Professional Documents
Culture Documents
MARIKINA BRANCH
By:
Balinoyos, Cayla
Lazo, Emmanuel
Tresmilla, Rica
ACKNOWLEDGMENT
The completion of this undertaking could not have been possible without the
participation and assistance of so many people whose names may not all be enumerated. Their
contributions are sincerely appreciated and gratefully acknowledged. This research cannot be
completed without the effort and cooperation from our group members, Group members Cayla,
Jessa, Mia, Zedric, Emmanuel and Rica. However, the researchers would like to express their
deep appreciation and gratitude to the following:
Mrs. Lourdes F. Torre our Professor in Practical Research 2 for the guidance and
encouragement in finishing this research study and also for teaching us in this subject.
To all relatives, friends and others who in one way or another shared their support, either
morally, financially and physically, thank you.
Above all, to the Great Almighty, the one who gives the researches some strength to go
further for his countless love.
We thank you.
i
ABSTRACT
Today, the exponential growth of technology usage in education, via such applications of
distance education, Internet access and stimulations, has raised substantially the focus and
importance of using technology in learning academics. In this research, we examine the
different effects of using technology in learning academics subjects with emphasis of on the role
and contribution of researchers evidences for constructing a conclusion. Specific topic that
addressed include: varied conceptions of the effects of using technology in classroom
instruction as topic for our research. Attention is devoted in describing varied non experimental
designs as options for achieving appropriate rigor and relevance of research evidence, and
using correlational for research for investigating and understanding technology application in
complex real-life settings.
ii
TABLE OF CONTENTS
Acknowledgement………………………………………………………………………………. i
Abstract…………………………………………………………………………………………… ii
1.1 Introduction………………………………………………..................................1
1.2 Background of the Study………………………………………………………1
1.3 Conceptual Framework…………………………………………………………2
1.4 Statement of the Problem………………………………………………………3
1.5 Significance of the Study……………………………………………………….4
1.6 Scope and Delimitation…………………………………………………………4
1.7 Definition of Terms………………………………………………………………5
Chapter3. METHODOLOGY
5.1 Summary………………………………………………………………………19
5.2 Conclusion…………………………………………………………………….19
5.3 Recommendation…………………………………………………………….20
Appendices…………………………………………………………………………………...21
References……………………………………………………………………………………22
CHAPTER 1: THE PROBLEM AND IT’S BACKGROUND
1.1 INTRODUCTION
The technology takes many forms in today's world. The introduction to the technology
education while broadening awareness about the pervasiveness of technology can help us in
business, communication and human relationships. According to Sadhaya “It makes lives
connected with other people in modern time”. (2015)
There is no questioning that the way people live, interact, communicate and conduct
business is undergoing a rapid change. This change referred to as the digital revolution, which
is the advancement of technology from analog, electronic and mechanical tools to the digital
available tools today.
Thierer state that “The digital revolution has changed in the way that people obtain
information. There is more information that any one person could acquire. However having
information easily available has negative effects. For example, not all of the information
available on the internet is reliable accurate.” Technology in education has not any affected the
amount of information available to the students, but it has also transitioned the type of skills
students’ needs to identify quality information and where learning take place.
1.2 BACKGROUND
Many people think Technology refers only to machine such as computer, television,
videos and the like. All these forms part of me technology but educational technology is not just
a machine. It is a planned systematic, a process not a product.
Thierer said that “As we go back to the old time, the evolution of classroom technology
has come and what was considered. The hornbook and the pointer looked more like the tools of
corporal punishment rather than teaching aids. The progression of the magic Lantern, to the
ipad was a great timeline of the visual aids used in the classroom. These devices eventually led
to the PowerPoint and now to the info graphic.” (2016)
1
1.3 CONCEPTUAL FRAMEWORK
Motivates
Learners
It can be
It is timely
anywhere
and
and
reliable
anytime
The Effects of
Health
Laziness
Using Technology Problems
in Learning
Academic
Subjects It ease
It focuses learning
on skils teaching
process
It has a big
Obesity/
Malnutrition
impact on
educators
Laziness Finances/Budgeting
2
1.4 STATEMENT OF THE PROBLEM
This study aims to evaluate how technology system helps students in learning academic
subjects.
5. What is the best way to prepare students for the modern world?
6. What is the specific use of technology that would help Grade 11 students of Montessori
Professional Collage of Asia Marikina to improve their academic performance?
H1- The use of technology helps students do their research, homework’s and activities
easier and faster.
7. How does the school management accept, adapt and interpret data produced by information
they get with the use of technology?
H2- The use of technology sourcing information and data has a big impact in school
management of MPCA Marikina to accept, adapt and interpret data.
3
1.5 SIGNIFICANCE OF THE STUDY
Researchers know that students learn at their own pace, but sometimes the traditional
classroom make it difficult to do so, with the integration of technology in education students
have the ability to slow down and go back over the lessons and concepts and more advanced
student go ahead. In learning process students will get excited and catch up the lesson easily.
This study will give benefit to the following,
Student, as the students read this study. It can help to understand the importance of
technology to their study by the means of engaging and using technology when they are
searching for information and answers that they are searching for information and answers that
they will actively participate themselves in learning process. As they use technology in studying
they have gathered more advanced knowledge to improve their strategies in learning academic
subjects.
Teachers, as they study push the student to appreciate technology. Teacher's will think
of several ways on how they will incorporate technology in teaching students in modern strategy
by using some instruments to help them share their knowledge and to explain their lesson in a
specific way.
Community, this study will serve as the eye - opener that as the world changes rapidly,
education should be with the revolution so that citizens in our community can obtain information,
it can help to obtain news easier and faster in something’s or events.
The scope of the study involves the time and money spent the tools and materials and
techniques use and the number of respondents needed for the research to be complete. This
study compile with the researchers’ started last July up to October 2019.Grade 12 morning
students of Montessori Professional College of Asia Marikina are the respondents of this
research. This research is all about using technology in learning academic subjects. It stated
here in the research paper about the teenagers do to use technology properly in education. It
involves the different perception of the respondents. The main source of data was the
researchers and statistically treated by the use of descriptive such as frequency, percentage
means and graphical analysis.
4
1.7 DEFINITION OF TERMS
CONCEPTUAL OPERATIONAL
Added knowledge or
Perception of a situation sensibilit
or fact
5
CHAPTER 2: REVIEW OF RELATED LITERATURE
As stated by (Abadines 2017) the effective use of technology in teaching has re-defined
education. Technology has created many learning opportunities for both teachers and students.
Teachers are learning how to integrate technology in teaching, whereas students are more
engaged and interested in the lessons every time iPads, Chrome book, or any educational
gadgets are to be used. Technology is a significant part of our lives. It affects our day-to-day
routines like buying groceries, doing some shopping, communicating and socializing with
colleagues and friends. With its increasing demands in our lives, it is no wonder that using
technology in teaching has also become a fad.
There are limited studies that technology sparks students’ interest in learning. Using
technology in the classroom also adds students’ participation and excitement to the lesson.
Students now are so adept at using different gadgets like smartphones, iPads, and others. If
these technologies are used during lessons, students are likely to be more engaged because
they are using their much-loved gadgets to facilitate their learning. They can take ownership and
be in charge of their learning. Moreover, students are also able to think more critically because
of the extensive information available online.
Since students learn at their pace, understanding these concepts are made easier to
them. They are free from the pressures and prejudices of others if they do not learn as fast as
others do. Through the various activities designed by the teachers to integrate technology in
their teaching, students become more innovative and creative so that they can always do the
tasks given to them well. Through independent research and manipulation of the different
applications designed for learning, students can exercise their creativity and innovativeness. So
if you are still hesitating in taking a step a forward and use technology in your teaching, you
better wait no more. When we incorporate technology in our classroom, we not only motivate
our students to be more participative during lessons and independent in their learning, we are
also preparing them to the outside world where knowledge in technology has become more of
necessity rather than a passing leisure.
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2.2 FOREIGN RRL
In addition “Intel Education believes that a transformative education initiative starts from
a vision of student success where goals—and an understanding of how information
communications technology (ICT) can help schools achieve those goals—drive change. From
improving student achievement and bridging equity divides, to increasing student engagement
and aligning skills with workforce needs, these goals are the beginning of global transformation
Our partnership with Felta is part of our vision of helping education leaders and visionaries
redefine today’s education system.” (Subido 2015)
There is more information than anyone person could ever acquire available at one’s
fingertips via the Internet. Although disparities in technology access still exist today, the vast
majority of students in technology access still exist today, the vast majority of students access
the Internet from home or school (Pearson 2013) meaning that the most students have access
to vast amounts of information. However having information easily available has its caveats; for
example, not all of the information available on the Internet is reliable and accurate.
Learning outside of the classroom has also been made possible because of technology.
Students are no longer limited to face-to-face learning, since technological advancements have
made it possible for students to choose whether they want to attend class either face-to-face or
via online or both. With the significant increase in Internet access and computers in and out of
classrooms
(Gray, Thomas, & Lewis, 2010), there are numerous options for learning to take place in out of
the classroom.
This is due to that Learning outside of the classroom has also been made possible
because of technology. Students are no longer limited to face-to-face learning, since
technological advancements have made it possible for students to choose whether they want to
attend class either face-to-face or via online or both. With the significant increase in Internet
access and computers in and out of classrooms (Gray, Thomas, & Lewis, 2010), there are
numerous options for learning to take place in out of the classroom.
7
However, studies conducted on the most current instructional strategies that are being
used to integrate technology into K-12 classrooms show mixed results. For example, meta-
analyses con-ducted on effects online learning found moderate effects for student achievement
and student satisfaction in favor of online learning (Shachar & Neumann, 2003). The USDOE
found that “Students who took all or part of their class online performed better, on average, than
those taking the same course through traditional face-to-face instruction” (Stansbury, 2009,).
The correct use of tools and resources nevertheless does have the potential to change
education. Very often these change phenomena are general rather than specific. For example,
the influence of the printed word is gigantic, but this influence—like so many other tools and
resources—is anchored in society as a whole. You need to come down to the level of something
like the book or the blackboard if you want to consider a resource that has specifically changed
education. (Clark 2016) mentioned that “The technological gap between the students and the
teachers is not enormous, and certainly not so large that it cannot be bridged. In fact, the
relationship is determined by the requirements teachers place their students to make use of new
technologies.” Students who need or are required to use these technologies in their courses are
unlikely to object to them, but there is not a natural demand among students for any such use.
(Woodley 2014) indicated that Educators can use technology in the classroom in many
different ways. These can range from using smart boards to show simple PowerPoint slides or
videos during a lesson and providing online support material such as teaching aids, to the
spectacular massive open online courses that universities are currently using to allow tens of
thousands of students worldwide to follow the same studies through video lessons, self-testing,
and discussion forums Much research has been carried out to investigate the best way to make
use of technology for learning purposes both inside and outside of the classroom.
The review or the two literatures for this research focuses on the advantage and
disadvantage of using technology in education to identify if it is effective in modern way teaching
style. The review focuses on the different hypothesis that we found in different cited works
international and local. The chapter begins with the findings or researcher using various
instrument to follow the producers and to know more between the different effects in using
technology in education while learning style is complex for those students and teachers who
can't balance their time and they can't afford to buy (time) instruments. Technology is good
because is simplifies the way we do things in our daily lives. However if technology is wrongly
applied, it can be harmful in so many ways. Technology is developed by humans, so we can
use it to accomplish almost every task, if makes the impossible look possible.
8
CHAPTER 3: METHODOLOGY
This chapter presents a description of the research design selection and description of
respondent’s research instrument, data collection procedure and statistical treatment used.
In order to see the general pictures of the Effects of Using Technology in Learning
Academic Subject of Grade 12 Morning Students of Montessori Professional College of Asia
Marikina Branch. The descriptive correlational survey was used. As a descriptive study it
collected detailed in factual information describe existing phenomena. It is systematically
described the situation or areas of internet factually and accurately. It allows understanding the
effects of using it. This study was correlational for it demanded. The degree which the variables
were related to each other using statistical instruments.
The study used simple random sampling in determining the sample of this study Grade
12 Morning Students of Montessori Professional College of Asia Marikina Branch were the
respondents of this study. The researchers considered the Grade 12 Morning Students because
their generation is evidently more dependent of technology than thaw way people use to before.
This study was conducted at the Montessori Professional College of Asia Marikina
Branch since the chosen respondents are the student of said branch.
A questionnaire was used in gathering data. The questionnaire consisted of items that
determined the effects of using technology in learning academic subjects.
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QUESTIONNAIRE
Montessori Professional
College of Marikina
Marikina Branch
Name:
___________________________________
Grade and Section:
________________________
10
3.6 DATA ANALYSIS AND PROCEDURE
This chapter presents the approach used to develop and validate the Effects of Using
Technology in Learning Academic Subjects; it describes the research design, sampling
technique and population, research locale, research instruments - techniques and data analysIs
that were used in this research study.
In order to validate the conceptual model and provide responses to the hypotheses of
this study, Correlational Design and multiple data were used. The methods include the
construction of the Survey Questionnaire. The survey focused on the Effects of Using
Technology in Learning Academic Subjects wherein questions that is connected to the
researchers hypotheses.
Chapter4 presents the data gathered, result of the survey that the researchers have
done and interpretation of findings. These are presented in tables following the sequence of the
specific research questions regarding the Effects of Using Technology in Learning Academic
Subjects.
11
CHAPTER 4: THE RESULT, ANALYSIS AND INTERPRETATION OF DATA
AGE
30
25
20
15
10
0
17 18 19 20
The table shows the demographic data of the respondents: 20 participants (33%) of the
respondents are 17 years old, 28 participants (47%) were 18 years old, 9 participants (15%) of
the respondents are 19 years old and 3 participants (5%) of the respondents are 20 years old. It
shows that most of the respondents in the middle age were exposed and using technology.
GENDER
MALE
FEMALE
The table shows that the demographic data of the respondents: 34 participants (57%) of
the respondents are female and 26 participants (43%) of the respondents are female. All in all
12
TABLE3.
30
25
20
15
10
0
A B C
27 7 49
14 -6 36
= 86/3
TABLE4.
40
30
20
10
0
A B C
18 -2 4
11 -9 80
= 205/3
30
25
20
15
10
0
A B C
28 8 64
28 8 64
4 -16 256
MODE 28 = 384/3
TABLE6.
30
25
20
15
10
0
A B C
28 8 64
9 -11 121
23 3 9
= 194/3
14
TABLE7.
30
25
20
15
10
0
A B C
19 -1 1
24 4 256
17 -3 9
= 266/3
TABLE8.
40
35
30
25
20
15
10
5
0
A B C
SQUARE OF
DATA ITEM DEVIATION
DEVIATION
35 15 225
22 2 4
3 -17 289
= 518/3
15
TABLE9.
30
25
20
15
10
5
0
A B C
DATA ITEM
DEVIATION SQUARE OF DEVIATION
24 4 16
11 -9 81
25 5 25
= 122/3
MEAN 20 MEDIAN 24 √40.66 = 6.38
TABLE10.
35
30
25
20
15
10
5
0
A B C
31 11 121
20 0 0
9 -11 121
= 242/3
16
TABLE11.
30
25
20
15
10
0
A B C
25 5 25
19 -1 1
16 -4 16
= 42/3
17
4.2 Interpretation of Data
FIGURE5. In table 5 it specify that there are 28 participants (47%) of the respondents
answered that the effect of technology in learning academics in them as student is that it makes
work easier, 28 participants (47%) of the respondents believes that it provides rich and accurate
information and there are 4 participants who answered that technology in learning makes the
class active. It shows that there are some reasons and both positive and negative effects of
integrating technology in different respondents.
FIGURE6. In table 6 it said that 28 participants (47%) of the respondents believes that
the most important reason of adapting it in learning is because it makes work easier, 9
participants (15%) of the respondents makes the class active then there are 23 participants
(38%) of the respondents believes that it helps them to stay focused on learning in different
areas. It shows that the respondents are using technology to make their work easier.
FIGURE7. In table 7 it specify that 19 participants (32%) of the respondents said that it
helps them to stay focused in class, 24 participants (40%) of the respondents replied that it does
not affect their learning and 17 participants (28%) of the participants believes that technology in
class learning seem to distract them. It seems that most of the respondents experiencing none
at using technology in learning.
FIGURE8. In table 8 it describes that 35 participants (58%) of the respondents enjoy the
class when technology is incorporated, then there are 22 participants (37%) of the respondents
felt neutral and there are 3 participants (5%) of the participants said that they dislike using
technology in class. It said that most of them enjoy learning by the means of using technology in
learning.
FIGURE9. In table 9 it shows that 24 participants (40%) of the respondents believes that
the effect that they’ll get in learning academics is that it helps them to think critically, 11
participants (18%) of the respondents answered that it makes them lazy and then there are 25
participants (42%) of the respondents believes that it helps to empower and control their own
learning. It specifically describes that the students are using their critical thinking when they are
using technology because there are a lot of sources so that they need to make some research
and use their critical thinking.
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CHAPTER5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
whole study. The findings of the other studies without so much detailed information are written
on the summary. Generalizations and other interferences would be seen on the conclusion
while the recommendations of the researchers to the beneficiaries’ of this study can also
be seen on this chapter. Generally, this chapter aims to cover-up the end result of the study.
5.1 SUMMARY
research. The literature review was concentrated with the positive and negative effect in
connecting technology in education. It was found out that there are several effects that can help
and harm students. Based on the survey that the researchers conducted, students in MPCA
Marikina use technology to make their school works easier and faster. There are some
progressive development under different contextual conditions was not question, and its
5.2 CONCLUSION
The study provided evidences to respond to the research topic which states The Effects of
Marikina.
The researchers therefore conclude that the students who were exposed to technology
have an advantage and disadvantages. Students are highly motivated to acquire the required
The researchers therefore conclude that 21st century learners are highly exposed in using it.
The school management access to technology is very helpful but they are problematic in
remains a way they are made to compensate for this lack of access. The remedy for the
problem is that the management and students need to ensure that ICT facilities are available to
students and they can access it properly. The students should found more access and it is
essential as it maybe, it can help in a way that they can apply integration into academic
programs.
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5.3 RECOMMENDATION
On the basis of present study some recommendations for students in the school sear
drawn as follows. The students need to develop a comprehensive start epic plan for the
integration of technology into its academic programs part of its basic teaching and
learning function.
Students should be taught study skills so they can cultivate good and effective study
skills.
Enable society to establish contacts and services so that people can access a variety of
This study was conducted based on the experiences of the students in connecting to
education who distributes their opinions through the use of it. The future researcher
should focus on the advantage of using technology in connecting to other people and
world.
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APPENDICES
APPENDIX 1 Corporal............................................................................................................3
APPENDIX 2 Communications..............................................................................................3
APPENDIX 3 Communities....................................................................................................6
APPENDIX 4 Correlational.................................................................................................12, 15
APPENDIX 5 Conferred.......................................................................................................13
APPENDIX 6 Colleagues.....................................................................................................9
APPENDIX 7 Censures........................................................................................................10
APPENDIX 8 Complexes.....................................................................................................12
APPENDIX 9 Facilitators......................................................................................................8
APPENDIX 10 Gigantic.......................................................................................................11
APPENDIX 11 Instructional...............................................................................................11
APPENDIX 12 Integrate.....................................................................................................11
APPENDIX 13 Immersive...................................................................................................10
APPENDIX 14 Satisfaction.................................................................................................11
APPENDIX 15 Societies......................................................................................................11
APPENDIX 16 Spectacular.................................................................................................11
APPENDIX 17 Pervasiveness.............................................................................................3
APPENDIX 19 Enormous...................................................................................................11
APPENDIX 20 Validate.......................................................................................................15
21
REFERENCES
https://study.com/academy/lesson/what-is-technology-definition-types.html
https://www.researchgate.net/figure/Presentation-of-Demographic-Data_tbl2_273765197
https://www.dictionary.com/browse/technology
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology/
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
https://www.google.com/search?q=technology&rlz=1C1GCEA_enPH813PH813&oq=technology
&aqs=chrome..69i57j69i59j69i60l3j69i65.6902j0j4&sourceid=chrome&ie=UTF-8
https://www.britannica.com/technology/technology
https://www.useoftechnology.com/what-is-technology/
https://www.merriam-webster.com/dictionary/technology
https://www.collinsdictionary.com/dictionary/english/technology
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CRITERIA
Relevance
Organization
Total
23