Thesis Chapter1-3

BACHELOR OF TECHNICAL TEACHER EDUCATION
IMPACT OF USING ELECTRONIC TABLET DEVICE IN CLASSROOM

TEACHING AND ACADEMIC PERFORMANCE ON GRADE 12 SENIOR
HIGH SCHOOL STUDENTS OF UNIVERSITY OF PERPETUAL HELP
SYSTEM LAGUNA CAMPUS
An undergraduate thesis presented

to the Faculty of Trimex Colleges
In partial fulfillment of the requirements for the

degree Bachelor of Technical Teacher Education
major in Food Service Management
Research Adviser
Maria Lourdes R. Garino, LPT, MAC
Submitted by:
Tonio, Maria Elizabeth R.

Canceran, Emerald Ann J.
RECOMMENDATION FOR ORAL EXAMINATION
This thesis, entitled; “_______________________________________”,

prepared and submitted by _________________________________, in partial
fulfillment of the requirements for the degree of Bachelor of Technical Teacher
Education, has been examined and is recommended for Oral Examination.
___________________________________
Adviser
___________________________________________________________________
APPROVAL BY THE PANEL OF EXAMINERS
Approved by the Panel on Oral Examination with a rating of

__________%
THESIS COMMITTEE
___________________________________
Chairman
_____________________ ___________________________
Member Member
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Technical Teacher Education.
___________________________________
Dean
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
Title :
Authors :
Degree : Bachelor of Technical Teacher Education
School : Trimex Colleges, Inc.
Academic Year :
Adviser :
TABLE OF CONTENTS
Title Page i
Recommendation for Oral Examination ii
Approval Sheet iii
Acknowledgement iv
Dedication v
Thesis Abstract vi
Table of Contents ix
List of Tables xi
List of Figures xii
Chapter
1 THE PROBLEM AND ITS SETTING
Introduction
Theoretical/Conceptual Framework
Operational Framework
Operational Model
Statement of the Problem
Statement of the Hypothesis
Assumptions of the Study
Scope and Delimitation
Significance of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE AND STUDIES
State of the Art

Related Literature
Related Studies
Synthesis of the State of the Art
Gap/s Bridged by the Present Study
3 RESEARCH METHODOGY
Research Design
Sources of Data
Population of the Study
Instrumentation and Validation
Evaluation and Scoring

Data Gathering Procedures
Ethical Consideration
Statistical Treatment of Data
4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA
5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
References
Appendices
Appendix A - Letter/s
Appendix B - Questionnaire
Appendix C - Editor’s/Statistician’s Certification
Appendix D - Curriculum Vitae
LIST OF TABLES
Tables Page
3
LIST OF FIGURES
Figure Page
1 Conceptual Model
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
The tablets are ready for education as they are the best way to show
textbooks, They can offer enhanced ebooks that feature images, video,
audio, and these elements are impossible to include in print or in a standard
ebook. The tablets are very important to the students as they improve
collaboration, developing IT skills, publishing, sharing and searching for
information, creativity, flexibility in terms of space and time, and motivation in
their studies.The teachers can find a unique teaching approach by the
tablets, visual quality of teaching material, The teachers can evaluate the
students by using IT skills, The tablets are becoming available at low prices
especially for the students in the colleges and the universities. (Heba Soffar,
2015, 2019) Using the tablets today in learning is a more integrated learning
experience, and more engaging for the students, It is only with one tap of the
finger, The tablets allow the students highlight text, They can take the notes
in the margin and access a dictionary directly within the book itself.Using the
tablets is easy, they will change teaching organization, They will have a
positive impact on learning in a number of disciplines, They offer different
kinds of knowledge and resources. The tablets are a new incentive for
learning scientific skills, they are faster in drafting the reports, They are
simple digital with many benefits, they have many functions as the document
viewing, internet connection, the camera, video camera, and word
processing.The tablets are matching everything that a traditional book —
print or digital, The tablets are thin, lightweight, they are easier to use in
class than a laptop or notebook. The tablets have longer battery life, So the
students don’t have to worry about carrying a charger with them, The
students can tap the lecture and reply to it in just seconds. (Heba Soffar,
2015, 2019)
Easily accessible, entertaining and inexpensive, tablets are used to play
games, browse the internet and get organized. The devices can also have
extraordinary value in the classroom, expanding the scope of material
presented to students and helping to make topics and subject matter come
alive. In fact, having access to tablets increases student productivity and
increases access to learning materials. (Sarah Ipatenco, 2020)
But while tablets have considerable potential to transform teaching, teachers
themselves need to be skilled and confident in using this technology

creatively. To revolutionise learning through technology, greater
opportunities for professional development of teachers is needed. Tech
giants such as Apple, Microsoft and Google already offer introductory and
specialised training for teachers in using tablet technology effectively in the
classroom. But for technology to enhance learning universally, training
should be an integral part of professional development. Those currently in
the profession, and those studying to become teachers, would benefit from
being taught how to use apps and tablets to improve learning in all subject
areas – even if that means the adults having a bit more screen time, too.
(Nicola Pitchford And Laura Outhwaite, The Conversation, 2018)
The aim of that review is to determine if, when and how using tablets impacts
on learning outcomes: Do the knowledge and skills of students increase
following the use of tablets for particular purposes, and, if so, what factors
contribute to successful or unsuccessful use? Outcomes of the review
enable us to reflect on the impact and affordances of using tablets
educationally, and allow us to consider factors related to the successful
integration of tablets in schools. This chapter provides information and
advice for educators (including initial teacher educators) and school policy
makers interested in the educational use of tablets. Overall, tablets have
significant potential for enhancing learning—but, as with all technology—the

most important element remains the teacher, and their classroom practice.
(Louis Major, 2016)
In 2020, a sudden pandemic called corona virus spread all over the world.
Establishments, including schools executed several weeks of lockdown.
During the crisis, all students and teachers are compelled to home
quarantine. Stay at home could overlook a lot of lessons for learners.
Teachers and students will be able to carry on with the lessons through the
use of internet and online mobile applications like Google classroom and
Edmodo which are advantageous. Students and teachers are able to
continuously communicate and update their daily lessons through uploading
the files and videos related to the subjects that needs to be learned.
However, Wifi connection or mobile data is needed to register into a
classroom app. If the pandemic lingered for several months then all schools
will impose students and teachers to use online classrooms.
Background of the Study
In 2001, Microsoft introduced the first tablet prototype as the Windows
XP Tablet PC Edition. The earliest tablets used pen computing technology
and were not built to run standard PC operating systems (OS) or
applications, due to limited memory.Tablet styles include: Convertible:
Rotating touch screen, stylus/digital pen, keyboard screen software and

handwriting recognition software. Slate: Integrated electronic touch screen,
i.e., Apple's iPad.Hybrid: Standard notebook with a removable screen that
functions as a slate tablet. Rugged: Slate tablet with protective casing.
(Technopedia, 2017)
Tablets let you do many of the same things as a traditional computer. They
can browse the Internet, connect to social network apps, and display HD
videos. They excel at applications that do not require a large amount of
precise user input. Early tablet devices used light pens or a stylus as their
input device. However, today all tablets use a touch screen as their primary
input device with the option to connect external devices, such as a keyboard.
Most tablets only have a few physical buttons; the back, power, and volume
buttons. Everything else can be done using your fingers. Today, the top two
operating systems used with tablets is Apple iOS used with iPads and
Google Android used with Android tablets. A tablet can have apps installed
on it to perform a function. For example, the Safari app on iPads is the
browser that allows you to browse the Internet. On Android tablets, the
Chrome app is often the default browser. (Computerhope, 2018)
The tablets are faster and accurate, the students will use them in the
classroom setting, the tablets are touchscreen technology. The tablets have
the software to be competitive as some of the most innovative software is

developed especially for the tablets, and there are thousands of exciting
educational apps available in them. The tablets are fully compatible with
online teaching and learning platforms such as Blackboard, The tablets are
very important in education as they force the students to focus on one task at
a time. The tablets integrate with Education IT Trends, The students can use
the tablets and cloud-based systems to work anywhere on the campus. The
students can save their work in a central location and accessible from all of
their devices, so they have not to pay for computing power that they no
longer need. (Heba Soffar, 2015, 2019) Tablets enhanced pedagogy by
enabling teachers to adapt their teaching style to suit the needs of individual
students, and allowed for innovative ways to learn. This was particularly
beneficial for special needs students. The devices also improved student,
teacher and parent engagement with learning. In particular, parents engaged
more with the school and with their child’s education.(Education Business)
Tablets allow students to collaborate inside and outside of the classroom.
While regular classroom instruction stops when students leave the
classroom, tablets allow them to continue their discussion at a later time.
With certain apps, students can share ideas and brainstorming sessions with
their peers and get teacher input on their assignments. Other apps allow
students and teachers to live chat or text, according to "Educational
Leadership." Students are also able to share relevant information they find
outside of school. For example, if a student finds an article pertaining to what
is being studied in class, he can easily share it with his classmates and
teacher using his tablet device. (Sarah Ipatenco, 2020)
Schools can reduce paper usage by allowing students to turn assignments in
digitally, emailing them to teachers, according to the Scholastic website.
Using entertaining and age-appropriate apps can also boost interest and
engagement in what's being learned. The devices can also prepare students
for the technological world in which they live because they are appropriate
for even young children, according to Educational Leadership. Tablets might
also help special needs children adapt to the classroom environment,
according to the Center on Online Learning and Students with Disabilities.
For example, certain apps allow non-verbal children to communicate with
teachers by choosing pictures to describe what they want to say. Other
functions help students who struggle with fine motor skills. (Sarah Ipatenco,
2020)
Technology has to transform teaching and learning. High quality educational
apps available on smart phones and tablets really can help raise attainment,
and provide a unique learning experience. Over the past five years, we have
been conducting an international research project evaluating a series of
educational apps developed by the British charity onebillion.These interactive

apps are designed specifically to support early years numeracy and literacy
skills. They are available in different languages and enable children to learn
independently and at their own pace. There is even an "in-app" teacher who
guides them through the curriculum-based content. Children interact with the
apps by touching, dragging, and dropping objects to answer questions. Their
learning levels are then assessed through quizzes. So far, we have found
many positive results from using these apps in early years education. Here
are some of the things they can do:
 Improve learning outcomes – these apps significantly raise attainment
in key skills such as mathematics and literacy (when used alongside
standard teaching methods).
 Foster an inclusive learning environment – children with special
educational needs and disabilities can learn effectively with these
apps. This gives teachers a tool for providing high quality education
for children with specific needs alongside mainstream classroom
peers.
 Support cognitive development – when using educational apps to
acquire specific skills, such as mathematics, core cognitive skills can
also develop. When children in Malawi used interactive maths apps on

a daily basis for eight weeks, their attention and concentration skills
also improved.
 Promote development of non-cognitive skills – teachers in Malawi and
the UK using the same interactive apps to support early mathematical
and literacy skills, reported that children become more confident and
independent in their learning.
 Bridge home/school divides – these apps are also available for
parents to download and are easy to use, so can support learning at
home.
 Equalise access – as these apps are available in different languages,
are easy to use by teachers and parents, and promote self-paced
learning, they can be used in different settings, equalising access to
high quality education for all.
The apps are currently being implemented by Voluntary Service Overseas in
Malawi in their flagship international development programme, Unlocking
Talent through Technology. They have also been implemented in 15 schools
across Nottinghamshire with promising results. So far, children using the app
for 12 weeks (for 30 minutes a day) were up to four months ahead of their
peers. The app was particularly beneficial for children struggling with maths.
(Nicola Pitchford And Laura Outhwaite, The Conversation,2018)

Theory and Concepts
Despite the fact there are so many educational theorists, there are three
labels that they all fall under. Behaviourism, Cognitivism and Constructivism.
The study considered the 3 main schema’s of learning theories;
Behaviourism, Cognitivism and Constructivism. Learning theories are a set of
principles that explain how best a student can acquire, retain and recall new
information.
Fig.1.The 3 main schema’s of learning theories
Behaviourism.
Behaviourism is based on the idea that knowledge is independent and on the
exterior of the learner. In a behaviourist’s mind, the learner is a blank slate
that should be provided with the information to be learnt.(Paul Stevens-
Fulbrook, 2019)
Through this interaction, new associations are made and thus learning
occurs. Learning is achieved when the provided stimulus changes behaviour.
A non-educational example of this is the work done by Pavlov.
Through his famous “salivating dog” experiment, Pavlov showed that a
stimulus (in this case ringing a bell every time he fed the dog) caused the
dog to eventually start salivating when he heard a bell ring. The dog
associated the bell ring with being provided with food so any time a bell was
rung the dog started salivating, it had learnt that the noise was a precursor to
being fed. (Paul Stevens-Fulbrook, 2019) I use a similar approach to

classroom teaching when using a tablet.Technology can be a great tool for
reinforcing and therefore promoting positive student behavior in the
classroom. Students who can use technology to track their behavior in the
classroom have shown increases in positive behaviors and decreases in
negative behaviors and their consequences. Why does tracking reinforce
positive behavior? There are a few reasons why these tracking and
monitoring strategies are effective. First, the social skills of students are still
developing, so they may not immediately recognize negative behaviors.
Students may benefit from simply being made aware that unwanted behavior
is occurring. Second, the evaluation portion of the process gives students
concrete feedback about particular unwanted behaviors, which helps them
learn to keep them in check. Instead of feeling unable to control or impact the
behaviors, students develop a greater sense of control. Targets for self-
monitoring can include behaviors you seek to increase (Webber et al., 1993),
such as:
Focusing on the task or assignment (on-task), Making positive statements to
peers, Completing work, Complying with the teacher’s requests, Reading
pages of text during study periods, and Completing math computation
problems.
Incorporating technology into this self-monitoring can promote a positive
outcome in two ways: through student motivation and easy data collection.
Here are some simple apps and tools that can be used:
Staying on Task.
Students with an ADHD diagnosis may not even realize how often they are
off-task. One great app for helping to monitor this behavior is ClassDojo. In
my school, a student and a teacher used it simultaneously to track data. The
monitoring portion of the app was set for a pre-selected duration, and when
the timer went off (every five minutes, for example), both the teacher and the
student would mark whether the student was on-task or off-task. Having both
of them do it helped to “calibrate” the student’s ability to determine whether
he was really off-task. This type of monitoring data can be collected over
time, and can even be shared with parents daily via email.
Positive Peer Interaction.
This strategy can be tricky, depending on the age of the students and the
climate of the classroom. But in the right classroom, it can make a huge
difference in students making solid progress. For example, in one school a
teacher had a group of students create a video that outlined expectations for
a specific area of the building, the cafeteria. The video’s objective was to
give the elementary students explicit information about how to properly go
through the line, ask for help, and clean up when finished. Through the
process of creating the video, one student who was diagnosed with autism
really deepened his understanding of what was expected. He could see both
himself and his peers in a “third-person” situation through the lens of the
camera. Some of the cafeteria expectations, which seemed simple to many
of the students, were difficult for this student to master. He needed the
multiple repetitions of seeing the video while editing to really learn the
expectations for the behavior. His behavior thereafter in the cafeteria showed
significant improvement.
Work Completion.
Completing work can be a struggle for all students (and adults!) at times. It’s
important to keep the goal of the behavior in mind. Here are a few quick and
easy strategies that can get results:
Use a timer – Have students work to complete X number of tasks by a
certain time. Keep track of the data and have them work to improve. This
helps them with pacing and focus.
Offer rewards – Technology rewards are a great incentive for many students:
“Finish your test and you can work on the iPad for five minutes.” Older
students who are working for high levels of accuracy can earn one minute for
every correct answer, not just work completed.
Enhance the task with technology – Could the student read the story as an
eBook? Record the algebra answers in a “ShowMe”? Could the student use
the Recorder feature within MimioStudio™ software to make a recording of
the short answers on the test, instead of writing them? Could the document
be typed instead of handwritten?
Celebrate the victories – Pop up the student’s screen on the IWB to show the
class how well the student completed work.
Doing What You Are Told.
The final areas for student self-monitoring is listening and doing what is
asked of you. Students whose behavior is corrected consistently must start
asking themselves, “Did I make a good choice?” It sounds very simple, but
basic reflection can be very hard, even for older students. There are two
questions I always use with the students who have trouble in this area: “What
happened?” and “What was supposed to happen?” Students have to know
the right answer in order to choose it. A basic tally system can come in
handy in these cases. It can simply line out how many times the teacher had
to ask the student to do something. A savvy teacher with only one student to
focus on at a time can use a free counter app to tally the number of times
requests were made. One teacher who had success with this method began
by focusing on a short period of time – 30 minutes. She tallied the number of
requests that had to be made beyond the first request. She charted the data,
focused on growth, cheered successes, and made adjustments as needed. It
goes without saying that any tools used to monitor behavior should maintain
the dignity of students at all times. Teachers should have private
conversations with students prior to starting work on behaviors, and should
conference with students and parents about successes privately. The rest of
the class should not be aware that you are tallying or monitoring a particular
student.
Cognitvism
Cognitivism is "the psychology of learning which emphasizes human
cognition or intelligence as a special endowment enabling man to form
hypotheses and develop intellectually" (Cognitivism) and is also known as
cognitive development. The underlying concepts of cognitivism involve how
we think and gain knowledge. Cognitivism involves examining learning,
memory, problem solving skills, and intelligence. Cognitive theorists may
want to understand how problem solving changes throughout childhood, how
cultural differences affect the way we view our own academic achievements,
language development, and much more. (Feldman, Cognitivism)
In cognitivism theory, learning occurs when the student reorganises
information, either by finding new explanations or adapting old ones. This is
viewed as a change in knowledge and is stored in the memory rather than
just being viewed as a change in behaviour. Cognitive learning theories are
mainly attributed to Jean Piaget.(Paul Stevens-Fulbrook, 2019)

Cognitive games are designed to help stimulate various regions of the brain.
These games are used to improve reflexes, help people learn, promote
critical thinking, and help people learn different patterns of association.
Cognitive games are helpful when used to learn a foreign language and
memorize new material. Various learning techniques are used in the
classroom because there are various learning styles. There are many
games that promote and influence cognitive learning.
Examples of cognitive games include:
Educational Websites, Computer Games, and Mobile Game Apps
Most educational websites computer games focus on stimulating a young
child's senses while engaging them in various cognitive tasks. Below are
three of the many learning websites that are available to enhance cognitive
development in young children.
ABCmouse.com
PBS Kids Educational Games
Spelling City
Constructivism
Constructivism is based on the premise that we construct learning new ideas
based on our own prior knowledge and experiences. Learning, therefore, is
unique to the individual learner. Students adapt their models of
understanding either by reflecting on prior theories or resolving

misconceptions..(Paul Stevens-Fulbrook, 2019) Constructivist teaching
methods are based on constructivist learning theory which was conceived
and developed by two major thinkers: Jean Piaget and John Dewey. These
philosophers were very influential in the development of progressive,
informal education. Constructivist theory holds that learners are not passive
recipients of knowledge but are more active in the process. They build on
previous experience in order to make sense of what they are learning. They
are more active in the creation of meaning and knowledge. This leads to a
more student centred approach in which the student guides his own learning.
(Interactive Flatscreen, 2017) Well, the introduction of iPads and tablets into
the classroom gives pupils greater power and autonomy over what they are
learning. These devices give instant access to knowledge so the pupil
becomes his own teacher, to a certain extent.(Interactive Flatscreen, 2017)
Learning through play is also part of the progressive, constructivist approach.
Picture a child playing with building blocks, absorbed in the activity and on
his own. This is the best possible visualisation of constructivist learning
theory. ICT, in the form of iPads, tablets, mobile devices and interactive flat
screens, allow for greater engagement and interaction by the learner which
means more fun and play. The approach also helps with class discipline
because it allows for a more interesting learner experience. Less boredom

means less discipline problems. It also helps with self-esteem and the
learner’s faith in the education system.(Interactive Flatscreen, 2017)
Operational Framework
The study was connected on the 3 main schema’s of learning theories;
Behaviourism, Cognitivism and Constructivism., which summarizes that
behaviourism defines learning simply as an acquisition of a new behavior or
a change in behavior. The learning begins when a cue of stimulus from the
environment is presented. And the learner reacts to the stimulus as a
response. The change in the behavior of the learners signifies that learning
has occurred. The cognitivism theory, learning occurs when the student
reorganises information, either by finding new explanations or adapting old
ones. Cognitive games are designed to help stimulate various regions of the
brain. These games are used to improve reflexes, help people learn, promote
critical thinking, and help people learn different patterns of association.
Learning through play is also part of the progressive, constructivist approach.
The study had the independent variables such as the impact of using
tablet device and classroom teaching, and the dependent variable is the
level of student’s academic performance.
Fig.2.The operational model of the study showing the relationship
INDEPENDENT VARIABLE
INDEPENDENT VARIABLE
CLASSROOM
TEACHING
IMPACT OF
USING
TABLET
S
DEVICE
DEPENDENT VARIABLE
STUDENT’S ACADEMIC
PERFORMANCE
among variables.
Statement of the Problem
This study aim finding the impact of using electronic tablet device as
their references.
What is the profile variables of the grade 12 students in terms of;
a. Age:
b. Gender:
c. Strand:
d. Economic Status:
What is the impact of using the electronic tablet device as their source
reference?
What is the advantage of using the electronic tablet device to the students in
terms of academic performance?
What is the disadvantage of using the electronic tablet device to the students
in terms of academic performance?
ASSUMPTIONS OF THE STUDY
The researchers assumed the following:

1. Using electronic tablet device is accessible than using textbooks and
it is efficient to use as source of reference.
2. Using electronic tablet device students can easily browse every
lesson they need to study.
3. Using the electronic tablet device in classroom can catch the
attention of the students it can also make the lesson interesting.
HYPOTHESIS
Ho - using the electronic tablet device on senior high school can
effect their academic performance
H1 – using the electronic tablet device on senior high school student
has a good effect on their academic performance
SCOPE AND DELIMITATION OF THE STUDY
This study was limited to ten (10) students per strands of grade 12
senior high school of University of Perpetual Help System Laguna
Campus during the school year of 2019-2020. These students are
randomly picked by their professor.
1. Science, Technology, Engineering and Mathematics (STEM)
2. Accountancy, Business, and Management (ABM)
3. Pre-baccalaureate Maritime Specialization (PBM)

4. Technical Vocational Livelihood Home Economics (TVL – HE)
5. Technical Vocational Livelihood Information Communication and
Technology (TVL – ICT )
6. Humanities and Social Sciences (HUMSS)
7. ARTS and DESIGN
SIGNIFICANCE OF THE STUDY
Now with computers and tablets or mobile phone in just about every
classroom, technology has advanced the testing options available to most
school systems. Technology makes it more efficient for the teachers to
handle lessons and grading papers, they can give the lesson in advance to
the student using the e-book. The students of this generation are considered
technological learners. They learn best being more interactive, and
technology is what helps them do that. Students often struggle to stay on
task or interested, and with resources to help the teacher, they can better
stay focused and learn faster. Having access to other information outside of
the book gives students many different ways to learn a concept. Teachers
can come up with creative ways to teach their students that keep them
engaged.
Technology has changed the learning environment so that learning is more
hands-on. Computers, tablets, and other forms of technology bring multiple
resources for the teacher that’s not in the book. They not only keep students
engaged with exciting new features and apps, but also have other ways to
teach students material. Every student learns differently, and technology
helps with this gap as well.
DEFINITION OF TERMS
For a better understanding of this study, the following terms are defined in
the context of this research.
E-book . A book in electronic form. A portable electronic device used
for reading books and other text materials that are in digital form.
Electronic .Relating to electronics or to devices, circuits, or systems
developed through electronics. Relating to, or controlled by
computers or computerized systems.
Internet . A global computer network providing a variety of
information and communication facilities, consisting of interconnected
networks using standardized communication protocols.
Wi-Fi . A brand name certifying that a device or other product is
compatible with a set of broadband wireless networking standards.

Computing a system of accessing the internet from remote machines
such as laptop computers that have wireless connections.
Online . This refers to communications via a modern or network to
a host system. The availability or access of data or information
located within a database system.
Web Browser. Digital Technology. A software program that allows
the user to find and read encoded documents in a form suitable for
display, especially such a program for use on the World Wide Web.
Chapter 2
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter dwells on the presentation and discussion of relevant
information and data as given by both local and foreign literature and studies.
The scope of the research problem and the need for background information
on topic regarding IMPACT OF USING ELECTRONIC TABLET DEVICE IN
CLASSROOM TEACHING AND ACADEMIC PERFORMANCE ON GRADE
12 SENIOR HIGH SCHOOL STUDENTS were highlighted in this chapter.
The local and foreign scene since being given emphasis through various
materials read which provide direction to the researchers.
STATE OF THE ART
The literature and studies that were reviewed were found to have bearing on
the present study. They serve as bases for conceptualization the study’s
problem, research design and methodology.

RELATED LITERATURE
1. THE IMPACT OF TABLET USE ON CLASSROOM TEACHING
Computers are one of the most valuable resources in a classroom because
they serve so many useful functions. With computers and the internet,
students today have a wealth of information at their fingertips that can help
them develop their research and communication skills while preparing them
for a future career in a workforce that is increasingly reliant on computer
technology.(Kristina Barroso, 2019) The mobile app was particularly
beneficial for children struggling with maths. But it's not just about numbers.
Educational apps can also be used by teachers and children to create their
own imaginative content, and connect classrooms worldwide. Stories of a
Lifetime is a global literacy project run by Marc Faulder (in the UK) and
Jason Milner (in Australia), which creates a library of local stories and myths,
told by children in their own words and animations. Part of Apple's
"Distinguished Educators" programme, it enables teachers across the world
to share their children's stories in way which promotes digital literacy,
communication skills and a sense of identity. (Nicola Pitchford And Laura

Outhwaite, The Conversation, 2018) Online assessments are more efficient
than traditional paper testing because it allows for more immediate feedback
and data.(Kristina Barroso, 2019) Computers also have an important role
beyond primary and secondary education classrooms. Thanks to computers
and technological advancements, higher education is now more accessible
than ever. Many colleges and universities offer online classes, and some
even offer degree programs that can be completed exclusively online. Online
classes and online degree programs make it easier for single parents or
students with heavy workloads to continue their education from the comfort
of their own home and at their own pace.(Kristina Barroso, 2019)
2. THE IMPACT OF TABLET USE ON STUDENTS’ ACADEMIC
PERFORMANCE
New technologies are being increasingly introduced into classrooms as new
tools for learning. This is however often done regardless of any academic
evidence concerning their impact. Our objective was to identify differences in
Academic Self-Concept in students before and after using tablet
technologies in education. A total of 490 students aged 10 to 17 from 10

schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month
trial, in which instruction was conducted via tablets and touchscreen boards.
Our findings showed that the Academic Self-Concept scores of children, who
had below-average Academic Self-Concept scores, improved over the trial.
However, initial above-average scores tended to decrease throughout the
trial. Incorporating technologies into the educational process does not appear
to have the potential to be associated with an increase in Academic Self-
Concept in students overall. We believe that those who score low on
Academic Self-Concept may benefit from the overall motivating effect of the
intervention, and from the chance to experience success in novel educational
situations. (Institute of Experimental Psychology, Centre of Social and
Psychological Sciences, Slovak Academy of Sciences, 2018) The study of
the effect of internet, tablet device, and computer apps use on academic
performance and social and overall self-esteem,and found that Internet use
leads to higher scores on standardized reading skills tests and higher overall
self-esteem. Kucirkova, Messer,and Sheehy (2014; see also Kucirkova
&Littleton, 2017) found that reading personalized books with preschool
children enhances vo-cabulary acquisition. Others have explored theuse of
digital technologies in specific domains,such as mathematics (Sinclair &
Baccaglini-Frank, 2016) or the use of digital technologiesfor autism (Parsons,
Yuill, Brosnan, & Good,2017). Finnish researchers (Salmela-Aro,Muotka,

Alho, Hakkarainen, & Lonka, 2016)found that almost half (46%) of the
elementary students in their sample felt some degree of cynicism toward
school; those students re-ported that they would be more engaged if
socio-digital technologies were used at school.
3. THE PEDAGOGICAL RATIONALE FOR EMPLOYING TABLET
LEARNING IN EDUCATION
Constructivist learning theory is an optimistic, enlightened approach to
education in which the child is seen as capable of learning on his own.
Empowering pupils with tablets, and teachers with interactive touch screen
monitors allows for a blended approach to teaching which is now becoming
the norm. Yes, the old totalitarian method of teaching is being replaced by
something more fun and effective. The revolution is well and truly under way
and it is being driven by ICT. (Interactive Flat Screens, 2017) The interest in
inquiry-based learning seems to ebb and flow based on–well, it’s not clear
why it ever ebbs. In short, it is a student-centered, Constructivist approach to
learning that requires critical thinking, and benefits from technology,
collaboration, resourcefulness, and other modern learning skills that never
seem to fall out of favor themselves.(Teach Thought Staff, 2017)

4. ADVANTAGES OF APPLYING TABLETS IN EDUCATION
The benefits of using computers in the classroom goes beyond more efficient
assessment and opportunities for online learning. Mobile devices and
technologies are an inevitable part of society, but that does not mean that
students naturally understand how to use those technologies appropriately.
Using computers in the classroom gives teachers an opportunity to teach
digital citizenship skills that demonstrate ways to use technology correctly
and responsibly.(Kristina Barroso, 2019)
School officials like Marilou Pondoc are better able to support their peers
using tablet computers and other learning tools provided by USAID. As
Assistant Principal in Cogon Elementary School in Bohol province, Ms.
Pondoc uses a tablet computer, preloaded with teaching applications and
digital copies of USAID-produced Teacher’s Guide and Leveled Readers, to
improve teaching practices in early-grade classrooms. This contributes to
achieving the shared goal of improving the reading skills of one million early-
grade students in the country.(USAID Philippines, 2018)
A Filipino’s insight on education and culture. “I have been teaching for 16
years now, and I see that there are more students finishing their studies,
because of the new trends, approaches, and programs that are offered by
the school. An example of which is the use of tablets and other gadgets,
which highly motivates the students to perform academically’.(Philippines
Star, 2019)
5. DISADVANTAGES OF APPLYING THE TABLETS IN LEARNING
While the benefits of using computers in education are plentiful, it also has
some disadvantages. Some worry that computers are distracting because
they provide students with temptations like games, videos or chats that can
take them off task. It’s true that some students might be lured off task by
these tempting features, but luckily there are settings available that can help
teachers and parents set restrictions to help minimize distractions.(Kristina
Barroso, 2019)
Another disadvantage of computers in the classroom is over-reliance on
technology. Critics argue that spell check and other computer features that
automatically correct errors in spelling and punctuation make students too
lazy to learn and apply the rules themselves. These features, however, help
point out where students went wrong and offer valuable learning
opportunities that can help students enhance their understanding of
appropriate spelling and punctuation. The benefits of using computers in the

classroom outweigh any disadvantages that may accompany it.(Kristina
Barroso, 2019)
Teachers in these remote barangays now lead 'digital classrooms' As we
settle to prepare for a short program prepared by the teachers and students,
Darwin Flores, Smart’s department head for community partnerships, takes
out a tablet to play with the kids. He opens the Batibot app, an interactive
tool for pre-schoolers and low-level students. It is basically gamified learning:
users are asked to arrange the alphabet by order, sound out words, and, like
a typical Pinoy activity, engage in karaoke-style participation. The children
huddle around Flores, picking up on the app’s touch screen mechanics in
just a few strokes — even though some of them have never handled their
own smartphones or tablets. Tech-savvy kids from toddlers to pre-
adolescents are called ‘digital natives’ these days — a generation whose first
few steps include touching a tablet or a phone. Their curiosity to fumble with
a device seems almost innate and instinctive. But in Cabugao, gadgets are a
rarity. There is no electricity and wifi. Power comes from solar energy or
generators that run on gasoline..(Don Juacian, 2017)
According to a 2014 report by the Department of Education, there are 5,954
schools in the Philippines that do not have electricity. This means there are
over a one million students in these schools who do not have access to basic
technology necessary for learning. (Don Juacian, 2017)
6. STUDENTS AND FACULTY VIEWPOINTS OF EMPLOYING
TABLETS ON EDUCATION
Students Viewpoint
Students’ opinions in relation to the problems they experienced in using
tablets for education.
 Falling behind in class due to freeze of applications
 Blockage of application store
 Insufficient battery life
 Insufficient material
 Difficulty in writing, slow writing
 Assignments sent by teachers at inappropriate times
 Disconnections in internet
 Blockage of social networking
 Unintentional deletion of works
 Inexistence of a dictionary
 Written materials working slowly
 Harm on my visual health

The biggest problem encountered by students in using tablets in class
is freezing and stopping of applications. Although slightly
encountered, students stated falling behind in class due to freeze of
applications, unintentional deletion of works, lack of a dictionary, not
being able to install any application, slow process speed of written
documents and teachers sending assignments without time among
their problems.(Emrah Soykan, 2015)
Some student opinions regarding these expressions are as follows; S. I. 1:
“We do not have access to lessons when there is internet disconnection. I
experience the same problem when the battery is empty. Applications and
games that we use outside the class causes early battery discharge. This
problem reflects upon lessons” S.I.2: “Due to the App Store being
removed on our devices we cannot install educational applications
suggested by our teachers. At the same time YouTube being blocked
prevents us from watching many useful videos. I think reinstallation of it
would benefit us a lot.” S.I.3: “When I am concentrated the most on the
lesson the iPad can freeze or the application shuts and I lose all my work.
This causes me to lag behind in class.” S.I.4: “Our teachers usually send the
assignments via internet. However our internet at home does not work from
time to time. As a result I experience problems in receiving or sending back
the assignments.” S.I.5: “I used an iPad for the first time at school. I
experience difficulties in writing like many other features. As I am not used
to the keypad of iPad I am very slow in taking notes and I lag behind in
class. I think that I slow down the lesson and this affects me negatively.”
S.I.6: “Because I play games when I am out of school I also think about the
games during lessons and start thinking about the games I left unfinished. I
think this affects my motivation. Some of my friends open games in class
even. It is not possible for our teachers to see all of us.
Students’ opinions on advantages provided by use of tablets in education
 Opportunity to review lessons easily
 Making it easier to understand lessons
 Making lessons more fun
 Providing richness in written materials
 Fastening learning
 Better comprehension of experiments
 Time saving
 Making teacher-student communication easier
 Increasing motivation in class
 Easier completion of assignments
 Ability to use online resources

 Not having to carry books and notepads
 Increase in my success in numerical lessons
Students stated that the ability to review lessons thanks to applications on
tablets when they are unable to go to school or they did not benefit enough in
class is the biggest advantage. Although small in number, students also
stated that their rate of success has increased in numerical lessons with the
use of tablets.(Emrah Soykan, 2015)
Some student opinions regarding these expressions are as follows; S.I.1: “I
find more opportunities to apply what our teacher taught in class. Thanks
to visual materials such as videos and animations related to lessons what I
learned is more permanent.” S.I. 2: “There have been days that I could
not attend school because I was sick, but I never lagged behind from
class. Because everything our teacher gives in lesson is on our tablets.
I repeat the subjects I missed at home and when I go to school I can ask to
my teacher the parts that I did not understand. In the same way we can
complete assignments and easily send to the teacher.” S.I.3: “The time we
used to spend writing we now use for review of parts we did not
understand. This helps us in understanding subjects better.” S.I.4 “In
Chemistry and some other lessons it helps us to understand the experiments
better by watching videos and it makes the lesson much more fun.” S.I.5: “It
meets many of students’ educational needs. It is very useful to have our
books in our tablets. Also we can access information on any subject
thanks to internet. We have all information at our hands.”
Faculty Viewpoint
Teachers’ views on problems they experience during education with
tablet.
 Problems relating to connection and technical infrastructure
 Games being played more than necessary affect motivation
 Access to social networks during lesson
 Awareness-raising is necessary on the educational purposes
 Teachers feeling inadequate on using an iPad, they would like to have
training
 It causes students to be anti-social
 Freeze moments in devices causes loss of concentration
 Causes laziness
 It is difficult to control in class, we cannot see what students are busy
with
 Falling behind in class due to low battery
 Difficulty in transferring materials into iPad
 Insufficient material
 Insufficiency in taking notes and preparing for the exams with
insufficient notes
 Ethical concerns (taking photographs during lesson and using for
wrong purposes)
(Emrah Soykan,2015) The problem experienced the most by the
teachers during education with tablet are problems relating to
connectivity and technical infrastructure. Also according to teachers
students spending too much time on games outside causes
decrease in motivation in class. The opinions least stated are
insufficient material in some courses, students studying with
insufficient notes due to students not keeping their notes
properly with the tablets and photographs being taken during class
and these photographs to be used for wrong reasons
Opinions of some teachers in relation to these expressions are as follows:
T.I 1: “Functions in iPads are not well known and I can’t use them in my
lessons. I am trying to learn with the help of my colleagues and internet. I
think we need training on this matter.” T.I. 2: “I believe that distribution of all
course materials to students via digital environment may cause students to
lose their writing and reading skills as well as cause laziness.” T.I. 3: “…
another problem that I have encountered in iPad supported education is that
students are not at the same skill level in using iPad and this reflects on the
pace of progress in lesson.” T.I. 4: “… Students can access to other sites
while we are lecturing. We should be able to see this and because we cannot
see this some students may be busy with other applications while they seem
to be listening to the lesson.” T.I. 5: “… Due to the fact that not all students
have internet access at their homes sometimes we experience problems in
communication. Especially regarding to submission of assignments.” T.I. 5:
“For this type of education to be effective students should be informed on
the use of iPads. Even during break time students prefer to play with
iPads instead of talking to each other.” T.I. 6: “When there is no internet,
we cannot complete a lesson within the period we planned. As a result for
lessons we prepare we become disappointed and end up losing time over
writing things on the board.”
Teachers’ Opinions Regarding the Advantages of Education with Tablet
 Speed of learning has increased thanks to visuals and interaction
interaction
 Provides richness in material

 Opportunity to repeat some subjects and ability to be take care of
the students more
 Prevents loss of time
 Motivation towards lessons has increased and lessons became more
fun
 Ability to use the opportunities provided by the internet
 Made communication between students and teachers easier
 Removes the time and space dimension
 Easy sharing of materials with students
In teachers’ opinion the biggest advantage of education with tablets is the
increase in the speed of learning in students thanks to visuals and
interaction. The least stated opinion is easy sharing of materials with
students.(Emrah Soykan, 2015)
Opinions of some teachers in relation to these expressions are as follows;
T.I. 1: “using materials related to the subject of the lesson such as video,
image and animations help students to grasp subjects better.” T.I 2: “Owing
to education with iPad time for lecturing has shortened and provided us with
the opportunity to do more practice and review. As a result we can
economise time and repeat subjects which are not well understood.” T.I. 3:
“It is of great advantage for students who cannot come to school or miss the
lesson. We can share all the materials with them even though they did
not come to school and we can communicate with them. Material sharing is
very easy.” T.I 4: “We do not have to write the questions on the board. Since
all the materials are available in students’ iPads it is enough for them to note
the solution only. As a result we can cover more questions and subjects.” T.I.
5: “I can easily reflect lecture notes to the board and this gives me time. In
this way I have more time to deal with my students.” T.I 5: “… Lessons are
faster, more visual, more memorable, enjoyable and fun compared to
traditional methods. Students are also very happy with this. They
continuously state in class that they understand subjects better.”
7. THE FUTURE OF EDUCATING USING TABLET DEVICE
TECHNOLOGIES
New technologies are a large part of the educational landscape in the 21st
century. Emergent technologies are implemented in the classroom at an
exponential rate. The newest technology to be added to the daily classroom
is the tablet computer. Understanding students' and teachers' perceptions
about the role of tablet computers is important as this can provide
information for future development and implementation of table technologies
in the classroom.(Christine Ditzler, 2016)

To give Philippine education a digital boost, Smart Communications, Inc.
launched the Smart TechnoCart in 2015. Each Smart TechnoCart contained
tablets with educational apps for the use of students; a laptop with teaching
modules and projector for the use of the teacher; Smart Bro pocket WiFi with
load for connectivity. To help schools optimize the use of the Smart
TechnoCart, teachers were also given training on tablet basics as well as on
child and curriculum development.Today, Smart continues to empower
teachers in far-flung communities through the School-in-a-Bag, a portable
digital classroom.(SMART COMMUNICATION, 2018)
In line with President Rody Duterte directive, around 200,000 tablets will be
procured this year for Senior High School students which will help shore up
the requirement for instructional materials and make education more
interactive.(DEPED Tayo, 2018)
RELATED STUDIES
According to (Cohen, 2012; Faloon, 2013;Foote, 2012), recently less
expensive tablets have been adopted for schoolwide use often without
clearly articulated learning goals or extensive involvement by teachers inthe
planning process (Peluso, 2012; Powell, 2014). Although there are articles
and reports on iPads inschools that outline the apps examined for their
educational value (Faloon, 2013; Raths, 2013;Schaffhauser, 2013; Sykes,

2014) or the path to implementation (Cohen, 2012; Foote, 2012), these
works often have excluded users’ perspectives on the educational value and
effectiveness of the tech-nology. Understanding how students and teachers
perceive using tablets in the classroom during the initial year of
implementation is essential for adopting or developing tablet applications for
classroom use. Peluso (2012) asserted that instead of researchers compiling
a list of the educationally relevant applications for the tablet technologies,
learners should have opportunities to have critical discussions about how
and what they may learn from certain apps, and that those relevant
discussions should be utilized to inform what and how those technologies are
to be incorporated into the classroom lesson.Tablets as a tool in the
classroom are a recent emerging educational technology (Johnson,
AdamsBecker, Estrada, & Freeman, 2014). Responding to Peluso’s critical
assertion, the current study focused on students’ and teachers’ perceptions
of tablets for the classroom use. Research in this area can provide insights
for developing effective instructional strategies utilizing tablets. The
significance of knowledge and skills that classroom teachers should maintain
for the selection of valuable and relevant information for teaching and
learning (Anderson & Rainie, 2010). The most rapidly growing new
technology in the classroom is the tablet computer, for example, the
AppleiPad (Johnson et al., 2013). A recent survey showed a substantial

increase in the use of tablets in K–12with 78% of elementary schools, 69% of
middle schools, and 49% of high schools using the devices regularly
(Cavanagh, 2015). The devices give students and teachers a mobile source
for information, text-books, interactive media, and a wealth of tools through
downloadable applications, frequently referred toas apps (Pilgrim, Bledsoe, &
Reily, 2012). The apps are available for activities ranging from organization
to productivity, and some allow users to apply their creativity (Sykes, 2014).
According to ABI Research(2013), there would be an estimated 14 billion
tablet app downloads in 2014, with 75% of those on theiPad. The numbers of
available apps for the iPad geared toward education keeps increasing. Apple
announced in 2012 that there were 20,000 education apps (Rao, 2012); in
2015 it cited more than 80,000apps for education (Apple, 2015), a 400%
increase.Many of the available apps, however, are focused on content
acquisition rather than on increasing higher order thinking skills such as
critical thinking and creative thinking. An extensive list provided by
Shoemaker (2012) on a Palm Beach School District wiki is one of many such
lists found on the Internet. However, they are mostly for information
gathering; examples include ereaders,ebooks, calculators, and
encyclopedias (Shoemaker, 2012). The iPads used in a project implementing
a 1:1 iPad program, for instance, are preloaded with text editing,
spreadsheets, planners, graphing calculators, and photo-video apps

(Takahashi, 2012).To utilize tablets effectively in the classroom and to help
students benefit from them, the teacher must be familiar with these apps and
their educational potential. Moreover, finding appropriate apps is an
important process that should be included when defining learning objectives,
aligning standards, recognizing the limitations of the app, and identifying the
needs of the students (Powell, 2014). That is, knowledge of technology,
pedagogy, and content should be aligned for effective instruction.Some
teachers see the mobile devices and the apps loaded on them as a
distraction rather than aneducation tool, limiting how they can be used to
their full potential in the classroom (Barnes &Herring, 2011). A recent study
(DiVall & Zgarrick, 2014) with pharmacy faculty members who were issued
iPads for work flow found that the majority of faculty thought that the device
allowed them to improve productivity and some faculty also tried new
teaching strategies and tools. It istherefore important to understand how
teachers view tablets as an educational tool, as their perceptions may limit or
increase the use of tablets for teaching and learning.As those issues
emerged during classroom applications of laptops as just discussed, tablet
technology must be implemented by teachers trained for effective use of the
technology (Means, 2010).Teachers are not always well versed in the use of
new technologies. However, like the younger generation, teachers are
increasing their uses of mobile devices due to necessity in a technology-

driven world (Gentile, 2012). The increased use and availability for personal
use, however, does not indicate that teachers are successful with the
integration of new technologies in their classrooms for teaching and learning
(Pilgram et al., 2012).Although effects of technology use in the classroom
have been explored extensively (Cuban,2011; DiVall & Zgarrick, 2014;
Greenhow et al., 2009; Hagood, 2011; Jackson et al., 2012; Powell,2014;
Raths, 2013), due to recency in the use of tablets in the classroom, research
regarding their educational potential and implications of the device is rare.
More importantly, however, how the users of the technology in education
think of the introduction of this technology in the classroom is not well known.
Understanding how students and teachers view the use of technology in the
classroom is an important step to guide proper uses of technology and to
produce enhanced tools for teaching and learning. The current study
attempted to bridge the gap by exploring the views and opinions of the major
stakeholders—students and teacher.
SYNTHESIS OF THE STATE OF THE ART
The review of related literature and studies has an implication on the present
study. All reviews focused on the Impact of tablet use in classroom teaching,
Impact of tablet use in student’s academic performance, The pedagogical

rationale for employing tablet learning in education, The advantages and
disadvantages of applying tablet use in learning, The student and faculty
viewpoints of employing tablet on education, and The future of educating
using tablet device technologies. The work of literature of different authors
like
Kristina Barroso (2019), Nicola Pitchford And Laura Outhwaite, The
Conversation (2018), provided substantial information on the impact of tablet
use in learning. The impact of tablet use on students’ academic performance
were provided by Institute of Experimental Psychology, Centre of Social and
Psychological Sciences, Slovak Academy of Sciences, (2018), Kucirkova
&Littleton (2017), Sinclair & Baccaglini-Frank (2016), Parsons, Yuill,
Brosnan, & Good (2017), Salmela-Aro,Muotka, Alho, Hakkarainen, & Lonka
(2016), The Interactive Flat Screens, (2017) and Teach Thought Staff (2017)
stated that Constructivist learning theory is an optimistic, enlightened
approach to education in which the child is seen as capable of learning on
his own. Empowering pupils with tablets, and teachers with interactive touch
screen monitors allows for a blended approach to teaching which is now
becoming the norm. Kristina Barroso (2019), USAID Philippines (2018),
Philippines Star (2019), Don Juacian (2017), provided information on the
advantages and disadvantages of applying tablet use in learning. Emrah
Soykan (2015), outlines some of the students and faculty viewpoints of

employing tablets on education. According to Christine Ditzler (2016),
understanding students' and teachers' perceptions about the role of tablet
computers is important as this can provide information for future
development and implementation of table technologies in the classroom.
SMART COMMUNICATION (2018), stated that, to give Philippine education
a digital boost, Smart Communications, Inc. launched the Smart TechnoCart
in 2015. DEPED Tayo (2018), reports that, 200,000 tablets will be procured
this year for Senior High School students which will help shore up the
requirement for instructional materials and make education more interactive.
Cohen (2012); Faloon (2013); Foote (2012), Peluso (2012); Powell (2014),
Raths, (2013);Schaffhauser (2013), Sykes (2014), Johnson, AdamsBecker,
Estrada, & Freeman (2014), Anderson & Rainie (2010), Johnson et al.
(2013), Cavanagh (2015), Pilgrim, Bledsoe, & Reily (2012), ABI Research
(2013), Rao, (2012); Apple, (2015), Shoemaker (2012), Takahashi (2012),
Barnes &Herring (2011), (DiVall & Zgarrick (2014), Mean (2010), Gentile
(2012). Pilgram et al. (2012), Cuban (2011) Greenhow et al. (2009); Hagood
(2011); Jackson et al. (2012), cited that understanding how students and
teachers view the use of technology in the classroom is an important step to
guide proper uses of technology and to produce enhanced tools for teaching
and learning.
GAPS BRIDGED BY THE PRESENT STUDY
From the above review of the related literature and studies, the following
gaps were determined:
1. There were no studies yet conducted on the impact of using tablet device
in classroom teaching and academic performance among selected Grade 12
senior high school students in Laguna.
2. There were no studies yet conducted on the the impact of using tablet
device in classroom teaching and academic performance among selected
Grade 12 senior high school students considering University of Perpetual
Help System Laguna as the locale of investigation.
In view of the gaps identified, the study aimed at determining the impact of
using tablet device in classroom teaching and the level of academic
performance among selected Grade 12 senior high school students.
Academic Year 2019-2020.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the procedures adapted by the researchers
about the details on the researcher design, sources of data, population of the
study, instrumentation and validation, data gathering procedure, and
statistical treatment of data applied in order to come up with this study.
Research Design
The study made use of descriptive-survey type of research design. Since
the study discusses the impact of table use device in classroom teaching and
academic performance of the students, this quantitative design is the very
suitable type of research design to utilize. The descriptive method is a fact-
finding that explains the present condition, what is happening or going on in
the time of study.
According to Aquino, as cited by Joy (2018), “Descriptive research describes
what is. It involves the the description, recording, analysis, and interpretation
of the present nature, composition or processes of phenomena. The focus is
on prevailing conditions, or how a person, group, or thing behaves or
functions in the present. It often involves some type of comparison or
contrast. Descriptive research, is used to describe characteristics of a
population or phenomenon being studied. It does not answer questions
about how/when/why the characteristics occurred.” The purpose of
descriptive research is, of course, to describe, as well as explain, or validate

some sort of hypothesis or objective when it comes to a specific group of
people.
Also, Descriptive method is the appropriate and accurate method in
gathering method. It is collected through questionnaire survey and interview.
In this method, the researchers were able to explain briefly the present
condition of the impact of using tablet device in classroom teaching and
academic performance in selected senior high school at University of
Perpetual Help System Laguna. The information was analyzed, summarized
and interpreted along certain time of thought for the pursuit of a specific
purpose of the study.
Sources of Data
The study had two sources of data namely; primary and secondary sources,
the primary sources of the data were the select Grade 12 senior high school
students enrolled during Academic Year 2019-2020. Secondary sources of
the data were the books, thesis, internet, journals, periodicals, magazine,
and other reference materials deemed necessary to gather the needed
information of the study.
Population of the Study

The targeted respondents of this study70 senior highschool students in
University of Perpetual Help System Laguna Binan City, Laguna The
researchers utilized “total population sampling” method to determine the
participants of the study. Total population sampling is a type of purposive
sampling where the whole population of interest (ex.a group whose members
all share a given characteristic) is studied. It is most practical when the total
population is of manageable size, such as a well-defined subgroup of a
larger population. In practice, total population sampling is done when the
target group is small and set apart by an unusual and well-defined
characteristic. (Crossman, Ashley 2018)
Instrumentation and Validation
The researchers used non-standardized questionnaire consisting of two
parts. Part one focused on the impact of using tablet device in classroom
teaching; part two was on the students’ level of academic performance.
Since the questionnaire was non-standardized, it was subjected to the face
and content validity. It was presented to the panel of experts; one in
research, and in statistics for their comments and suggestions. After some
modifications, it was presented to the adviser for final approval and it was
distributed to the target respondents.
Evaluation and Scoring
To determine the impact of uing tablet device in learning among selected
Grade 12 senior high school students at University of Perpetual Help System
Laguna, the following measures were used:
Assigned Points Numerical Categorical Responses Verbal
Ranges Interpretations
4 3.51-4.00 Strongly Agree (SA) Very Positive
3 2.51-3.50 Agree (A) Positive
2 1.51-2.50 Disagree (D) Negative
1 1.00-1.50 Strongly Disagree (SD) Very
Negative
To determine the students’ level of academic performance among selected
Grade 12 senior highschool at University of Perpetual Help System Laguna,

the following measures were used:
Assigned Points Numerical Categorical Responses Verbal
Ranges Interpretations
4 3.51-4.00 Strongly Agree (SA) Very High
3 2.51-3.50 Agree (A) High
2 1.51-2.50 Disagree (D) Low
1 1.00-1.50 Strongly Disagree (SD) Very Low
Data Gathering Procedure
The survey covered the selected teachers and 70 students in Grade 12
senior highschool at University of Perpetual Help System Laguna . The
researchers personally distributed and collected the survey questionnaire.
The researchers personally tabulated the data with the help of researchers’
statistician. The researchers conducted the procedure stated below to

determine the adjustment mechanisms and problems encountered of the
students in the above-mentioned research locale. Moreover, the survey was
conducted during the school year 2019 - 2020.
The researcher formulated a survey questionnaire to determine the
adjustment mechanisms and problem encountered by the teachers and
students in junior high schools in the above-mentioned research locale asked
to validate the researchers’ constructed questionnaire.
The questionnaire used in the study was subjected to two types of instrument
validation: (1) face validation and (2) reliability test. Face validation of the
research instrument was done with the help of three subject experts and
reliability test was performed by the researchers’ statistician. The
recommendations of both validators were considered in finalizing the
research instrument.
The researchers asked for the approval of Principalto distribute the survey
questionnaire among the selected Grade 12 senior highschool students of
University of Perpetual Help System Laguna
The researchers administered, retrieved, and checked the survey
questionnaire.
The researchers tabulated and computed the results of the survey with the
help of the researchers’ statistician.

The researchers summarized and made recommendations based on the
finding of the study.
Ethical Consideration
As for ethical considerations, the researcher followed the approach
detailed by Creswell (2014) for the systematic steps in the data analysis and
procedures guidelines for coming up with the textual and structural
description. Ethical standards generally accepted by all the researchers and
academic institutions were carefully observed through the process of
completing and after completing the study.
1. Respect for persons. The participants were given the right to practice
self-determination, the right for full disclosure, and that they have the right to
withdraw from the study at any time if they feel uncomfortable with the
situation. The researcher personally sought the permission of the concerned
individuals and institutions to conduct the study and to explain and obtain the
informed consent to and from the participants of the study. The researcher
also included teachers and students who were readily available and who
preferred to be part of the study without any means of coercion.
2.Beneficence and non-maleficence. The study aimed to do good and to
do no harm. Thus, the researcher fairly exposed the participants to the most
minimum amount of harm. In case that the harm was inevitable, the
researcher explained the possible irregularities during the conduct of the
study to the teachers and students.
3. Justice. The researcher treated the participants with fairness and
equitably before, during, and after the research process. This was employed
through giving the participants an equal chance to be included in the study.
The researcher also allowed the participants to answer the written interview
and survey instrument at the same equal time. All participants were given
one (1) hour to finish answering the questionnaire before retrieval.
4. Veracity. The researcher informed and explained to the teachers and
students, as participants, the true objectives of the study. The researcher
gave the participants an overview about the study objectives and processes
through conducting a simple discussion with the permission of the College
Dean. Moreover, to ensure the reliability and significance of the study, there
was no deception about its implications as to the reasons of the conduct of
the study was undertaken.

5. Fidelity. The researcher protected and treasured the trust given to him by
the teachers and students. By disclosing all information as to how the study
would be conducted and how the students would benefit from it, the
researcher maintained his integrity throughout the research process.
6. Confidentiality. The participants disclosed some important information as
regard to the oral communication apprehension to the researcher. The
following information could be valuable for the over-all objectives of the
study. In return, the researcher protected and kept all the personal
information of the teachers and students that they did not give permission to
be disclosed at all times unless for public interest and safety.
Statistical Treatment of Data


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BACHELOR OF TECHNICAL TEACHER EDUCATION

IMPACT OF USING ELECTRONIC TABLET DEVICE IN CLASSROOM

An undergraduate thesis presented

In partial fulfillment of the requirements for the

Tonio, Maria Elizabeth R.

RECOMMENDATION FOR ORAL EXAMINATION

This thesis, entitled; “_______________________________________”,

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the Panel on Oral Examination with a rating of

Accepted and approved in partial fulfillment of the requirements for the

Degree : Bachelor of Technical Teacher Education

School : Trimex Colleges, Inc.

1 THE PROBLEM AND ITS SETTING

2 REVIEW OF RELATED LITERATURE AND STUDIES

State of the Art

Evaluation and Scoring

4 PRESENTATION, ANALYSIS AND INTERPRETATION

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

audio, and these elements are impossible to include in print or in a standard

collaboration, developing IT skills, publishing, sharing and searching for

information, creativity, flexibility in terms of space and time, and motivation in

their studies.The teachers can find a unique teaching approach by the

positive impact on learning in a number of disciplines, They offer different

viewing, internet connection, the camera, video camera, and word

processing.The tablets are matching everything that a traditional book —

Easily accessible, entertaining and inexpensive, tablets are used to play

extraordinary value in the classroom, expanding the scope of material

alive. In fact, having access to tablets increases student productivity and

increases access to learning materials. (Sarah Ipatenco, 2020)

But while tablets have considerable potential to transform teaching, teachers

themselves need to be skilled and confident in using this technology

creatively. To revolutionise learning through technology, greater

opportunities for professional development of teachers is needed. Tech

specialised training for teachers in using tablet technology effectively in the

classroom. But for technology to enhance learning universally, training

should be an integral part of professional development. Those currently in

(Nicola Pitchford And Laura Outhwaite, The Conversation, 2018)

on learning outcomes: Do the knowledge and skills of students increase

contribute to successful or unsuccessful use? Outcomes of the review

enable us to reflect on the impact and affordances of using tablets

educationally, and allow us to consider factors related to the successful

integration of tablets in schools. This chapter provides information and

makers interested in the educational use of tablets. Overall, tablets have

significant potential for enhancing learning—but, as with all technology—the

(Louis Major, 2016)

Establishments, including schools executed several weeks of lockdown.

quarantine. Stay at home could overlook a lot of lessons for learners.

Edmodo which are advantageous. Students and teachers are able to

continuously communicate and update their daily lessons through uploading

However, Wifi connection or mobile data is needed to register into a

will impose students and teachers to use online classrooms.

Background of the Study

In 2001, Microsoft introduced the first tablet prototype as the Windows

XP Tablet PC Edition. The earliest tablets used pen computing technology

and were not built to run standard PC operating systems (OS) or

applications, due to limited memory.Tablet styles include: Convertible:

Rotating touch screen, stylus/digital pen, keyboard screen software and

handwriting recognition software. Slate: Integrated electronic touch screen,

i.e., Apple's iPad.Hybrid: Standard notebook with a removable screen that

functions as a slate tablet. Rugged: Slate tablet with protective casing.

videos. They excel at applications that do not require a large amount of

on it to perform a function. For example, the Safari app on iPads is the

Chrome app is often the default browser. (Computerhope, 2018)