1

INTERGENERATIONAL GAP BETWEEN 21st CENTURY STUDENTS

AND TRADITIONAL TEACHERS at STO. DOMINGO INTEGRATED

HIGH SCHOOL

A Thesis presented to the Faculty of the Senior High School

Of Sto. Domingo Integrated High School

In partial fulfillment of the requirements in Practical Research ll

and Inquiry, Investigation, Immersion

Abarquez, Myla Mae C.

Pantoja, Isiah J.
Parra, Jann Hariz M.
Pingol, James Patrick B.
Sinogba, Densil Rose V.

SY 2018-2019
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CHAPTER I

THE PROBLEM AND ITS SETTINGS

Introduction

Generational gap, is a difference of opinion between one generation and another

regarding beliefs, politics, or values. In today's usage, "generation gap" often refers to a

perceived gap between younger people and their parents or grandparents (Cambridge

English Dictionary)

All generations are affected by technology. Perhaps a bit differently, but still

impacted nonetheless. No matter with which generation you identify, chances are very

strong that you have either learned something new regarding technology or you are

choosing to ignore it very recently (Anon, 2018). The younger generations are being

raised in a culture vastly different than the one the rest of us were raised in. The obvious

technological advances are just the most glaring or observable difference one could point

to (Cohen, 2016). Since students live in a world of engaging, interactive technology, it is

important to include technology in schools for teaching and learning (Becker, 2000;

Calvert et. al, 2005; Chiong & Shuler, 2010; ISTE, 2010; Lisenbee 2009; NAEYC, 2012).

Due to the expansive nature of technology since 2004, a generation gap has been

recognized and explained as a digital divide between students and teachers.

Gap exist between the teacher and the students especially in the ever changing

modern world, teachers are trying to cope with time and hardly trying to understand the

mindset of students. Regardless of whether teachers are able to cope up quickly, narrow

division must not exist as they approach the students. And the students must not interpret
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the traditional disciplinary action of teachers as “baduy” or “old-fashioned”. And if the

teachers know that there is a gap between them and the students in terms of the

expectations, sources of knowledge available, the career goals, the study skills and the

like, they can easily overcome this problem and help the students receive what they want.

The researchers will conduct this study for a reason that aside from it came up

from the experience of the researchers, we are living in ever changing world that produces

GAPS. Gap finely visible in generation by generation. Two generations that met at one

avenue may result in misunderstanding and argumentation. Teachers that was born in

80’s and below grew up in different environment. Same as learners that was born in 21st

century also live in different surrounding. The gap between them are visible especially in

Santo Domingo Integrated High School. And the purpose of this study is to address and

identify differences of the two generation that met at one avenue (Intergenerational Gap

of students and teachers).

Scope and Limitation of the Study

The study will address the intergenerational gap between 21st century students

and traditional teachers. The scope area of the study will be within the premises of Sto.

Domingo Integrated High School. Additionally the respondents of this study include the

grade 10 students currently enrolled at Sto. Domingo Integrated High School sy. 2018-

2019 and teachers who we’re born before mid-1980’s and hired at the mentioned school.

Moreover, this study will use questionnaire in addressing the intergenerational gap

between 21st century students and traditional teachers. The researchers chose grade 10

students as their respondents because they knew that Grade 10 students will able to

respond maturely and more internet savvy.

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Statement of the problem

This study aims to address the intergenerational gap between 21st century

students and traditional teachers at Sto. Domingo Integrated High School.

1. What is the demographic profile of the respondents in terms of?

1.1 Age

2. How does 21st century students and teachers differ from each other in terms of:

1.1 Interest

1.2 Social life

1.3 Discipline

3. Is there any significant different in the intergenerational gap between 21st century

students and traditional teachers?

Null Hypothesis

There is no significant difference in the intergenerational gap between 21st century

students and teachers.

Theoretical framework

Gap between two generations are finely noticeable especially when they meet at

one avenue. Schools at this time holds 2 generations; the traditional teachers and the 21 st

century students.

As Mannheim (1928) explicates generational gap in his “Theory of Generations”,

he has been applied to explain how important historical, cultural, and political events

affects youth. Social consciousness and perspective of youth reaching maturity in a

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particular time and place (what he termed "generational location") is significantly

influenced by the major historical events of that era. A key point, however, is that this

major historical event has to occur, and has to involve the individuals in their young age

(thus shaping their lives, as later experiences will tend to receive meaning from those

early experiences); a mere chronological contemporaneity is not enough to produce a

common generational consciousness. Mannheim in fact stressed that not every

generation will develop an original and distinctive consciousness. Whether a generation

succeeds in developing a distinctive consciousness is significantly dependent on the pace

of social change ("tempo of change").

Additionally talking about the teaching method, before the digital and modern

teaching strategy and curriculum, spoon feeding once part of students’ life and teachers

teaching method. According to Wilkin (2000) in his theoretical perception about spoon-

feeding when teachers spoon fed their knowledge to the students they start to expect the

next morsel after a certain amount of waiting. The students often do not understand the

knowledge they are spoon fed and can lose the thirst for knowledge. If they are waiting

too long, during this time they can also start to become bored and the brain can wander

on to other more interesting topics as they are not interacting with the morsel of

knowledge they are simply expecting to be fed. Spoon feeding is a recognized problem

especially at the university level where the results of spoon feeding are most obvious.

Moreover, according to Strauss (2000) “Millennials Rising: The Next Great

Generation”. His work discussed the personality of the Millennial Generation. They

asserted that Millennials are held to have higher standards than adults apply to

themselves and that they're a lot less rude and violent than the teen culture older people
 6

produce for them. They predicted that over the following decade, Millennials would

transform what it means to be young. According to the authors, Millennials could emerge

as the next "Great Generation". The book was described as an optimistic, feel-good book

for the parents of the Millennial Generation, predominantly the Baby Boomers.

This theories are included by the researchers as help and to view philosophical

sight of the scholars and gave researchers more knowledge as they conducting this study.

Conceptual framework

This conceptual framework shows the relationship between the independent and

dependent variable used in this study.

Intergenerational Gap 21st century students’ and the traditional teacher at

SDINHS

Independent Variable
Dependent Variable
21st century students
Intergenerational Gap
& traditional teachers

The research paradigm illustrates the conceptual framework of the research study

and it shows the independent variable and dependent variable of the topic. The

independent-dependent variables chart shows the 21st century students and traditional
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teachers as the topic-independent variable while intergenerational gap serves as the

study-dependent variable.

Significance of the study

The result of this study may be helpful to the following people.

Students. It will help the students, including those who are not classified as 21st century

students, as they will be able to understand their teachers’ perspective and their teachers’

response in changing generation.

Teachers. It will help teachers in understanding the views and interest of students in

terms of the expectations, sources of knowledge available, the career goals, the study

skills and the likes and dislikes. Through this they may cope quickly.

Future Researcher. It will serve as one of their guide in conducting research with similar

problem. The information will make their future research have much credible data.

Definition of Terms

For better clarification and understanding of the terms related to the study, the

following terms are defined operationally and/or conceptually.

Intergenerational Gap. Intergenerational gap or simply generational gap, is a difference

of opinions between one generation and another regarding beliefs, politics, or values. In

today's usage, "generation gap" often refers to a perceived gap between younger people

and their parents or grandparents. (Merriam-webster.com)

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21st Century learners/skills. 21st century students or skills generally used to refer to

certain core competencies such as collaboration, digital literacy, critical thinking, and

problem-solving that advocates believe schools need to teach to help students thrive in

today's world. In a broader sense, however, the idea of what learning in the 21st century

should look like is open to interpretation—and controversy. To get a sense of how views

on the subject align—and differ—we recently asked a range of education experts to define

21st-century learning from their own perspectives. (edweek.org)

Relationship. the way in which things are connected or work together; the way in which

two things are connected; the way in which two or more people fell and behave towards

each other (Cambridge dictionary)

Traditional teacher. Traditional teachers stuck on old teaching styles. They are more

concerned with controlling the learning environment. They hold the power and the

responsibility in a class, and the need for students to be taught and taught and taught.

(blog.Neolms.com)
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CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents the related relevant literature and studies which served as

the frame of reference of the study. These gave researchers comprehensive ideas and

deeper insights with regards to the problem under consideration. This chapter finely

presents a thematically arrangement of literatures and studies that will add essence to

the present study.

Foreign Literature

According to the blog of Froilan (2015), he describes that in the present day, the

usual way of submitting the soft copy of class work is by sharing a link to a cloud storage.

However, there are still teachers that want their students to submit work via CDs . CDs

are pretty much an outdated storage platform, they’re also a waste because once the

surface of a CD becomes too scratched, it become useless. He also added that

traditionalist teachers can’t make to become modern, but modern students can blend with

traditionalists. If the teacher is really willing to change and adapt, he/she can discuss with

the students how they can help their teacher become more modern like creating a single

repository for managing and storing classroom collateral. Teacher should also be willing

to attend digital literacy training, ed-tech forums and the like so he/she can become more

flexible and modern. And though traditionalists can’t be modern, we can at the very least

help them embrace constant change by showing them that learning is about constant

innovation and progress.

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Another article came from Calvar University, Rose Henness compared 20th century

and 21st century education system. It stated there that the world has changed drastically

in the past twenty years. Digital technology revolutionized communication and

collaboration opportunities. Change happens at rapid pace. Divergent thinkers and critical

thinkers contribute to our world of knowledge. Our world has become more dependent on

knowledge-workers who can solve problems. These changes demand a change in the

educational process. Twenty-first century education promotes a student-centered

classroom with authentic, relevant, collaborative project-based learning. The teacher

serves as the “guide on the side;” the facilitator of learning. Student seating is informal or

in learning groups. Classrooms are spaced around a learning center where students

freely move about to gather the information needed to solve problems. This form of

education is needed in a world that changes continuously and is connected globally.

Learning moved from a passive state to an active state in the 21st century. Rather than

focusing on content contained in a specifically chosen textbook, students can now gather

content through their own research. Rather than working in isolation to find answers within

the pages of an assigned book, students can now work collaboratively with classmates

and even with others around the world through the advances in educational technology.

In the past, too often, students did not connect what they had learned in one subject with

another. Twenty-first century education curriculum is integrated and interdisciplinary.

Literature, math, science, and writing for example can all be interwoven. Twentieth-

century education focused on literacy in reading, writing, and mathematics. Multiple

literacies such as media, computer, digital, information and technology are recognized in

21st century learning. Assessments transitioned from the teacher judging the accuracy of
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the work produced by students to more authentic forms of assessments. These include

self-assessments, assessments by peers, and even assessments by a public audience

in some cases. Rather than averaging numbers to determine a grade, grades are based

on what was learned.

Another blog from Guevarra (2013), she shared that the traditional classroom

environment supports efficient learning. Traditional classrooms have been competing with

the increasingly popular virtual classrooms ever since information technology started to

develop. Online courses are an alternative to regular classrooms for students who want

to obtain a degree cheaper and faster. In a year or two, students can earn a diploma

without even knowing their teachers or colleagues. Still, many students consider

traditional classrooms a more efficient way of learning and improving social skills.

According to Baidya (2015) traditionally, the teacher comes into the class, starts

his or her class and then gives exercises for the student to do for the next class or day

and then if a student is misbehaving in the class, punish the student. The teacher decides

everything. What he is trying to say is traditional teaching is concerned with the teacher

being the controller of the learning environment. Power and responsibility are held by the

teacher and they play the role of instructor (in the form of lectures) and decision maker

(in regards to curriculum content and specific outcomes). They regard students as having

'knowledge holes' that need to be filled with information. In short, the traditional teacher

views that it is the teacher that causes learning to occur. The modern method of teaching

is where you have student and teacher relationship/bond. Where the student can ask

questions to the teacher and the teacher replies to those questions. It is a flow of
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information between them. If the student is misbehaving in the class then the teacher

goes and talks to the student instead of punishing him.

From the article of Osborne (2007) the increase of internet usage by students has

created new issues for schools concerning a school’s ability to discipline students for

inappropriate online conduct. One critical aspect in determining if discipline is warranted

is if the activity took place on campus, using school resources, or off-campus. In general,

schools have the ability to discipline students for their on campus, online conduct;

however, disciplining students for their off-campus online conduct can be deemed a

violation of a student’s First Amendment rights. Student Discipline for On-Campus

Conduct Schools are required to regulate student misconduct that takes place on

campus, including at school-sponsored events. The obligation to regulate student

misconduct includes technology related infractions that occur on campus or with school

resources. Bullying, harassment, cheating, and disruptions to the school environment are

examples of some of the issues that have evolved through the use of technology. Bullying

and harassment can now take place by using technology such as networking cites, text

messaging, phone calls, or emails.

Local Literature

According to Espinosa (2016) “Learning with the help of technology” technological

advances had greatly changed the education landscape in that teaching is no longer

confined to the traditional face-to-face delivery of lessons. Students at this time can also

learn outside the classroom via the Internet. Through the convergence of traditional and

modern methods, students get to experience the best of both worlds – they can be tutored

in school and get additional lessons through the Web. The convenience and effectiveness
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of e-learning had long been recognized by educational institutions and education officials.

A number of schools in the country have embraced with enthusiasm emerging education

technology in that lectures are boosted by computer-based, or gadget-based, learning.

Today, in some schools, netbooks have replaced notebooks and some lessons are

delivered electronically. Making the lives of teachers and students more convenient.

From the article of Natividad (2016) published at rappler’s website “Technology

and teaching: How the Internet opened opportunities for education”, teaching and learning

are no longer isolated to physical schools. Thanks to technology, a new venue for learning

has emerged – the virtual classroom. With the rapid growth of Internet adoption

worldwide, people are now connected in ways that were previously deemed impossible.

This opens new doors for people to learn and teach. Imagine teaching or attending a

class from the comfort of your own home. No more long commutes to campus. No more

8-hour school schedules, 5 days a week. No more piles and piles of paperwork that need

to be submitted or checked – just your laptop and a stable Internet connection.

Technology and online teaching afford both learners and teachers the luxury of time and

flexibility. It saves on resources, and builds 21st century skills. The way online classes

work is not entirely dissimilar to a traditional classroom lecture; it is still a teacher imparting

knowledge to a learner. The differences lie in the context.

According to Garcia (2016) the Department of Education recognizes the key role

of information and communications technology (ICT) in improving the state of education.

The Internet, with its capacity to hold an infinite number of resources, can provide

accessible and comprehensive education for students, wherever they may be in the

country. Online learning databases do not waste precious natural resources. A single
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laptop and projector set-up, for example, can be used for a learning session for an entire

classroom. In lieu of books and papers, students can access modules, submit

assignments, and consult with their teachers and classmates online. Teachers can also

benefit from learning tools that do not require traditional logistics and multiple materials

From the article of Barlongo (2015) modernizing the higher public education

system is an integral part of making school facilities a conducive environment for students

to learn. Quality education is the best that the country can offer, a call that leads to quality

employment for a better quality of life. Hence, lawmakers should still be in the lookout for

potential advancements in the current status of our education system.

According to Santisteban (2017) Students are all digital natives – fluent "speakers"

of the digital language of computers, video games, and the internet, while teachers are

digital immigrants who were not born into the digital world but have adopted many aspects

of the new technology. Both terms were coined by Marc Prensky in 2001. Teachers

should adapt to technological advances in education in order to allow maximum learning

with the use of modern gadgets. It is within this context that DepEd has been working in

terms of closing the technological gaps in ICT. Andaya also said that teachers should

adapt to technological advances in education to allow maximum learning with the use of

modern gadgets.

Foreign Studies

A study from Serra (1971) concluded that the major causes of generational gaps

can be traced to a failure to communicate, lack of understanding and unwillingness of old

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to listen to the young. The generation gap is not strange in today’s generation. The same

basic problem, of perhaps a lesser magnitude, where prevalent in our generation 25 years

ago, though the world we lives in then was far less complex than the one we live in today.

According to Levin (2002) Internet-savvy students rely on the Internet to help them

do their schoolwork; Internet-savvy students describe dozens of different education-

related uses of the Internet; the way students think about the Internet in relation to their

schooling is closely tied to the daily tasks and activities that make up their young lives;

many schools and teachers have not yet recognized much less responded to the new

ways students communicate and access information over the Internet; and students say

they face several roadblocks when it comes to using the Internet at schools.

While from the study of Russel et.al. (2003) stated that as access to computer-

based technology in schools and classrooms increases, greater emphasis has been

placed on preparing teachers to use technology for instructional purposes. Survey data

collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine

the extent to which technology is used in and out of the classroom for instructional

purposes. In addition to defining six specific categories of instructional use of technology,

the study provides evidence that teachers generally use technology more for preparation

and communication than for delivering instruction or assigning learning activities that

require the use of technology. Important differences, however, were found among

teachers who were new to the field compared with their more experienced colleagues.

Although new teachers reported higher levels of comfort with technology and use it more

for preparation, more experienced teachers report using technology more often in the

classroom when delivering instruction or having students engage in learning activities.

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Another study from Crosnoe, et. al. (2004) showed that to explore the significance

of social integration in the educational system, this study examined whether student-

teacher relationships predicted two important student behavioral outcomes (academic

achievement and disciplinary problems); whether these within-school intergenerational

relationships were predicted by the structural, compositional, and climate-related

characteristics of schools; and how the behavioral and contextual correlates of student-

teacher relationships varied by race-ethnicity. Our findings, based on nationally

representative panel data, indicated that stronger intergenerational bonding in school was

associated with higher academic achievement, especially for Hispanic American girls,

and with a lower likelihood of disciplinary problems, especially for white girls. Moreover,

these intergenerational bonds were stronger in schools with several characteristics

(private sector, greater racial-ethnic matching between students and the student body,

greater perceived safety, and lower socioeconomic status), although these associations

also differed by race-ethnicity.

The last reviewed study came from Lisenbee (2016), it asserts that in the 21st

century, technology is a pervasive presence in the classroom. Unintended consequences

of a technologically rich classroom learning environment emerge due to the contrast

between 21st-century learners’ and teachers’ perceptions of the need to use technology.

Several factors affecting the generation gap between teachers and students in

classrooms are shared such as characteristics of 21st-century learners, teacher's

perceptions of technology, student's ability to use technology independently, teacher

training and the need to reshape pedagogy based on national education standards

focused on technology use. The increase in availability and access to technology in the
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last 20 years has highlighted the gap between students’ needs and teachers’ use of

technology in classrooms.

Local Study

According to Lorenzo (2016) he concluded that technology gave convenience

especially in classroom settings yet it encounters a lot of problems related to hardware

like UPS failure, not functional workstations, not functional air-condition and weak router

signal. In software problem, the most common was the frequent bogged-down operating

system. In internet connectivity, the problems were: no available internet connection, slow

internet connection, and fluctuating internet connection. In capability buildings, the

problems were: no hands-on training in internet, no echo training for other teachers, no

follow up training for teachers, short training period and lack of hands-on exercises. In the

utilization of the laboratory, the problems were: difficulty on the use of software,

insufficient number of computer units, limited access to laboratory and no available

laboratory personnel.

From the study of Matulac (2008) he concluded that despite the fast integration of

technology in education settings students must value and respect teachers no matter how

urgent change may be. And for teachers placing accurate inexpensive tools is a roadmap

towards active learning. Science learning without the elements of discovery, accuracy in

observation, and analysis tools, will but remain an exercise of memorization. Presentation

Tools are windows to how our students think. Presentations can be multi-faceted and can

even show the different intelligences of the students. The challenge for teachers would

be to develop authentic assessments or rubrics in order to make a better evaluation. Mr.

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Matulac added that internet is a rich source of information. While search engines do help

us a lot to make better preparation, teachers need to train the students to be discerning

of the information they acquire and to respect the work of others through proper citations.

According from the study of Balmeo (2014) the result shows that teaching-learning

process is undertaken more effectively with the use of technology. Results show that

there are problems encountered when integrating technology in teaching students with

special learning needs. Some of which have been noted to be on the side of the teachers,

some problems could be observed because of the students and some were from the

technologies themselves. Observantly, these have affected the flow of the teaching-

learning process.

A study conducted by Lirag et.al. (2014) they stated that considering that today’s

teaches are educated and trained in a traditional and teacher-centered approach, it takes

substantial effort and major paradigm shift to move on to a facilitative learner-centered

approach that is espoused by an ICT education setting. The readiness and acceptability

of the students and teachers are needed to be considered in ICT integration in improving

the quality of teaching and learning process. Their skills will vary depending upon a

several factors like the availability of the computers, their knowledge on how to use it and

the time when to utilize the technology.

A dissertation from Bay (2013) concluded that the technology-driven teaching

strategies were often used; specifically, the PowerPoint presentation being the frequently

used and video tutorial clips as the least used. PowerPoint presentations and digital

cameras are highly effective in the delivery of instruction, along with Audio Video

Presentation (AVP) and Video Tutorial Clips as effective strategies. However, using
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networking site group for collaborative learning, updates and announcements and

download sample images relevant to the lesson are perceived as the least effective

among the strategies. There are serious problems encountered by the students relative

to execution of the technology-driven teaching strategies under institutional/departmental

factors while only slight problems under both self/student and lecturer/facilitator factors.

The degree of effectiveness depends on how frequent the technology-driven teaching

strategies, while effectiveness is not affected by the problems they encountered during

the entire course.

Synthesis of the review studies and literatures

From the investigation and analysis of the literatures and studies, the researchers

gathered the information.

All of the studies and literatures stated that technology helps a lot inside the

classroom and education setting. Technology offer things that were previously deemed

impossible (Natividad, 2016), for example technology nowadays offer online schooling as

an alternative which everyone who wants obtain a degree cheaper and faster (Guevarra,

2012). Online classes work is not entirely dissimilar to a traditional classroom lecture; it is

still a teacher imparting knowledge to a learner. It makes the learning and teaching

process much easier and convenient to the learners and teachers part. Some part of

reviewed articles describes that from the traditional teaching method which teachers tend

to use manila papers and chalk and black board as visual aids are now much improved

into PowerPoint and/or software presentation, save time, money and effort. Teachers

benefit from learning tools that do not require traditional logistics and multiple materials
 20

(Garcia, 2016). Teachers must be well-trained and well-educated about how to adapt the

new setting of education especially the integration of technology.

Students at this time can also learn outside the classroom via the Internet.

Students can access modules, submit assignments, and consult with their teachers and

classmates online (Garcia, 2016). It makes the life of students more easier and

convenient Internet-savvy students describe dozens of different education-related uses

of the Internet; the way students think about the Internet in relation to their schooling is

closely tied to the daily tasks and activities that make up their young lives (Levin, 2002).

While from the study of Russel et.al. (2003) stated that as access to computer-based

technology in schools and classrooms increases, greater emphasis has been placed on

preparing teachers to use technology for instructional purposes.

Students are all digital natives – fluent "speakers" of the digital language of

computers, video games, and the internet, while teachers are digital immigrants who were

not born into the digital world but have adopted many aspects of the new technology.

(Santisteban, 2017). Technology gave conveniences especially in classroom settings yet

it still encounters a lot of hardware and software- related problems (Lorenzo, 2016).

Students and teachers must possess the 21st century skills which one must have

knowledge on how to use it and the time when to utilize the technology. The major causes

of generational gaps can be traced to a failure to communicate, lack of understanding

and unwillingness of old to listen to the young. (Serra) Despite the fast integration of

technology in education settings students must value and respect teachers no matter how

urgent change may be (Matulac)

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the methods and procedures that this study utilized. This
includes the research design, sampling technique/respondents of the study, setting or
venue of the study, data gathering tools/instrumentation, data gathering procedure and
statistical treatment.

Research Design

This study used the descriptive survey method which is suitable wherever the
subjects vary among themselves and one is interested to know the extent to which
different conditions and situations are obtained among these subjects. (Calmorin, 2010).
Descriptive survey was appropriate Intergenerational gap between 21st students and
traditional teachers at Sto Domingo Integrated High School.

Sampling Technique/Respondents of the Study

The term population is the aggregate or total of objects, persons, families, species
or orders of plants and animals. (Garcia, et al., 2011)

Grade 10 students were group into 6 sections, namely, Diamond (41 students),
Jade (51 students), Emerald (51 students), Garnet (51 students), Sapphire (45 students)
and Ruby (47 students) and including SDIHS faculty members (50 teachers). Thus, has
the total population of 336 for the school year 2018-2019. Using the Slovin’s formula at
5% margin of error, 183 target respondents were acquired from the total population.

Sampling may be defined as the method of getting a representative portion of a

population. (Garcia, et, al., 2011).
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Table 1 Distribution of Samples

Respondents Population Sample Percentage

A 41 22 12 %
B 51 28 15 %
C 51 28 15 %
D 51 28 15 %
E 45 24 14 %
F 47 26 14 %
G 50 27 15 %
Total 336 183 100%

Proportionate Stratified Random Sampling was utilized because the sample size
of each stratum in this technique is proportionate to the population size of the stratum
when viewed against the entire population. This means that each stratum has the same
sampling fraction. (explorable.com, n.d.)

Research Setting or Venue

Garcia, et, al.,( 2011) believed that if the census of the population by gender, age
group, income bracket, occupation or educational attainment will be obtained, a barangay
or a community may be an acceptable research setting or venue.

This study included the grade 10 students and SDIHS Faculty thus, the venue in
collecting data are in mentioned school where students are currently enrolled and the
teachers are currently hired.

Data Gathering Tool / Instruments

A teacher-made cross-sectional survey questionnaire using a 4-point Likert Scale

was adopted to address intergenerational gap between students and teachers. In
addition, interviews with semi-structured questions were given to the teachers and
students respondents to address intergenerational gap between teachers and students.
 23

The researcher asked competent authority, preferably someone who has a

master’s or doctoral degree in English to validate the contents and relevance of the
questions. Suggestions and changes proposed by the validating persons are incorporated
in the questionnaire.

This study used Likert Scale to find out the different responses of the respondents
based on the given weight from 1 to 4 as specified below:

VERBAL
SCALE WEIGHTED MEAN INTERPRETATION
4 3.50 – 4.00 Strongly Agree
3 2.50 – 3.49 Agree
2 1.50 – 2.49 Disagree
1 1 – 1.49 Strongly Disagree

Data Gathering Procedure

Preparation Stage

Letter of request was submitted to the advisers for signing and suggestions.
Afterwhich, permit was secured from the principal.

Administration Stage

After securing permit from the principal, questionnaire was distributed to the
target respondents with the assistance of the adviser. Instruction was given to the
respondents to ensure clarity. Ample time was allotted for the students to answer the
questions. Answers were collected for data analysis later on.

Statistical Analysis / Treatment

The researcher used the formula to obtain the percentage of each variable

The following statistical tools were utilized to address the intergenerational gap
between 21st century student and traditional teachers.
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Percentage

The following is the formula in computing percentage.

p= ( x / y ) * 100

Where;

P = percentage
x = X value, y = Y value

Weighted Mean

The mean was used because this is applicable to options of different weights.
(Calmorin, 2010). In this study, different weights were shown in the 4-way scale method.
The formula is:

∑fx
x=
∑f
x = weighted arithmetic mean

∑fx = Sum of all the products of f and x where f is the frequency of each weight and
x, weight, i.e., 4,3,2,1
Z Test

This research utilized z-test to address intergenerational gap between 21st

century student and traditional teachers. Significant difference existed because the
computed value was greater than the tabular value (TV) or (CV≥TV), that is, if the factors
affecting intergenerational gap has great effect in the 21 st century learners relation with
the traditional teachers.
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CHAPTER IV

PRESENTATION, ANALYSIS and PRESENTATION

This chapter presents the findings of the study in illustrative tables and analysis as

well as the interpretation based from the treatment of the data.

1. Demographic profile of 21st century students and traditional teacher in terms of:

Table 1.1
Frequency Distribution and Percentage of Respondents by Age
21st century students

VARIABLES FREQUENCY (f) PERCENTAGE (%)

13-15 years old 48 29%

16-18 years old 97 58%

19 and above 22 13%

TOTAL 167 100%

Traditional teachers

VARIABLES FREQUENCY (f) PERCENTAGE (%)

30-40 years old 12 44%

41-50 years old 9 34%

51 and above 6 22%

TOTAL 27 100%

Table 1.1 presents the ages of the respondents. The 48 students (48÷167*100 = 29%)

were aged 13-15 years old; majority of the students (97÷167*100=58%) were aged 16-

18 years old; and (22÷167*100) 2% of the respondents were aged 19 years old and
 26

above. It could be concluded that the average students participated the said research

were age raging 16 to 18 years old. On the other hand traditional teachers has 27

respondents; 12 or 44 % (12÷27*100) of them has age raging to 30 to 40 years old, the

next 34% or 9 were aged 41 - 50 years old(9÷27*100) and 22 % or 6 of them were aged

51 and above (6÷27*100).

2. How does 21st century students and teachers differ from each other in terms of:

Table 2.1
Responses of students and teachers in terms of Interest

Students Teachers Grand Mean

A. Interest WM VI WM VI WM VI
1. Old-fashioned books/printed Strongly
3.04 Agree 1.36 2.2 Disagree
books are less entertaining. Disagree
2. It is still the best when we
are talking random things
2.71 Agree 3.36 Agree 3.04 Agree
with friends with no gadgets
allowed
3. I know everything about
NBA rather than my
subjects / I know everything 3.39 Agree 1.57 Disagree 2.48 Disagree
about NBA rather than my
students name
4. I enjoy my company when
we are playing multiplayer Strongly
3.19 Agree 1.25 2.22 Disagree
games (e.g Mobile Disagree
Legends)
5. I save money to buy “in”
things and post it in social Strongly
3.06 Agree 1.29 2.18 Disagree
media (e.g Starbucks, Milk Disagree
tea)
General Weighted Mean 3.08 Agree 1.77 Disagree 2.42 Disagree
WM- weighted Mean; VI- Verbal Interpretations
 27

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.1 shows that 21st century students agreeing that “Old-fashioned

books/printed books are less entertaining” with the weighted mean 3.04, while the

traditional teachers respond “Strongly Disagree” as it shown in their weighted mean 1.36.

The statement “It is still the best when we are talking random things with friends

with no gadgets allowed” was agreed by the both side with the weighted mean 2.71 for

students and 3.36 by the teachers. Their difference is that traditional teachers has higher

weighted mean that shows they enjoy the moment with friends when all the gadgets are

kept. 21st century students respond that they “have knowledge about NBA rather than

their subjects” with the weighted mean of 3.39, on the other hand traditional teacher

contradict the statement “I know everything about NBA rather than my students

name” with the weighted mean 1.36. It shows that teachers have knowledge about NBA

yet more knowledgeable about their students. Meanwhile students respond “agree” with

the weighted mean 3.19 in the statement “I enjoy my company when we are playing

multiplayer games such as Mobile Legends”. With the same statement teachers

respond “strongly disagree” with the weighted mean 1.25. These stated that students

enjoy their moment together with friends or classmates when playing application on

gadgets. The last statement “I save money to buy “in” things and post it in social

media (e.g Starbucks, Milk tea)” students respond “Agree” as shown in their weighted
 28

mean 3.06 while the traditional teachers respond “Strongly disagree” as interpreted in

their weighted mean 1.29.

Table 2.1 shows that 21st century students respond “Agree” with the weighted

mean 3.08 and traditional teachers respond “Disagree” with the weighted mean 1.77 in

the questions about Interest, it simply shows their differences in Interest. It can perceived

that 21st century students are all digital natives – fluent "speakers" of the digital language

of computers, video games, and the internet, while teachers are digital immigrants who

were not born into the digital world but have adopted many aspects of the new technology

(Santisteban, 2017)

Table 2.2
Responses of students and teachers in terms of Social Life

Students Teachers Grand Mean

B. Social Life
WM VI WM VI WM VI
1. I talked to everyone even
Strongly
at strangers in internet 3.37 Agree 1.32 3.37 Agree
Disagree
world.
2. When I have free time, I
prefer to go somewhere Strongly
3.37 Agree 1.11 3.37 Agree
(gumala) rather that Disagree
sleeping or resting
3. I believe that the more
Strongly
reacts on social media the 2.86 Agree 1.29 2.86 Agree
Disagree
more society accepts you.
4. I have “internet friends”
where we share secrets Strongly
3.01 Agree 1.36 3.01 Agree
yet we never met Disagree
personally
5. Love life is not destruction
3.16 Agree 1.82 Disagree 3.16 Agree
to study.
Strongly
General Weighted Mean 3.15 Agree 1.38 3.16 Agree
Disagree
WM- weighted Mean; VI- Verbal Interpretations
 29

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.2 shows that 21st century students respond “Agree” to the statement “I

talked to everyone even at strangers in internet world.” with the weighted mean 3.37,

while the traditional teachers respond “Strongly Disagree” as it shown in their weighted

mean 1.32. The statement “When I have free time, I prefer to go somewhere (gumala)

rather that sleeping or resting” was agreed by 21st century students with the weighted

mean 3.37 and “Strongly disagreed” by traditional teacher with the calculated weighted

mean 1.11. Teachers tend to sleep or take a rest when free time rather than go

somewhere else. 21st century students respond that they “believe that the more reacts

on social media the more society accepts you” with the weighted mean of 2.86, on

the other hand traditional teacher contradict the statement “I believe that the more

reacts on social media the more society accepts you” with the weighted mean 1.29.

It shows that students see “reacts on facebook” as the criteria or qualification. Meanwhile

students respond “Agree” with the weighted mean 3.01 in the statement “they have

internet friends where they share secrets yet they never met personally”. With the

same statement teachers respond “Strongly Disagree” with the weighted mean 1.36. The

last statement talking about “Love life is not destruction to study” students respond

“Agree” as shown in their weighted mean 3.16 while the traditional teachers respond

“Strongly disagree” as interpreted in their weighted mean 1.82.

 30

Table 2.2 shows that 21st century students respond “Agree” with the weighted

mean 3.15 and traditional teachers respond “Strongly Disagree” with the weighted mean

1.38 in the questions about Social Life, it simply shows the difference of their lives socially.

It can perceived that Digital technology transformed communication and collaboration

opportunities (Rose Hennes, 2014)

Table 2.3
Responses of students and teachers in terms of Discipline

Students Teachers Grand mean

C. Discipline WM VI WM VI WM VI
1. I always wear my
uniform and have my Strongly
2.53 Agree 3.57 3.05 Agree
hair (cut) as specified Agree
in school rules
2. I came to school 30
minutes or 1 hour
2.26 Disagree 3.29 Agree 2.78 Agree
earlier from the
scheduled time
3. I came to school with
complete basic
2.59 Agree 3.36 Agree 2.98 Agree
requirements/ needs
(ex. pen, papers)
4. I always leave the
Strongly
comfort room clean 2.89 Agree 3.75 3.32 Agree
Agree
every time I used it
5. I am early riser, I wake
up early even there’s
no work / I am early 1.98 Disagree 3.43 Agree 2.71 Agree
riser, I wake up early
even there’s no class
General Weighted Mean 2.45 Disagree 3.48 Agree 2.97 Agree
WM- weighted Mean; VI- Verbal Interpretations
 31

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.3 shows that 21st century students respond “Agree” to the statement “I

always wear my uniform and have my hair (cut) as specified in school rules” with

the weighted mean 2.53, while the traditional teachers respond “Strongly Agree” as it

shown in their weighted mean 3.57. The statement “I came to school 30 minutes or 1

hour earlier from the scheduled time” was “Agreed” by traditional teachers with the

weighted mean 3.39, while the 21st century students admitted that they came late as the

researchers interpreted their weighted mean 2.26 as “Disagree”. The statement “I came

to school with complete basic requirements/ needs (ex. pen, papers)” was agreed

by the both side with the weighted mean 2.59 for students and 3.36 by the teachers. Their

difference is that traditional teachers has higher weighted mean that shows they are

prepared when going to school, has basic needs at their bag. Meanwhile students

respond “agree” with the weighted mean 2.89 in the statement “I always leave the

comfort room clean every time I used it”. With the same statement teachers respond

“Strongly Agree” with the weighted mean 3.75. The last statement “I am early riser, I

wake up early even there’s no work / no class” students respond “Disagree” and

admitted that they wake up a bit late knowing there is no class as shown in their weighted

mean 1.98 while the traditional teachers respond “Agree” as interpreted in their weighted

mean 3.43, maybe due their other responsibility as parents.

 32

Table 2.3 shows that 21st century students respond “Disagree” with the weighted

mean 2.45 and traditional teachers respond “Agree” with the weighted mean 3.43 in the

questions about discipline, it simply shows their differences in Discipline. It can perceived

that sometimes, these behavioral changes come about completely unintentionally as new

technologies come on the scene and make behaviors that were once a normal part of life

completely obsolete. This can even have unintended consequences that aren’t so great

(AppliedBehaviorAnalysisEdu.org, 2018). The increase of internet usage by students has

created new issues for schools concerning a school’s ability to discipline students for

inappropriate online conduct (Osborne, 2007)

3. Is there any significant different in the intergenerational gap between 21st century

students and traditional teachers?

Table 3

21st century Traditional

Test statistics Z-test result Decision Description
Students teacher

Weighted Mean 2.87 2.21 Reject null

2.29 > + - 1.96 Significant
Variance 0.17 1.08 hypothesis

Table 3 shows the difference between 21st century students and traditional

teacher. Weighted mean was computed, 21st century students has weighted mean of 2.87

with the variance 0.17. While the weighted mean of traditional teachers resulted to 2.21
 33

with the variance 1.08. Z-test was used to determine the difference of two variables,

through this the result was figured out, 2.29 is higher than the critical value + - 1.960.

The computed z-test statistic implies that there is significant difference in the

intergenerational gap between the 21st century students and traditional teachers.

Therefore, the hypothesis that there is no significant difference in the intergenerational

gap between 21st century students and teachers is rejected

 34

CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusion made and the

recommendations offered.

Based on the results and discussions, the following are the summary of findings:

1. This study was conducted in Santa Rosa Laguna, with the population of 336.

Through “Proportionate Stratified Random Sampling” sample was figured- 183

respondents. The special problem was conducted to address intergenerational

gap between 21st century students and traditional teachers in SDIHS. It aims to

find out the appropriate answer for the questions: How does 21st century students

and teachers differ from each other in terms of Interest, Social life and Discipline;

and Is there any significant different in the intergenerational gap between 21st

century students and traditional teachers?

2. Traditional teachers and 21st century students are the respondents of this study

where they are given separate questionnaires.

3. In terms of Interest, Old-fashioned or printed books are less entertaining for

students as they respond “Agree” with the weighted mean 3.04 while the

traditional teachers contradict, they response “Strongly Disagree” with the

weighted mean 1.36.

4. In terms of Social life, 21st century students “Agreed” that they have “internet

friends” where they share secrets yet they never met personally as shown in
 35

their weighted mean 3.01, while the traditional teacher stated “Strongly Disagree”

as verbally interpreted in their weighted mean1.36.

5. In terms of Discipline, talking about leaving the comfort room clean after using

it, 21st century students stated “Agree” as shown in their weighted mean 2.89

while the traditional teachers “Strongly Agree” with the weighted mean 3.75

6. Throughout the test of difference in the intergenerational gap between 21st century

students and teachers, z test illustrates that computed value 2.29 is higher than

the critical value which is +- 1.960. The null hypothesis was rejected.

CONCLUSION

From the findings, the following conclusions were drawn:

1. This study has 183 respondents that holds traditional teachers and 21 st century

students’ respondents.

2. They are given separate questionnaire

3. In terms of interest, Old fashioned or printed books are less entertaining for 21 st

century students but for traditional teachers, it’s not.

4. In terms of social life, 21st century students admitted that they have so-called

internet friends and they share secrets yet they never meet personally, but for

traditional teachers it’s hard to trust someone you never know personally (strongly

disagree)

5. In terms of discipline, traditional teachers are more likely leave the comfort room

clean after using it than the 21st century students

 36

RECOMMENDATIONS

Based on the conclusions made, the following recommendations are given.

1. Students and teachers must aware about their differences in interest, social life,

discipline and many more

2. Students should understand the gap that is present between them and the teacher.

3. Teachers should educate their selves and learn to adjust about the changing

environment

4. Principal or who are in authority must have programs to educate both sides about

the gaps between them. Have team building activities or any activities that

somehow open the feelings and thoughts of both sides.

5. Future researchers are encouraged to have further study about the Gaps between

21st century students and traditional teachers. Researchers highly recommend to

conduct this study in Qualitative Exploration to have wider perception and views.