phenomenon being studied.

According to Ed Forest (2001) Descriptive research does not fit neatly into the definition

of either quantitative or qualitative research methodologies, but instead it can utilize elements of

both, often within the same study. The term descriptive research refers to the type of research

question, design, and data analysis that will be applied to a given topic. Descriptive statistics tell

what is, while inferential statistics try to determine cause and effect. According to Devin

Kowalczyk (2013) a correlation is simply defined as a relationship between two variables. The

whole purpose of using correlations in research is to figure out which variables are connected.

Population and Sample

The respondents of this study were the senior high school students of STI College

Meycauayan from Grade 11 to Grade 12 in the school year 2017-2018.

In order to come up with the sample population of the study coming from each year

level, the following formula was used:

EFFECTS OF TECHNOLOGY 22

N
n
1 Ne2
Where:

n = number of samples

N = total population; and

e = margin of error = 0.05

The current population of the senior high school students at STI College Meycauayan

and its estimated sample (based on 5% margin of error) is given in the table below:

Table 1

Distribution of the Population and Estimated Sample of all students

Senior High School Students Population Estimated Sample

Grade 11 and 12 706 256

The systematic sampling was used to get the estimated sample of the population and

every second person from the population would be included in the sample. Table 1 presents

the total population of the grade 11 and grade 12 senior high school students.

Subjects of the Study

The respondents of the study were 256 Senior High School Students at STI College

Meycauayan branch, Banga Meycauayan Bulacan who were enrolled 2017-2018, Systematic

Sampling was employed.

EFFECTS OF TECHNOLOGY 23

Table 2

Population and Estimated Sample per Strand

Strand Population Sample
SHS11-GAS1A 37 13

SHS11-ABM1A 53 19

SHS11-TO1A 40 15

SHS11-CA1A 47 17

SHS11-IT1A 46 17

SHS11-IT1B 49 17

SHS12-TO21A 41 15

SHS12-RBO21A 30 11

SHS12-CA21A 39 14

SHS12-CA21B 28 10

SHS12-ICT21A 53 19

SHS12-ICT21B 53 19

SHS12-ICT21C 53 19

SHS12-ABM21A 46 17

SHS12-ABM21B 48 17

SHS12-GAS21A 46 17

Total 709 256

In order to distribute this sample size evenly per Strand, the population size of the year

level was divided by the total population. Table 2 presents the population of every course and its

estimated sample size.

EFFECTS OF TECHNOLOGY 24

Description of the Instruments

The instrument used was made by the researcher and validated by the instructor entitled

“Effects of Technology on the Level of Performance of SHS” is composed of 20 negative

questions that will determine on how the technology may affect the academic performance of the

Senior High School students.

Reliability and Validity of the Instrument

The designed questionnaire was submitted to the instructor or project supervisor for

approval before distributing it to the respondents.

The scores of the Senior High School Students in the tests were correlated using Pearson

r product moment correlation formula.

The obtained values were significant.

The following response mode was used.

Table 3

Equivalent scale for Verbal Description

Scale Verbal description
1 Never
2 Rarely
3 Occasionally
4 Often
5 Always

A high score represents that technology highly affects the student’s level of performance.
EFFECTS OF TECHNOLOGY 25

Procedure of Analysis

Table 4

Equivalent Mean Range for Verbal Description of Effects of Technology

Scale Verbal description Equivalent Mean Range
1 Never 1.00 – 1.79
2 Rarely 1.80 – 2.59
3 Occasionally 2.60 – 3.39
4 Often 3.40 – 4.19
5 Always 4.20 – 5.00

The survey questionnaire utilized the rating scale as a means of identifying how the

given statements closely described the effects of technology to the student’s performance.

The rating scale ranges from 1-5, and described above.

Table 5

Scale for Student’s Grade

Limits Level
90 and above Excellent
85-89 Above Average
80-84 Average
75-79 Fair
74 and below Poor
EFFECTS OF TECHNOLOGY 26

The level of performance of grade 11 and grade 12 students was classified based on their

achievement grade using the following arbitrary scale. The frequency count and percentage

distribution of SHS students belonging to each level was determined.

Data Gathering Procedure

Researchers ask for permission from each instructor of the time we conducted the

survey. Upon approval, questionnaire was given to the respondents.

The average grade of Grade 11 and Grade 12 students which served as the measure to

academic performance of the students of STI College Meycauayan for the school year 2017-

2018, was collected from the instructor upon the approval of the Principal in agreement that the

student’s name will not be included in the grade.

Treatment of Data

With the use of both descriptive and inferential statistics, the researcher analyzed,

interpreted the collected data and the implications were determined.

To facilitate the tabulation and tallying of the data gathered, the researchers made use

of the Microsoft Excel 2010.

Frequency distribution was used to measure the number of responses and its magnitude

with the sample for the students’ perception of effects of technology. Also, the study made use of

the mean, standard deviation, and ranking to describe the perception of the respondents in the

effects of technology.
EFFECTS OF TECHNOLOGY 27

The mean is expressed through the following formula:

∑X
X=
̅
n

Where:
X=
̅ mean
ΣX = sum of all data value
n = number of data items in the sample

The standard deviation is expressed through the following formula:

To determine the relationship between effects of technology and student’s academic

performance, Bivariate Correlation Analysis with the Pearson –Product Correlation was used.

The Pearson-Product Moment Correlation Coefficient is expressed through the following

formula
 28
EFFECTS OF TECHNOLOGY

Table 6

Correlation Scale and Interpretations

Value of r Interpretations
Between ± .80 to ± .99 High correlation
Between ± .60 to ± .79 Moderately high correlation
Between ± .40 to ± .59 Moderate correlation
Between ± .20 to ± .39 Low correlation
Between ± .01 to ± .19 Negligible correlation

In analyzing the correlation of the effects of technology and academic performance of

the students, this study made use of the correlation scale that indicated the interpretation on the

correlation based on the value of r obtained.

Table 7

P-value Scale

P-value Interpretations

> 0.05 Not Significant

< 0.05 Significant

The p-value for each term tests the null hypothesis that the coefficient is equal to zero (no

effect). A p-value with (< 0.05) indicates that there is significant relationship. On other hand, p-

value with (> 0.05) indicates that there is no significant relationship, therefore we can accept the

null hypothesis that “There is no significant relationship between effects of technology and

student’s academic performance.

EFFECTS OF TECHNOLOGY 29

Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the interpretation, implications of the data gathered, and studies

that support the obtained results. The data are presented in the order according to the specific

sub-problems as stated under the statement of the problem.

Presentation, Analysis, and Interpretation of Data

This chapter presents the interpretation, implications of the data gathered, and studies

that support the obtained results.

1. How the technology may affect the student’s academic performance in terms of the

following:

The data presented revealed the effects of technology to the Grade 11 and grade

12 senior High students of STI Meycauayan College involved in the study.

1.1 Technology in terms of computer .The table below presents the effects of
the computer to the student.
EFFECTS OF TECHNOLOGY 30

Table 8

Mean and Standard Deviation of Each Item of the Test on the Effects of Technology in Terms

of Computer

Item Computer - Verbal

No. x N SD Description
1 How often do you neglect household 256 1.25704 Occasionally
chores to spend more time using 2.8594
computer.
2 How often do you find yourself saying 2.9648 256 1.12491 Occasionally
just few more minutes when you are in
front of computer?
3 How often does your school 2.5938 256 1.10214 Rarely
performance or productivity suffer
because of the use of computer?
4 How often do you prefer the excitement 2.6563 256 1.21389 Occasionally
of using the computer than spending
time with your friends in person
5 How often do you plan the time when 2.6602 256 1.18393 Occasionally
you were going to stop using the
computer and ended up failing?
Effects of Computer 2.7469 256 1.176382 Occasionally

Legend:

Never 1.00 – 1.79

Rarely 1.80 – 2.59
Occasionally 2.60 – 3.39
Often 3.40 – 4.19
Always 4.20 – 5.00

In the effects of Computer (table 7) it was revealed that the students responded

“Occasionally” in “How often do you neglect household chores to spend more time using

computer.”( 2.8594), “Occasionally” in “How often do you find yourself saying just few more

minutes when you are in front of computer.”( 2.9648 ), “Rarely” in “How often does your school

performance or productivity suffer because of the use of computer.( 2.5938), “Occasionally” in

“How often do you prefer the excitement of using the computer than spending time with your
EFFECTS OF TECHNOLOGY 31

friends in person(2.6563), and “occasionally” in “How often do you plan the time when you

were going to stop using the computer and ended up failing?”(2.6602).

The grand mean 2.7469 with a standard deviation 1.176382 revealed that the students are

being affected by the computer “Occasionally”. This result implies that the effects of technology

in terms of the computer are adequate.

1.2 Technology in terms of Cellphone .The table below presents the effects of the cellular
phones to the student.

Table 9

Mean and Standard Deviation of Each Item of the Test on the Effects of Technology in

Terms of Cellular Phones

Item Cellphone - N SD Verbal

No. x Description
6 How often do you snap, yell, or act 256 1.21258 Occasionally
annoyed if someone bothers you while 2.8906
using your phone?
7 How often does your sleeping time get 3.2227 256 1.21156 Occasionally
interrupted by the consistent and non-stop
use of the computer?
8 How often does someone in your life 2.9727 256 1.19609 Occasionally
complain about the time you have spent
using cellular phones?
9 How often do you use your cellphone to 3.2109 256 1.29344 Occasionally
escape from other problem in your life?
10 How often do you become defensive or 2.8906 256 1.21581 Occasionally
secretive when anyone asks you what you
are doing on your cellphone?
Effects of Cellphone 3.0375 256 1.225896 Occasionally
EFFECTS OF TECHNOLOGY 32

Legend:

Never 1.00 – 1.79

Rarely 1.80 – 2.59
Occasionally 2.60 – 3.39
Often 3.40 – 4.19
Always 4.20 – 5.00

In the Effects of Technology in terms of cellphone or cellular phones, It was revealed that

the students responded “Occasionally” on the following order: “How often do you snap, yell, or

act annoyed if someone bothers you while using your phone?”(2.8906); “How often does your

sleeping time get interrupted by the consistent and non-stop use of the computer?”(3.2227);

“How often does someone in your life complain about the time you have spent using cellular

phones? (3.2109); “How often do you use your cellphone to escape from other problem in your

life?”(3.2109); How often do you become defensive or secretive when anyone asks you what you

are doing on your cellphone? ( 2.8906).

The grand mean 3.0375 with a standard deviation .685 revealed that the students are

being affected negatively by the cellular phones “occasionally”. Therefore, the effect of

technology in terms of cellphone is adequate.

EFFECTS OF TECHNOLOGY 33

1.3 Technology in terms of Internet. The table below presents the effects of the internet to
the student.

Table 10

Mean and Standard Deviation of Each Item of the Test on the Effects of Technology in

Terms of Internet

Item Internet - SD Verbal

No. N Description
11 How often do you find that you stay 256 1.21712 Occasionally
online longer than you intended? 3.2813
12 How often do you form new relationships 2.5781 256 1.13835 Rarely
with fellow online users?
13 How often do you check your Email 2.9141 256 1.17842 Occasionally
before something else that you need to
do?
14 How often do you block out disturbing 2.8750 256 1.11320 Occasionally
thoughts about your life with soothing
thoughts of the Internet?
15 How often do you find yourself 2.9063 256 1.02086 Occasionally
anticipating when you will go online
again?
16 How often do you fear that life without 256 1.19280 Occasionally
the Internet would be boring, empty, and 3.0273
joyless?
17 How often do you feel preoccupied with 2.8750 256 1.03280 Occasionally
the Internet when offline, or fantasize
about being online?
18 How often do you try to cut down the 2.8164 256 1.12437 Occasionally
amount of time you spend online and
fail?
19 How often do you try to hide how long 2.7852 256 1.17687 Occasionally
you've been online?
20 How often do you feel depressed, moody 2.8398 256 1.34956 Occasionally
or nervous when you are offline, which
goes away once you are back online?
Effects of Internet 2.88985 256 1.154435 Occasionally
EFFECTS OF TECHNOLOGY 34

Legend:

Never 1.00 – 1.79

Rarely 1.80 – 2.59
Occasionally 2.60 – 3.39
Often 3.40 – 4.19
Always 4.20 – 5.00

Lastly, effects of technology in terms of internet ( table 10 ), it was found out in the

survey that the students responded “rarely” in “How often do you form new relationships with

fellow online users? With a mean of 2.5781.the rest shows “occasionally” as follows; “How

often do you find that you stay online longer than you intended? (3.2813); How often do you

check your Email before something else that you need to do? (1.17842); How often do you block

out disturbing thoughts about your life with soothing thoughts of the Internet? (2.8750); How

often do you find yourself anticipating when you will go online again? (2.9063); How often do

you fear that life without the Internet would be boring, empty, and joyless? (3.0273); How often

do you feel preoccupied with the Internet when offline, or fantasize about being online?

(2.8750); How often do you try to cut down the amount of time you spend online and fail?

(2.8164); How often do you try to hide how long you've been online? (2.7852); How often do

you feel depressed, moody or nervous when you are offline, which goes away once you are back

online? (2.8398)

The result suggests that the technology in terms of internet is affecting the students

“occasionally”. Therefore the technology is adequate in terms of the internet.

EFFECTS OF TECHNOLOGY 35

Summary of the Effects of Technology

The following data present the summary of the effects of technology to the students in

terms of computer, cellphone and internet.

Table 11

Grand Mean and standard deviation of the effects of technology

Technology ̅ SD Verbal Description
Computer 2.7469 1.176382 Occasionally
Cellphone 3.0375 1.225896 Occasionally
Internet 2.88985 1.154435 Occasionally
Total: 2.891417 1.185571 Occasionally

The Total average of the mean of the computer, cellphone and internet is 2.89.Therefore

the The technology affects the students “Occasionally”,

2. What is the level of performance of the Senior High School students?

Table 12

Grand Mean and Standard Deviation of the Level of Students’ Academic Performance
Grade 11 and grade 12 N ̅ SD Verbal Interpretation
Average 256 84.9828 4.01431 Average
EFFECTS OF TECHNOLOGY 36

The Table 11 show the level of performance of the grade 11 and grade 12 senior high

school students of STI College Meycauayan in this study. It is stated in the table above that the

academic performance of the grade 11 and grade 12 senior high school students is generally

under the scale of average 80-85.

3. How does technology significantly affect the level of performance of Senior High School

Students?

The data present the relationship between the Effects of technology and the student’s

level of performance of the STI College Meycauayan .

Table 13

Correlation between Effects of technology and Student’s level of Performance

Academic Performance (Grade)

Technology Pearson Sig. (p) Interpretation Correlation

Correlation ( r ) Interpretation
Computer .085022 .0820 Not Significant Negligible
Correlation
Cellphone .118195 .0894 Not Significant Negligible Correlation
Internet .09137 .0774 Not Significant Negligible Correlation
Overall Score .097222 .0808 Not Significant Negligible Correlation
* Correlation is not significant at the 0.05 level (2-tailed).

The following correlation were revealed as shown in table 12; “Effects of technology in

terms of computer”(r = .085022) which interpreted as negligible correlation and has p-value of

.0820 which means that there is no significant relationship. Also in the “Effects of computer in

terms of cellphone” with Pearson correlation of .118195 and p-value of .0894 and “Effects of

technology in terms of Internet” with .097222 Pearson correlation and p-value of .0808.
EFFECTS OF TECHNOLOGY 37

Therefore we should accept the null hypothesis that “There is no significant relationship between

using technology and the level of performance of the Senior High School Students in STI

College Meycauayan.”

Chapter 5

Summary, Conclusion and Recommendations

This chapter contains the summary of findings, conclusions, and

recommendations that were based on the results and findings of the study.

Summary of Findings

The research study entitled “The effects of technology to the level of performance of

Senior High School Students in STI College Meycauayan” was conducted to determine the

effects of technology to the student’s academic performance if they have a relationship which is

indicated by their perspective grades. The following are the findings:

 The result of the survey showed that overall grade 11 to grade 12 senior high school

students of STI College Meycauayan are affected by the technology as “occasionally” in

negative ways.

 The level of performance of the respondent is found to be the average level as indicated in

their obtained grades in all subjects which is equivalent to 80-84.

 Lastly, the statistic shows that all of the variables have significant correlation whether

0.01 level or 0.05 level. The correlations made were interpreted under the scale of low

and negligible correlations.

EFFECTS OF TECHNOLOGY 38

Conclusion

By conducting the research, it helped us to achieve the following results.

 The technology affects the students “Occasionally” in negative ways which means that the

students somehow are using the technology correctly and attain learning with the help of it.

 The level of performance of the student is generally average.

 The Effects of technology and the Grade of the students has no significant correlation at 0.05

level. The overall correlations made were interpreted as negligible correlations. Thus, the

null hypothesis “There is no significant relationship between using technology and the level

of performance of the Senior High School Students in STI College Meycauayan” is accepted.

Technology is making a positive impact on education overall. Blending of various

learning technologies, incorporating innovative ideas and techniques, along with the movement

for change and growth through enhancements; student achievement, openness and learning has

been effected.

In conclusion, technology somehow negatively affects the students but they are able to

attain their grades and also to learn different things with the help of it.
EFFECTS OF TECHNOLOGY 39

Recommendations

The present study has shown that many students are relying on technology for their

academic needs. It is recommended that future studies should continue to monitor students'

usage and attitudes toward technology. It is also important that we study how to best support

those students who are not using the technology, in spite of efforts made by the university

authorities to assist them. Future studies are needed to address how using technology may

contribute to the long-term retention of knowledge and acquisition of skills such as

interpersonal communication, psychomotor (a skill that requires the involvement of both

mental and physical abilities), and cognitive skills within different courses.

There are some limitations to this study, although the focus of this study was the effects

of technology to the student’s academic performance, it would also be beneficial to conduct the

survey with administrators, instructors, and other related personnel. Students' degree of

experience in using technology might have been specifically measured.

The researchers recommend to get validators who are expert in the field and at the same

time who are teaching so that the validators may consider the level of comprehension of the

respondents with regards to technicality of the study being conducted for the validation of the

questionnaire
EFFECTS OF TECHNOLOGY 40

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