LEVEL OF TECHNOLOGICAL READINESS AND PARTICIPATION BSED

SCIENCE IN ONLINE CLASS OF ISAT U MIAGAO CAMPUS AY 2020-2021

A Research Proposal
Presented to the Faculty of
Iloilo Science and Technology University
Miagao Campus

In Partial Fullfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Science

by

PadidaJorvin,
Reyes Jailah,
Sanot Domingo Jr.
Santo Candy,

Date
 Chapter 1

Background of the Study

The 21st century is a challenging time for learners and educators.It is important to

know that today’s system of education is wildly different in some ways, from past

generations. Educators have to plan ways of delivery their lessons that will command interest

among learners. In this time of COVID-19 pandemic, technology plays in enhancing teaching

and learning in the academe. According to Hagos&Dejarme, 2018, as students understand

their lessons, they will also develop literacy skills that are useful in their everyday lives.

Teachers must be empowered to use technologies to engage students in learning. It is

essential for teachers to have proper use of remote learning technologies for effective

delivery of education. The technological readiness of students contributes to their proper

comprehension and appreciation of education these days where the delivery of instruction is

through technology. Technology readiness is a well-established construct that refers to

individuals' ability to embrace and adopt new technology (Caison, A., et al, 2009).

With the rising of online modes of learning, educators and researchers have come to

figure out the self- regulated and highly motivated learners are most likely to be

centredenvironment, highly motivated students possibly achieved better outcomes in online

learning (Baeten, K., et al, 2010). Students should manage their time and information

effectively to be more active and responsible in their learning, complete work on time, and

participate in class works in online learning environments ( Hung et al., 2010)

Educators risk investments in online classes leaving less technologically ready

learners behind. Differences in technology readiness relate to learner self-

efficacy, engagement, and achievement in an online class. This study aims to determine the
level of technological readiness and participation of BSED Science in online class of ISAT U

Miagao Campus, AY 2020-2021.

Conceptual Framework

Independent Variable Dependent Variable

Level of Technological Level of Participation in

Readiness in terms of:
Online Class:
 Connectivity
 Very High
 Type of Gadget
 High
 Familiarity with
 Average
online application
 Poor
 Very Poor

Figure 1: The paradigm of the study

Figure 1 shows the relationship between the independent and dependent variable. The

independent variable includes level of technological readiness in terms of connectivity, type

of gadget use and familiarity with online application. The dependent variable on the other

hand, is the level of participation to online class with the classification of (excellent, good,

average, poor, very poor)

Statement of the Problem

This study aims to determine the level of technological readiness and participation of

BSED Science students in Online Class of ISAT U Miagao Campus Academic Year 2020-

2021.

Specifically, it will answer the following questions:

 1. What is the level of technological readiness of BSED Science students of ISAT U

Miagao, AY 2020-2021, as a whole and when classified into connectivity, types of

gadget and familiarity with online application?

2. What is the level of participation of BSED Science students of ISAT U Miagao, AY

2020-2021, as a whole and when classified into connectivity, types of gadget and

familiarity with online application?

3. Is there a significant difference in the level of passrticipation of BSED Science students

of ISAT U Miagao, AY 2020-2021, when classified into connectivity, types of gadget

and familiarity with online application?

Hypothesis

Based on the abovementioned statement of the problem, this study tested the following null

hypothesis:

1. There is no significant difference in the level of technological readiness of BSED

Science students of ISAT U Miagao, SY 20202021, as a whole and when classified into

connectivity, types of gadget and familiarity with online application?

2. There is no significant difference in the level of participation of BSED Science students

of ISAT U Miagao, SY 20202021, as a whole and when classified into connectivity,

types of gadget and familiarity with online application?

Significance of the study

The findings in this study may be beneficial to the following:

 Campus Administrator- the result of the study will make the administration aware of

the lapses students have in technology and can help them with the intervention.
  Professors- the professors will be aware of their students’ situation and consider some

circumstances in attending online class and passing requirements.

 Parents – this result will make the parents know the situation of their children, and

support them holistically-

 Students - the students can assess their capabilities in regards how much they are

ready, with this they can seek some ways to improve their performance

 Future researchers- this study will give them the idea and data how to technological

readiness in response to online class and make this study broader.

Scope and Limitations of the Study

This study will be conducted to determine the level of technological readiness and

participation of BSED Science students in Online Class of ISAT U Miagao Campus

Academic Year 2020-2021.

The respondents of the study were 82 students of BSED Science of ISAT U Miagao

Campus Academic Year 2020-2021. The respondents are chosen through purposive

sampling. A survey checklist will be done for data collection.

To analyze the data gathered, the mean and standard deviation will be used in

descriptive analysis and t- test and one –way ANOVA at 5% level of significance, will be

used for inferential analysis.

Definition of Terms

The following terms are defined conceptually and operationally to bring out the better

understanding of them especially on how they will used in the research study. These terms

are the following:

 Technological Readiness. Refers to one’s willingness to leverage new technologies in

performing tasks (Parasuraman, 2000)

In this study,it refers to the BSED Science level of technological readiness according

to connectivity, types of gadgets use, and familiarity to online application.

Online Class. Refers to class is a class conducted over the internet. They are generally

conducted through a learning management system, in which students can view their course

syllabus, modules, and academic progress online.

In this study, it refers to the new platform of learning of BSED Science. The level of

participation is measured as Excellent, Good, Average, Poor, andVery Poor.

Gadgets. Refers to a small mechanical electronic device with practical use but often

thought of a novelty. (Merriam Webster Dictionary)

` In this study, it refers to the electronic devices used in online class such as Desktop,

android Cellphone, keypad cellphone and laptop.

Familiarity. Refers to thorough knowledge or mastery of a thing or a subject.

(www.dictionary.com)

In this study, it refers to the familiarity of the BSED Science students to online

application and measured very familiar, moderate familiar, somewhat familiar, slightly

familiar and not familiar.

Connectivity. Refers to the quality or condition of being connected or connective.

(www.yourdictionary.com)

In this study, connectivity refers to connectivity of students to internet measured as

strong, moderate, and low internet connectivity.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the review of related literature and studies. This chapter consists

a little background about the related literature and studies about the level of technological

readiness of to the participation of the students to on the online classes.

Related Literature

Technology readiness is another critical dimension connected with students’ learning

in the blended learning environment. The emergence of various computer technologies

enables the usage of multimedia content and multimedia communication (Horton,2006) for

education, and provides anywhere, anytime access to the learning content.

Technology-readiness refers to one’s willingness to leverage new technologies in

performing tasks (Parasuraman, 2000). Web-based technologies, though well established,

still face the challenge of being readily accepted when introduced to a new application

setting. Compared to traditional classroom learning, students’ readiness to accept and utilize

web-based learning resources varies across individuals. Students’ attitude toward technology-

based applications reflects their technology readiness in the learning scenarios. Cheon, Lee,

Crooks, and Song (2012) found that college students’ attitude positively influences their

intention to adopt mobile learning. For the blended learning context, using online learning

sources is compulsory. Otherwise, it will be not possible to get the desired learning result.
 According to Morrison 2003, online learning can be defined as gaining knowledge

and skills through synchronous and asynchronous learning applications which are written,

communicated, active, supported and managed with the use of internet technology.

Online learning needs communication and participation through active interaction on

digital devices However; students need to recognize the value of collaborative elements to

engage intensely in learning to make online learning elective. Research has identified that

social and communication competencies are critical competencies and influential predictors

for learning outcomes and learners’ satisfaction in online learning environments. Interactive

online learning environments improve students’ responsibility, critical analysis and

reflection.

Student Readiness for Online Learning

In a nutshell, the research of readiness for online learning explores the preparedness

of learners and educators as well as contexts for successful digital education. Students need

to have online readiness to benefit from online learning settings. Previous research

determined that student readiness has a positive impact on students’ achievements in online

learning, satisfaction in learning experience, self-confidence and lifelong learning. Student

readiness increases interaction in digital learning environments and is influenced by gender,

ethnicity, class and financial aid.

According to Morrison 2003, online learning can be defined as gaining knowledge

and skills through synchronous and asynchronous learning applications which are written,

communicated, active, supported and managed with the use of internet technology.
 Online learning needs communication and participation through active interaction on

digital devices However; students need to recognize the value of collaborative elements to

engage intensely in learning to make online learning elective. Research has identified that

social and communication competencies are critical competencies and influential predictors

for learning outcomes and learners’ satisfaction in online learning environments. Interactive

online learning environments improve students’ responsibility, critical analysis and

reflection.

To use course and learning management systems, video conference software and

digital media in online learning, students need to have robust technical competencies in

working productively with these systems. In readiness research, technical competencies play

an important role in different measurement instruments and have various names, e.g.,

computer skills, skills and relationships online and technology skills. In research, technical

competencies seem to be essential for students’ online learning experience and are

recognized as an influential predictor for learning outcomes and learning satisfaction.

Technology access is among the important factors that may play a role in students’

technology self-efficacy and readiness. Here, technology access is related to the availability

of technological devices, such as computers, laptops, or tablets, not only at school but also at

home. Previous studies have provided evidence that technology access is the key predictor

for students’ technology readiness in online learning environments.

According toWoodrow, technology access in the form of computer ownership is a

confidence-building factor that can help in mitigating fear and anxiety about using

computers. In the same vein, Ibrahim et al.’] findings revealed the individuals who used
computers more often (with an average of 22.5 hr/ per week) had a higher level of readiness

for online learning.

Students of today are known by many names, like digital natives (Prensky, 2001),

millennial (Howe & Strauss, 2000), net generation (Tapscott, 1998) and digital generation

(Wahab Ali, 2018).Their entry in the world was at a time when technological expansion was

ubiquitous and widely adopted throughout the world. A previous research undertaken by the

author has revealed that students tend to have a strong bonding with ICT (Wahab Ali, 2018).

Today’s children are exposed to technological gadgets such as mobile phones and tablet from

very tender ages the world over (Shava, Chinyamurindi, & Somdyala, 2016). An empirical

study undertaken by Jesse (2015) confirms the aforementioned comment as his findings

reveal that majority (99.8%) of the students have access to have mobile phones and they use

it for texting, visiting social media and applications apart from talking.

Evidence for in support can be found in the study of O’Sullivan (2018) who strongly

advocates that many young people, the so called digital natives, have shown limitations in

their use of technology. There have been numerous studies worldwide and one such study in

2014 signposted a huge disparity between young people’s false impression and their real

knowledge of computer skills (Sommer, 2014)

Considering COVID-19 pandemic World Bank further reiterate that most students

will have great difficulty accessing online learning, especially those staying that have poor

Internet access and are subject to numerous other disadvantages (World Bank, 2020)
 Haddad 2003 says, There is no doubt that ICT has become an integral part of

everyday life and has transformed the learning environment to the extent that ICT literacy

has become a functional requirement for nearly all qualifications. The integration of

technology in education has not only changed how students learn but has also changed the

teaching pedagogies by promoting collaborative activities. The online learning environments

foster additional learning experiences where learners can interact, collaborate, and take

ownership of their own learning at their own pace and time. Hence, ICT immersed lessons

provide a motivating and encouraging learning environment for our students and also it leads

to self-directed learning. When there is a shift from a teacher controlled environment to a

more learner controlled environment, the role of the educator becomes more of a facilitator

and minimal scaffolding may be required (Geng, Law, & Niu, 2019)

Related Studies

In the study Technological Readiness of UiTM students in Using Mobile Phones in

The English Language Classroom; the data showed that all of the students own at least a

smartphone. Besides that, they also have other devices such as laptops (76.6%), tablet (3%)

and MP3 Player (4%). The students had been using these technological devices from 6

months to 2 years. The participants mentioned that this was because they were still schooling

a few years ago and were not allowed to use mobile devices. From the survey, it was noted

that the students at UiTM Pulau Pinang used their mobile devices, especially their

smartphones for chatting, messaging, browsing education websites and accessing social

networks, playing games and listening to music.

 The findings showed that nearly 90% of the students reported having the following

skills in operating their smartphone: accessing applications, ability to record, share and

produce technological resources. This shows that most of the participants have the basic

skills in handling the functions of their mobile devices and they have the technological

competence to use them for mobile assisted language learning in the English Language

classroom.

In connection with this study, in the research ; Relationship between Online Learning

Readiness and Structure and Interaction of Online Learning Students by Zeliha Demir

Kaymak and Mehmet Baris Horzum, it was found that there is a positive relationship

between readiness of online learning and interaction. This finding means that increase in

readiness of students for online learning leads to increase in interaction in the learning

environment or decrease in readiness leads to decrease in interaction.

The studies indicating that computer/internet experience/self-efficacy (Chen, 2001;

Kou, 2010), self-directed learning (Kou), online communication (Huang, 2000) affect

interaction show similarities with the findings of this research.

When the research model is examined, it is seen that most of the fit indexes in the

model show good fit (Schermelleh-Engel et al., 2003). In addition, the projected model

indicates the importance of increasing readiness to increase interaction and decrease structure

in online learning. It was set forth once more that readiness should be increased to increase

interaction in order to be able to create more effective learning in online learning, which is a

finding consistent with literature (Hung et al., 2010).

 On the other hand in the study; Higher Education Students’ Perceived Readiness for

Computer-Supported Collaborative Learning by Ghodratolah K. et.al, the results of

MONOVA showed that owning electronic devices, such as a computer, laptop, or tablet, did

not play a significant role in two dependent variables, i.e., motivation for collaborative

learning and prospective behaviors for collaborative learning. However, owning device had a

significant role in two other dependent variables, including students’ perceived readiness for

CSCL (F = 5.48,p < 0.01) and online learning aptitude (F = 18.12, p < 0.01).

Synthesis:

In the research, it was found that there is a positive relationship between readiness of

online learning and interaction. This finding means that increase in readiness of students for

online learning leads to increase in interaction in the learning environment or decrease in

readiness leads to decrease in interaction. These findings of the study are consistent with

literature (Chen, 2001). Essentially, the better the students were equipped with technology,

the more experiences they have had, and the higher their self-reported skills for online

learning
 CHAPTER 3

METHODOLOGY

This chapter presents the research methodology used in the study. It includes research

design, respondents, instrumentation, data gathering procedures and data processing

techniques.

Research Method

This study will be using the descriptive survey research method. Descriptive research

involves collecting data in order to test hypotheses or to answer questions concerning the

current status of the study (Gay,1992).

Descriptive research is an approach that involves observing and describing the

present status of the subjects under investigation. The choice of such research method is

deemed appropriate because this study aims to describe the level of technological readiness

and participation of BSED Science Students in Online Classes (Shutterworth, 2008).

Respondents of the Study

The respondents will be the 82 BSED Science Students taking online classes

at Iloilo Science and Technology University- Miagao Campus Academic Year 2020-2021.

Sampling done is Purposive sampling that focuses on the samples which are taken base on

the judgment of the researcher.

Data Gathering Instrument

The research instrument will be utilizing a researcher- made descriptive survey

checklist questionnaire which will be validated by the panelist.

 The questionnaire composes of two parts: Part I, the student’s profile which include

their name (optional) and the level of connectivity, type of gadget used and familiarity with

online applications which will be a checklist on a 5-point Likert Scale as follows:

Connectivity Rate Type of Gadget

Very High 5 Personal Laptop
High 4 Personal Desktop
Moderate 3 Shop’s Desktop
Low 2 Android Cellphone
None at all 1 Keypad cellphone

For the familiarity with online application, the following items will be rated at 5-

point scale of “Very Familiar”, “Moderately Familiar”, “ Somewhat Familiar”, “Slightly

Familiar”,and “Not Familiar”: Microsoft office, Google (Search, Mail, Meet, Classroom),

Facebook, Messenger, Zoom & Moodle (VLE platform).

The Part II will include the checklist of students’ level of participation to online

classes. In this regard, the following scale and the corresponding description will used in the

interpretation of data.

Scale Range Description

5 4.50 – 5.00 Very High

4 3.50 – 4.49 High

3 2.50 – 3.49 Average

2 1.50 – 2.49 Poor

1 1.00 – 1.49 Very Poor

Data Gathering Procedures

 Before the administration of the checklist survey form, the researchers will seek the

approval from the Campus Administrator and the Education Program Coordinator, to conduct

the study. Once approved, the researchers started to conduct the study.

The researchers will come up with a survey via google form and send the link to the

respective respondents of the study. The researcher will be the responsible in distribution and

retrieval of the survey checklist. Their response will be kept confidential and only the

researchers will have the access to link as well as to the result.

Data Processing Techniques

All data gathered will be tallied and analyzed using statistical tools. In descriptive

data analysis, the mean and standard deviation will be used to describe the data pertaining to

the technological readiness and participation to online classes. For the inferential analysis, t-

test and the one –way analysis of variance (ANOVA) at 5% level of significance, will used.

A post-hoc test will be used if, the results of ANOVA is significant.