EFFECTS OF EDUCATIONAL TECHNOLOGY TO THE ACADEMIC

PERFORMANCE OF THE SELECTED HIGH SCHOOL

STUDENTS IN LCC SILVERCREST DURING
PANDEMIC 2020-2021

A Research Presented to the Faculty

of the JHS Department

LCC Silvercrest School

Lipa City

In Partial Fulfillment

of the Requirements for Araling Panlipunan 10,

English 10 and MAPEH 10

By:

Brillantes, Alissander F.
Dimaunahan, Paul Derwin
Lit, Paolo Anthony M.
Sta. Maria, Willan
Velasco, Shaun Carwel I.
Bawi, Princess Mary M.
Maulion, Alessandra M.

April 2021

i
 TABLE OF CONTENTS

Page
Title Page……………………………………………………………………..i
Table of Contents……………………………………………………………ii
List of Figures………………………………………………………………..iii
List of Appendices…………………………………………………………..iii

CHAPTER

I. PROBLEM AND ITS BCAKGROUND

Introduction…………………………………………………………………1
Conceptual Framework……………………………………………………6
Theoretical Framework……………………………………………………7
Statement of the Problem…………………………………………………9
Significance of the Problem………………………………………………9
Scope and Limitation of the Study………………………………………10
Definition of Significant Term…………………………………………….11

II. REVIEW OF RELATED LITERATURE AND STUDIES

Conceptual Literature…………………………………………………….13
Enhancement of technology in academic performance.………….….14
Measurement of academic performance.………….…………………..19
Social……………………………………………………………………….21
Psychological……………………………………………………………...25
Research Literature……………………………………………………....32
Synthesis…………………………………………………………………..36

III. RESEARCH METHODOLOGY

Research Design………………………………………………………….37
Respondents of the Study……………………………………………….38
Data Gathering Instrument………………………………………………39
Data Gathering Procedure………………………………………………40
Statistical Treatment Data……………………………………………….41

ii
 LIST OF FIGURES
Figure Page
1 Conceptual Framework ……………………………… 6

LIST OF APPENDICES
Appendices Page

A
Letter of Request to the Selected High School 52
Students
B
Interview Questionnaire for the Selected High School 53
Students

Bibliography.……………………………………………………….42
Appendices…………………………………………………………51
Curriculum Vitae…………………………………………………..55

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 CHAPTER I

PROBLEM AND ITS BACKGROUND

Introduction:

The advancement of technologies especially in the field of education has

greatly shaped the academic system of different departments and institutions

considering that there is global pandemic that’s still ongoing. With that in mind,

today’s technology has been the most essential tool when it comes to providing

education to students. Since the usual class won’t be possible sooner or later, the

Department of Education (DepEd) announced the new normal that specifically

refers to online/ virtual way of class interaction.

Major preparations and privileges became the main issue a while back then up

until now. Along with the sudden changes in the academic system, many civilians

raged as DepEd Secretary Leonor Briones stated previous year that ‘education

cannot wait’ while admitting that the Philippines could ‘never attain full readiness’

in its shift into digital learning. The reason for this is that the gap between the

socioeconomic status of different families widens. Also, plenty of schools weren’t

privileged enough to keep up with the other highly financial institutions in terms of

their educational technologies. As of now, Philippine Government isn’t capable

enough to provide adequate assistance especially to those who lack financially,

resulting in an unbalanced academic system.

With regards to this, schools under the supervision of the government aren’t

the only one that’s affected. Majority of students in private institutions are severely

1
in-shocked as well because of the said changes in their schooling. As expected,

scholars from different academies ached for they cannot afford some of the

educational technologies that are needed with their current situation in mind.

These students are also having a lot of difficulties in accessing the virtual world

because of poor internet connection which is literally one of the major requirements

in online classes.

To be fair, this isn’t the first time that people encounter the usage of these

technologies. According to April Chamberlain (2016) “Education is evolving due to

the impact of the Internet. We cannot teach our students in the same manner in

which we were taught. Change is necessary to engage students not in the

curriculum we are responsible for teaching, but in school. Period.” Over these past

years, digital devices such as computers and laptops have been a great help to

most of the learners all throughout the globe even before the pandemic happened.

It can be used to present proposals through power points, conduct studies and

researches, guide learners regarding unfamiliar topics and can help students with

their school performance in general. Aside from that, the innovation of cellular

phones played a big role in the field of modern education as well. The fact that it

is the most convenient to use, most of the cell phones are also less expensive

compared to desktops. Technically, these devices are the reasons why the life of

the students became much easier. When used properly, it can improve one’s

academic performance because of its helping features like Google, Chromes, and

such. To be exact, these are some of the technologies that drastically affect the

2
school performance of the students even after the lockdown and home quarantine

happened.

On the other hand, how much of a help does these educational technologies

become considering that a global pandemic is currently ongoing and face to face

classes won’t be an option? Did it improve the academic performance of the

students? Or was it just a distraction and academic freeze was the best choice?

Disregarding the fact that some used to have difficulties in affording their own

gadgets, settling on virtual learning will surely be a great option to let students think

critically, explore and gain knowledge on their own. With the help of the internet,

educational technologies will allow the learners to access data from almost every

website and applications. This will be a huge advantage since some books and

other references at home do not have complete information regarding a particular

topic. Having at least one device that has the ability to connect with the web will

improve one’s outputs and performances related to their academic loads.

In line with this, considering that the threat of the virus causes lack of face to

face interactions then the said educational technologies can also be a help in

communicating since it has an access to linked websites and applications used by

a lot of people. The fact that cooperation with fellow students is a key factor needed

by learners to enhance their academic skills cannot be denied. It will also build a

better relationship among each other that might enhance their leadership skills

when participating in a virtual academic group activity.

3
 Correspondingly, these educational technologies will surely be beneficial to its

users in terms of individual performances just like solo reports and projects. Just

like in the normal class, it can still be used to present proposals in PowerPoint and

etc. As a matter of fact, one of the advantages in implementing online classes is

that there’s a lot more time to prepare these kinds of activities. Also, with the help

of digital devices, the consumed time of the working process will be shortened as

it is designed to make jobs and assignments much easier to do.

Adapting the implementation in educational technologies is hard not only for

the students but also for the teachers yet still; everyone is trying their best to adjust

in this so-called new normal. However as stated earlier, there are some who don't

have full access to the said educational technologies and are currently having

difficulties with the result of their academic performances. Therefore, the

researchers initiated to conduct this study in order to help those students, because

these specific situations could sometimes lead to a much more serious problem.

Even though the majority of the students are really doing their best, it still wasn’t

enough to retain or even reach their required final grades.

The main concept and importance of this study is to know, identify and

elaborate the effectiveness of the continuation of classes with the help of different

educational technologies despite the fact that a global pandemic is currently

happening. The Department of Junior High School in LCC Silvercrest (Lipa City,

Batangas) would be a great respondent in this study since the usage of educational

technologies here is much known and online classes have also been implemented.

4
Virtual learning was introduced to Silvercresters last August (year 2020) and was

believed to resume as the problem in pandemic continues.

Furthermore, the researchers also aimed to evaluate the effectiveness of using

educational technologies as the primary tool to provide a quality learning system

to each and every student. It is believed by the conducting group that having a

plenty of respondents who are currently experiencing these situations will help

them to provide an accurate answer to the problem. As this research study

progresses, it will be beneficial to a great number of students given that this work

pertains to them. However, parents and school officials here and there may also

use this study as reference and to better their judgments for the benefit of their

students.

5
Conceptual Framework:

EDUCATIONAL
TECHNOLOGY

DEMOGRAPHIC PROFILE:
1.1. Age;
1.2. Grade level; and
1.3. Socioeconomic status

SOCIAL PSYCHOLOGICAL

ACADEMIC
PERFORMANCE

STRATEGIES TO ENHANCE
THE POSITIVE EFFECTS OF
EDUCATIONAL
TECHNOLOGIES

This study focuses on the effects of educational technology in the academic

performance of the respondents. Hence, the paradigm shows the direct effects of

educational technology to the demographic profile of the respondents in terms of

Social and Psychological aspects, and how both aspects affect the experienced

problems encountered by the respondents with their academic performance, thus

resulting in strategies that can enhance the positive effects of the educational

technologies.

6
Theoretical Framework:

In line with this study, the concept of modern technology played a big role in

shaping the system of education as it is now. For a very long time, different devices

like computers, laptops, and such have been a great help to most of the students

because the teachers use those inside the campus to teach more effectively. The

time frame that is being pertained here is the one before the pandemic occurred

and classes are still being aired in school. But what now since face to face

interaction is not possible? How would the educational technologies work given

the fact that the teachers aren’t the one who is in charge of using such devices in

front of the students?

With regards to this, the researchers chose to use the theory of John Dewey,

“Constructivism Learning Theory” that talks about the idea that people actively

construct or make their own knowledge, and that reality is determined by your

experiences as a learner. It enables the students to function independently and to

have the teacher as a facilitator only. Using this, students will ultimately understand

better because they need to discover and try, rather than being told that something

happens.

This theory was made in the late 1930s and its importance can still be seen

nowadays. For better understanding, it is stated that the best example for this

theory is solving problems that involve numbers and mathematics. Why is that?

Well it is because the teachers will only give the right process on how to solve the

7
problem but it is up to the students to find the answer on their own. In simple words.

the teacher will only give their word and the students will do the work.

There are three factors that drastically influence learning in constructivism.

These are the learner’s previous knowledge, learner’s motivation, and learner’s

characteristics. One’s knowledge from their past will greatly affect their present

selves on learning. The contrasting and combining of information will always be

there to confuse their way of thinking. On the other hand, the learner’s motivation

is also an issue as the student’s will of learning will surely depend on that. Lastly,

the characteristic could be a thing since a lot of learners aren’t capable enough to

gain knowledge without the major involvement of their facilitators.

So, what is the relevance of the said theory to the main issue in the study? As

stated earlier, the instructors are not the one who is in charge of using the

technological devices. With that in mind, the learners will be forced to gain

knowledge without too much dependence on their teachers. It will help them to

grow on their own and think a lot more critical when it comes to lessons. Majority

of their understanding will come from their own selves as they are the ones who

are in control of their time and such devices. Their academic performance will also

be based on how they will manage the difficulties of studying in times of pandemic.

Lastly, this theory will be beneficial to them since it can also be applied in real

life situations. As the people experience the world and reflect upon those

experiences, they build their own representations and incorporate new information

into their pre-existing knowledge.

8
Statement of the Problem

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Grade Level; and

1.3 Socioeconomic status?

2. What are the educational technologies that affects the academic

performance of the selected high school students?

3. How does the effect of educational technology to the academic

performance among the respondents be described in terms of their

profile?

4. Is there any significant difference on the effects of educational

technologies to the selected high school students when grouped

according to their demographic profile?

5. Based on the findings, what strategies can be proposed to enhance the

positive effects of using educational technology to the academic

performance of the selected high school students?

Significance of the Study

This study will be beneficial to the following:

Students – It will be beneficial to a great number of students given that this work

pertains to them. Also, it will help them to enhance their school performance by

9
looking for some strategies to execute more of the positive sides of using these

digital devices.

Teachers – It will also benefit the teachers because this study will help them to

know the struggles of everyone including themselves. With this in mind, their work

as a teacher will be much easier because they can use this study as a reference

and to have better judgments for the benefit of everyone.

Parents – this will indirectly benefit the parents because their children will have

some benefits as well. Of course, when your sons and daughters have some

significance to this, it will somehow affect the parent’s perspective as well.

Scope and Limitation of the Study

This study about the Effects of Educational Technologies to the Academic

Performance of the selected high school students will only involve those high

school students that we chose to interview with and it would only be the high school

students in the Junior High School Department of LCC Silvercrest School. The

Senior High School Department could also be part of this study but the researchers

chose to conduct it with the most convenient and closer one (JHS) considering that

we are in a pandemic right now. Either way, the exclusion of the other department

will not have much of an effect on the result because the study will have enough

respondents to be interviewed.

10
Definition of Terms

1. Academic performance

Conceptual meaning - academic means something that is related to education

and performance means presenting something.

Operational meaning - with regards to this, the function of this word in the study

is the academic grades of the students at the end of every quarter.

2. Ached

Conceptual meaning - getting hurt because of something.

Operational meaning - in this study, the meaning of this word refers to the feelings

or the perception of the students regarding the new normal system in education. It

is because they cannot afford some of the devices that are needed by them.

3. Adequate

Conceptual meaning - acceptable in quality or quantity.

Operational meaning - in this study, the meaning of this word refers to the

satisfaction of the students in terms of the quality of assistance that the

government is providing for them.

4. Conducting group

Conceptual meaning - conducting means starting a survey and group means

plenty of people with the same intent.

Operational meaning - this one is a substitution for the word “researchers” just to

avoid the redundancy of the words.

11
5. Settling

Conceptual meaning - act of being settled.

Operational meaning - in this study, this word simply means having an agreement

or proceeding to online class.

6. Virtual World

Conceptual meaning - Virtual means online and World means a specific wide

place.

Operational meaning - in this study, this word simply means the interaction of

teachers and students using the educational technologies that were purchased by

them.

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 Chapter II

Review of Related Literature and Studies

This chapter represents the related literature, and also the studies of foreign

and local which provides the required knowledge and information for the

completion of this study.

Conceptual Literature

The uninterestingness and the lack of excitement of the school have shown

some balance to the process of learning. The combination of technology which is

specifically directed to education aims to make some difference between the usual

traditional learning and 21st Century learning. Fundamentally, this study aims to

improvise, enhance, captivate and grab the interest of both students and teachers.

From time to time, technology moves forward and improves to catch the other's

attention and consent. Learning with both traditional teaching and technology will

make many differences to achieve the goal of having a functional transfer of

knowledge to both students and teachers. Under the combination of both normal

teaching and technology, both still don't have the capability of shaping the right

balance of study for the students according to what is needed. Thus, the key

factors which are educational technology, academic performance, psychological,

social, enhancement, and measurement. The students and the teacher must

carefully understand their roles in the combination of technological devices in their

classroom to enhance their academic performance. To give some thought to this

13
relationship, both students and teachers must dive deeper into what can be used

to entertain the students for them to stay motivated.

Enhancement of technology in academic performance

According to John Paul Espinosa (2016), Technological advances had

significantly changed the education landscape in that teaching is no longer

confined to the traditional face-to-face delivery of lessons. Now, through the

internet, we can also learn not only in the classroom we were in but also outside

the school. Through the convergence of modern and traditional methods, students

are now capable of experiencing the best of both worlds. They can learn from

school and get additional information or lessons through the web and internet. A

survey conducted by Pearson Foundation in the United States found that more

than six in 10 college students and high school seniors agree that they study more

efficiently by using tablets. A study conducted by Houghton Mifflin Harcourt in

California also showed that students using iPads performed better in math

compared to students.

The Philippine Star created an article on the last 12th of July 2014 about how

technology helps the students to study well. According to it, more and more

schools use technology such as computers and the internet that's available in their

classroom and several improvements on students have seen and they are now

getting better and superior education in comparison to the previous one. These

improvements are the following: Independence and information gathering,

14
communication and collaboration, critical thinking and reflection, a more engaging

learning experience, and preparation for jobs later on. By connecting with the

internet, students are now able to do their research, and also because of the

internet, they'll have large information that they can access. Students are

convinced to learn to think critically. Through the exchange of messages and

ideas. Students are also able to collaborate to test their understanding of lessons.

Information today is more engaging to the mind and also appealing to the senses

because of its multimedia nature. Knowing all of these improvements and

advantages. more and more schools are allowing not just desktop computers and

laptops, but also tablet devices and smartphones in their classrooms.

Technology often saves classroom time, as it requires a limited time to display

large-scale knowledge. They can be used to show desires and inspire the query

of students. In this way, the curiosity of learners can be activated, sustained and

stimulated to foster their creative power. In general, the media ensure the

implementation of classroom-oriented communication approaches. Learners

should also be supported, empowered and inspired not only to learn, but also to

continue to learn (Demegilio, 2009).

According to Ryan T. Gertner, in 2011, on his research on the impact of

multimedia technologies on learning, he concludes that multimedia sheds light on

some of the potential effects of this on students' learning. This means that technical

devices can influence the student's learning output.

15
 One crucial explanation for this shortcoming is that there is not adequate

interaction between those trying to adopt excellent practice and the initial

innovators to allow for thoughtful adaptation. The Center for Learning

Technologies in Urban Schools is creating a collaborative partnership between

developers and students, initially through face-to-face engagement, but gradually

through new social technology and the creation of virtual communities for

creativity. This advancement of information networking is essential to the

widespread expansion of best practices (Gomez, 2010).

It noticed that most meanings apply to a condition in which the instructor and

the learner are segregated and educational resources are transmitted by

telecommunications networks. It may also be argued that the learner has the

freedom to adapt himself/herself to the timetable and physical position of the

courses. In this post, the word "distance education" is the term selected to be used

(Rosal, 2009).

Technology is indeed a way to improve one's knowledge and desire goals.

However, are they using it the way it's supposed to be used in class? Eric Milou

himself has conducted his study that examined the algebraic teachers, whether

they're using graphic calculators when they're done with their teachings. The study

itself has surveys to be completed by the people who participated. Out of the 243

surveys, only 146 were returned. The majority of the teachers state that the use of

a graphing calculator is a great tool to motivate the students (Milou, 2010).

16
 Learning with the use of technology and learning without it have been

compared and the result indicated that those students who learned in the

technology enhanced classroom outperformed those students who learned their

academics without the use of it (Carle, Jaffee and Miller, 2009).

Net Generation, an edited book published by Oxford and Oxford (2009), is a

must-read guide for those interested in learning more about the language learning

needs and requirements of the Net Generation. The book discusses scientific

research involving various emerging technology and state-of-the-art tools,

presenting pedagogical insights, practical techniques and helpful advice as to how

these technologies may be used to improve language teaching and learning. The

book addresses experimental studies covering numerous new innovations and

state-of-the-art tools, sharing pedagogical perspectives, realistic approaches and

useful guidance on how these inventions can be used to enhance language

teaching and learning. Changing pictures and the use of special effects, among

others, will minimize the frustration of the learners. Furthermore, the contact in the

classroom can be collaborative. Technology can facilitate student-student

interaction, student-teacher interaction, and teacher-student interaction if pre-

instruction preparation integrates concepts such as stimuli change, feedback,

reinforcement, learner involvement, and so on (Weiner, 2009).

It's easier to store information: computers make it easier and more robust to

store information. Compact memory cards have replaced notebooks, and modern

writing devices are the keyboard and the computer mouse. What would have taken

17
a hundred pages of a book might be compacted onto a tiny memory chip. It will

take hours to compose, but it just takes seconds to type. According to advances,

data storage has become much simpler (Parsad and Jones, 2008). Data is readily

accessible: the Internet is a vast information center. A successful information

acquisition tool can be used. What the site user has to do is use a key in search

engine queries. Thousands of search results are shown to users. There are a

number of blogs and web directories that have information about virtually anything

in the world. And all of this is only a few taps away. Teachers and students will

learn from this.

Technology reduced space and time constraints: Online education and

distance learning have brought a new dimension to education and higher

education. And if students are physically far away from each other, they will be part

of a single classroom. They can do so, if not physically but digitally. Many

educational institutions deliver online classes, eliminating time and space

limitations in the acquisition of knowledge. Universities deliver online training

services in which students can communicate with their professors on the Internet,

view reference content on the University's website, and obtain degrees online (The

Trotter, 2008).

Without strong leadership in the highest levels of power and a complete

paradigm shift, the current level of technology application and integration in the

classroom will continue to be limited: training for educators is difficult to maintain

and costs are high (Zavieri, 2014).

18
Measurement of academic performance

Performance is measured through grade point average, rates of graduation

then annual standardized tests or college entrance exams. Academic performance

has been found to be inversely proportional to increasing class size (Fenollar et

al., 2010).

Some students will be better equipped to succeed academically than others

as students do not enter schools as blank slates. The individual experiences and

contexts the students have been through in particular will undoubtedly help a

student succeed. Student’s success was defined as "academic achievement,

engagement in educationally purposeful activities, satisfaction, acquisition of

desired knowledge, skills and competencies, persistence, attainment of

educational outcomes, and post-college performance" (York, Gibson and Rankin,

2015).

Today, academic institutions are subject to similar competitive pressures.

Significant improvements in the competition have made colleges and universities

adopt the thinking process of a corporate business to the extent that students are

currently considered as customers (Hilman and Abubakar, 2017; Zwain, Teong,

and Othman, 2012). Moreover, the demands of the stakeholders are becoming

more and more complex, which must be addressed in order to ensure that the

educational organization must maintain its competitive advantage (Zwain et al.,

2012).

19
 Previously, several academic institutions used performance improvement

practices as a guideline (Widrick, Mergen, and Grant, 2002). There have been

some mixed opinions on performance measurement where some scholars have

argued that performance evaluation must consider student-related academic

achievement only, while some scholars have argued that it is important to measure

student-related academic achievement and non-student-related academic

achievement (Ball and Wilkinson, 1994; Higgins, 1989; Hilman and Abubakar,

2017; Johnes and Taylor, 1990).

The academic performance of students is an indicator of the quality of learning

experience in every school environment, particularly in educational institutions.

Academic performance is measured in the form of student’s remarkable scores

across their subjects and the display of learning outcomes that can be assessed

through performance, classroom tests, assignments, outputs and major

examinations. Previous studies show that there are intellective and non-intellective

factors affecting the academic performance of students at all levels (Magulod,

2019).

In the current literature, another method for measuring educational

effectiveness is the determination of the efficiency score, which is the difference

between the actual and the predicted academic performance (Abellana et al.,

2020).

20
 A descriptive analysis of the average score of elementary students in the

Philippines was being used to evaluate whether the learning outcomes increased

by grade level (Junio-Sabio et al., 2020).

The student's performance at the course could be defined in a number of ways.

It is a unique measurement of the individual's achievement over a given lifetime.

On another plane, the grade for one subject could be a proxy for similar subjects

or aspects of individual university performance. This is true at least for a limited

collection of related courses (Sicat and Panganiban, 2009).

Several methods are used to measure every child’s academic performance,

including standardized performance test scores, teacher ratings, academic

performance, and report card grades. Standardized performance tests are

objective tools that assess children's skills and abilities through direct instruction

in a variety of subjects, including reading, mathematics and writing (Sattler, 2001).

Academic performance remains to be measured by the ordinal scale of the

general weighted average (GWA) and continues to be the best predictive variable

for academic achievement. A student is often labeled as high achieving, average,

and low achieving based on his or her GWA (Mercado et al., 2014).

Social

Students enjoy the convenience of being able to take online courses, yet many

reports missing face-to-face contact with their peers. Mostly students who lack

socialization. Yet the use of technology is changing the lives of the students in the

21
classroom. As it greatly influences the interaction between teachers and students.

The use of technology appears to downplay the importance of social contact and

may lead many students to not develop the necessary social skills to function in

the world (Tucker, 2012).

Technology may have had an effect on social behavior due to the online

environment, and it might be unrelated to the lack of face-to-face communication

(Diamanduros, Downs & Jenkins, 2008). People seem to be less politically correct

when they are online and are not dealing directly with people (Diamanduros et al.,

2008; Draa & Sydney, 2009; Sabella, 2007).

Technology can help students develop socialization in many different ways.

An example of it is developing a virtual educational game to be used by the

teachers and be played by the students. Teachers may use this as a way of

attracting the attention of students while the process of socialization exists

(Kovačević and Opić, 2013). The nature of work in post‐industrial society and the

changes in education, including a knowledge society, technology, demographic

changes, and public accountability increase the complexity for us. These features

provide an important conceptual and normative basis for understanding and

changing the content, sources, methods, and outcomes of socialization (Crow,

2006).

Although technology can bring positivity doesn’t mean it can’t bring negativity.

Especially to those students who have intellectual disabilities. This problem is very

22
relevant, there is a change in human behavior that provokes the corresponding

social tension in society. It should be noted that negative influences in society, first

of all, affect the most vulnerable part of it, these are the students/children, and

especially the so-called "risk groups", which include students/children with

disabilities. As a result, the problem of children's disabilities and mental illness is

exacerbated. Students who experience it have shown that they often face certain

serious problems that they are unable to solve on their own. They must have the

attention they seek for them to overcome such problems. If not, they’d be needing

the help of psychologists. Collectively technology is a powerful weapon. A powerful

weapon that can help oneself and hurt oneself (Boiko et al., 2020).

It is governed by Commission on Higher Education (CHED) through CHED

Memorandum Order (CMO) 25, s.Outcome-Based Outcome-Based Education

(OBE) is a new paradigm in Information Technology (IT) education that is now

being pursued in the Philippines. Hence, they must plan their sessions carefully,

and from the perspective of students taking Bachelor of Science in Information

Technology (BSIT) degree. The program prepares the graduates to address

various user needs involving the selection, development, application, integration,

and management of computing technologies within an organization (CHED, 2016).

Since the OBE approach requires IT educators to determine which IT knowledge

and skills are critical to teach, they are also tasked to verify if their students are

realizing these knowledge and skills (Dela Cruz et al., 2017).

23
 For example, students themselves are not able to attend school through face‐

to‐face education, so they opted for social media to search for news and trends. 2

CASE IN THE PHILIPPINES The Philippines, though a developing country, is

attuned to using digital technology for social communication. Digital technology

has been highly vital for the widespread dissemination of information and

guidelines that are critical for dealing with the pandemic. Moreover, the

advancement of digital technology is evident on the utilization of social media. Due

to the total community lockdown worldwide, the greater majority of earth's

population diverted to the use of digital technology for multiple purposes. The

emergence of social technologies created online activities which posit arguments

for both advantages and disadvantages on the social and educational community

(Toquero, 2020).

However, at the same time, these findings suggest that disengagement may

differ internationally in more complex fashions than was previously thought. Over

the last several decades, there has been considerable evidence that off-task

behavior is less common in East Asia and Southeast Asia than in the United

States. However, another form of disengaged behavior, termed gaming the

system, appeared to be more common in the Philippines. These findings suggest

that international differences in off-task behavior are not just due to confounds in

curriculum or research methods. In each study, students use the same intelligent

tutoring software, controlling for both curriculum and study method. We find that

24
students in the Philippines exhibited significantly less off-task behavior than

students in the USA (Rodrigo et al., 2013).

Psychological

Students and teachers should be prepared to integrate information and

communication technology into their future teaching and learning practices.

Despite the increased availability and support for ICT integration, relatively few

teachers intend to integrate ICT into their teaching activities (Ertmer, 2005).

Computer-based technology has infiltrated many aspects of life and industry, yet

there is little understanding of how it can be used to promote student engagement,

a concept receiving strong attention in higher education due to its association with

several positive academic outcomes. But integrating technology into teaching and

learning is not a new challenge for universities (Schindler et al., 2017).

Successful integration of technology into a student's educational plan requires

an understanding of the student's strengths and weakness, knowledge of the

student's needs, and an awareness of available technology. Whether the

technology is incorporated to help teach a specific skill or designed to support

greater independence via self‐monitoring or self‐instruction, school psychologists,

teachers, and other student support service providers need to be comfortable and

knowledgeable about technology to deploy it successfully. The literature based on

evidence‐based practices likely will always lag behind the newest innovations.

However, when those innovations like the augmented reality system that was

25
previously mentioned are based on other evidence‐based practices and

incorporate the techniques and procedures of those, then these innovations

become reasonable tools to include within educational plans. The challenge will

be maintaining knowledge about what technology is available and what evidence

exists to support the use of that technology with different populations of students

(Ayres, Mechling and Sansosti, 2013).

According to the Psychological research in educational technology of China,

information and communication technology (ICT) has increasingly been bringing

about significant changes in education in an ongoing process. The educational

reform is not a mere technological issue but rather is based on an empirical

grounding in a psychological research approach to learning and instruction. This

paper introduces the research work on the application of ICT in education from the

psychological perspective in China in the past three decades. The introduction

focuses on four important issues with systemic theoretical thinking based on

continuous empirical research and innovative practices. The first is dialectic

constructivism which has offered some dialectic explanation for knowledge,

learning and teaching, and balanced various contradictory aspects of learning and

teaching. The second is theoretical thinking and instructional practice about the

principles of learning environment design which emphasizes learners' higher‐order

thinking, deep understanding, collaboration and self‐regulated learning. The third

is a model for the effectiveness and conditions of Computer‐Assisted Instruction.

26
The fourth is a framework for the integration of ICT and education and a zigzag

training model for teacher training for integration (Ru-De, 2010).

Higher education has experienced significant developments for the last few

decades, especially distance higher education. This rapid growth is based on the

use of modern information and communication technologies (ICTs). There are a

good number of studies on psychological and educational aspects of the

development and use of ICTs in higher education. Moreover, there are other

studies on psychological and pedagogical aspects of the educational process at

the university through the use of distance learning technologies. This article is

focused on the analysis of the relationship between distance education

technologies and the necessity of students’ subjective learning process. A

research has been conducted, and some personality traits of students are

discussed on the background of distance education (Uddin, 2013).

This study examined technological sophistication and the level of

technophobia in 3,392 first year university students in 38 universities from 23

countries. Technological sophistication was measured by the use of consumer

technology (video-cassette recorders, microwave ovens, automated banking

machines, computer/video games), university computing (classroom computers,

word processing, programming languages, and library computers) and computer

ownership. Technophobia was assessed by instruments measuring anxiety,

cognitions and attitudes toward computer technology. Results indicated that many

countries showed a majority of technophobic students while others showed very

27
few technophobes. Consistent with expectations from prior research, age and

gender were only mildly correlated with technophobia in less than one-fourth of the

countries and computer/technology experience was negatively related to

technophobia in the majority of country samples. Male students had more

computer/technology experience than female students in half the samples.

Technological sophistication varied greatly. A Discriminant Function Analysis

indicated that two variables, a composite computer/technology experience

measure and a composite technophobia score, were sufficient to provide maximal

discrimination between the 23 country samples. Differences between country

sample placement on this two-dimensional representation are discussed as a

function of public attitudes toward technology, cultural characteristics, political

climate, computer use in the educational system and general availability of

technological innovations (Weil and Rosen, 1999).

E-learning truly is a way for us to suffice our satisfaction. However, are people

ready to embrace this way of learning? There is still a big chunk of people who are

especially students who aren't ready to embrace these technological changes in

the field of education. When education and technology are combined, both can

build some dynamic duo in teaching and also learning experiences that can

enhance the positive effects that can help the educators and also the learners

(Garcia, 2017).

Why do they not embrace these technological devices? Well, the students

have the psychology of these being harder than what traditional classes should be.

28
Students must hone and develop not only their knowledge with these devices but

also non-intellective factors in the learning process. Armina B Mangaoil has

proposed a study with this matter and her purpose in doing so is to identify the

different psychological factors, especially the student's study habits, attitudes, and

also the methods that they use which in a way influences the academic

performance of the students. According to her study, students are prompt in

completing the necessary academic assignments and they wish to be free from

wasteful delays or distractions. Moreover, it was also reflected that students have

academic drives which refer to their determination to succeed in these academic

works. Therefore, academic self-engagement programs were designed to help the

particular students to improve some factors that they're lacking in (Mangaoil,

2018).

Moving on from their studies, next up is a study also related to the student's

mental health which directly correlates to the student's psychology. The authors

which are Alvin Gino Magsakay Bautista, M Bautista, and Elizabeth S Manuel have

conducted research to assess the mental health and psychological wellness during

the community quarantine during the pandemic. The result of the study that they

conducted has provided us with necessary pieces of information about the mental

health of the student which could be a great help to the respondents in

understanding themselves. Not only did this study help the students, but it also

helped the parents and the school. For the students, this resulted in them being

provided with necessary pieces of information about their mental health. For the

29
parents, the result became beneficial to them for they would be knowledgeable

enough to know about their children's mental state. And for the school, this study

can help the school's counselors to know what the main problems of the students

are and also help them find out immediate actions (Bautista et al., 2020).

Educational technology has served people for educative purposes and

formation of virtual social connections for the co‐existence of human relationships

amid the COVID‐19 pandemic. This article presents the socio‐educational

implications of the newly‐formed virtual relations made possible through

technology. It explores the use of emerging technologies and the effect of these

technologies to fulfill the social and educational needs of the stakeholders in times

of a crisis or emergency. The use of emerging technologies paved the way for the

stakeholders to establish virtual relationships with a common goal to rid quarantine

boredom, provide relief efforts, and educate the virtual community relative to

COVID‐19 while maintaining a safe environment. The authors recommend for an

empirical research on the newly‐existing online group relationships and how these

virtual relationships and emerging technologies can affect social relations and

human learning behaviors (Toquero and Talidong, 2020).

Over the last several decades, there has been considerable evidence that off-

task behavior is less common in East Asia and Southeast Asia than in the United

States. However, comparisons have been confounded along several dimensions,

including differences in curricula and research methods. In this paper, we use

quantitative field observations in three studies to compare the rates of off-task

30
behavior and other disengaged behaviors among students in the Philippines and

USA. In each study, students use the same intelligent tutoring software, controlling

for both curriculum and study method. We find that students in the Philippines

exhibited significantly less off-task behavior than students in the USA. However,

another form of disengaged behavior, termed gaming the system, appeared to be

more common in the Philippines. In follow-up studies, we study other school

settings and other adaptive educational technologies in the Philippines, finding

similarly low levels of off-task behavior. These findings suggest that international

differences in off-task behavior are not just due to confounds in curriculum or

research methods. However, at the same time, these findings suggest that

disengagement may differ internationally in more complex fashions than was

previously thought (Rodrigo et al.).

The mental health issues students experience during distance learning are due

to an "interplay" of factors, said one of the country's top psychiatrists, who added

that such issues cannot be solely attributed to the difficulties of the revamped

education system. Stress is a "normal part of life," adding that this could also be

positive in some respects. The Philippines currently has a landmark mental health

law which secures the rights of persons with mental health needs, provides mental

health services, and promotes mental health education to schools, barangays, and

workplaces. The DepEd shifted to distance learning for the coming school year to

comply with President Rodrigo Duterte's directive for schools to delay face-to-face

classes until a coronavirus vaccine becomes available. There was a heated debate

31
in the country about when and how to start classes in the middle of an untamed

crisis. Parents and students pointed out their lack of finances to acquire gadgets

needed for distance learning (Magsambol, 2020).

Research Literature

Traditional, face-to-face contact with students is no longer the exclusive

method of teaching. The UK’s £12m Teaching and Learning Research Programme

(TLRP) explored TEL in 2007–2012 in four themes: ‘flexibility’, ‘personalisation’,

‘productivity’ and ‘inclusion’. It was the ‘productivity’ theme which prompted this

interdisciplinary study on the role of TEL in “achieving higher quality and more

effective learning” (Laurillard, 2011). The value of technology-enhanced learning

is increasingly recognised by the HE sector in the UK (Kirkwood & Price, 2014),

with universities placing technology at the centre of learning, teaching and

assessment. Increasingly, technology is used to enhance the student learning

experience in face-to-face environments, reduce face-to-face contact (as with

blended learning courses) or even replace it entirely in favor of technology

enhanced independent study (as with distance learning courses).

Today’s students are no longer the people our educational system was

designed to teach” (p.1). Marc Prensky (2001) stated, “Our students have changed

radically. Digital natives, the net-generation, the digital-generation, and millennials

are all labels to identify today’s learners. Marc Prensky (2001) created the term

32
digital native in his work Digital Natives, Digital Immigrants to describe the

generation of learners growing up interacting with digital technology. The National

School Board Association (2007) reported teens engage in social networking

almost as much as they watch television. Marc Prensky (2001), educational author,

noted that the average college student has spent less than 5,000 hours of his/her

life reading, yet he/she has spent over 10,000 hours playing video games and

20,000 hours watching television. 1).

This study then took that goal one step further by examining the effects of 1:1

technology on student motivation. This study set out to show how technology can

positively affect student academic achievement and motivation in the classroom.

The hope and goal of this pilot is to see if 1:1 Technology can improve student

academic achievement in the classroom. The school district participating in this

study there are two elementary schools that are inundated with higher percentages

of low-income students. 1:1 Technology is such an asset to any school or

classroom. The use of technology allows teachers to truly differentiate and tailor

instruction to meet the needs of their students. Two classrooms from the

participating school district were chosen to pilot 1:1 Technology (Harris et al.,

2016).

A study examined the effects of technological devices, such as mobile phones,

computers, the internet and TV, on the academic success of students. These

effects are generally assessed due to data constraints. The result of the analysis

suggested that the access to a home computer and internet connection makes a

33
contribution to the student's success. It has been observed that computer-assisted

teaching not only improves success, but also develops higher-level thinking skills

for students, and that these students learn by understanding rather than

memorizing (Renshaw et al. 2000; Kara and Yakar 2008; Kara and Kahraman

2008).

Meanwhile, a study conducted by Hirsch (2018), showed that there was no

significant difference in achievement between students who used technology and

students who used standard lessons. The researcher noted that engagement was

higher in a group that used technology-based lessons than in a group that did not.

Technology can help the students build their future. As they continue to gather

information, they start to gain their confidence and become independent. Students

can lean on technology as much as they want but they must have critical thinking

and reflection. And with the proper guidance of their teacher, they’d be able to

practice those critical thoughts. Collaboration and participation will be

uncomplicated because of the technology we have, teachers can provide

entertaining presentations to gain the attention of students. Knowing this

advantage of technology, we must also learn to adapt to this type of education. But

we must know that technology is something that requires the responsibility of one’s

self for it to be useful.

In addition, the study conducted by Hipolito et al., has shown that many

students rely on technology to meet their academic needs. It is recommended that

34
future studies continue to monitor the use of students and attitudes towards

technology. It is also important that we study how best to support those students

who do not use technology, despite the efforts made by the university authorities

to assist them.

Another study confirmed that Educational Technology is a learning system that

adopts methods, processes and products to serve the educational objectives

identified in an organization for its effective implementation (National Council of

Educational Research and Training, 2006). In addition, the use of computers as

one of the major peripherals for the implementation of a network, software, and

internet system included in the educational learning (Sobejana, 2015).

Furthermore, another study verified that technology integration appears to be

an effective way of teaching students with special needs, whether in software or

even in hardware. Various factors, including time, knowledge of manipulation,

financial resources and the availability of this technology, have affected teaching

efficiency and student learning. On the basis of these factors, the administration,

teachers and students are considered to be the main practitioners of the integration

of teaching-learning technology to take place effectively (Balmeo et al., 2014).

In addition, a study also concluded that most students in the State Colleges

and Universities of the Caraga Region are likely to use educational technology in

classrooms with positive consequences in support of the view that the use of it

helps them to enhance learning related activities in classrooms. The excitement of

35
students including these technologies as part of their learning can also cause

disruptions within the classroom that are considered as negative consequences.

Handling this kind of problem should be included and part of the curriculum and

the staff and faculty concerned may give an effort to ensure that these technologies

are used as a tool to achieve the learning environment (Gorra et al., 2016).

Synthesis

The various studies that we have introduced contributed to the development of

the present study. They are also related since they have also discussed the effects

of education technology on student’s academic performance.

The study that Renshaw et al. (2000) conducted is the most similar to ours, in

which they are also aiming to know the effects of technological devices like mobile

phones, computers, and etc. to the student’s academic success or academic

performance. As a result, those devices have been a great help to the student's

academic performance. On the other hand, the previous study focused more on

technological devices, while our study focused more on educational technologies.

Despite their differences, both studies still have the same goals and purpose.

Thus, the study conducted by Balmeo et al. (2014) has similarities to our study

that we also discussed that technology integration is an effective way of teaching

the students. Other than it saves a lot of time, the students are also having a lot of

resources through the internet

36
 CHAPTER III

RESEARCH METHODOLOGY

This chapter indicates the research design, the respondents of the study,

the data gathering instruments used with its validation, and the data analyses

scheme which includes the application of statistical tools for treatment of data

arisen from the study.

Research Design

This study will employ the use of the descriptive research design to determine

the current effects of educational technology to the academic performance of the

selected high school students in LCC Silvercrest during pandemic 2020-2021.

Descriptive research aims to accurately and systematically describe a population

or phenomenon that is being studied. This design does not acknowledge the

how/when/why questions but it answers what are the characteristics of the

population or situation being studied.

The descriptive method of research is designed to gather information about

present existing conditions. The descriptive method is involved in collection of

data in order to answer questions pertaining to the current status of the subject

of the study (Sevilla, et al. 2001).

37
Respondents of the Study

The Convenience Sampling will be used by the researchers to determine the

hypothetically total number of respondents needed to conduct the questions.

According to PHAST (2020), “The Convenience Sampling is the easiest method

of sampling because the participants are selected based on availability and

willingness to take part. Useful results can be obtained, but the results are prone

to significant bias, because the volunteer to take part may be different from those

who choose not to volunteer. On the other hand, the researchers chose to apply

this method of sampling since the current situation nowadays is on pandemic and

the availability of respondents is not assured.

The respondents of the study were the Junior High School Department or the

Grade Levels ranging from 7, 8, 9 and 10 of LCC Silvercrest School. With the

help of Slovin’s formula the hypothetically total number of the respondents

needed in the study came out to be 186 students. Using basic math, the

researchers are aiming for a total of 46 students from Grade 7 and 8 while 47

students from Grade 9 and 10. In line with this the conduction of questions will

be stopped once the desired number of respondents from each grade level has

been accomplished since the method used here is Convenience Sampling.

38
Data Gathering Instrument

As a data gathering tool, the researchers are using a self-constructed

questionnaire to determine the effects of educational technology to the academic

performance of the selected high school students. To be exact, the questionnaire

contains three parts that have its own context resulting in a total of 11 items.

In line with this, the first part of the questionnaire focuses on the demographic

profile of the respondents along with their names (optional). Here, the selected

students are being asked to fill up the blank column or space provided beside the

personal status that is being questioned to them. With regards to the second

part, it contains the questions that involve the educational technologies itself.

Here, the respondents were asked to have their answer written in a form of yes/no

statements because it mainly asks if there is/are some difficulties in terms of its

usage. Lastly, the third part is all about describing the positive and negative

effects of educational technologies to the academic performance of the selected

high school students.

39
Data Gathering Procedure

In this section, the sequence on how the researchers will gather data is stated.

In order for the researchers to know the effects of educational technology to

the academic performance of the selected high school students, a certain

procedure was done by the group. First, based on the statement of the problem

the researchers formulated questions to be answered by the respondents along

with a requesting letter that aims to ask permission for the group to conduct such

things. This letter contains the names of the researchers along with their

signature to show assurance and pure intent of study.

Furthermore, the said letter with the questions will be submitted to the advisers

responsible for the thesis. Here, it will be addressed and signed for its validation

of usage for the upcoming data gathering phase. More likely, this letter will also

be on the hands of the Junior High School Department Principal to have complete

approval.

After having the permission of the authority, the researchers will be assigned

to take good care of their respondents during the process of conducting

questions. Then, the group will of course offer an appreciation as a thanks for

their cooperation and for the time they allotted.

40
 Statistical Treatment data

The researchers used the following statistical tools to which will be gathered

from the respondent’s answers through the questions given by the group.

1. Frequency. This statistical tool or method will be used to tally the total

number of respondents’ demographic profile in determining the effects of

educational technologies to the academic performance of the students.

2. Percentage. This statistical tool or method will be used to relate the

frequency of each respondent from different grade levels.

3. Weighted Mean. This statistical tool or method will be used in order to

describe the effects of educational technologies to the academic performance of

the selected high school students in LCC Silvercrest during pandemic 2020-2021

4. Rank. This statistical tool or method will be used to determine the position

of the weighted mean of effects of educational technologies to the academic

performance of the selected high school students

41
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Craig, T., & Van Lom, M. (2009). Impact constructivist learning theory and mobile

technology integration. Theories of educational technology.

Demegilio (2009). Technology is a factor to the learning of the student. Course

Hero.

Espinosa, J.P. (2016). Learning with the help of technology. The Manila Times.

Laurillard, D. (2011). A draft research briefing document from the technology-

enhanced learning research programme. London Knowledge Lab.

Magsambol, B. (2020). “DepEd considers August as class opening for school

year 2020-2021,” Rappler.

49
Santos, M. (2014). How technology helps students study better. The Philippine

Star

Trotter, A. (2008). Blackboard vs. Moodle: Competition in course-management

market grows. EducationWeek

50
APPENDICES

51
Dear Ma’am/Sir:
Greetings of Peace!

We are Grade 10 Students in LCC Silvercrest, Lipa City and we are

currently writing and conducting our research titled, “Effects of Educational
Technology to the Academic Performance of the Selected High School Students
in LCC SILVERCREST During Pandemic 2020-2021”, as a requirement in Araling
Panlipunan 10, MAPEH 10, and English 10. In line with this, we would like to
humbly ask for your permission to allow us to interview you for answering some of
our provided questions that will help us to support our study as evidence. We hope
this request letter will merit your kind and favourable consideration. Rest assured
that gathered data will be treated confidentially.
Thank you and God Bless!
Respectfully yours,

Alissander Brillantes Paul Derwin Dimaunahan Paolo Anthony M. Lit

Shaun Carwel I. Velasco Willan Sta. Maria Princess Mary M. Bawi

Alessandra M. Maulion

Researchers

Noted:

Ms. Heide C. Salandanan, LPT. Mr. Joshua Juezan, LPT Ms. Sally Oriol, LPT
Araling Panlipunan Teacher MAPEH 10 Teacher English 10 Teacher

52
INTERVIEW QUESTIONS

I. Demographic Profile

NAME
(OPTIONAL)
AGE
GRADE LEVEL
CLASS A- Above 25,000
SOCIOECONOMIC
CLASS B- 10,000-25,000
STATUS(expected
monthly income)
CLASS C- Below 10,000

II. Educational Technologies

1. What is/are the educational technology that you are currently using?
2. (Please answer in Yes/No)
2.1 Are you having any difficulties regarding on how to use such devices?
2.2 Do you see these devices as a good primary tool in providing
education for today’s academic system?

III. Effects of Educational Technologies one’s Academic Performance

1. How do you describe the positive effect of the educational technologies in
your virtual class interaction in term of the following;
1.1 Does it help you participate actively during class hours?
1.2 Does it help you to have proper knowledge regarding unfamiliar topics?
1.3 Does it help you to have flexible schedule and environment?
1.4 Does it help you to have more discipline and responsibility?
1.5 Does it cost you less compared to when face to face classes is still on
going?
2. How do you describe the negative effect of the educational technologies in
your virtual class interaction in terms of the following;
2.1 Does it make you sleepy and your eyes teary?

53
2.2 Have you experienced any device malfunction during virtual
discussions?
2.3 Does your feedback became limited since the situation is online?
2.4 Have you noticed cheating being a lot more common during online
classes compared to face to face interaction?
2.5 Does online classes make it easier to procrastinate?

54
CURRICULUM
VITAE

55
PERSONAL DATA

Name : Brillantes, Alissander F.

Date of Birth : July 31, 2005

Place of Birth : Lipa City

Civil Status : Single

Address : Antipolo del Sur, Lipa City, Batangas

E-mail : derp.VADER299@gmail.com

Father : Leo Vergel Brillantes

Mother : Bonnie Brillantes

EDUCATIONAL BACKGROUND

Elementary : LCC Silvercrest School (Lipa City)

S.Y. 2010-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

56
PERSONAL DATA

Name : Dimaunahan, Paul Derwin

Date of Birth : November 15, 2005

Place of Birth : Quezon City

Civil Status : Single

Address : Granja, Lipa City, Batangas

E-mail : paulderwind@gmail.com

Father : Derwin G. Dimaunahan

Mother : Lourely M. Dimaunahan

EDUCATIONAL BACKGROUND

Elementary : LCC Silvercrest School (Lipa City)

S.Y. 2010-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

57
PERSONAL DATA

Name : Lit, Paolo Anthony M.

Date of Birth : March 3, 2005

Place of Birth : Paninsingin, Lipa City

Civil Status : Single

Address : Mahogany St., Brgy. Dagatan, Lipa City, Batangas

E-mail : pao.anthony@gmail.com

Father : Romel Enrico N. Lit

Mother : Marife M. Lit

EDUCATIONAL BACKGROUND

Elementary : Senator Claro M. Recto Memorial School (Lipa City)

S.Y. 2010-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

58
PERSONAL DATA

Name : Sta. Maria, Willan

Date of Birth : March 15, 2005

Place of Birth : Blumentritt, Manila

Civil Status : Single

Address : 271, Brgy. Antipolo Del Sur, Lipa City, Batangas

E-mail : willanski16@gmail.com

Father : Wilbert Tan

Mother : Dorothy Sta. Maria

EDUCATIONAL BACKGROUND

Elementary : Jose. K Obando (Lipa City)

S.Y. 2012-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

59
PERSONAL DATA

Name : Velasco, Shaun Carwel I.

Date of Birth : June 30, 2005

Place of Birth : Dominador East, Alitagtag,

Batangas

Civil Status : Single

Address : Brgy. 2, Lipa City, Batangas

E-mail : shoocarweliv@gmail.com

Father : Erwin Velasco

Mother : Catherine Anne Velasco

EDUCATIONAL BACKGROUND

Elementary : Padre Valerio Malabanan Memorial School (Lipa City)

S.Y. 2012-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

60
PERSONAL DATA

Name : Bawi, Princess Mary M.

Date of Birth : August 20, 2005

Place of Birth : Brgy. San Jose, Lipa City

Civil Status : Single

Address : Brgy. San Jose, Lipa City, Batangas

E-mail : princessmarybawi9@gmail.com

Father : Eduardo I. Bawi

Mother : Cepriana M. Bawi

EDUCATIONAL BACKGROUND

Elementary : San Jose Elementary School (Lipa City)

S.Y. 2010-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

61
PERSONAL DATA

Name : Maulion, Alessandra M.

Date of Birth : November 15, 2005

Place of Birth : Brgy. Dagatan, Lipa City

Civil Status : Single

Address : Brgy. Dagatan, Lipa City, Batangas

E-mail : maulionalessandra@gmail.com

Father : Ariel D. Maulion

Mother : Andrea M. Maulion

EDUCATIONAL BACKGROUND

Elementary : Dagatan Elementary School (Lipa City)

S.Y. 2010-2017

Secondary : LCC Silvercrest School (Lipa City)

S.Y. 2017-2021

62