THE EFFECTS OF USING TECHNOLOGY IN LEARNING ACADEMIC SUBJECTS OF GRADE

12 MORNING STUDENTS OF MONTERSSORI PROFESSIONAL COLLEGE OF ASIA

MARIKINA BRANCH

A THESIS PRESENTED TO THE FACULTY OF MPCA, MARIKINA BRANCH

In partial fulfillment for the requirements in Practical Research 2

By:

Balinoyos, Cayla

Briones, Jessa Mae

Capili, Mia Carryl

Flores, Jhon Zedric

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

Chapter1. THE PROBLEM AND ITS BACKGROUND

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

Chapter2. REVIEW OF RELATED LITERATURE

2.1 Local Literature………………………………………………………………….6

2.2 Foreign Literature……………………………………………………………..7-8
2.3 Review of Related Summary…………………………………………………8

Chapter3. METHODOLOGY

3.1 Research Design………………………………………………………………9

3.2 Sampling Technique and Population………………………………………..9
3.3 Research Locale………………………………………………………………9
3.4 Research Instruments and Techniques…………………………………….9
3.5 Data Gathering Procedure…………………………………………………...9-10
3.6 Data Analysis and Procedure………………………………………………..11

Chapter4. THE RESULT, ANALYSIS AND INTERPRETATION OF DATA

4.1 Presentation of Data…………………………………………………………12-17

4.2 Interpretation of Data…………………………………………………………18

Chapter5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

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

2
 Motivates
Learners
It can be
It is timely
anywhere
and
and
reliable
anytime

The Effects of
Laziness
Using Health
Problems
Technology in 3

Learning
 It focuses
Subjects It ease
learning
on skils teaching
process
Using Technology in Learning Academic
The Effects
Subjects
INDEPENDENT DEPENDENT
 Lack of Physical Activities It has a big
 Communication
Obesity/
 Develop Critical Malnutrition
Thinking impactworks
 School on
 Laziness
educators
 Finances/Budgeting
 

1.4 STATEMENT OF THE PROBLEM

This study aims to evaluate how technology system helps students in learning academic
subjects.

1. What is the Socio Demographic of the respondent?

Age:
Gender:

2. Why should schools integrate technology?

3. Will technology help all students think and learn deeply?

4. How will technology empower students to control their own learning?

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.

4
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.

1.6 SCOPE AND DELIMITATION

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

5
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.

1.7 DEFINITION OF TERMS

 Products or services
accessible
1. Aggression

 feelings of intense
positive emotion toward
2. Self Esteem another individual

 It is about recognizing
3. Accessibility
and embracing the
change that naturally
4. Love
occur in our lives in the
world at large
5. Technology
 Being present throughout
an area or a group of
6. Pervasiveness people
CONCEPTUAL
 Repeated exposure to a
7. Mere  Behavior that is intended neural stimulus
to injure someone
8. Progression physically or
 The process of
psychologically
9. Fundamental developing
 The degree to which
someone feels that they
10. Awareness are worth while  Forming a necessary
base or core

6
  The event which a  It is used to emphasize
product or service is how unimportant or in
 Perception of a situation accessible adequate something is
or fact
 Number of times  Moving gradually
someone glances towards a more
toward their love one advanced state

OPERATIONAL  It is the application of  The needs of central

science importance
 Intensity of stock
someone (supposedly)  Added knowledge or
gives to a partner  The quality of
sensibilit
 Answers to questions spreading widely

on a well-designed self-
esteem questionnaire

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 LOCAL RRL

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.

In addition technology liberates education boundaries because of using technology in the

classroom; teachers have evolved to being the sole authority of knowledge to being facilitators
of learning in the classroom. Educators and students work collaboratively so that the learning
experience will be more meaningful for all. Technology has also helped distant education.
Students can participate in classroom activities and submit requirements for the course with just
a laptop and the Internet. Materials have been made more accessible to students since
teachers can just upload the materials for their subjects online and let students download them
as needed. More than that, the world web is a vast database of materials which students and
teachers can use to supplement their learning.

There are limited studies that technology sparks students’ interest in learning.
Using technology in the classroom also adds students’ participation and excitement to

7
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.
2.2 FOREIGN RRL

As eloquently stated by (Frost and Sullivan 2015) “The widespread availability of

technology and devices has become an inevitable part of the way they live and work.
Using technology is already second nature to today’s young people, and many schools
have already adopted the use of personal devices as a teaching tool.” This project aims
help kids to use and explore objects with a technology that can make it easier for them
to learn without the help of others by using their own mind and bodies.

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)

As mentioned by (Mae Rivera-Moreno 2015) “Programs for education promote

effective, immersive learning experiences to inspire teachers and students to realize
their full potential. We believe that by giving students technology we help enrich their
minds today, and by equipping and supporting a teacher with technology, we enrich
students for a lifetime.”

8
 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.

9
 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.

2.3 REVIEW OF RELATED SUMMARY

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.

10
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.

3.1 RESEARCH DESIGN

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.

3.2 SAMPLING TECHNIQUE AND POPULATION

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.

3.3 RESEARCH LOCALE

This study was conducted at the Montessori Professional College of Asia Marikina
Branch since the chosen respondents are the student of said branch.

3.4 RESEARCH INSTRUMENTS AND TECHNIQUES

A questionnaire was used in gathering data. The questionnaire consisted of items that
determined the effects of using technology in learning academic subjects.

3.5 DATA GATHERING PROCEDURE

The researchers personally administered the research instruments to the respondents.

They conferred and discussed the significant of the study and accomplished the distribution of
the instruments properly. The respondents were given 3 minutes to accomplish the forms to
prevent them from giving hastily response. The researchers went from one sector to another on
collecting the accomplished questionnaire. After the questionnaire have been accomplish the
result were tallied and tabulated. These data has become the basis of analysis and
Interpretation.

11
 QUESTIONNAIRE

Montessori Professional
College of Marikina
Marikina Branch

Name: ___________________________________
Grade and Section: ________________________

INTRODUCTION: In order to gather data and to continuously improve this research study. This
questionnaire has been developed to gather data regarding the researchers’ topic which is The
Effects of Using Technology in Learning Academic Subjects. We value your detailed and
honest responses. The questionnaire should take approximately 3minutes to complete. Your
responses are completely anonymous.

DIRECTION A: Encircle the letter that corresponds to your best answer.

1. What is the socio demographic of the respondent?

Age:
Gender:

2. What is the specific use of gadgets that you are using?

A. For relaxation
B. For entertainment
C. For learning

3. What is the benefit that you’ll get in using gadgets in learning academic subjects?
A. It helps to collect more information
B. It makes work easier
C. It helps gather accurate and reliable answers

4. What is the effect of using technology in learning academic subjects for you as a student?
A. It makes work easier
B. It provides rich and accurate information
C. It makes the class active

5. What is the most important reason why student needs to adapt the modern learning style
in education?
A. It makes work easier
B. It makes the class active
C. Helps me stay focused

6. The use of technology in class ________?

A. Helps me stay focused
B. Does not affect my learning
C. Seems to distract me

7. I generally _________ learning in class when technology is incorporated.

A. Enjoy
B. Feel Neutral
C. Dislike

12
 8. One of the effects that I’ll get in incorporating technology in learning academics is
______.
A. It helps me to think critically
B. It makes me lazy
C. It helps to empower and control their own learning

9. As a student, what is the most effect of using technology in teaching academic subjects?
A. It helps me to stay focused
B. Does not affect my teaching
C. Seems to distract me

10. As a student, what is the least effect of integrating technology in learning academic
subject?
A. It makes me lazy
B. Seems to distract me
C. Does not affect my learning

___________________________
Mrs. Lourdes F. Torre
Class Adviser

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.

13
CHAPTER 4: THE RESULT, ANALYSIS AND INTERPRETATION OF DATA

4.1 PRESENTATION OF DATA

TABLE1. Demographic Profile of Grade 12 Morning Students of Montessori Professional

College of Asia Marikina Branch regarding their age.

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

14
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.

TABLE2. Demographic Profile of Grade 12 Morning Students of Montessori Professional

College of Asia Marikina Branch regarding their gender.

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

there are 60 respondents in this research study.

TABLE3.

30

25

20

15

10

0
A B C

DATA ITEM DEVIATION SQUARE OF DEVIATION

19 -1 1

27 7 49

14 -6 36

= 86/3

15
 MEAN 20 MEDIAN 19 √28.66 = 5.29

TABLE4.

35
30
25
20
15
10
5
0
A B C

DATA ITEM DEVIATION SQUARE OF DEVIATION

31 11 121
18 -2 4
11 -9 80
= 205/3
MEAN 20 MEDIAN 18 √68.33 = 8.27
TABLE5.

30

25

20

15

10

0
A B C

DATA ITEM DEVIATION SQUARE OF DEVIATION

28 8 64

28 8 64

4 -16 256

MODE 28 = 384/3

MEAN 2O MEDIAN 28 √128 = 11.31

16
TABLE6.

30

25

20

15

10

0
A B C

DATA ITEM DEVIATION SQUARE OF DEVIATION

28 8 64

9 -11 121

23 3 9

= 194/3

MEAN 20 MEDIAN 23 √64.66 = 8.04

TABLE7.

30

25

20

15

10

0
A B C

17
 DATA ITEM DEVIATION SQUARE OF DEVIATION

19 -1 1

24 4 256

17 -3 9

= 266/3

MEAN 20 MEDIAN 19 √89.66 = 9.42

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
MEAN 20 MEDIAN 22 √172.66 = 13.14
TABLE9.

18
 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

DATA ITEM DEVIATION SQUARE OF DEVIATION

31 11 121

20 0 0

9 -11 121

= 242/3

MEAN 20 MEDIAN 20 √80.66 = 8.98

TABLE11.

19
 30

25

20

15

10

0
A B C

DATA ITEM DEVIATION SQUARE OF DEVIATION

25 5 25

19 -1 1

16 -4 16

= 42/3

MEAN 20 MEDIAN 19 √14 = 3.74

4.2 Interpretation of Data

20
 FIGURE3. In table 3 it shows that 19 participants (32%) of the respondents answered as
there answer which they use technology for relaxation, 27 participants (45%) of the respondents
answered it is used for entertainment while there are 14 participants (23%) are using it for
learning purposes. It shows that most of the respondents are using technology in relaxation but
not for learning academic subjects.

FIGURE4. In table 4 it shows that 31 participants (52%) of the respondents answered

that the benefit that they get in using technology in learning academics is because it helps them
to collect more information, 18 participants (30%) of the respondents believes that it makes
work easier and there are 11 participants who answered it helps them to gather accurate and
reliable answers for their learning. It shows the positive effect of using technology in learning
areas.

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.

FIGURE10. In table 10 it describes that 31 participants (52%) of the respondents said

that most effect of using technology in teaching academic subjects is it helps them to stay
focused, 20 participants (33%) of the respondents answered that it does not affect their learning
while 9 participants (15%) seems that it distracts them as a student.

FIGURE11. In table 10 it specifies that 25 participants (42%) of the respondents said

that the least effect of integrating technology is it makes them lazy, 19 participants (32%) of the
students thinks that it distracts them and there are (26%) believes that it does not effect
anything.

CHAPTER5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

21
 Chapter 5 contains the research summary, conclusions and recommendations of the

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

This study observed the process of dwelling evolution in progressive development

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

benefits were taken for the granted.

5.2 CONCLUSION

The study provided evidences to respond to the research topic which states The

Effects of Using Technology in Learning Academic Subjects of Grade 11 Morning

Students of MPCA 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 skills and use them when needed.

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.

22
 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

information via technology.

 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.

23
 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 18 Phenomena.............. ........................................................................11, 12, 13

APPENDIX 19 Enormous...................................................................................................11

APPENDIX 20 Validate.......................................................................................................15

24
 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..69i57j69i59j69i60
l3j69i65.6902j0j4&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

25
 CRITERIA

Relevance

Organization

Appropriateness of Conceptual Framework

Clear Findings, Appropriate Table and Figure

Indepth Analysis and Interpretation

Clear Statement Findings

Conclusion and Recommendation

Total

26