1

Chapter 1

Introduction

Background of the Study

In introducing new assessment techniques, it can support

beneficial change in teaching once the learning goals are well matched

to the assessment method. As well as, it is more beneficial if it

illustrates how the students will use the required importance of

conceptual knowledge and skills prior to the assessment. In fact, in

changing assessment practices, if it includes intellective processes and

thorough explanations it will induce better learning and understanding

to the students. Thus, if the assessment technique is not matched

properly to the learning goals of the subject which happens in almost

every institution then the learning process of the students will be at

stake.

Globally, the traditional pen and paper assessment is generally

utilized in schools. Through decades of its implementation, several

issues arise that questioned the reliability and efficacy of this

assessment method (Hensley, 2015). First, lengthy processes are

associated with this kind of assessment (Explorance.com, 2013). For

this reason, teachers will not receive the test results immediately, thus

the value of time in responding immediately to students’ concerns is

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lost (Shapiro, 2004). Moreover, using pen and paper assessment is

very costly, specifically the process in reproducing test questionnaires

and answer sheets (Paton, 2013). Besides, this method of assessment

is very prone to cheating (Aldridge, 2015). This kind of assessment is

considerably not the best method in assessing students’ learning and

performance (Armstrong, 2013). In fact, 21st century students prefer

in typing their answers on keyboard than writing it down on a paper

(Shepherd, 2010).

In the Philippines, the ratio of teacher-student has an average

of 1:65 (Gmanetwork.com, 2010) along with a six-hour class every

day, teachers complained that using pen and paper in student

assessment is very time-consuming with time for checking as the

highest complaint followed by reproduction of test papers, test

preparation, and types of questions or test. Meanwhile, students’

behavior and attitude is their greatest concern in terms of student-

related problems especially since students found assessment as a

fault-finding activity causing disinterest. Generally, teachers noted that

the quality of the tests is of utmost problem granted that they have no

idea on how to determine its validity and reliability (Lasaten, 2016)

given the fact that Philippines have no specific set of standards in

conducting a classroom assessment (Magno, 2013).

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All the issues mentioned above have also been encountered in

Tagum National Trade School (TNTS) particularly financial, time, and

cheating issues. As a solution, a teacher handling Empowerment

Technology (E-Tech) subject initiated the implementation of an

alternative assessment commonly called Computer-Aided Assessment

(CAA) in administering students’ quizzes and quarterly examinations.

The teacher commented that using this type of assessment indeed

reduces time, since scores are automatically displayed, eliminates the

issue on test paper reproduction, and reduces the chances of cheating.

Correspondingly, to determine the impact of CAA to the students this

study has been carried out find out the CAA’s influence to the attitude

of the students.

The results of this study have been a helped in the institution

in adopting a new mode of assessment in determining students’

acceptability and attitudinal responses towards a given method of

assessment. This study assisted educators who are trying to improve

the assessment strategies and knowing students’ perceptions and

reactions during the assessments. This study identified students’

acceptability of CAA and attitude of students in E-Tech in knowing their

responses and perspectives.

All of the findings of this study has been a great help in further

understanding the importance of CAA as a new method of assessment

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in TNTS. Henceforth, it was the intention of the researchers who took

the resolution in conducting this evaluative research of the on-going

implementation of CAA in Empowerment Technology at TNTS.

Research Objectives

The main thrust of this study was to find out the influence of

computer-aided assessment to students’ attitude in Empowerment

Technology.

Specifically, this study aims to:

1. describe the level of acceptability of computer-aided assessment

in Empowerment Technology in terms of:

1.1 perceived usefulness

1.2 perceived ease of use

1.3 perceived fairness;

2. identify the level of attitude of the students in Empowerment

Technology in terms of:

2.1 affective attitude

2.2 effort

2.3 interest

2.4 cognitive;

3. assess if there is a significance on the difference on the attitude

of the students in E-Tech when they are grouped by:

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3.1 grade level

3.2 sex;

4. determine the relationship between the computer-aided

assessment and the attitude of students.

Hypotheses

The following hypotheses were tested at 0.05 level of

significance.

1. There is no significant difference on the students’ attitude when

respondents are grouped by grade level and sex.

2. There is no significant relationship between the computer-aided

assessment and the level of attitude of students.

Review of Related Literature

This section includes various authorized sources reviewed in

relation to the study. Mainly reviewed studies are on the

implementation of computer-aided assessment and its effects,

specifically on students’ attitude. The first part is the discussion of the

importance of computer-aided assessment followed by the discussion

of students’ attitude when assessed through computers and

corresponded by its indicators.

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Computer-Aided Assessment

Globally, a gradual increase in using computers for assessment

was observed in Higher Educational institutions (Sim, Holifield, &

Brown, 2004) which raised the question on how satisfactory this type

of method is to the children (Sim and Horton, 2005). With this in

mind, the previously mentioned authors conducted a study that

investigated the performance, achievement and attitude of twenty

children aged between 7 and 8 of mixed gender at a Primary School in

Lancashire, England towards paper-based test (PBT) and computer

based test (CBT)– Europress Key Stage 1 Science software. The

participants have undergone both assessment methods with two of the

researchers giving the PBT first while the other two gave CBT first to

minimize any learning effect caused by doing one test followed by

another. Prior in taking the test, the participants answered a short

questionnaire regarding their gender and computer usage. After taking

the tests, they were then asked to complete a smarty-o-meter to

indicate their preference. Results showed that 50% showed better

performance on PBT, 25% on CBT, and 25% showed no difference. In

contrast, students who performed better on paper-based test preferred

taking the computer-based test. Evidently, children as young as 7

prefer using computer in taking assessments which supporting the UK

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governments’ intent in introducing computer assisted assessment into

both primary and secondary schools (Sim and Horton, 2005).

Akcay, Duramz, Feyzioglu, and Tuysuz (2006) compared the

effects of computer-based learning and traditional method on students’

attitudes and achievement towards analytical chemistry. The students

from Chemistry Education Department at Dokuz Eylul University,

Turkey, were selected randomly and divided into three groups; two

experimental (Eg-1 and Eg-2) and a control (Cg). Results showed that

there are significant differences between control group and both

experimental groups and between experimental groups on computer

attitudes and analytical chemistry attitudes were found. Furthermore,

analytical chemistry achievement in experimental groups was

significantly higher from the control group. The authors have

recommended, universities for both distant education and formal

education in Turkey must prepare the education software and HEHAsit

program is the most appropriate to use for universities because

experts must work together while preparing the programs (Akcay, et

al., 2006).

Shoemaker (2013) examined the effectiveness of computer-

aided instruction using a standards-based software program from the

fifth grade students’ attitude and achievement in math. The study

consists of 91 fifth graders participants from a small rural school

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district in South-central Pennsylvania and the participants are

randomly assigned to treatment or control. To analyze the results of

the study ANOVA was used as a statistical analysis. In addition, the

results revealed in the attitude survey that there is no statistically

significant difference between the control and treatment groups

towards computer-aided instruction. Another, it also showed that there

is no significant difference between the control and treatment groups

in terms of high-achieving students and low-achieving students. The

author recommended for further study is to use a qualitative approach

in examining student attitude toward learning with technology

(Shoemaker, 2013).

The study of Pilli (2008) examined the impact of computer

assisted instruction with the software Frizbi Mathematics on students’

achievement, attitudes and retention in mathematics lessons. The

study was conducted in state primary school Sht. Osman Ahmet in

Gaza Magusa. In fact, there are 55 fourth grade students participated

the study that are randomly selected and divided into two groups

which are experimental and control. At the beginning of the study,

reliability analysis was conducted to test the reliability of the

achievement tests and attitude scales using descriptive and inferential

statistical analysis methods. The results of the study revealed that

pretest and posttest demonstrated that there were significant

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differences between achievement tests’ mean scores of students in the

experimental and control group on the first unit “Multiplication of

Natural Numbers” in the favor of computer-assisted instruction with

Frizbi Mathematics. Another, it also showed that there was a

significant difference between the experimental and control groups’

attitude towards mathematics. For this reason, the author

recommended that future studies should be carried out for different

grade levels to investigate the effectiveness of CAI in mathematics

education (Pilli, 2008).

To investigate the applicability and acceptance of the students

in using Computer Based Test (CBT), Akanmu, Enikuomehin, Jimoh,

Salman, and Yussuff (2013) modified the Technology Acceptance

Model (TAM) developed by Davis (1989) adding the construct

Perceived Fairness. Utilizing stratified random sampling technique, the

study involved 222 undergraduate Computer Science students at

University of Ilorin using quantitative approach. Only 210

questionnaires were returned indicating a 98% response rate. Findings

showed that a user friendly and an aptly designed CBT interface,

influences students’ perception of CBT usefulness which in turn

influences students’ acceptability of the system. In like manner,

majority of the students scored better, indicating the acceptance of the

system proving that the perceived fairness also influences students’

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behavioral intention. As a recommendation, since the system’s

interface affects both perceived usefulness and behavioral intention,

administrators should therefore focus in ensuring that the system is

user-friendly and easy to learn. Lastly, a system should be specified

based on its intended users to have the desired results (Akanmu, et

al., 2013).

Jamil (2012) investigated the students’ perception of the

contemporary utilization of CAA or online examinations. A total of 111

participants (60 Public Sector and 53 Private Sector) universities in

Pakistan (Higher Education Commission, 2008), out of which 36 (20

Public Sector and 16 Private Sector) universities from Punjab Province

were delimited for this study. The results indicated a good majority of

the students declared their positive attitude towards CAA: ‘interactive

exercises help to improve marks' and 'CAA is helpful in self-

assessment’. Additionally, it was found out that students were

knowledgeable about online examinations, due to online admission

tests of medical colleges; online NTS, GAT, GRE, MS Certification,

TOEFL tests and computer-based classroom tests. The author’s

recommendation to the researchers who are interested to apply CAA

must take a preliminary step to control unexpected technological

problems to find CAA a most beneficial system of examination (Jamil,

2012).
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Perceived Usefulness

Nurcan (2010) submitted in his master thesis that perceived

usefulness was the most important determining factor in students’

willingness to use computer-aided assessment systems. Additionally,

(Terzis & Economides, 2011) noted that recent studies have shown

that perceived ease of use, perceived usefulness along with perceived

playfulness and computer self-efficacy each has a significant role in

predicting attitudes of students towards CAA. Furthermore, Akanmu et

al. (2013) supported their claim that perceived usefulness has a

positive influence on the participants’ intention to use the system and

students’ attitude (Ngai et al., 2007; Teo, 2009).

Perceived Ease of Use

Akanmu et al. (2013) stated that perceived ease of use along

with perceived usefulness are of primary relevance for computer

acceptance behaviors. (Ngai, Poon, & Chan, 2007) claimed that there

is evidence that perceived ease of use influences students’ attitudes.

Perceived Fairness

According to Handley and Walker (2015) addressing perceived

fairness in the computer-aided assessments reassures students to be

more secured against cheating issues since they are given enough

space in focusing on their own computer and reduced anxiety levels on

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students’ feelings that further help them to be more interested and

focused on the outset of the assessment.

Students’ Attitude

Since there are a lot of studies concerning the attitude of

instructors, e-learning experts and educational technologists towards

e-learning, Dermo (2009) conducted a study that seeks to measure

student opinion as well as to identify possible risks in planning e-

assessments. He delivered an online survey to 130 undergraduates

who have been through an online assessment at the University of

Bradford in the academic years 2007-2008 taking the six dimensions

proposed by Bryman & Cramer (2001) namely: affective factors,

validity, practical issues, reliability, security, and pedagogy; as

indicators in measuring student perception and converting it into

numerical values. The mean ratings are all positive indicating that the

participants have positive feelings and attitudes toward e-assessment.

The most positive aspect of e-assessment in the eyes of students

concerned the benefits that it can bring to pedagogy (Dermo, 2009).

Tella and Baslunon (2012) examined the attitude of the

students by the mode of computer based test/examination. The study

consisted of 2209 undergraduate students selected from 7 out of 10

faculties. These faculties are the faculty of Art, Agricultural Science,

Business and Social Sciences, Communication and Information

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Sciences, Education, and Engineering Technology and Science. The

results of this study implies that the students have a strong perception

that CBT has impacted their performances. On the basis of this study,

the authors suggested that alternative should be provided in form of a

paper and pencil test for students who find it difficult to read on the

screen (Tella and Baslunon, 2012).

Blazer (2010) conducted a research study about the

discrepancy of computer-based and paper-and-pencil assessment

towards the students’ attitude. Stating that there are few differences

when multiple choice tests are taken on computer instead of paper.

There are a total of 144 students who has been participated in the

computerized FCAT (Florida Comprehensive Assessment Test) Reading

Retake and 59 students participated in the FCAT Mathematics Retake.

The main purpose of this study is to know what is more convenient to

use when it comes to examinations. Results showed that computer-

based tests underestimate the performance of students who are not

accustomed to working on computer because their inability to use

keyboard proficiently interferes with their ability to communicate in

writing. On the other hand, paper-and-pencil tests underestimate the

performance of students who are accustomed to working on computers

because writing their answers on paper interferes with their ability to

record and edit their ideas. The author’s recommendation is that the
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computer-based assessments should be piloted in a few schools to

ensure that they produce equivalent results before they are

administered on a statewide or district wide basis (Blazer, 2010).

For successful implementation, it is important to know

students’ attitudes and reservations and how they can be positively

influenced’ (Deutsch, Herrmann, Frese, and Sandholzer, 2012), as

such, they organized a study aiming to examine possible attitudinal

changes towards computer-based assessment (CBA) involving 383

fourth-year medical students (8th semester) at the Leipzig Medical

School giving web-based primary care mock examination. Using a self-

created questionnaire and ten-point Likert Scale, overall, positive

changes in attitude as well as in terms of the perceived ease of use,

the perceived objectivity, and the acceptance of CBA were discovered.

However, there was no significant difference between gender and age

but the former seems to be influenced by the dissimilarity in computer

self-efficacy and seem to lessen after one practical experience. Strong

reservations about technical problems can be said to influence test

performance and results in summative assessments (Deutsch, et al.,

2012).

Uzunkavak and Yurdabakan (2012) investigated the attitudes

of primary school students towards computer based testing and

assessment in terms of different variables. A total of 784 students

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(390 females and 394 males) from those 48 schools in Turkey

participated the study. The results of this study revealed that

significant differences exist between attitudes of students from

different schools. On the other hand, the variance analyses done to

compare the attitudes towards CBAs in terms of grade levels and

periods of participation yielded no significant differences. In addition,

the author recommended especially for the subsequent research to

study the influence of such practices on student achievements,

customs in learning and assessment, and more importantly, on test

development and application opportunities (Uzunkavak and

Yurdabakan, 2012).

Affective Attitude

One of the three components of attitude, based on the ABC

Model of attitude, is affective. It is defined as feelings and emotions

about the attitude object. ABC Model of attitude is one of the most

cited (Eagly & Chalken, 1998; Van den Berg et al., 2006) models of

attitude (Vishal, 2014). Additionally, affective is also a component in

the Survey of the Attitudes Towards Statistics (SATS) defined as a

component assessing student’s expression towards the course. The

items used to measure the expression are statements showing

student’s interest, not feeling threatened, not disappointed, fun, and

not stressed in solving a statistics problem and in following the course.

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In this study, attitude object refers to the subject Empowerment

Technology and the researchers used an adopted version of the

aforementioned statements.

Effort

The study of attitude is gaining importance because of its

influence over an individual’s behavior. One possible reason for the

popularity of the attitude concept is that social psychologists have

assumed that attitudes have something to do with social behavior

(Wicker 1969). On the other hand, students’ effort is also among the

components assessed. If one student showed that they have given

superb effort, they are categorized as having a positive attitude

towards subjects. This component is assessed with statements such as

students’ intention in completing all the assignments, studying hard

and attending all lectures in the subject. Thus, effort and attitude are

a direct determinant of one another. The effort plays a big role to

one’s attitude for effort without results reduces the attitude. And a

poor attitude eventually leads to less effort (Marshall and Mc Hardy,

1999).

Interest

Another component of attitude included in the SATS is

interest. Interest is a component assessing students’ tendency towards

the subject. Items used in assessing this attitude is whether or not the
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student is interested in talking about related topics with other

individuals, using statistics, understanding the statistical information

and their interest in learning statistics (Ashaari et al., 2011).

Cognitive

Cognitive has been considered as one of the components in

attitude by a lot of authors. One of it is in a study conducted by Botha,

Bothma, Brink, Cant, Diggines, Machado, Moseki, Kloppers, and

Theron (2007) where cognitive is defined as a component that refers

to a person’s knowledge and perceptions that acquired by direct

experience with the product and other sources of information. This

component is also included in the ABC Model where it is denoted as

the beliefs an individual has about an attitude object (Jain, 2014). The

researchers of this study used Ashaari et. al’s, (2010) definition stating

that the students’ attitude towards the knowledge and intellectual skill

in using the statistics knowledge. The items used to measure this are

statements showing students not having difficulties in understanding

the lessons and students having high scores, if not all, most of the

assessment during the semester.

Synthesis

The foregoing studies and literature have been very useful and

helpful to the study. Many authors came up with similar findings that

computer-aided assessment affects the attitude of students. In other

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words, the acceptability of the students on the computer-aided

assessment affects their attitude during the tests. Additionally, several

authors implied that students who are accustomed on the CAA has

shown better performance on their tests. This links with the present

study particularly on finding out the influence of computer-aided

assessment towards students’ attitude. The studies and literature

reviewed have broadened the researchers’ knowledge and have been a

helped in providing pertinent information to the foundation of the

study.

This present study is distinct among the previously cited

authorities in a way that this study is the first to be conducted to

determine the effects of computer-aided assessment and attitude of

students in a certain subject. Also, this study is the very first to be

conducted in the locality of Tagum City.

Theoretical Framework

This study is anchored on Davis’ theory of Technology

Acceptance Model (TAM) modified by Akanmu et al. (2013), stating

that attitude is not the only thing that determines a user’s approval of

the system but it is also based on the impact it will have on his

performance (Davis, 1989). Whether a student does or does not

welcome an information system, the probability that he will adopt the

system is high if he thinks that it will improve his performance. Hence,

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according to Akanmu et al. (2013), who used TAM in testing the

acceptability of computer-aided assessment on students, stated that

the more the students will accept the CAA the greater the chance it

will influence their performance and attitude responses in the subject.

Likewise, Daly & Waldron (2002) also stressed that during the

implementation of CAA the students’ acceptance of the assessment will

depend on their performance and attained scores in the test. Students

who have high results are more likely to accept the new mode

assessment that eventually results into positive learning outcomes and

progressive attitude results in the subject (Chin, 1990).

On the basis of the previously cited authorities, the researchers

conceptualized that computer-aided assessment affects students’

attitude. It is assumed that the level of students’ acceptability of the

computer-aided assessment has a great impact on the attitude of the

students in the subject. The conceptual framework of the study is

found in figure 1.

On this framework, the independent variable is the computer-

aided assessment with the following indicators: perceived usefulness,

this is to which a person believes that the use of a system will improve

performance; perceived ease of use, refers to the degree to which a

person believes that the use of system will be effortless; and perceived
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fairness, refers to the multidimensional categories of fairness which

are the outcome fairness (distributive justice) and process fairness

(procedural justice). The dependent variable is students’ attitude with

the following indicators affective attitude, often used to indicate the

affective associations with or affective evaluations of behaviors

influencing feelings or emotions; interest, the state of wanting to learn

or to know; effort, an attempt to make progress; and cognitive, the

act or process of perceiving and knowing. The moderator variables

under the dependent variable are grade level and sex.

Independent Variable Dependent Variables

Computer Aided Students’ Attitude

Assessment  Affective Attitude

 Effort
 Perceived Usefulness  Interest
 Perceived Ease of Use  Cognitive Capability
 Perceived Fairness

Moderator Variables

 Grade Level
 Sex

Figure 1. Conceptual Framework Showing the Variables of the Study

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Scope and Limitation of the Study

The study focuses on senior high school students’ attitude,

pertaining to the implementation of a computer-aided assessment,

taking Empowerment Technology in the first semester at Tagum

National Trade School for the school year 2017-2018. 176 senior high

school students participated throughout the study. The software

applications used in the study are iSpring Quizmaker and Adobe Flash

Player.

The limitations of the study are the following. First was the

number of population. Since the total number of students who have

undergone this assessment were at most a quarter of senior high

school population and 16% of the whole population, it reduces

generalizations of results to other year levels. Second was the number

of participants during the administration of the questionnaires. In the

day of the administration, since some of the students were absent the

number of participants did not meet the required number of

participants in the study. Third, was the gap of days between the

administration of the questionnaires and the final exams of the

students. This may have resulted in the students forgetting some of

the feelings and opinions they may have had at the actual conduct of

the assessment.
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Significance of the Study

The findings of this study will make the TNTS administrators

realize that computer-aided assessment could become a new and

essential method in assessing students in the future assessments for

the entire school of Tagum National Trade School. This could also help

in curating assessment practices of the institution. Hence, CAA could

be incorporated to the new curriculum guide under assessment

methods.

The results of this study will assist the teachers in improving

their assessment practices in determining students’ performance

without any biases and alleviate issues during quizzes and quarter

assessments. Moreover, this assessment method will lessen the

workload of the teachers provided that results are recorded in a soft

copy every after the assessment and also there is no need for test

papers in every quarterly assessment.

The results of this study will make the students become more

aware and focused during assessments enabling them to concentrate

on the computers during assessments. Thus, students’ test results

after the assessment will be determined honestly. Due to this, this new

method of assessment would encourage students to study harder

every assessment.
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The results of this study will help the future researchers to

obtain more pertinent information coming from this study. This study

will contribute meaningfully to the existing human knowledge in

understanding the effects of computer-aided assessments specifically

its influence to the attitude of the students. Thus, this study will help

to provide basis in strengthening future ideas and theories of the

future researchers who will conduct a similar study.

Definition of terms

The terms that are relevant to this research study were

defined conceptually and operationally for clarity and common frame

of reference.

Computer-Aided Assessment (CAA). This refers to the

practice of giving quizzes and tests on the computer instead of using

pencil and paper (ProProfs.com, 2015). This term refers to the

integration of computers in conducting assessments like quizzes and

quarterly examinations and subjected for evaluation of its effects as

this study is conducted. This is measured in terms of perceived

usefulness, perceived ease of use, and perceived fairness.

Attitude. This is the bodily state of readiness to respond

in a characteristic way to a stimulus (Merriam-Webster, 2017). In

this study, this term refers to the attitude of students in E-Tech

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which will be measured in terms of affective attitude, interest,

effort, and cognitive capability.

Empowerment Technology (E-Tech). This is a computer

subject offered in Senior High School in information and

communication technologies as a tool for curating, contextualizing,

collaborating, and creating content and experiences for learning in the

professional tracks (DepEd.gov.ph, 2013). In this study, this term

refers to the specialized subject offered in TNTS specifically for senior

high school students where this is the subject that has implemented

CAA in its quizzes and quarterly examinations.

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Chapter 2

Method

In this chapter, discussions of the research design,

respondents of the study, research instruments, data collection

procedure and data analysis are presented.

Research Design

The non-experimental design using correlational technique

was utilized in this study. According to Fraenkel, Wallen & Hyun (1993)

this research design determines the relationship among two or more

variables. Furthermore, this seeks to investigate the extent to which

one or more relationship of some type exists. Generally, this kind of

research is carried out when one wants to look for and determine

influences of relationships that may be present amidst the realistically

happening phenomena without attempting to alter the phenomena in

any way. This research design is fitting to this study in order to

determine the relationship between computer-aided assessment and

the attitude of students in Empowerment Technology.

Respondents of the Study

The participants of the study are the senior high school

students of Tagum National Trade School as found in Table 1. They are

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the students of Empowerment Technology subject under the first

semester of the S.Y. 2017-2018. Stratified random sampling technique

was employed in the selection of the student—participants. Wherein,

during the actual administration of questionnaires, lottery technique

was used to randomly select the participants. There were two lottery

boxes, one for female and one for male. Inside the box were sheets of

paper containing 1 and 0, where 1 signifies the chosen participants

and 0 signifies who were not included.

Table 1

Distribution of Respondents of the Study

Sample

Grade Population Gender Total %

Level F M

Grade 11 239 77 57 134 43%

Grade 12 75 27 15 42 13%

Total 314 104 72 176 56%

% 100% 33% 23% 56%

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Research Instruments

Two sets of questionnaires were used in gathering data from

the respondents. The first instrument was adopted from Technology

Acceptance Model of Davis which was revised to measure students’

acceptability to the computer-aided assessment with the following

indicators: perceived ease of use, perceived usefulness and perceived

fairness. The second instrument was a modified instrument to measure

the students’ attitude adopted from the Survey of the Attitudes

towards Statistics (SATS) questionnaire.

The questionnaire on the computer-aided assessment in

Empowerment Technology has measured the students’ acceptability of

the system. This questionnaire is composed of 15 items with 5 items

on each indicator which are the perceived usefulness, perceived ease

of use and perceived fairness. The questionnaire on attitude of

students in Empowerment Technology has measured the students’

attitude of the subject composed of 20 items, 5 items for affective

attitude, 5 items for interest, 5 for effort and 5 for cognitive.

The two sets of questionnaires were presented for validation.

The first validator is a computer programming and computer systems

servicing teacher who graduated with a degree in Computer Science,

the same as the second validator. After accumulating their validation

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sheets, the researchers then integrated their suggestions onto the

questionnaires. Subsequently, it was given to 50 students, for pilot

testing, who had the same characteristics from our participants but are

not part of the actual participants. Immediately after collecting the

questionnaires, it was then subjected to a statistical treatment using

Cronbach Alpha giving a result of a 0.85 reliability index. This meant

that the questionnaires were reliable and ready for administration.

The researchers then administered the questionnaires to 176

participants with a turnout of 166 returned questionnaires due to

unforeseen events. The questionnaires were then compiled and

readied to be subjected to the different statistical tools.

For the level of students’ acceptability of computer-aided

assessment in Empowerment Technology, the following parameters

were used:

Scale Descriptive Equivalent Interpretation

4.51– 5.00 Very High This means that the

utilization of CAA as
perceived by students
learning in E-Tech is very
much accepted. The condition
embodied in each item
reflected in the questionnaire
is very much observed.
 29

3.51 – 4.50 High This means that the

utilization of CAA as
perceived by students
learning in E-Tech is much
accepted. The condition
embodied in each item
reflected in the questionnaire
is mostly observed.

2.51 – 3.50 Moderate This means that the

utilization of CAA as
perceived by students
learning in E-Tech is
accepted. The condition
embodied in each item
reflected in the questionnaire
is observed.

1.51– 2.50 Low This means that the

utilization of CAA as
perceived by students
learning in E-Tech is barely
accepted. The condition
embodied in each item
reflected in the questionnaire
is rarely observed.
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1.00 – 1.50 Very Low This means that the

utilization of CAA as
perceived by students
learning in E-Tech is not
accepted. The condition
embodied in each item
reflected in the questionnaire
is never observed.

For the level of attitude of the students in Empowerment Technology,

the following parameters are used:

Scale Descriptive Equivalent Interpretation

4.51– 5.00 Very High This means that the attitude

of students learning in E-Tech
is very much favorable. The
condition embodied in each
item reflected in the
questionnaire is very much
observed.

3.51 – 4.50 High This means that the attitude

of students learning in E-Tech
is very favorable. The
condition embodied in each
 31

item reflected in the

questionnaire is mostly
observed.

2.51 – 3.50 Moderate This means that the attitude

of students learning in E-Tech
is favorable. The condition
embodied in each item
reflected in the questionnaire
is observed.

1.51– 2.50 Low This means that the attitude

of students learning in E-Tech
is quiet favorable. The
condition embodied in each
item reflected in the
questionnaire is rarely
observed.

1.00 –1.50 Very Low This means that the attitude

of students learning in E-Tech
is not favorable. The
condition embodied in each
item reflected in the
questionnaire is not
observed.
 32

Data Collection Procedure

In collecting the data, the following steps were undertaken.

The first step that was undertaken in collecting the data was by

asking permission to the authorities to conduct the study. A letter of

request was written and sent to the Empowerment Technology senior

high school teacher of Tagum National Trade School. Upon the

approval of subject teacher, letters (i.e. Letter of Acceptance and

Approval, Letter of Permission to Conduct the Study) were sent to the

administration of TNTS.

The second step was the formulation of the instrument. There

were two sets of questionnaires, one to test the level of students’

acceptability of CAA and another to test the level of the students’

attitude in the subject. The questionnaires were given to the

validators. After collecting the validation sheets the suggestions were

incorporated. It was then administered to senior high school students

who were not part of the actual participants to test the reliability.

After passing the validity and reliability index, the third step

was executed, the actual administration of the questionnaires. A

lottery technique was employed in determining the actual participants.

When the participants were determined, directions were carefully read

and explained to the respondents. The data were collected

 33

immediately after answering the questions. These were gathered,

tallied and subjected to statistical treatment.

Data Analysis

The data that were gathered in this study were analyzed and

interpreted using the appropriate statistical treatment as follows.

Cronbach Alpha was used to calculate the reliability index of the

instrument.

Mean was used to describe the level of students’ acceptability of CAA

and attitude of students in Empowerment Technology.

t-test was used to analyze the means of grade level and sex.

Pearson-r coefficient of correlation was used to determine the

significant difference and relationship between the CAA and students’

achievement and attitude.

 34

Chapter 3

PRESENTATION AND DISCUSSION

Discussed in this chapter are the results of the data gathered

and tabulated. Analyses, interpretations and implications were given

for each finding. This is presented as follows: Distribution of the

Participants of the Study; Level of Students’ Acceptability of

Computer-Aided Assessment in Empowerment Technology; Level of

Attitude of the Students in Empowerment Technology; Significance on

the Difference on the Attitude of Students When Analyzed by Grade

Level; Significance on the Difference on the Attitude of Students When

Analyzed by Sex; Significance on the Relationship Between the

Students’ Acceptability of Computer-Aided Assessment and Attitude of

Students towards Empowerment Technology.

Level of Students’ Acceptability of Computer-Aided

Assessment in Empowerment Technology

Displayed in Table 2 are the data on the level of students’

acceptability of computer-aided assessment in Empowerment

Technology. In determining the levels of students’ acceptability, the

following indicators were used: perceived usefulness, perceived ease

of use, perceived fairness.

 35

Table 2

Level of Students’ Acceptability of Computer-Aided Assessment

in Empowerment Technology

Acceptability Mean SD Description

Perceived usefulness 4.01 0.67 High

Perceived ease of use 4.08 0.63 High

Perceived fairness 4.19 0.69 High

Over-all 4.09 0.66 High

Legend:

4.51– 5.00 Very High

3.51 – 4.50 High

2.51 – 3.50 Moderate

1.51– 2.50 Low

1.00 – 1.50 Very Low

 36

As shown, perceived usefulness has a mean rating of 4.01;

perceived ease of use got 4.08; and perceived fairness obtain a mean

rating of 4.19. The over-all mean is 4.09.

The results indicate that the level of students’ acceptability of

computer-aided assessment in Empowerment Technology is high. This

suggests that the utilization of CAA as perceived by the students

learning in E-Tech is much accepted. These findings were supported by

a similar study conducted by Akanmu et al. (2013) who emphasized

that students who have high acceptability of the computer-aided

assessment are the students who have scored better during the

assessment, proving that the usefulness, ease of use and fairness of

the assessment method used was perceived by the students.

Level of Attitude of the Students in

Empowerment Technology

Presented in Table 3 is the mean rating of the level of students’

attitude in Empowerment Technology.

In terms of affective attitude, the numerical mean rating is 4.16;

effort, 4.11; interest has 4.27; and cognitive got 4.10. The overall

mean reaches to 4.16.

This implies that the level of attitude of the students in

Empowerment Technology is high. Showing that the attitude of

students is very favorable in E-Tech.

 37

This result is actually supported by Ashaari et al. (2010) who

implied that students who have high positive attitudinal response are

the ones who are most likely to engage and in favor on every class

activity the subject has implemented. Thus, these students generally

enjoy and keep interested to the subject which is important and very

essential in learning. (Ashaari et al., 2010).

Table 3

Level of Attitude of the Students in Empowerment Technology

Attitude Mean SD Description

Affective attitude 4.16 0.64 High

Effort 4.11 0.69 High

Interest 4.27 0.67 High

Cognitive 4.10 0.69 High

Over-all 4.16 0.67 High

 38

Significance on the Difference on the Attitude of

Students When Analyzed by Grade Level

Presented in Table 4 are the data of significance on the

difference on the attitude of students when analyzed by grade level.

There were two grade levels who have participated: Grade 11 and

Grade 12.

The results below indicated that there is no significant difference

on the attitude of students in Empowerment Technology when

analyzed by grade level. This means that grade level cannot determine

attitudinal differences between the senior high school students (i.e.

grade 11 and 12).

As a matter of fact, this is supported by Uzunkavak &

Yurdabakan (2012), who claimed that grade level yield no difference

on the attitude of the students who have undergone computer based

tests and assessments since the year gap of the students is minimal

and not significant.

 39

Table 4

Significance on the Difference on the Attitude of Students

when Analyzed by Grade Level

t- value Decision
Grade Mean SD p- @α=
Level Computed Tabular value 0.05

G - 11 4.15 0.59 Not

0.459 1.999 0.647 Significant

G - 12 4.20 0.54

Significance on the Difference on the Attitude

of Students When Analyzed by Sex

Presented in the Table 5 are the data on the significance on the

difference on the attitude of students when analyzed by sex.

The female got a mean score of 4.25 while the male obtained

4.06. Thus, it means that the attitude of female students was

observably more positive than the male students during the classes

and assessments of Empowerment Technology using computer-aided

assessment. This claim is supported by the study of Jamil (2012) who

conducted a similar study and found out that female showed a

 40

comparatively more positive attitude towards the subject using

computer-aided assessment.

The results showed that the computed t-value was greater than

the tabular t-value and the p-value was lesser than the 0.05 level of

significance which means that the null hypothesis was rejected. This

implies that there was a significant difference on the attitude of

students in Empowerment Technology when analyzed by sex.

Table 5

Significance on the Difference on the Attitude of Students

when Analyzed by Sex

t- value

Sex Mean SD p-value Decision

Computed Tabular @ α = 0.05

Female 4.25 0.52

2.021 1.977 0.045 Significant

Male 4.06 0.65

 41

Significance on the Relationship Between the Students’

Acceptability of Computer-Aided Assessment and
Attitude of Students in Empowerment Technology

Presented in the Table 6 are the data on the correlation between

the students’ acceptability of computer-aided assessment and the

attitude of students in Empowerment Technology.

In the aspect of computer-aided assessment, the mean score

was 4.09 and the attitude of students got 4.16. Furthermore,

computed p-value was 0.000 at 0.05 level of significance. Thus, the

null hypothesis was rejected. This implies that there was a significant

relationship between the acceptability of computer-aided assessment

and attitude of students in Empowerment Technology.

The finding was in consonance to the study of Akanmu et al.

(2013) where the researchers found out that students’ acceptability of

the computer-aided assessment will influence students’ attitude if he

positively thinks that it will improve his performance. Thus, the

probability that students will adopt the system will increase.

To further strengthen the results, Daly and Waldron (2002) also

stressed the same thing that students who have high results on their

test are more likely to accept the new mode of assessment that further

results into positive attitudinal responses towards their learning of the

subject.
 42

Table 6

Significance on the Relationship between the Acceptability of

Computer-Aided Assessment and Attitude of Students
in Empowerment Technology

Variable Mean SD r– p- Decision

Value Value @ α=0.05

Computer-Aided 4.09 0.66

Assessment
0.749 0.000 Significant

Attitude of Students 4.16 0.67

 43

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Presented in this chapter are the summary of findings, the

conclusions and the recommendations drawn by the researcher based

from the results obtained.

Summary

The study determined the relationship between the students’

acceptability of computer-aided assessment and the students’ attitude

in the subject, Empowerment Technology especially when grouped by

grade level and sex. This study employed a non-experimental

quantitative method type of research design using correlational

technique. Determined in this study was the level of acceptability of

the students in terms of perceived usefulness, perceived ease of use,

and perceived fairness. Additionally, the student’s attitude towards

Empowerment Technology was also measured in terms of affective

attitude, effort, interest, and cognitive.

A total of one hundred seventy-six (176) senior high school

students from Tagum National Trade School who have undertook

Empowerment Technology in their first semester of the S.Y. 2017-

2018 took part in the study. Stratified random sampling technique was
 44

used in the selection of the one hundred thirty-three (133) grade 11

students and forty-two (42) grade 12 students.

Two sets of questionnaires were used in gathering data from the

respondents. The first instrument was adopted from Technology

Acceptance Model of Davis to measure the degree of the students’

acceptability of the CAA with the following indicators: perceived ease

of use, perceived usefulness, and perceived fairness. The second

instrument was adopted from a similar study by Ashaari et al. (2010)

with the indicators of affective attitude, interest, effort, and cognitive.

After passing the validity and reliability tests, the questionnaires were

administered to the participants. Afterward, the data was subjected to

statistical treatments which were mean, t-test, pearson-r, and

Cronbach Alpha.

Generally, the results revealed that the level of students’

acceptability of computer-aided assessment in Empowerment

Technology was 4.09 described as high in terms descriptive

equivalent. On the level of attitude of the students in Empowerment

Technology the overall mean was 4.16 garnering a high descriptive

equivalent. Additionally, there was no significant difference on the

attitude of students’ when analyzed by grade level. However, there

was a significance on the difference of the attitude of students’ when

analyzed by sex. Furthermore, there was a significant relationship

 45

between the computer-aided assessment and attitude of students in

Empowerment Technology.

Conclusions

1. The level of students’ acceptability of computer-aided

assessment in Empowerment Technology was high.

2. The level of attitude of the students in Empowerment Technology

was high.

3. There was no significant difference on the attitude of students in

Empowerment Technology when analyzed by grade level.

4. There was a significant difference on the attitude of students in

Empowerment Technology when analyzed by sex.

5. There was a significant relationship between the students’

acceptability of computer-aided assessment and attitude of students in

Empowerment Technology.

Recommendations

Through careful review from the preparation, administration up

to the formulation of conclusions, the researchers of this study

identified the following recommendations:

 46

1. Since CAA greatly influences students’ attitude, it is best for the

administration to institutionalize the implementation of CAA in order to

know more about students’ acceptability reservations and attitudinal

responses when assessed through different subject areas and larger

scope of participants.

2. Given the high acceptability level of the CAA, this new mode of

assessment is proposed to the teachers to be included in the

assessment diet of the institution for the reason that the more that

CAA is accepted the greater the students’ performance will increase

which further results into positive learning outcomes of the students.

3. Seeing that a substantial difference was found out in the students’

attitude when analyzed through sex having female has comparatively

more positive attitude in the subject using computer-aided assessment

than the male. Then, it is more fitting for the teachers to apply

intensive focus on male students to improve their learning process and

attitudinal response in the subject.

4. Inasmuch as, high positive attitudinal response was observed in the

subject it is still more desirable for the future researchers to explore

more about every individual attitude of the students applying

qualitative approach to thoroughly discuss their feelings, insights and

 47

experiences in the subject through focus group discussion and in-

depth interview.
 48

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Appendix A
LETTER OF REQUEST TO CONDUCT THE STUDY
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
TAGUM NATIONAL TRADE SCHOOL
Brgy. Apokon, Tagum City
Tel. Nos. (084) 216-2763/218-0711

January 10, 2018

DR. MARIO S. GREGORIO

Principal III
Tagum National Trade School
Apokon Road, Tagum City

THRU: MS. ADELFA M. MIGUEL

HT III, OIC-Assistant Principal
Senior High School Department
Tagum National Trade School
Apokon Road, Tagum City

Dear Dr. Gregorio,

Greetings!

We, the researchers are respectfully asking permission from your good
office to allow us administer our research instrument on January 11
and 12, 2018 under the class of Mr. Krystian Jade Gregorio in
Empowerment Technology at Tagum National Trade School. This is in
line with our research paper entitled “Computer Aided Assessment and
Attitude of Students in Empowerment Technology” the main objective
of this project is to explore the use of computer aided assessment as a
tool in evaluating the students’ understanding. Moreover, it aims to
find out how computer aided assessment influences the attitude of the
students in the said subject, particularly on the students’ affective
attitude, interest, effort and cognition.

This humble endeavor is in partial fulfillment of the requirements for

the subject Practical Research II in Tagum National Trade School.
 54

Hoping for your approval for the success of this undertaking.

Very truly yours,

Cabanlit, Ramielle Faith M.

Lavadia, Rolan II P.

Maureal Hanna Jane B.

Pineza, Dina L.

Tanguan, Lovely T.
The Researchers
Noted by:

(SGD.) PAULINO P. TADO, Ph. D

Research Adviser

Approved by:

(SGD.) ADELFA M. MIGUEL

HT III, OIC-Assist. Principal SHS. Dept.

(SGD.) MARIO S. GREGORIO, Ed. D

School Principal III
 55

Appendix B
LETTER OF REQUEST FOR VALIDATION

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
TAGUM NATIONAL TRADE SCHOOL
Brgy. Apokon, Tagum City
Tel. Nos. (084) 216-2763/218-0711

December 11, 2017

Ms. Cecille T. Godin

Teacher - I
Tagum National Trade School
Tagum City

Dear Madam:

You are assigned as an instrument evaluator of our research study entitled

“Computer-Aided Assessment and Attitude of Students in Empowerment
Technology.”

Your support is extremely appreciated for the success of our research undertaking.

Thank you very much for your kind assistance.

Very sincerely yours,

Cabanlit, Ramielle Faith M.

Lavadia, Rolan P.
Maureal, Hanna Jane B.
Pineza, Dina L.
Tanguan, Lovely T.

Endorsed by:

(SGD.) PAULINO P. TADO, Ph.D

Research Adviser

Noted by:
(SGD.) MA. MELANIE N. EDIG, Ph.D (SGD.) ADELFA M. MIGUEL
Research Coordinator Asst. Principal – SHS Dept.
 56

Appendix B-2
LETTER OF REQUEST FOR VALIDATION
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
TAGUM NATIONAL TRADE SCHOOL
Brgy. Apokon, Tagum City
Tel. Nos. (084) 216-2763/218-0711

December 11, 2017

Ms. Iris Mae C. Mendoza

Teacher - I
Tagum National Trade School
Tagum City

Dear Madam:

You are assigned as an instrument evaluator of our research study entitled

“Computer-Aided Assessment and Attitude of Students in Empowerment
Technology.”

Your support is extremely appreciated for the success of our research undertaking.

Thank you very much for your kind assistance.

Very sincerely yours,

Cabanlit, Ramielle Faith M.

Lavadia, Rolan P.
Maureal, Hanna Jane B.
Pineza, Dina L.
Tanguan, Lovely T.

Endorsed by:

(SGD.) PAULINO P. TADO, Ph.D

Research Adviser

Noted by:

(SGD.) MA. MELANIE N. EDIG, Ph.D (SGD.) ADELFA M. MIGUEL

Research Coordinator Asst. Principal – SHS Dept.
 57

Appendix C
EXPERT VALIDATION SHEET

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
TAGUM NATIONAL TRADE SCHOOL
Brgy. Apokon, Tagum City
Tel. Nos. (084) 216-2763/218-0711

To the Evaluator: Kindly check the column which fits your evaluation of each item.
Point Equivalent:
5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Criteria Description Rating

The vocabulary level, language, structure, and 5 4 3 2 1
Clarity of Items conceptual level of the questions suit the level
and Descriptions of participants. The directions and he items are
written in clear and simple language.
Presentation/ The items are presented and organized in
Organization logical manner.
Of Items
The items appropriately represent the
Suitability of substance of the research. The questions are
Items designed to determine the conditions,
knowledge, skills, and attitude that are
supposed to be measured.
Adequateness of The items represent the coverage of the
Items per research adequately. The number of questions
Category/Indicato per category/indicator is representative enough
r of all questions needed for the research.
Attainment of The instrument as a whole fulfills the objective
Purpose for which it was constructed.
The items in the questionnaire are formulated
Objectivity prudently and are free of prejudicial
conceptions.
Scale and The scale adopted is appropriate for the items.
Evaluation in
Rating System

Remarks:

Date: December 11, 2017 (SGD.) CECILLE T. GODIN

Evaluator
 58

Appendix C-2
EXPERT VALIDATION SHEET
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
TAGUM NATIONAL TRADE SCHOOL
Brgy. Apokon, Tagum City
Tel. Nos. (084) 216-2763/218-0711

To the Evaluator: Kindly check the column which fits your evaluation of each item.
Point Equivalent:

5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Criteria Description Rating

The vocabulary level, language, structure, and 5 4 3 2 1
Clarity of Items conceptual level of the questions suit the level
and Descriptions of participants. The directions and he items are
written in clear and simple language.
Presentation/ The items are presented and organized in logical
Organization manner.
Of Items
The items appropriately represent the substance
Suitability of of the research. The questions are designed to
Items determine the conditions, knowledge, skills, and
attitude that are supposed to be measured.
Adequateness of The items represent the coverage of the
Items per research adequately. The number of questions
Category/Indicat per category/indicator is representative enough
or of all questions needed for the research.
Attainment of The instrument as a whole fulfills the objective
Purpose for which it was constructed.
The items in the questionnaire are formulated
Objectivity prudently and are free of prejudicial
conceptions.
Scale and The scale adopted is appropriate for the items.
Evaluation in
Rating System

Remarks:

Date: December 11, 2017 (SGD.) IRIS MAE C. MENDOZA

Evaluator
 59

Appendix D
QUESTIONNAIRE ON THE ACCEPTABILITY OF COMPUTER-AIDED
ASSESSMENT IN EMPOWERMENT TECHNOLOGY

PART I. Profile of the Respondent

Name (optional)_________________________ Grade Level: ____________

Sex: Male ( ) Female ( )

PART II. The data gathered from this questionnaire are of great help to
finish and fulfill the researchers’ study on “Computer-Aided Assessment and
Attitude of Students in Empowerment Technology”.

Hereunder are items which call for your honest assessment on the
level of acceptability of computer-aided assessment in Empowerment
Technology. Kindly put a check on the box at the end of each item that would
suit your perception based on your self-assessment.

All of the answers you provide will be treated with utmost

confidentiality and will be utilized solely for the needed data of the
researchers’ study, so please don’t leave any item unanswered.

The following codes will help you in giving your rating.

5 Very High The item embodied is very much observed.

4 High The item embodied is mostly observed.
3 Moderate The item embodied is observed.
2 Low The item embodied is rarely observed.
1 Very Low The item embodied is never observed.
Perceived Usefulness

The computer-aided assessment activity… 1 2 3 4 5

1. enables me to finish the test quickly.

2. helps me to enhance my capability in the subject.

3. makes the test easier to answer.

4. enables me to test what I have learned from the subject

5. provides a useful method in assessing our learning from

the lessons.
 60

Perceived Ease of Use

The computer-aided assessment activity… 1 2 3 4 5

1. provides an easy way in answering the test questions.

2. helps me to navigate through the test questions easily.

3. enables me to understand the test questions clearly.

4. allows me feel free in corresponding to different types of

questions.

5. exercises my computer skills.

Perceived Fairness

The computer-aided assessment activity… 1 2 3 4 5

1. helps me to focus in answering the test questions on my

own.
2. specifies clearly the directions and procedure before
answering the test.
3. enables my capacity to be measured since I am given
enough time and own working station during the test
4. gives me the opportunity to be honest in taking up the
assessment.
5. enables me to finish the test on time.
 61

Appendix E

QUESTIONNAIRE ON ATTITUDE OF STUDENTS IN EMPOWERMENT

TECHNOLOGY

PART I. Profile of the Respondent

Name (optional): ______________________ Grade Level: __________

Sex: Male ( ) Female ( )

PART II. The data gathered from this questionnaire are of great help to
finish and fulfill the researchers’ study on “Computer-Aided Assessment and
Attitude of Students in Empowerment Technology”.

Hereunder are items which call for your honest assessment on the
level of students’ attitude in Empowerment Technology. Kindly put a check
on the box at the end of each item that would suit your perception based on
your self-assessment.

All of the answers you provide will be treated with utmost

confidentiality and will be utilized solely for the needed data of the
researchers’ study, so please don’t leave any item unanswered.

The following codes will help you in giving your rating.

5 Very High The item embodied is very much observed.

4 High The item embodied is mostly observed.
3 Moderate The item embodied is observed.
2 Low The item embodied is rarely observed.
1 Very Low The item embodied is never observed.

Affective Attitude
Because of computer-aided assessment, I… 1 2 3 4 5

1. like Empowerment Technology

2. feel at ease when taking up the test

3. feel confident when the result appears in my screen after

taking the assessment

4. feel encouraged in taking up my Empowerment

Technology class
 62

5. enjoy taking up my class in Empowerment Technology

Interest

Because of computer-aided assessment, I am interested in… 1 2 3 4 5

1. talking about Empowerment Technology with other

people

2. taking assessments in Empowerment Technology

3. understanding Empowerment Technology

4. learning Empowerment Technology

5. exploring more about Empowerment Technology

Effort

Because of computer-aided assessment, I have intentions to… 1 2 3 4 5

1. finish all my Empowerment Technology test

2. study hard for each Empowerment Technology test

3. attend all lectures in Empowerment Technology

4. strive for excellence in Empowerment Technology

5. submit all of my requirements in Empowerment

Technology

Cognitive

Because of computer-aided assessment, I… 1 2 3 4 5

1. can effectively manage my assessments in Empowerment

Technology

2. can easily remember the answers in every item in the

test

3. understand the lessons in Empowerment Technology

4. have high scores when taking assessments in

Empowerment Technology

5. learned so much in Empowerment Technology

 63

CURRICULUM VITAE

RAMIELLE FAITH M. CABANLIT

Prk. 3-G RTU Grand Village, Brgy. Apokon
Tagum City, Davao del Norte
cramiellefaith@gmail.com
0920-773-4618

PERSONAL INFORMATION:

Date of Birth: November 16, 1999 Place of Birth: Tagum City, Davao
del Norte
Age: 18 years old Sex: Female

Religion: Assemblies of God Citizenship: Filipino

Height: 5’1 ft. Weight: 48 kls

Father: Ramie A. Cabanlit Mother: Romelia M. Cabanlit

EDUCATIONAL ATTAINMENT:
____
2017-2018 Tagum National Trade School
Senior High School
Apokon, Tagum City
2015- 2016 Tagum National Trade School
Junior High School
Apokon, Tagum City
2011- 2012 Magugpo Pilot Central Elem. School
Elementary
Mabini Street, Tagum City
 64

CURRICULUM VITAE

ROLAN P. LAVADIA II
Prk. White Dove, Visayan Village
Tagum City, Davao del Norte
rolanlavadia@gmail.com
0956-678-1391

PERSONAL INFORMATION:

Date of Birth: January 19, 1999 Place of Birth: Tagum City, Davao
del Norte
Age: 19 years old Sex: Male

Religion: Southern Baptist Citizenship: Filipino

Height: 5’3 ft. Weight: 50 kls.

Father: Rolan A. Lavadia I Mother: Jasmin P. Lavadia

EDUCATIONAL ATTAINMENT:

2017-2018 Tagum National Trade School

Senior High School
Apokon, Tagum City
2015- 2016 Tagum National Trade School
Junior High School
Apokon, Tagum City
2011- 2012 Magugpo Pilot Imelda Elem. School
Elementary
Sobrecary St., Tagum City
 65

CURRICULUM VITAE

HANNA JANE B. MAUREAL

Prk. 4-A Bombil Street, Brgy. Apokon
Tagum City, Davao del Norte
Hannajanebw11@gmail.com
0946-830-9641

PERSONAL INFORMATION:

Date of Birth: November 11, 1999 Place of Birth: Tagum City, Davao
del Norte
Age: 18 years old Sex: Female
Religion: Roman Catholic Citizenship: Filipino
Height: 5’1 ft. Weight: 46 kls.
Father: Danilo I. Maureal Mother: Pablita B. Maureal
EDUCATIONAL ATTAINMENT:

2017-2018 Tagum National Trade School

Senior High School
Apokon, Tagum City
2015- 2016 Tagum National Trade School
Junior High School
Apokon, Tagum City
2011- 2012 Don Ricardo Briz Elem. School
Elementary
Briz District, Tagum City
 66

CURRICULUM VITAE

DINA L. PINEZA
Prk. 4-A Bombil Street, Brgy. Apokon
Tagum City, Davao del Norte
Dinapineza9999@gmail.com
09464622338

PERSONAL INFORMATION:

Date of Birth: August 04, 1991 Place of Birth: Hubang, Agusan Sur
Age: 18 years old Sex: Female

Religion: Iglesia Ni Cristo Citizenship: Filipino

Height: 5’1 ft . Weight: 44 kls

Father: Bernabe S. Pineza Mother: Nida L. Pineza

EDUCATIONAL ATTAINMENT:

2017-2018 Tagum National Trade School

Senior High School

Apokon, Tagum City

2015- 2016 Tagum National Trade School

Junior High School

Apokon, Tagum City

2011- 2012 Apokon Elementary School

Elementary
Apokon, Tagum City
 67

CURRICULUM VITAE

LOVELY T. TANGUAN
Prk. Popular Magugpo East Tagum City, Davao del Norte
labotoylably@gmail.com
0950-759-0042

PERSONAL INFORMATION:

Date of Birth: November 29, 1999 Place of Birth: Tagum City, Davao
del Norte
Age: 18 years old Sex: Female

Religion: S.D.A Citizenship: Filipino

Height: 5’1 ft. Weight: 50 kls

Father: Noe I. Tanguan Mother: Anecita T. Tanguan

EDUCATIONAL ATTAINMENT:

2017-2018 Tagum National Trade School

Senior High School
Apokon, Tagum City
2015- 2016 Tagum National Trade School
Junior High School
Apokon, Tagum City
2011- 2012 Don Ricardo Briz Elem. School
Elementary
Briz District, Tagum City