Republic of the Philippines

Department of Education - NCR

Division of City Schools – VALENZUELA CITY

THE USE OF DIGITAL LEARNING MATERIALS AND ITS EEFECT TO THE

ACADEMIC PERFORMANCE OF THE STUDENTS
This research is presented to the faculty and students of

DALANDANAN NATIONAL HIGH SCHOOL

S. Y. 2019-2020

By:

Maxene Kaye D. Penaflor

Rose Anne Fernandez

Precious Santiago

Neymie Tundayag

John Lloyd Vesto

Christian Vivar

Marc Reyes

Submitted to:

CHEENEE D. GAHUMAN, LPT, MAED

Research Adviser
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology has been part of nearly everything people do and have been changing the

way people live and act upon the society. It ushers in fundamental structural changes that can

be integral to achieving significant improvements in productivity and can be used to support

both teaching and learning (Office of innovation and improvement) or we can simply say that

technology have been everywhere in education. Many in the ed-tech field see new

technologies as powerful tools to help schools meet the needs of ever-more-diverse student

populations. The digital devices, software, and learning platforms offer a once-unimaginable

array of options for tailoring education to each individual student’s academic strengths and

weaknesses, interests and motivations, personal preferences, and optimal pace of learning

(Herold, 2016). Few years ago, a new teaching and learning methods and materials have

been introduced to schools and other institutions we call it Digital learning and Digital learning

materials.

Digital learning is replacing traditional educational methods more and more each day.

With how rapidly our society is changing newer teaching and learning techniques based on

digital learning tools and technologies have been discovered. Digital learning can be defined

as web-based learning which effectively makes use of the information technology to impart

knowledge to the students (Kalra, 2019). In which learning management systems, student

information systems, and other software are used to distribute assignments, manage

schedules and communications, and track student progress. Educational software and

applications have grown more “adaptive,” relying on technology and algorithms to determine

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not only what a student knows, but what his or her learning process is, and even his or her

emotional state (Herold, 2016). This has only been introduced a few years ago but already

received tremendous response from around the globe. So basically, many schools and other

institutions have gladly adopted this kind of method bringing a big impact and progress in

educational system.

The inclusion of digital learning in the classrooms can vary from simply using tablets

instead of paper to using elaborate software programs, equipment as opposed to the simple

pen, laptops, computers, projectors, and handheld devices or which we call Digital learning

materials. This could entail using sites, services, programs, teaching tools, and technologies

like study aids built for at-home use. This includes e-textbooks, e-workbooks, educational

videos, e-tests, etc. Even social networks and communications platforms can be used to

create and manage digital assignments and agendas. Irrespective of how much technology is

integrated into the classroom, digital learning has come to play a crucial role in education. It

empowers students by getting them to be more interested in learning and expanding their

horizons (Panworld Education, 2017). It is aimed at teachers and students (including home-

schooled students) in addition to other stakeholders (lifelong learners, hobby schools, parents)

(Innove, 2019).

The concept ‘curriculum materials’ is no longer exclusively associated with textbooks,

but also with information and communication technologies (ICT). However, digital learning

materials have yet to achieve recognition on part with the clear and familiar image of a

textbook. Digital materials can be envisioned to encompass the entire spectrum from a simple

drill and practice program to a complete simulation of an industrial production plant. The

expectations placed on digital materials for educational innovations are set high. A

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dispassionate look at the impact of digital materials shows that these high expectations are not

met (Berg, Jansen,& Blijleven, 2001). It is still questioned by many and some still doubt its

effectiveness to the academic and non-academic performance of the students. Concerns

emerged with regards to the socialization of the students since digital learning is a self-initiate

education in which it lacks in physical interaction that helps students to interact or join other

students and enhance their communication, cooperation, and leadership skills. There is still a

lack of empirical evidence to confirm that interactive educational applications are valuable for

better learning outcomes, when compared to learning outcomes from traditional methods

(Shuler, 2012). But, there is still a growing conviction that digital materials will gain in

significance for learning both in and outside of school settings.

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Statement of the Problem

This study determines the use of Digital Learning Materials and its effect to the

academic performance of the selected grade 10 students of Dalandanan National High school.

Specifically, it seeks to answer the following questions:

1. What are the uses of Digital Learning Materials?

2. What are the advantages and disadvantages of Digital Learning Materials?

3. How does Digital Learning Materials affect the academic performance of the students?

4. How effective enough Digital Learning Materials is to teaching – learning process?

5. What Digital Learning Materials often used by the teachers?

6. What Digital Learning Materials may be proposed to make teaching and learning

process effective?

Scope and Delimitation

This study is limited only to 150 respondents composed of selected grade 10 students

of Dalandanan National High School in school year 2019-2020. The researchers and the

students of grade 10-Bonifacio are excluded as respondents to keep the objectivity of the

study. Survey questionnaire will be used to gather information that will be utilized for the

realization of the study.

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Significance of the Study

The results of the study will be beneficial to the following end-users:

Students. In this study, students will be able to understand the use of Digital Learning

Materials and its effect to their academic performance in school

Parents. This study will give information to the parents on how their child’s academic

performance is being affected by the Digital Learning Materials. In that way, they can offer

help or they can guide their child regarding his/her academic works done at home.

Teachers. This study will assist the teachers to adopt the consistent use of Digital

Learning Materials in the classroom to make learning and teaching interesting and enhance

better understanding by the students.

Administrators. The information given in this study will help the administrators

organize better learning process or methods for the students.

Future Researchers. This study will benefit the future researchers in a way that this

becomes their guide or reference in conducting a new study related with this.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

The focus of the present chapter is to review the research work that has already done

in the area of Digital Learning Materials, so as to gain a comprehensive understanding with

respect to the objectives, nature, structure, presentation, and effectiveness of Digital Learning

Materials and also to explored areas that need to be studied with reference to various

dimensions of Digital Learning Materials. An attempt was made to scan through the related

literature from various resources.

Technology could be a factor in student academic achievement and motivation to be at

school. With more technology exposure for students and more professional development for

teachers to hone their newly acquired teaching methods, 1:1 Technology may be the catalyst

needed for school districts to help their students achieve at higher levels (Harris, Al-

Bataineh,& Al-Bataineh,2016).

According to Mashhadia, & Kargozariba (2011), in digital environment students can

share their ideas and experiences and using help from other students and teachers. Digital

classroom comprises all forms of electronically supported learning and teaching. The

Information and communication systems, whether networked or not, serve as specific media

to implement the learning process. It is essentially the computer and network-enabled transfer

of skills and knowledge. Digital classroom applications and processes include Web-based

learning, computer-based learning, virtual classroom opportunities and digital collaboration.

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Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and

CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image,

animation, streaming video and audio. Acronyms like CBT (Computer-Based Training), IBT

(Internet-Based Training) or WBT (Web-Based Training) are different forms of digital

classroom. For utilizing digital class, some features must be met. Students, and teachers must

be trained and qualified to fulfill their roles; Schools and organizations must be developed and

prepared for the new context.

According to Underwood (2009), there is now a growing body of national and

international evidence demonstrating the positive impact of digital technologies on measurable

learning outcomes.

The students will play a more active role, which will help them retain more information.

Follow-up discussions will contain more detail where students will become more independent.

Last, the students will easily process new student based educational material and their skills

will increase (Tutkun, 2011).

According to Panworld Education (2017), learning tools and technology enable

students to develop effective self-directed learning skills. They are able to identify what they

need to learn, find and use online resources, apply the information on the problem at hand,

and even evaluate resultant feedback. This increases their efficiency and productivity. In

addition to engaging students, digital learning tools and technology sharpen critical thinking

skills, which are the basis for the development of analytic reasoning.

Furthermore, Zwart (2017), worked on ‘The effects of digital learning materials on

students' mathematics learning in vocational education’, state that the learning enhancement

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was mostly due to the use of instructional clips and structuring of the content of the

mathematics tasks. It can be a valuable dimension to online learning and help students to

practice without limitations of time, space and place. However, the use of Digital Learning

Materials (DLM) by itself does not guarantee benefits for learning. Scientific literature suggests

that it should be accompanied with appropriate instructional approaches that facilitate

students’ selection, organization and integration of new information and knowledge.

According to Basri, Alandejani, & Almadani (2018), the findings reveal that there exists

a relationship between ICT adoption and academic performance in a conservative

environment. An additional finding also stated that ICT adoption resulted in the improvement

of the performance of female students more than the male. However, students’ IT major was

found to be making no impact on students’ academic achievement.

There is promising evidence that teachers’ and students' efficiency can be increased by

using digital equipment and digital resources to prepare for teaching and learning. There is

similarly promising evidence that digital tools and resources enable teachers to do their job

better in relation to teaching, assessment and their own on the job learning and development

(Scottish Government, 2015).

According to Kim, Jeong, & Song (2019), although students positively perceived e-

learning experiences on campus, they must have strong digital skills to perform academic

work and commit to effortful involvement in the context of academic learning in university e-

learning environments. They provide practical implications for ways to enhance effective

adoption of e-learning environments by college students, educators, and administrators.

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 According to Montrieux, Vanderlinde, Schellens, & De Marez (2015), the use of tablet

devices in the classroom setting has an impact on both teaching and learning practices.

Teachers changed their teaching style by transforming lessons in accordance with the

advantages tablet computers can offer. The introduction of tablet devices entails a shift in the

way students learn, as the devices provide interactive, media-rich, and exciting new

environments.

Incorporating technology in the classroom can bring significant and positive changes in

the teaching-learning process but it is not at all easy as we have strong conventional

educational practices in our education system (Essay Lead, 2018).

According to Scheiter (2019), teachers face many challenges as they attempt to

integrate technology into their classrooms, one being a lack of high-quality teaching and

learning materials. Most existing materials suffer from one of two problems: First, they are

often designed without taking into account how students learn. While developers like to

incorporate all the bells and whistles that technology has to offer, research has shown that

most students are overwhelmed by such flourishes. Flashy graphics are likely to distract them

from what is essential, interactive features may require them to make challenging decisions on

when and how to respond, and a multitude of resources can keep them from recognizing what

is relevant for achieving the learning objective.

Al-Hariri, & Al-Hattami(2017), state that technology usage might produce comparatively

more significant increases in academic achievement than would non-usage.

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 According to Neufeld (2018), digital or otherwise, if students have no idea why they are

doing the activity, or if they cannot see a connection to their lives then they have no interest in

doing it.

However, Nicora (2017), worked on ‘Digital Learning: the positive and negative

aspects’, state that Digital learning includes interactive application and tools which have a

significant impact on the student experience. There are both positive and negative aspects

related to the concept of digital learning. Students can benefit from digital learning as they can

choose their own style, learn anytime, and boost their achievements. As well as this, they can

improve concepts, enhance their creativity, and increase their engagement. But, digital tools

can be seen as a distraction, can be an expensive way to study and also means a lack of

physical interaction between lecturers and students.

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Definition of Terms

For a better understanding of the presentation in this study, the following terms are

conceptually and operationally defined:

CD-ROM - a CD containing computer data that cannot be altered

Curriculum materials -are educational resources that provide curriculum and instructional

experiences for preschool through 12th grade (P-12) students. These materials are used

by educators to develop curricula and lesson plans and may also be used in actual

instructional situations with P-12 students.

Digital devices -an electronic device which uses discrete, numerable data and processes

for all its operations.

Digital learning -is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the

application of a wide spectrum of practices including: blended and virtual learning.

Digital learning materials -or e-learning materials are study materials published in digital

format. These include e-textbooks, e-workbooks, educational videos, e-tests, etc.

E-learning - learning conducted via electronic media, typically on the Internet

Extranet - used to send and receive private information.

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Information and Communication Technologies (ICT) - Refers to technologies that

provide access to information through telecommunications. It is similar to Information

Technology (IT), but focuses primarily on communication technologies. This includes the

Internet, wireless networks, cell phones, and other communication mediums.

Intranet - used to share and see accurate.

Learning platforms - an integrated set of interactive online services that provides the

teachers, learners, parents and others involved in education with information, tools and

resources to support and enhance educational delivery and management.

Software -the programs and other operating information used by a computer.

Technology -the application of scientific knowledge for practical purposes, especially in

industry application of a wide spectrum of practices including: blended and virtual learning.

Traditional learning -involves a teacher, a brick-and-mortar facility (usually a school) and

a group of students that gather together at this facility during specific periods of the day to

learn from the teacher(s). It may also include paper based assignments and exams.

Traditional learning materials -include any textbooks and workbooks used in the

classroom. For example, language arts classrooms almost always have literature

textbooks, writing textbooks, and even vocabulary and spelling workbooks.

12
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 The Use of Digital Learning Materials and its Effect to the Academic

Performance of the students

Survey Questionnaire

Name (Optional) : ________________________________ Grade & Section: _______________________

Directions: Read the questions below and put a check (/) inside the box that signifies your answer. Check

two or more answer boxes, if necessary.

1. Does your teacher use Digital Learning Materials?

 Yes

 No

2. What technology does she/he utilize?

 Projectors

 Laptops

 Computers

 Tablets

 Mobile phones

 Others, please specify: _________

3. Which of the following does your teacher use?

 Software (Power point, Word document)

 Online documents (PDFs, Google docs)

 Websites (Quipper)

 Videos

 Infographics
  Applications

 Others, please specify: _________

4. How do your school activities and home works are done?

 Traditional face-to-face

 Completely online

 Blended, where some of the activities are done online

5. Please indicate how often you use Digital Learning Materials or computer technologies in your learning

activities.

 All the time

 Frequently

 Seldom

 Rarely

 Not at all

6. Does Digital Learning Materials help you understand more about the lessons or discussion?

 Yes

 No

7. Does Digital Learning Materials increase your academic knowledge and achievements?

 Yes

 No
8. Does Digital Learning Materials motivate you to get more involve in learning activities?

 Yes

 No

9. Does it lessen the amount of burden and stress that you as a student experiences?

 Yes

 No

10. Which do you prefer?

 Traditional Learning Materials

 Digital Learning Materials

 The Use of Digital Learning materials and its Effect to the Academic

Performance of the students

Interview Form

Good Day Ma'am/Sir! You have been selected by our group to take part in our research about

the use of Digital Learning Materials and its effect on the academic performance of the students. Your

answer will be used for the realization of the study. We hope you'll accept this invitation and will kindly

cooperate with us.

Kindly answer the following questions.

1. Do you use digital learning materials in teaching?

__________________________________________________________________________________

_________________________________________.

2. What kind of technology do you utilize?

__________________________________________________________________________________

___________________________________________________.

3. Do you agree on using digital materials in teaching?

__________________________________________________________________________________

___________________________________________________.
4. Do you see any negative effects on using digital technology?

__________________________________________________________________________________

___________________________________________________.

5. Based on your observation does your students excel in their academic performance by using digital

learning tools? In what way?

__________________________________________________________________________________

___________________________________________________

6. How do you see digital learning materials?

__________________________________________________________________________________

___________________________________________________.

7. You, as a teacher, how can you use technology effectively?

__________________________________________________________________________________

___________________________________________________.

______________________

Signature