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CHAPTER I

Problem and Its Background

Technology has a strong future in education: It is quickly


becoming the driving force behind education. Todays students must
possess advanced technological skills in order to function in the
most basic of jobs. Without these technological skills students
and ultimately the nation as a whole will fall painfully behind in
todays global economy. There are many reasons for focusing on
technology in education, but the greatest of these reasons are to
create students who are engaged in meaningful lessons, capable of
communicating, and collaborating effectively in todays technology
advanced global economy.
Technological advances in education have been many over the
last 50 years. As we look back just 20 years ago, computers were
not common place inside the classroom let alone in the household.
Imagine what students thought about using a word processor versus
electric typewriter word processors or even using the archaic
manual typewriter. In contrast, todays students and children are
considered digital natives. Digital natives are described as
having grown up with digital technology such as the internet,
computers, cell phones and MP3 players. Having a computer in every
household as well as every school has exponentially increased
students awareness of technology and also broadened their horizons
about the global economy. Students today use cell phones that can
do almost anything imaginable such as getting real time updates on
their bank accounts, download information off the internet, watch
TV or even make a movie! Imagine going through our everyday life
without the aid of a computer, it could be exhilarating and yet
also cumbersome to juggle daily duties.
One of the greatest problems in education today is the
inability to effectively engage students in meaningful relevant
material that will truly impact them in a manner that will stimulate

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their desire to learn. There is much competition for the attentions
span of this generation of students. They are born with electronic
gadgets in their hands. It quickly becomes the way they interact
with their environment at a very early age. Mark Prensky argues
that these gadgets provide our kids with unforced learning. He
states, Modern computer and video games are terrific at providing
kids with unforced learning opportunities at every second, and
sometimes even fractions thereof. And despite what the press would
often have you believe; the overwhelming majority of this learning
is positive (Prensky, 2006).
Nowadays our generation is conquered by technologies such as
gadgets. We educate our self by touching and using a gadget. We
start to wonder how technology works. As you can see, most of the
children, 3 years old and above are holding a gadget which serves
them as a toy but in reality, this technology are the starting line
towards to their future. According to Prensky the children becomes
quickly in the way they interact with their environment at a very
early age. Instead of playing a toy, they are holding gadget,
because there are born with electronic gadgets in their hands.
Our students are taught to be active. Television engages them
almost immediately. Videos vie for their attention on a constant
basis. Some are even engaged in traditional activities like soccer
or baseball. This makes the concept of walking into a classroom,
sitting quietly, and focusing on what they are being told a very
difficult task. The argument has been made that A.D.D. is a serious
problem for many student. However, a more appropriate term would
be E.D.D. (Educational Disengagement Disorder). Todays students
are simply too far removed from most of the material they are being
presented with for it to become meaningful and relevant to them.
Prensky also argues that the game play that is available helps
todays generation to develop thinking and collaboration skills
that they so desperately need. Technology allows the possibility
to bridge this gap. Technology provides the opportunity to
effectively engage students.

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It is stated that 21st century learners are more accessible
to engage in technology in terms of communicating. They are able
to communicate in any manner with their parents or even in their
teachers. In education, technology is a real advantage, those
students who are timid in asking a question to their instructor is
immediately message them without showing a lack of knowledge to
the rest. And that is something that can benefits the students
educational knowledge that can established by means of technology.
Todays generation of students are communicating in ways that
prior to technology infusion were impossible. They are able to
communicate with other students and peers both synchronously and
asynchronously. This is also the manner in which they communicate
with teachers and even their parents. IMs, blogging, chat rooms,
and text messages are just a few of the ways in which our students
are communicating today. In education, we must simply learn to
leverage this technology to our advantage. The possibility of
synchronous in class communication holds great potential. Students
who are in a lab setting with the appropriate privileges can instant
message a teacher a question without fear of looking ignorant to
the rest of the class. This increases the likely hood that that
question will be asked. Chatting among themselves is one of the
favorite forms of communication for some students. Allowing
students to chat enables them to work quietly, yet simultaneously
on a group project. Prensky also points out that not only can
these students chat, but they can also multi-chat. In his article
he points out that many parents marvel at the number of chat windows
their children have up and running at the same time (Prensky,
2004).
Some asynchronous technology based educational opportunities
are also available. Blogs allow for online reflection, or responses
to writing prompts in a manner that allows for an authentic
audience. If students can take ownership of their work, and know
that others aside from teachers will be viewing it, they are more
likely to commit themselves to the task at hand. Students can
communicate via email.

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According to Prensky in an article recently written by him,
This type of communication has great advantages, including the
time to reflect before you write or answer. While the etiquette
that has evolved for email demands a quick response, that response
does not have to come within the hour or even the same day. So,
even as fast as email is it is the Natives reflective form of
communicating (Prensky, 2004).
Texting is another popular method of communicating among
todays generation. Students today have even created their own
language to speed up the process of communicating via text. In the
same article, he clearly defines some of this terminology for us.
Correct spelling is replaced by whatever is readable. Anything
that can be done with one key is: k for OK, c for see, u for
you (as in cu later). Numbers replace their homonyms (as in t42)
and the way characters look on the screen takes on meaning.
Abbreviations are well-known (LOL=laugh out loud.) Brief
communications like H4T5TNT (home for tea at five tonight) are
common, and are often made up among particular users. And a semi-
secret (but widely known among the Natives) code has evolved to
protect texters privacy, as in GTGPOS (got to go, parent over
shoulder.) (Prensky, 2004).
Our society has changed when technology played a great role
in our life. It changes our society from time to time. Since we
are living in the era of smartphones, communicating has never been
so easy. Our society has been changed so much, even the way we
spell words via SMS changed as well. Mobile technology left a great
impact in our community and to the people up until now.
There fear that springs up from this method of communication
is that students will forget how to communicate appropriately after
communicating in an abbreviated manner over long periods of time.
The other side of that argument is that this form of communication
has opened some students up to communicating period. In most
schools, cell phones are still prohibited, but if educators would
be more open minded to the education possibilities, perhaps this
can change. It was just pointed out that students are very

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comfortable using this form of communication, so why not make it
work in education. One way this could be done is for a grammar
teacher to tell her class to text her the correct answer, and the
one who texts the correct answer with the correct grammar will
receive bonus points on the next test, or she could just count it
as a daily grade. At this point the students are beyond excited
that their teacher is savvy enough to include technology at this
level in the lesson plan. If education could reconcile itself to
this level of change and accommodate the needs of todays learners,
it would achieve student buy in once again. Students will be
engaged, interested, and even excited about learning, because they
will be learning on a level that they can comprehend.
The most important factor for determining the future of
technology in education is realizing the world has changed. Society
has moved from an industrial society to an information society,
and is quickly moving on to becoming a conceptual society. The
World is Flat addresses the many changes that have taken place
globally in the last couple of decades. Unfortunately, it seems,
America is quickly falling behind as other nations take the lead
technologically. This is easily seen in the amount of outsourcing
that goes on in this country. The World is Flat points out that
many tax returns are being sent electronically to India, as well
as MRI scans, and other various technology rich jobs. The World is
Flat also argues that the average student in India, China, and
Japan is much more technology savvy than that of the average high
school graduate (Friedman, 2006).

We are all aware of how the world is changing because of


technology. Technology has been rapidly changing in every field.
Technology improved our society dramatically, improved our life
and made our life easier. Technology is also improving our life in
many ways.

It will take a great deal of commitment on the part of parents,


teachers, students, and other educational decision makers to
integrate and enforce implementation and integration of the

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necessary technology integrations in order to prepare this
generation of students for the emerging technology dependant global
society. As mentioned earlier the emergence of a conceptual
society also makes a strong argument for ensuring technology
integration in todays education process. The book A Whole New Mind
makes the argument that most of the products needed today have
already been developed. It argues that an individual (most likely
a left brained individual) saw a need and developed a tool to
accommodate that need. However creativity generally takes place in
the right hemisphere of the brain, and it is this set of individuals
who will make aesthetically appealing improvements to already
developed product in order to keep them in demand (Pink, 2006).

It is stated that an individual (most likely a left-brain


individual) saw a need and developed to accommodate them. These
individuals are more likely dependent people. They needed to be
developed/ guided in order for them to cope up with the more
advancing society. While there are sets of individuals who make
aesthetically improved products in order to keep them in demand.
If the students/ kids are taught in their very early age using in
technological advancement, they can make more improvements to
products in the more advancing society. Their improvement products
can be the solution to the current/ futuristic problems that are
society will face. They can be the key to the future generation
for the emerging technology dependent global society.

One way to consider this occurrence is to think of a standard


toilet bowl brush. When it was created people were just happy to
have a toilet bowl brush. Today people want a toilet bowl brush
that is ergonomically correct, and with a detachable head for easy
disposal. The creation of such a toilet bowl brush required someone
with creative thinking capabilities, and preferably with the
ability to design it in a soft ware program for easy deployment.
This is why, according to Daniel Pink, right brainers will rule
the future (Pink, 2006).

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As he argues in his book todays generation must be able to
think outside the box in a technological, ever-changing society.

Computing power has become more available and affordable than


ever before. Satellite transmission can beam instructional
material to sites thousands of miles away. Computer graphics can
create virtual environments in which the user sees and interacts
with an artificial three-dimensional world. Tools to support
computer applications make it possible for school children to do
everything from communicating with their counterparts on the other
side of the world to building their own curriculum materials in
hypermedia formats to collecting and analyzing data much as
practicing scientists would. Software for computer-supported
collaborative work enables students and researchers thousands of
miles apart to view and manipulate the same data sets
simultaneously.

Having witnessed technologys transformation of the


workplace, the home, and, indeed, most of our communications and
commercial activities, many are looking for comparable changes
within schools. During this era of widespread education reform
activity, it is not surprising that educators, policy-makers, and
business and other community groups are looking to technology as a
tool for reshaping and improving education.
Fortunately, this pessimistic picture does not apply
universally, and there are schools that have been using technology
on a broad scale for 5 years or more within the context of a serious
reform effort. We have the opportunity to profit from their
experiences in trying to understand the factors that make
technology-supported innovations more or less successful from an
education reform perspective.
Today technology reaches well beyond the classroom to serve
the needs of learners with disabilities, rural inaccessibility or
being home schooled have more options open to them to learn and
investigate. Through internet connection students and teachers
have a portal and connection to every part of the world. Computers

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can open pathways that stimulate learning and help develop high
order thinking skills, when technology is applied in a meaningful
manner. Histories of technological developments have often shown
links between innovations in industry and communications with
improvements in educational methods. The proliferation and success
of web based curriculum at all levels of education is just the
latest example of the importance of technology to both students
and teachers. The greater the reach of educational programs to a
growing population of students via the internet continues to
challenge educators, not only by adapting the latest technological
enhancements in the traditional classroom to distance learners,
but also to discover additional ways for improving those students
educational experience overall. The computers unique ability to
offer lessons in multimedia formats, and to provide a means for
real time student/teacher dialogue and exchange already enriches
online instruction, but may only be the tip of the iceberg that
emerging technologies will bring to the delivery of quality
education in the new century.

Statement of the Problem

This research proposal wants to prove that technological


innovation is possible to be the key in educational advancement of
students. Specifically, this hunted to answers the questions:

1. How does Technology affect the Academic Performances of


Students in terms of:
1.1 Class Participation
1.2 Comprehension of the Subject
1.3 Recitation
1.4 Written exams and quizzes
1.5 School works/ homeworks/ projects

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2. In what extent do the advantages of using technology affects
the students academic performance?
3. Is there relationship between technology and education?

Theoretical Framework

According to Moores law, technology performance (as


quantified by the number of transistors on a microchip) is
increasing in an exponential manner. Moores Law, which has held
true for the past 40 years, has numerous implications. This rate
of exponential change means that approximately every two years our
technological computing capability doubles, and with this rapid
change in performance capabilities comes both technological and
societal change. On a daily basis the increase in technological
performance and our societal acceptance of technology can be seen;
for example, mobile technologies (e.g. cell phones) have become a
nearly ubiquitous and well accepted part of mainstream culture.
The technology of today has changed drastically from that of the
past, as has the way in which technology is integrated into every
facet our daily lives. The field of education is not immune to this
technological shift.
According to Smith (2005), "In 1999, about 52 percent of
K12 teachers said they used technology in instruction (Lanahan,
2002). About 90 percent of children ages 7 to 17 reported using
computers in school, as did 97 percent of high school students
(U.S. Bureau of the Census, 2004)" (p. 9).
While a significant portion of students and instructors
report using technology, use is not always indicative of
integration into the curriculum. The integration of technology into
the classroom is imperative if we are to educate our children and
empower them to be successful; not only todays technological
world, but well into the future.
Technology can help us to meet the needs of a diverse learner
population, better prepare our students for lifelong learning, and
help us prepare our students for the classrooms and workplaces of

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the future. Over the years, instructors have felt that the
classroom experience of their students is enhanced with technology,
and history has shown us that technology can be integrated into
the curriculum in positive ways that help to engage and educate
learners. However, technology integration necessitates changes in
how we deliver curriculum as emerging technologies afford new
opportunities as well as responsibilities (Belarrain, 2006, p.
149).
It is stated that technology can be integrated into the
curriculum in positive ways that help to engage and educate
learners. Technology plays an important role in students learning
skills. It enhances their mind to think critically. It also makes
them ready for their future.
Over the years, educational technology has adapted to
changing technologies and societal changes, expanding to include
new technologies as they emerge and adopting instructional design
paradigms that are suited to the integration of technology. In
2005, Educause, in conjunction with the New Media Consortium,
identified both educational gaming and social networking as
technologies likely to have a significant effect on
education. These emerging technologies are indeed proving to have
an impact on education at all levels (Johnson et al., 2005).
Students who are engaging in technologies are can easily adapt
changes. Changes in technologies and societal changes are paradigm
that is just suited in the integration of technology. Emerging
technologies has a positive impact in students learning skills.
Learning theories have a tremendous impact on the use of
social networking sites in education. One particular area is
behaviorism. Proponents of behaviorism state the learner responds
to external stimuli. Social networking can provide the learner with
external stimuli via comments from other users. Alfred Banduras
social learning theory is a prime example of how social networking
sites can be used. Social learning theory states people learn from
one another via observation, imitation, and modeling (Kioh, 2008).

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Learning Theories is very important in terms of technology,
without theories we cannot determine if the statement or topic is
related to your Title. We can some up our own opinions to the
theories of other authors but do not copy it or you will be accused
by plagiarism. Social Network like Google and Facebook can help us
to find other theories related to your topic. Social Network is a
big help for us not because to search everything but we can also
search and find the theories of the authors that can only find in
the Internet.
Within the realm of constructivist learning theories, there
is a branch called social constructivism. Social constructivism
emphasizes culture and environment as a part of the learning
process. Learning is constructed through interactions with and
among other students. Social networking sites provide an avenue
for students to interact in an asynchronous place independent
manner. Students are able to learn from the web-based environment
around them and become a community of learners. Lave and Wenger
took these ideas and developed the term Communities of Practice
(Oliver & Carr, 2009).
Nowadays, we were called Millennials, we are updated,
Creative, and lots of ideas that are related to the technology.
Technology upgraded ourselves to the best as we can imagine. We
passed the knowledge of our ancestors the old one to new one.
Social Media or Social Networking, name it, but this kind of Sites
and kind of technology helps us to be a Creative and resourceful.

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Conceptual Framework

Dependent variable

Independent Variable
Academic Performances

Technologies
a. Class Participation
b. Comprehension of the
1. Gadgets Subject
1.1 Computer c. Recitation
1.2 Cell Phones d. Written exams and
2. Internet quizzes
2.1 Google e. School works/
homeworks/ projects
2.2 YouTube

Statement of the Hypothesis

Null Hypothesis
There is no technology that is helpful in students academic
performance.
It will not affect the academic performance of the students
by the advantages of using technology.
There is no significant relationship between technology and
education.
Significance of the Study

This study would be a great contribution to the vast knowledge


in relation to the student achievement. The results of this
investigation could be highly significant and beneficial to the
following.
Students, they are considered the second main concern in
educational system. In this study, the findings of this research
will enlighten the students in Immaculate Heart of Mary Academy.

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Government Officials, they are the politicians that has a
higher position in our government. This research will help them to
know the capability of technology in educational advancement in
Immaculate Heart of Mary Academy.
Future Researchers, they are the one who will pursue this
study. This research will help them to gain more information about
the research.

Scope and Delimitation of the Study

The focus of this study is to know the impact and relationship


between students academic performance and the technology and its
availability to be the key in educational advancement of students.
This study also focused on finding out the student capability in
terms of technological matter and the various technologies they
explore to reach for the information while preparing for their
studies.

Definition of Terms

To facilitate understanding to the part of the readers, the


terms used in this study are define below.
EDUCATIONAL ADVANCEMENT- a raising or being raised to a higher
rank of education.
TECHNOLOGY- gadgets, internet etc. that is helpful in making
life easier.
SOCIAL NETWORK- is an online platform which people use to
build social networks or social relations with other people who
share similar personal or career interests, activities, backgrounds
or real-life connections.

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CHAPTER II

Review of Related Study

Foreign
Technology is helpful in improving academics and the learning
system. However, computer simulations and Instructional Learning
Systems are only effective when they are adjoined with the regular
classroom instruction.
Taking it one step further, students whose teachers were high
level users of technology scored significantly better than did the
students whose teachers were low level users of technology in the
classroom. Technology does help students to learn and understand
better.
Center for Applied Research in Educational Technology (2005)
is largely based on the interactive computer programs help students
increase literacy rates. This intelligent software is
particularly evident in the success and drastic improvement in
mathematical skills used in Pittsburgh. An algebra curriculum
focusing on mathematical analysis of real-world situations and the
use of computational tools is supported by an intelligent software
program as part of the regular curriculum for 9th grade algebra.
On average, the 470 students in the experimental classes
outperformed students in comparison by 15% on standardized tests
and 100% on tests targeting the curriculum-focused objectives.
As stated above, a fore mention study has a relationship in
researchers present study about technology in terms of increasing
literacy rates of the students who are engaging in using gadgets
such as cell phones and computers.

Center for Applied Research in Educational Technology (2005)


focus on the environments in which students learn and the ways in
which people work and live are constantly being transformed by
existing and emerging technologies; hence computer technology needs
to be integrated into the everyday school environment. An

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important finding shows technology improves performance, positive
attitudes and motivation and creates meaningful learning when the
students find the games meaningful to their lives, and learning
about learning takes place.
The present study is like that of improving performances,
positive attitudes and motivation and creates meaningful learnings.

Keengwe (2008) stated that, true education reform should


focus on developing teaching strategies that complement technology
use within the curriculum. Teachers need to integrate computer
skills into the content areas and recognize that computers are not
ends in themselves.
Like the previous study presented above, the present study
focuses on developing teaching strategies that complement use
within the curriculum.
English (2008) pointed out the advances in technology have
created new ways to help people with disabilities especially those
with mental retardation to overcome their limitations and learn
academic, social, and vocational and survival skills necessary to
function independently in society. According to the US Census
Bureau approximately 18.7% of the 2005 US population reported some
level of disability while 12% reported a severe disability.
The study presented above has a significant relationship with
the present study in the sense that technology can help people with
disabilities especially those with mental retardation to overcome
their limitations and learn academic, social, and vocational and
survival skills necessary independently in society.

Center for Applied Research in Educational Technology, (2005)


found out that assistive technology can help students who have
mental retardation along with students who are low performers, at-
risk students or have any other learning disability. For example,
expert tutoring software presents instruction in small, sequential
steps, at varying levels of difficulty, and students can use the
software independently, working at their own pace. Most critical
for the effectiveness of the software with low performing, at-risk,

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or learning handicapped students, however, is the capacity of the
software to analyze performance and give feedback to teachers and
students.

The study concluded above is relevant to the present study


conducted because it basically helps the students who are
handicapped through software.

Local
According to Ryan T. Gertner (2011), on his study about The
effects of multimedia technology on learning he concludes that
multimedia gives light on some possible effects of it to the
learning of students. This means that technological devices may
affects the learning performance of a student. The recent increase
in use of digital devices such as laptop computers, iPads, and web-
enabled cell phones has generated concern about how technologies
affect student performance. Combining observation, survey, and
interview data, this research assesses the effects of technology
use on student attitudes and learning. Data were gathered in eight
introductory science courses at a major university.

The study above revealed the following insight that is related


to the present researchers study because the innovation of
technology has huge contribution to the educational assessment, it
gives students more knowledge using gadgets. It develops the
students concern to learn more using technologies and engage them
to the Innovative world.

Gomez (2010) concluded that one important reason for this


shortfall is that not enough dialogue to enable reflective
adaptation takes place between those attempting to implement
exemplary practice and the original innovators. The Center for
Learning Technologies in Urban Schools is developing a Living
Curriculum collaborative relationship between developers and
teachers, initially through face-to-face interaction, but
increasingly through new interactive media and the formation of

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virtual communities for innovation. This evolution into knowledge
networking is crucial for the widespread scaling-up of best
practices.

The study presented above has a significant relationship with


the present study in the sense that world of technologies is rapidly
spreading through different society. The education also needs an
innovation to vary and gain more techniques on teaching. It is an
evolution of knowledge by the help of technologies that can produce
a competitive learner throughout the world.

Salomons (2009) stated the important distinctions between


media as symbol systems and technologies as tools or vehicles for
sharing media will be used throughout this report. However, many,
if not most, of the research and evaluation studies that are cited
in this report are not informed by this distinction, an
inconsistency that is frustrating, but inevitable. Even people who
prepare dictionaries are uncomfortable with the term "media."

The present study is like that of technology has a big part


to the communication and sharing information to spread learnings
and to invest knowledge to the people.

Rosal (2009) realized that most of the definitions refer to


a situation in which the teacher and the learner are separated and
instructional materials are conveyed through telecommunication
systems. It can also be elicited that the learner has the
flexibility of adjusting herself/himself to the schedule and
physical location of classes. In this article, distance education
is the terminology chosen to be used.

Like the previous study presented above, the present study


focuses on technology today such as radio, handphones and such is
functional when it comes to transporting or conveying.

Chaves (2008) pointed out that bringing the electronic media


into the schools could capitalize on the strong motivation
qualities that these media have for children. Many children who

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are turned off by school are not turned off by one or another of
the electronic media; quite the opposite. An educational system
that capitalized on this motivation would have a chance of much
greater success. Each medium has its own profile of cognitive
advantages and disadvantages, and each medium can be used to
enhance the impact of others.

As stated above, a fore mention study has a relationship in


researchers present study about basing to the technology as their
Visuals presenting to their students. Visuals like picture, videos
and other kind of visuals to be presented by teachers.

Review of Related Literature

Foreign
Educational technologies are not single technologies but
complex combinations of hardware and software. These technologies
may employ some combination of audio channels, computer code, data,
graphics, video, and text. Although technology applications are
frequently characterized in terms of their most obvious or
innovative feature (e.g., a high-speed data line or
videoconferencing), from the standpoint of education, it is the
nature of the instruction delivered that is important rather than
the equipment delivering it. To organize our thinking for this
study, we developed a scheme for classifying technologies according
to the way they are used. Our categories are designed to highlight
differences in the instructional purposes of various technology
applications, but we recognize that purposes are not always
distinct, and a particular application may in fact be used in
several of these ways.
Levin and Meister (1985) concluded that exploratory
applications can support the kind of student learning that is the
goal of education reform. Video episodes and information resources
can present complex, authentic tasks, engage students in active
problem solving, require utilization and synthesis of knowledge

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from a variety of domains, and provide a context for collaborative
learning activities. There are, however, significant practical
limitations to many of these applications. First, from the
teachers standpoint, these exciting and imaginative applications
are fine for enrichment but typically dont match the core
curriculum. Hence, they may find a place in the margins of
education but dont really transform the core. Also, exploratory
applications with set episodes have a relatively short shelf
life. Once students learn how to solve, complete, or engage in
the complex tasks required by the simulation or video, they are
ready to move on to something else. Finally, there is the issue
of scarcity: complex simulations and exploratory videos are
expensive to develop, hence there are few. The problem is made
worse by the fragmentation of the American education market, with
its decentralized buying decisions and wide variation in curricula.
Technology application developers have little hope of being able
to match the curriculum of enough schools well enough to have a
broad market base.

The study presented above has a significant relationship with


the present study in the sense that students nowadays are known as
the visual learners, they learn more through watching educational
purposes videos. Which can help the students understand the lesson
easily and at the same time engage them to the technology.

Hasselbring, Goin, Zhou, Alcantara, and Musil, (1992) pointed


out that teachers can draw on technology applications to simulate
real-world environments and create actual environments for
experimentation, so that students can carry out authentic tasks as
real workers would, explore new terrains, meet people of different
cultures, and use a variety of tools to gather information and
solve problems. Working on authentic tasks, which Brown,
Collins, and Duguid (1989) define simply as the ordinary practices
of the culture, engages students in sustained exploration and
provides multiple opportunities to reflect on the decisions made
in trying to address the problem. With simulations, students can

19
get involved with a problem, often through visual media, which
provide integrated contexts and help students comprehend new ideas
more easily

The study above revealed the following insight that is related


to the present researchers study because students prefer
technology rather than the traditional learning system like
textbooks and such because it makes learning more fun and
enjoyable.

Riel (1990b) presented that the opportunity for teachers to


work cooperatively with other teachers is considered a crucial
program ingredient in the AT&T Learning Network described
previously. Beyond providing an avenue for communication about
cooperative projects, the AT&T Learning Network provides a forum
for more in-depth and reflective communication between
professionals. Riel (1990b) found that teachers who were part of
the AT&T learning circles asked each other for suggestions and
advice and thus gained new ideas about classroom organization and
teaching practices. Indeed, when the teachers participating in
the AT&T Learning Network were asked about the benefits of
educational electronic networking, most rated their own learning,
not the learning of their students, as the most important benefit
of the program.

Like the previous study presented above, the present study


focuses on technology beyond providing an avenue for communication
about cooperative projects and reflective communication.
Driscoll and Kelemanik (1991) give emphasis in addition to
providing links to colleagues, technology can give teachers access
to experts and learning resources in the subject matter they are
trying to teach. Even the best-prepared teacher cannot know
everything in a given field, and knowledge about new developments
is by definition vested in just a few individuals. The Urban Math
Collaborative (UMC) links teachers and university mathematicians.
Discussions on the electronic network of the UMC have deepened

20
teachers content knowledge and have also touched on teaching
issues that do not get dealt with as openly and meaningfully in
other forums.
The study above revealed the following insight that is related
to the present researchers study because technology help teachers
access to experts and learning resources in the subject matter that
they are trying to teach.

Wiske (1990) concluded from her study of high school teachers


who used Geometric Supposer that teachers need a deep and wide
knowledge of their subject matter and a clear understanding of the
process of building mathematical understanding to use the software
effectively. Research findings on The Voyage of the Mimi indicate
that teachers science and mathematics background and their
preferred teaching style had an impact on what, when, and how they
used the materials. Interestingly, the flexibility of the
materials, and the ability to make decisions about when and how to
use particular materials, helped teachers grapple with their own
limitations in science and mathematics.
As stated above, a fore mention study has a relationship in
researchers present study about effective teaching, they must
first learn to use a variety of technology applications, develop
or expound their knowledge content regarding tech-related matters.

Local
Demegilio (2009) conlucded that technology also saves
teaching time as they require short time to present large
information. They can be used to reveal needs and stimulate
students question. Thus, learners interest can be aroused,
maintained, and stimulated to promote their imaginative power. On
the whole, media ensure the application of classroom-oriented
communication techniques. Therefore, learners should be assisted,
encouraged and motivated not only to learn, but also to continue
to learn.

21
The study above shows the relationship to the present study
considering that technology is a factor to the learning of the
student, not only to learn but also to renew something to learn.

Clemente (1997) in his article Planning the Use of


Information Technology for Literary Development, stressed that
information highways will not replace or devalue any of the human
educational talent needed for the challenges ahead. For him,
improved technology in Education will be very beneficial in every
area of society.
This present study is similar to the study above in terms of
information highways which is beneficial in every area of society.
According to Inosanto (1994) in his article Incorporating
Computers into Education Setting, application of computer in the
academe addresses the demand for faster, more accurate processing
of data to help teachers to prepare education report using
spreadsheet software such as Excel. Teachers can also use
PowerPoint presentation application software in delivering
interactive lessons. The article shows the connection of computer
in the lives of the teachers. It discusses how it could help the
teacher ease the task of preparing effective lecture presentation
and how it could process the student data for evaluation.
Like the previous study presented above, the present study
focuses on the use of technology that enhances the presentation of
a teacher which makes it easy for the students to understand.

Fernandez (2000) stated that teaching the different levels of


ability, background and interests has posed a pressing dilemma to
educators. This is why learning inside the classroom is not
optimized. Since computers have been proven to be effective and
efficient in delivering any material, developing software for the
academic continues to be a need.
The study above revealed the following insight that is related
to the present researchers study because through computer,
student's work easier and faster, less time consuming. It is also

22
a great resource not only for the students but for the teachers as
well.

According to Rivera and Sembrano (2000), computer can be used


in schools in three genetic ways, one, as a learning tool (teaching
or learning with computers); two, as itself the object of study
(teaching learning about computers) and three, as a planning and
management tool for teachers and school administrators. These three
modes are distinct but there are applications which employ two (2)
or even all modes at the same time.
The present study is related as mentioned to the statement
above, that learning tools such as audio-visual aids make good
learning devices instead of developing their own.

23
Bibliography

Center for Applied Research in Educational Technology, 2005


https://www.lib.umn.edu/indexes/moreinfo?id=7667

Keengwe, 2008 (Computer Technology Integration and Student


Learning: Barriers and Promise)
http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=A2DB9CB4
8710A278C761C1E70A85B5EA?doi=10.1.1.597.7776&rep=rep1&type=pdf

English, 2008 (Global economic prospects 2008: technology


diffusion in the developing world (English)

http://documents.worldbank.org/curated/en/827331468323971985/Glob
al-economic-prospects-2008-technology-diffusion-in-the-
developing-world

Ryan T. Gertner (2011) The Effects of Multimedia Technology on


Learning
https://books.google.com.ph/books/about/The_Effects_of_Multimedia
_Technology_on.html?id=k0wytwAACAAJ&redir_esc=y
Gomez (2010) Technology, learning and instruction: distributed
cognition in the secondary English classroom
http://onlinelibrary.wiley.com/doi/10.1111/j.1741-
4369.2010.00541.x/abstract
Salomon, 2009 (Technology Enhanced Learning: Quality of Teaching
and Educational Reform)
https://books.google.com.ph/books?id=-
dGpCAAAQBAJ&printsec=frontcover#v=onepage&q&f=false

https://www.slideshare.net/iztudent/effects-of-technological-
device-to-students
https://dirp3.pids.gov.ph/ris/pdf/pidsdps0223.pdf
http://www.appliedscholastics.org/study-tech.html
http://www.philstar.com/telecoms/2014/07/12/1345110/how-
technology-helps-students-study-better

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CHAPTER III
METHODOLOGY

This chapter presents the methodology used in this study:


research method, respondents, data gathering instrument, data
gathering procedure and statistical analysis of data.

Research Method
The descriptive method, particularly the descriptive-status,
was used to achieve the goal of this study. This method seeks to
describe the effects of technologies in students performances,
which in this research are the technologies used by the students
of Grade 11- St. Joseph, St. Raymond, St. Timothy and St. Anthony.
In addition, descriptive-status seeks to answer questions to real
facts relating to existing condition. In regards with this study,
the researchers determined the effect of technologies might be to
the students academic performance.

Respondents of the Study


The subjects of the study were Grade 11- St. Joseph, St.
Raymond, St. Timothy and St. Anthony students, school year 2017-
2018. They were from Grade 11 year level consisting of 40
respondents. 20 are boys and 20 are girls.
The researchers used the unrestricted random sampling under
the scientific design. This is the best random sampling design due
to no restrictions imposed; each member in the population is given
an equal chance of being included in the sample.

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TABLE 1
List of Respondents

GRADE & SECTION NUMBER OF STUDENTS NUMBER OF


RESPONDENTS
11- St. Joseph 10 10
11- St. Timothy 35 10
11- St. Raymond 36 10
11- St. Anthony 36 10
TOTAL 44 40

Data Gathering Instrument


The researchers developed a questionnaire with rating scales
and check list to gather the required information. It is consisted
of prepared questions which was dry-run and in the close-ended form
(provided with possible answers). The questionnaire has two parts:
the students profile and the questions for them. The first
question involves the technologies as perceived by the students;
second is the extent of those technologies affecting their academic
performance; third engenders the technology which was the highest
percentage rate that the students usually use; and fourth is the
perceived quality of students academic performance as regards with
the technologies.

Data Gathering Procedure


The foremost step in gathering the needed data for the study
was securing the permit in the school principal to conduct a survey.
After securing the said permit, the respondents after giving them
some background information of what are our intentions and what is
study all about. The respondents were only given 10 minutes to
complete the answers.

Statistical Analysis of Data


Individual responses were tallied before they were put in
tables for the statistical treatment. Weighted Arithmetic Mean was

26
utilized to quantity the data gathered for sub problems 1, 2, and
4.
Weighted Average Mean is the appropriate statistical tool
because there is only one descriptive interpretation that describes
the relation of financial problems of Grade 11- St. Joseph, St.
Raymond, St. Timothy and St. Anthony to the academic performance
of the students. Moreover, weighted average mean is appropriate
for scale options.
The researchers used the following scales and description for
classrooms conditions:

SCALES: DESCRIPTION:
1 never never experiencing (1.0-1.49)
2 rarely rarely experiencing (1.5-2.49)
3 sometimes sometimes experiencing (2.5-3.49)
4 often often experiencing (3.5-4.49)
5 all the time all the time experiencing (4.5- 5.0)

On the other hand, they used the following scales for the
degrees of effect bring forth by financial problems to the
students academic performance.

SCALES: DESCRIPTION:
1 very low very low extent (1.0-1.49)
2 low low extent (1.5-2.49)
3 moderate moderate extent (2.5-3.49)
4 high high extent (3.5-4.49)
5 very high very high (4.5-5.0 )

The formula for Weighted Average Mean is:


WAM = /
Where: WAM = Weighted Average Mean
F = frequency
= sum total

27
W = weight
Percentage was used to quantify the data gathered for sub
problem. The formula for percentage is:
P = f/N x 100
Where: p = percentage
F = frequency
N = total number of respondents

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