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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background,


theoretical and conceptual framework, statement of the problem
and hypothesis, the scope and limitation, significance, and
definition of terms of study.

Introduction

Technology is one of the most useful tools nowadays. We


cannot stop the rapid growth of technology. Technology has a big
factor in the development of a country. Every country compatriot
to the rapid innovation of technology. With the used of new
technology of the country they can adopt easily to the pass-
pacing happened to the world. The country with the latest
technology is the most known country all over the world. The
advancement gives of technology the country can compete
globally.

Even in education we used technology. The students


nowadays is more familiar with the used of it. The teacher can
caught the attention of the students. Using technology to
education make the lecture better and more understanding to the
part of the student. Teacher use technology in teaching for them
to make it convenient and more interesting.

The different learning materials expanded because of the


technology advancement .Technological teaching aid such as
blackboard, digital camera, scanner, camcorder, CD-writer,
computer, modem, printer, VCR, LCD,, projector, laser-disc,
player and others.
When technological teaching aid mappropriately used. The
student engage their knowledge construction and engage thinking
problem solving. Not all students are aware of the existence of
that instructional materials most of them can seen that by the
means of internet so, the possible it may be it should be used
in school and let the teacher talks about that learning
materials. So, the alienation in the part of the student will be
ended.

However, in the Philippines we should not left behind when


it comes to applying technology to education In 1996, DepEd
Embarked on a 10-year Modernization Program (1996-2005) which
emphasized on the used of technology in teaching. This is the
turning point of education in the Philippines. With this new
curriculum theres a lot of changes in different subject and one
of this is Science.

Science subject is a field were we studied about living


things. The existence of thing in our surrounding it could be
physical or natural world. Science is divided into three parts
the Biology, chemistry and Physics.

Biology as a science helps human in many ways. The study are


very important because biology is the study of living things.
It tells about the natural world. I give you the better
understanding into smallest part of all living things and how
each living things related to each other.

This study is conducted to determine the Perception of the


students in using of technology in their learning specifically
to the STEM Students of Mary The Queen College of Quezon City.

Background Of the Study


Using technological teaching aid in their learning,
specifically in Biology Subject is very useful for students
because Biology is on of the most difficult subject by using
educational technology in their learning it allows bringing the
educational content closer to students, facilitation of
learning, revision and acquisition of knowledge, as well as it
usage. It allows the learning process into modern technological
development Such teaching has lots of usage. Students develop in
their personalities through all aspects because this kind of
learning is applicable to students with lower level of
knowledge. It helps to complete a number of tasks and to
advance the lesson objectives. It encourages the students to be
creative and increases the research method. Students acquire the
habit of turning their individual work into collective work
because they will networked into joint work.

Mary the Queen College of Quezon City is located at


Commonwealth Avenue Corner Road. 44, Diliman Quezon City, NCR .
It is a private institution established last June 1, 2003. The
school at first offered Basic Elementary and Secondary
Education, until such time Bachelor of Science in Nursing as the
Primary Course. Today, the school offered Bachelor Program Two-
Year and Four-Year Courses. The school is now open for Senior
High School started last June 2,2016. There are 4 academic track
in Mary the Queen College of Quezon City these are ABM (
Accountancy, Business, Management), HUMS ( Humanities, and
Social Science) STEM ( Science, Technology, Engineering and
Mathematics) GAS ( General Academics Strand) and Technical
Vocational (TECHVOC)

Mary the Queen College has many rooms for elementary and
other of which are for instructional purposes and for the Senior
High School. The school is equipped with facilities such as
canteen, computer laboratory, general academic classrooms,
library and administration office.

THEORETICAL FRAME WORK

This research was guided by Punya Mishra and Matthew J.


Koehler 2006 TPACK stands for Technological Pedagogical Content
Knowledge. It is a theory that was developed to explain the set
of knowledge that the teacher need to teach their students a
subject, teach and use technology.

This theory become relevant to the present study because of


the rapid innovation that happened today. Even in education we
used technology as instructional materials. We can integrate
technology to the content and the pedagogy of the subject. How
these instructional materials useful in a way that it is used as
a medium of instruction especially in Science Subject.

This theory is indeed relevant to the present study as it


connected to the use of technology in teaching.
CONCEPTUAL FRAMEWORK

Conceptual Framework is the heart of the study. It was the


guide of the researcher of why the study is being conducted
through descriptive method at Mary the Queen College of Quezon
City.

This research paradigm consist of three part the input,


process and output. The input to be considered was the profile
of the respondents in terms of Age and Gender. The process
involves the administration of the survey questionnaires, the
data gathering that serves as an instrument in the statistical
statement of the study.. The output was the result of conducting
survey questionnaires at Mary the Queen College of Quezon City

Paradigm of the Study

FEEDBACK

Figure 1. Perception on the use of Technological Teaching Aid in


learning Biology

Statement of the Problem


This study aimed to determined the perception of students
in using educational technology in learning Biology among STEM
Students of Mary the Queen College of Quezon City.

Specifically it sought answer to the following:

1.What were the demographic Profile of the respondents in terms


of:

1.1 Age

1.2 Gender

2. What were the perception of students of using educational


technology in terms of:

2.1 Activities related to school work

2.2 Learning outcome

2.3 Attitudes toward computer

3. was there a significant in using educational technology in


their learning in Biology?

Hypothesis

There was a significant on using technological teaching


aid in learning Biology among STEM students

Assumption
The researcher assumed that learning Biology with the use of
technological teaching aid students will be more interested and
motivated. The teacher who used educational technology as their
instructional materials are knowledgeable about how to used and
how to integrate the educational technology to their lessons

Significance of the Study

This study intended to determine the perception of students


on using technological teaching aid in their learning in Biology
the output of the study should be beneficial to the following:

Students had the opportunity increasing their knowledge in


Biology subject with the use of different educational technology
Teachers Improved their teaching in using technology to make it
more effective.

Administrator To the administration of the Mary the Queen to


have the idea in technology that were usually use by their
teachers and how these technology help the students learned from
their science subject. It could be their basis on what
technology their needed to improved.

The researchers provided the materials to conducted the survey.


As a future educator they would have the knowledge on how to
properly use the technology as their instructional materials in
teaching Biology

Scope and Limitation Of the Study

This study was conducted at Mary the Queen College of Quezon


City during the 2nd semester for the year 2018-2019 to find out
the perception of students in using educational technology in
their learning in Biology. The respondents of these are the STEM
students a total of 131 Senior High School.

The study focused on the perception of students in using


technological teaching aid in their learning in Biology.. How
these technological teaching aid would affect their learning.
The study was conducted through random sampling
Definitions of Terms

The following terminologies are defined by the researchers

Application – putting of something into process

Assumption- expectation of oneself

Descriptive- describing or classifying without expressing,


feeling or judging.

Impact- direct involvement

LCD ( Liquid Crystal Display) – a screen ( such as television,


screen or the screen on a watch)

Science- a subject that is formally studied in college.

Significant- very important

Technology- a machine, piece of equipment, method etc. that is


created by technology

VCR( Video cassetes recorder) – a machine that is used to make


and watch video recording of televisions programs, movies etc.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the related literature and studies


which were relevant to the topic undertaken. This literature and
studies provided insight to the researchers to understand the
background of the study.

LOCAL LITERATURE

According to the Microsoft Pr Team ( June 22, 2015) The


widespread availability of technology and devices has become an
inevitable part of the way we live and work. Using technology is
already second nature to today s young people and many schools
have already adopted the use of personal device as a technology
tool. Carlo Subido says Intel Education believes that a
transformative education initiative starts from a vision of
students success where goals and an understanding of how
information communication technology can help schools achieve
and bridging equity devides, to increasing student engagement
and aligning skills with workforce needs, these goals are the
beginning of global transformation. Our partnership with Felta
is part of our vision of helping education leaders and
visionaries redefine todays education.

The research of Rafael Ambag ( August 3,2018) Science


Education in our country cannot be considered as a strength.
First and foremost would be the shortage of science and Math
teachers in the country. The government tried to make ends meet
for this shortage. Second was the shortage of the classroom and
lack of Science Laboratories for DepEd schools is also an issue.
The lack of Science laboratories to facilitate science learning
and application of its concepts to students and last was the
quality of a learning materials DepEd also faces a challenge in
terms of the quality of its textbooks, with many teachers
reporting that the textbooks are absolete and flooded with
errors. The lack of laboratories also damages the quality of
education, limiting teachers to lectures and reporting
activities for students instead of lab experiment that showed
how the concepts work in real life. Filipino students were
bombarded with theories and terminologies, which were not
necessarily the things that made the science exciting. Providing
competent science education facilities students to be curious at
a young age and to cultivate their set of beliefs from the
answer to their questions Science pushed for the concept of
objectivity as opposed to relying solely on emotions that might
hinder proper decision-making. With this in the mind, the
current situation of stem education in the Philippines proved
that we have a long road ahead of us. Nevertheless, this should
not stop us from pausing and admitting that yes, there is a
problem that we should work upon. Improving Science education
will would allow our country to have citizens who were thinkers
first and foremost, but also to increase the number of STEM
graduates.

John Paul Espinosa (2016) Technological advancement had


greatly changed the education landscape in that teaching was no
longer confirmed to the traditional face to face deliver to
lessons. Now, students could also learn outside the classroom
via the internet. Through the convergence of the traditional and
modern methods , students get to experience the best of both
worlds they could be tutored in school and get additional
lessons through the web. The Philippine should not left behind
when it comes to applying educational technology . The ethical
and responsible use of computers, tablets cellphones and other
devices can greatly enhance the learning capability of the
students, for it had been shown through studies that children
could better grasp and understand their lessons in a move
relaxed environment, without the prying eyes of classmates or
teachers. Emerging technologies could be powerful tools in
education. As the world continues to march to progress theres no
escaping online education. To keep up, the country would have to
study and develop its own model of computer-based learning that
would be effective for Filipino students.

In (2016) Manila Times Classrooms were scare, but the


situation for science laboratories was even worse. The
department of Education reports a serious lack of science
laboratories in both elementary and high schools all over the
country. According to DepEd data in regions III, IV-A, X, XI and
XII, only one school had a science laboratory out of every 10
public elementary schools. In the National Capital region, this
ratio was 3 laboratories for every 10 elementary schools. The
public elementary schools in the other region did'nt have any
science laboratory to facilitate science learning. Preliminary
results from a survey done by Raymond Pingol from the Visser
project showed that only around 20% og high schools had
laboratories with non-traditional “modern” equipment.
Unfortunately, these “modern” equipment were typically no more
than the combination of a computer and LCD projector. The
implementation of the K-12 basic education program did not bode
well for science education. Science education would start only
at Grade 3, which was not comforting for the improvement in
basic science and math education. We needed to develop critical
thinking skills of our Filipino students at an early age. The
time allotment for laboratories and non lecture activities was
limited.

FOREIGN LITERATURE

According to Kirsten Daehler (2016) Good continous learning


for science teachers looked a lot like what we wanted for
students. Good teaching matters and its tough to teach science
well. An effective science lesson requires planning, engaging
activities, navigating tricky science concepts, anticipating and
working with students preconception and misconceptions and
making difficult decisions on the fly. Good teaching was an art
one performed by those with specialized knowledge and skills.
The secret sauce was offering teachers first-hand learning
experiences that are science-rich, cognitively challenging,
collaborative, and fun-not unlike what we wanted for our k-12
students. Many teachers had never learned science in this way,
so reading books, listening to webinar, or attending a workshop
was inadequate. Instead, teachers benefit from actively engaging
in scientific argumentation. We empowered teachers to take
responsibility for their own learning and to develop their
identities as lifelong learners who were part of a professional
communities.. More importantly, our students deserve high-
qualityscience education that was inspiring, memorable and
prepared them for college, career and life. Ensuring more
professional learning opportunities for teachers would go a long
way tpward helping us realize these success.

Technology and digital literacy was two of the most


subjects for students in todays school. Students were already
bombarded with digital information from the internet, social
media and countless application on “smart” devices . And they
were constantly using different forms of technology whether
making a skype, video call, getting money out of an ATM playing
the latest playing the latest video game . Although this leads
many educators to believe their students are already “digital
natives” through technological and literacy encompasses for
more. The abilities to adequately used through digital
platforms judge the validity of the information encountered and
communicate and collaborate via digital mediums are necessary
for student in school disabilities. If all students understood
how to use todays technologies both software and hardware they
would be better prepared for succeed in the present as well as
adapt more quickly to new technologies in the future by UTA 2017

For Rachel Tustin (2018) Technology in the Science


classroom can be approached in several different ways.
Technology is critical in designing instruction for students in
the digital age. Depending on the demographics of your students,
you might have some who are digital natives, or at least more
fluent in the use of technology than your self. Whatever your
own or your students level of expertise technology skills are
key to both delivering and learning new information. This why
teachers must find ways to integrate his skills into our science
curriculum.

LOCAL STUDIES

According to Marvino Earl Robino (2015) The rapid


advancement of Science and technology posses a significant
challenge to the entire humanity to keep up with the fast
societal development rhythmically, most especially in the third
world and developing countries like Philippines Being rhythmic
motion does not merely imply acquiring advance facilities and
technology but rather the acquisition and enhancement of
knowledge and skills essential in meeting the demands of
highly competitive and scientifically inclined society must be
given with more attention. The secret of which lies primarily on
the quality of science is the one of the fundamental corners.
Among all the subject taught in elementary and high school ,
Science is the most logical anchor for environmental education.
And in this larger area, Philippine Education has suffered. This
is the reason why environmental education is deficient-its very
anchor which is the Science weak. The main factors that account
for the low performance in science of the Filipino students
include the lack of support for a scientific culture reflected
in the deficiencies regarding the school curriculum the
inadequate teaching-learning insufficient instructional
materials and lack of teacher training. For instance the lack of
good and engaging textbooks and lack of science equipment
hindered the conduct of scientific investigation and hands on
activities among Filipino pupils. It is a great challenge for
us, future educators of the young mind to be idealistic
innovative and creative enough to minimize this problem. As a
science major student, in Education we are expected to be
productive in our field in the near future, for us to help
ascend this country, and prove to rest of the world that we are
not left behind.

For Ghora & Bhati (2016) The study conclude that most
students in colleges and universities of CARAGA region in the
Philippines are likely to use technology in classroom for the
purpose of positive consequences supporting the view that the
use of technology helps in enhancing learning related
activities in classroom. The excitement of students in involving
these technologies as part of their learning can cause also
disruptions inside the classroom that being considered as
negative consequences. Managing this kind of problem should be
included and part of the curriculum and the concerned staff and
faculty mat take efforts on how these technologies being use as
tool to achieve learning environment.

Furthermore Montebon 2015 Students generally perceive


that the implementation of the new science curriculum positively
effects the way they learn science concepts , acquire scientific
skills and develop scientific attitude and values. Among the
different learning domains that the K12 science curriculum
wants to improve, It is the values and attitude formation domain
which students agreed to have relevance to them, students
generally perceive that their teachers judiciously implement the
k12 curriculum.

FOREIGN STUDIES

MOJET (2016) conducted a study shows that using technology


to aid the learning process depends on the school location. For
some schools, the limitations are that they did not have access
to computers and internet to have a completely 21st century
learning environment. As mention by one of the excellent
teachers, some households still do not have computers and
internet, making it impossible to make pupils complete a task or
communicate from home. Teachers in the study however, manage to
compensate for the absence of technological tools by creating
learning environment that is lively, students centered,
contextual and project based. However, is the only true for some
excellent teacher but for others teaching are exam oriented
where the teachers guests are to complete the syllabus and
drill pupils for an exam. Some excellence teachers in the study
were observed to have encourage pupils creativity by allowing
them to do inquiry and project based activities. The pupils were
allowed to explore and discover from themselves the outcomes of
their activities and later design and create based on their
understanding. These activities usually involved pupils
communication, arguments and exchange of ideas. The findings of
the study show that some excellent teachers in this study were
able to create a learning environment for 21st century learning.
Technological tools are will utilized that pupils communicated
collaborated to complete a task in project based learning.
Teachers however, need to think about how to create a 21st
century learning environment so that learning is not confined to
a certain space and time. For teachers in the rural area there
are no limitation teaching for 21st century skills. A 21st century
learning is still possible even with limited technological tools
by adapting the project base or problem base teaching, teachers
allow pupils to create improvise to find ways to complete the
given task. To do that, teachers need to be creative, and
encourage creative thinking among the pupils and apply the ideas
in the form of innovation or creation for teaching tools.
For JETS (2018) said that the enrichment of science
teaching process with technological process applications can
contribute to the development of cognitive attributes such as
achievement. In the studies conducted has been observed that in
educational environments where technological tools and computer
are used, the achievements level of students has increased,
students learn with comprehension and memorization , and high
level thinking skills of students have improved.(Renshaw &
Taylor 2000) Therefore using, technology in learning
environments in a logical and strategic way with teaching
methods will ease enhance learning and training (Oktay & Cakir
2013) . In the study conducted by Bacanak & Kose 2003 it was
emphasized that the usage of technology which is applied in
learning environment and has favorable influence on the success
of the students, should be included in the education. The
contribution of technology enriched teaching to the development
of achievement at a meaningful level can be explicated by the
fact that technology enriched teaching involves interesting,
interactive and technological application that make possible
students to join actively in a class. Base on the positive
effect of science teaching enriched with technological
application in the research, it can be said that teaching should
be supported with technology to enrich the learning + teaching
process and technological application should be included in
education. In other words, TPACK should be used in teaching
environment. To support the teaching environment with
technological application, teachers need to have and used TPACK.
For these purpose, it can be said that the educations faculties
who train teachers should include TPACK and the use of TPACK
teaching in their program.
Bang This study emphasizes that the value of technology, as
it used in within science classroom, needs to be constantly
updated and redefined. We are , as yet , only scraping the
surface . Many deeper uses will inevitably be developed both at
the hardware and software levels, and we need to anticipate and
be ahead of the curve sa as to remain competitive at a worldwide
level. Technology can be practiced not only by using computers
and programs or by learning how to use technology tools, but
also by beginning to productively integrate otherwise previously
inaccessible educational elements into science curricula now. We
can also use technology to find new ways to connect students
through social media tools, and we can configure these
connections such that they can optimize student learning and
enthusiasm, especially within the sciences.

At University of Ljubljana (2017) Despite the rapid


development of ICT and the great level of advances in science
and technology in the previous decade , science teachers are
facing many challenges and opportunities with regard to science
education in their school practice. The article attempts to
address some of the aspects relevant to this very current topic.
Thereby, teachers ( Technological Pedagogical Content
Knowledge)can be recognized as a dynamic, integrative, and
transformative knowledge of technology pedagogy and science
contents needed for the pedagogically meaningful integration of
ICT in science teaching( Mishara & kohler 2006,) Rogers & Twidle
2014) although the general TPACK framework has been accepted in
a wide range of areas, and also extensively used science
education field, some researchers have proposed variation of
TPACL frame work to address specific needs of science teachers
for example , Jimoyiannis (2010a) developed the concept of
Technological Pedagagy Science Knowledge (TPASK) a frame work
fpr TPACK specific for science education

Furthermore Mwaruma (2015) The teacher used the word


processor to make schemes of work and write teaching notes.
Theyb also downloaded videos from youtube and other sites like
MERLOT ( multimedia educational resources for learning and
online teaching). The study also found out that the students had
developed a lot of interest in learning of science when ICT as
used . Indeed, some students requested that they be allowed to
use mobile phones to access the internet in school. However,,
the study also found that the teachers faced many challenges in
trying to integrate ICT in their teaching . Including lack of
technical supports. The study made several recommendations
including that the technical support be provided to teachers in
all schools.

SYNTHESIS

In general the foregoing literature and studies both local


and foreign were supported the current study. Some of the study
and literature discussed the integration of technology in
teaching and how these technology affect the learning of the
students they reflected other variables within the study which
is useful and helpful for the researchers.
CHAPTER III

METHODOLOGY OF RESEARCH

This chapter dealt with the method of research used in this


study. It also included the research design, respondents of the
study and sampling procedure as well as the instrument used for
gathering data, the validation of the instrument and the
statistics applied in analyzing data.

RESEARCH DESIGN

In this study the researchers used descriptive method to


analyze and interpret the data obtained from the respondents. It
was used by the researcher because descriptive method allowed
them to be objective as possible. Few section on the
questionnaire were designed to address in regard with the use of
technological teaching aid.

RESPONDENTS OF THE RESEARCH

The respondents of this study were the STEM Students of


Mary the Queen College of Quezon City during the second semester
of the school year 2018-2019. There are 131 students in this
study.

SAMPLING TECHNIQUE
The overall total of respondents for this research were 75
STEM students

The questionnaire was randomly distributed to the respondents.

INSTRUMENT USED

The instrument in this study given to the students was in a


form of survey questionnaire to determine the impact of
technology in teaching science subject.

CONSTRUCTION OF THE INSTRUMENT

The researcher adapted and modified the instrument from the


Student questionnaire vocational upper secondary education. The
instrument was checked by the adviser before it was validated..
This instrument was significant to fulfill the aims of the
study.

VALIDATION OF THE INSTRUMENT

The instrument underwent content validation by our adviser


and three M.A teachers from Balara High School The validator
assessed the instrument carefully for the further verification
and the clarification of the whole content.

ADMINISTRATION AND RETRIEVAL OF INSTRUMENT

The researcher secured letter of permission to conduct


study to the student respondents. There were 75 students
respondents who ere given survey questionnaire and retrieved by
the researchers.
STATISTICAL TREATMENT OF DATA

After gathering the data from the respondents, the


researchers tallied the score and applied the statistical
treatment ; to insure the validity and reliability of the data
gathered the researchers used the following statistical
treatment.

• Percentage – used to describe the respondents profile.

P(%)=F/Nx100

P=Percentage

F=frequency foe each class or category

N=Total number of respondents

100=constant multiplier to change the decimal into percentage


value.

• Weighted Mean

Weighted mean used to measure the extent by which the


respondents assessed the given research variable, the responses
of the respondent were categorized into five (5) with given
corresponding wealth.

WM=F(AW)/N

F=no. of responses

AW=Assigned weight

N=number of respondent
The following responses were describing the weighted mean of
each category.

Ranges Scale Verbal


Interpretation
4.60-5.00 5 Always and
Strongly Agree
3.70-4.50 4 Often and mildly
Agree
2.80-3.60 3 Sometimes and
Neutral
1.90-2.70 2 Rarely and Mildy
Disagree
1.00-1.80 1 Never and
Strongly Disagree

• Pearson R- It used to measure the significant relationship


of Use of technological teaching aid .It is used to compare
the two variables if they are related with the used of this
Formula

CHAPTER 4

PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA

This chapter showed data in tabular form supported with


corresponding analysis and interpretation in the through the
questionnaire retrieved from the respondents. Those data were
analyzed to be presented, discussed and interpret according to
the perimeters of this research to answer the problem sought for
this study.

1. What are the demographic profile of the respondents in terms


of:

• Age

• Gender

2. What are the perception of students on using Technological


Teaching Aid in terms of:

• Activities Related to school work

• Learning outcome

• Attitude towards computer

3. was there a significant relationship on using technological


teaching aid in their learning Biology?

Table 1

Age of the Respondents

Age Frequency Percentage (%)

16 years old 7 9.3

17 years old 12 16

18 years old 37 49.3

19 Above 19 25.3

Total 75 100%
Table 1 showed the age profile of the respondents, with age
18 obtained the highest frequency of 37 or 49.3% of the total
75 respondents. The other ages had the following frequencies: 7
or 9.3% for ages 16 ; 12 or 16% for ages 17; and 19 or 25.3%
for ages 19 above, respectively.

As a whole, selected STEM students –respondents are mostly


18 years old.

Table 2

Gender of the Respondents

Gender Frequency Percentage(%)

Male 32 42.6%

Female 43 57.3%

Total 75 100 %

Table 2 showed that out of 75 students –respondents,32 or


42.6 % were males and 43 or 57.3% were females with a total of
100%. The finding showed that most of respondents are female
students.
Table 2

School work related activities of the Respondent work

WEIGHT MEAN VERBAL


INTERPRETATION
1.Do homework on the 4.41 Often and Agree
computer.
2.Search internet 3.93 Often and Agree
for the information
for the school work.
3.Collect 4.06 Often and Agree
information online
and organize it in
files to be
retrieved when I
want it.
4.Email other 4.01 Often and Agree
students about
school work.
5.Use other online 4.45 Often and Agree
tools (Instant
Messenger, Facebook
etc.)to contact
teachers about
schoolwork.
6.Send school work 3.68 Often and Agree
by email.
7.Check the school 4.08 Often and Agree
website for
announcements, dates
etc.
Overall Mean 28.62 Often and Agree

Computation for Activities Related to school work


WM= (4.41+3.93+4.06+4.01+4.45+3.68+4.08)/7
WM= 28.62/7
WM= 4.09

The table 2.1 which is the use and activities related to


work shows that use of other online tools to contact teachers to
school work is the main activities with the highest range of
4.45 while the lowest range is to send school work by email.

As shown in the table use and activities related to work


range 4.09 and the verbal interpretation is often and mildly
agree.

Table 2.2

Learning Activities

WEIGHT MEAN VERBAL


INTERPRETATION
8. We all listen to 4.46 Often and Mildly Agree
teacher presentation
or explanation.
9. We all listen to 4.06 Often and Mildly Agree
a student
presentation and
explanation.
10. We all read a 3.84 Often and Mildly Agree
book or look at
films or videos at
the same time.
11. We all do 3.92 Often and Mildly Agree
Exercises and tasks,
individually or
collectively.
12. I work on 3.86 Often and Mildly Agree
something at my own
pace.
13. We work in small 3.69 Sometimes and Neutral
groups.
14.We look up ideas 4.08 Often and Mildly Agree
and information
15. We investigate 4.02 Often and Mildly Agree
and explore issues
individually or in
small groups and
search information
about it.
16. We try to solve 4.09 Often and Mildly Agree
problems.
17. We explain and 4.10 Often and Mildly Agree
discuss our own
ideas about
important questions.
18. Students help 4.04 Often and Mildly Agree
each other to better
understand and
learn.
19. We take time to 4.08 Often and Mildly Agree
think about how
better to learn.
20. It increased my 4.06 Often and Mildly Agree
interest in
learning.
21. We are motivated 4.08 Often and Mildly Agree
to learn in fun way.
Overall Mean 56.18

Computation for Learning Activities

WM=(4.26+4.06+3.84+3.92+3.86+3.69+4.08+4.02+4.09+4.10+4.04+4.08+
4.06+4.08)/14

WM= 56.18/14

WM= 4.01

The table 2.2 Learning Activities item no. 8 got the


highest range of 4.26 which indicate that they listen to teacher
presentation and explanation. Item no. 13 we work on the small
groups got the lowest range 3.69

As shown in the table Learning Activities got 4.01 wherein


verbal interpretation it shows Often and Mildly Agree
Table 2.3

Attitude Towards Computer

Weight Mean Verbal


Interpretation
22.It is really 4.48 Often and Mildly
important to me to Agree
work with a computer
for learning.
23.Using computer 4.25 Often and Mildly
for learning is Agree
really fun.
24.It will help me 4.17 Often and Mildly
in my future life as Agree
an adult.
25.I need for what I 4.12 Often and Mildly
want to study later. Agree
26.Its really worth 4.26 Often and Mildly
using computer for Agree
learning because I’m
very interested in
computer.
Averall Mean 4.26 Often and Mildly
Agree

Computation for Attitude towards Computer

WM= (4.48+4.25+4.17+4.12+4.26)/5

WM= 21.28/5

WM= 4.26

The table 2.3 which is the attitude towards Computers shows


that item no. 22 It is really important for them to work with a
computer for learning got the highest range and item no. 25 got
the lowest range 4.12 which is I need for what I want to study
later.
To sum up the table Attitudes Towards Computers range 4.26
with verbal interpretation Often and Mildly Agree.

Computation table for Person r


No. score(X) score(y) X*Y x2 y2
1 18 105 1,890 324 1,1025
2 18 105 1,890 324 1,1025
3 18 99 1,782 324 9,801
4 18 95 1,710 324 9,025
5 18 105 1,890 324 1,1025
6 19 104 1,976 361 10,816
7 16 97 1,552 256 9,409
8 19 108 2,052 361 11.664
9 18 100 1,800 324 1,800
10 19 108 2,052 361 11,664
11 19 97 1,843 361 9,409
12 16 98 1,568 256 9,604
13 16 127 2,032 256 16,129
14 18 117 2,106 324 13,689
15 18 105 1,890 324 11,025
16 19 111 2,109 361 12,321
17 18 123 2,214 324 15,129
18 19 111 2,109 361 12,321
19 18 114 2,052 324 12,996
20 17 112 1,904 289 12,544
21 16 105 1,680 256 11,025
22 18 107 1,926 324 11,449
23 18 102 1,836 324 10,404
24 18 114 2,052 324 12,996
25 17 89 1,513 289 7,921
26 19 108 2,052 361 11,664
27 18 99 1,782 324 9,801
28 19 111 2,109 361 12,321
29 17 101 1,717 289 10,201
30 18 101 1,818 324 10,201
31 18 101 1,818 324 10,201
32 18 26 468 324 676
33 18 91 1,638 324 8,281
34 16 109 1,744 256 11,881
35 17 106 1,802 289 11,236
36 17 120 2,040 289 14,400
37 17 110 1,870 289 12,100
38 17 121 2,057 289 14,641
39 18 114 2,052 324 12,996
40 18 110 1,980 324 12,100
41 18 113 2,034 324 12,769
42 19 109 2,701 361 11,881
43 17 109 1,853 289 11,881
44 19 111 2,109 361 12,321
45 19 106 2,014 361 11,236
46 18 103 1,854 324 10,609
47 18 114 2,052 324 12,996
48 18 112 2,016 324 12,544
49 19 72 1,368 361 5,184
50 18 106 1,908 324 11,236
51 19 99 1,881 361 9,801
52 18 117 2,106 324 13,689
53 19 79 1,501 361 6,241
54 19 108 2,052 361 11,664
55 18 110 1,980 324 12,100
56 17 102 1,734 289 10,404
57 19 115 2,185 361 13,225
58 18 104 1,872 324 10,816
59 16 116 1,856 256 13,456
60 17 110 1,870 289 12,100
61 18 116 2,088 324 13,456
62 17 114 1,938 289 12,996
63 18 104 1,872 324 10,816
64 18 110 1,890 324 12,100
65 18 112 2,016 324 12,544
66 18 109 1,962 324 11,881
67 18 112 2,016 324 11,548
68 18 96 1,746 324 9,409
69 19 113 2,147 361 12,679
70 19 111 2,109 361 12,321
71 19 114 2,166 361 12,996
72 19 107 2,033 361 11,449
73 16 112 1,792 256 12,544
74 17 118 206 289 13,926
75 17 109 1,853 289 11,881

75(119427)-(1232)(7042)
75(40504)-(1232)275(731142)-(7042)2
8957025-8675744
(3037800-1517824)-(54835650-49589764)

281281
6467495473

R= 0.0996

DF( Degree of Freedom)= 73

Critical Value= .1914

Decision= reject the null hypothenose

Interpretation=there is a very closed relationship between the


two variables

CHAPTER 5

SUMMARY OF THE STUDY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the research work


undertaken, the conclusion drawn and the recommendations as
outgoings of the study. This study is on the the perception on
the use of technological teaching aid in learning biology of
STEM students at Mary the Queen College of Quezon City, Inc.

SUMMARY FINDINGS

From the analysis of data and results obtained from the


previous chapter, the following finding were summarized as
follows:

• Demographic Profile of the respondents in terms of:

• Age
There are more students who are at their ages 18 and but
only at their age 16-17 and 19 years old.

• Gender

There are more female STEM students inside the campus


compared to male STEM students.

• What are the perception of students on using technological


teaching aid in learning Biology

The STEM students often and mildly agree with the


perception on the use of technological teaching Aid in
terms of Activities Related to school work, Learning
Activities and Attitudes towards computer.

CONCLUSION

Based on the findings of our study the following


conclusions were drawn:

• In general, most of the respondents are 18 years old.

• Based on the findings the students tend to listen to the


presentation and explanation using technological teaching
aid

• The researcher concluded that students are often and


mildly agree using computer on their learning.

• There is a significant relationship on using techno logy


in teaching Biology

RECOMMENDATIONS

In line with the findings and conclusions, the following


recommendations were offered:
• It is recommended that to know on what barriers teacher
are facing on using Technological teaching Aid.

• The school may conduct set of seminar or program on


integrating technology in lesson. They may asked the
support of the local government unit or other
organization who have program on technological teaching
aid.

• The teachers must know how to use the appropriate


technological teaching aid for better understanding.

• The students must be aware on the technological teaching


aid that they can use in their learning.