EFFECT OF LAPTOP ON STUDENTS LEARNING BEHAVIOR OF SENIOR HIGH

SCHOOL IN TAMPAKAN NATIONAL HIGH SCHOOL

A Practical Research Proposal Presented

to the Senior High Teacher of Tampakan National High School

In partial fulfillment of
The Requirements for the Senior High School
TVL-ICT

Cloe Mae Reginaldo

Verrie Rizel Sarona
Beverly Maghanoy
Rea Mae Cagande
 CHAPTER I
Introduction

Student’s lives today are filled with technology that gives them access to information and
resource 24/7.In the analysis of Fifty Trends Now Changing the World, Cetron and Davies (2001)
noted that technology is increasingly dominating both the economy and society. Schools are no
exception.TheDigest of Education Statistics (National Center for Education Statistics,
2000)reports that the percent of students using computers at school more than doubled between
1984 and 1997. Students are able to create multimedia content and immediately share it with the
world and participate in social networks where people from all over the world share ideas,
collaborate, and learn new things. Outside of the classroom, students have the freedom to pursue
their passion in their own way and their own pace. Opportunities for today’s students are
limitless, borderless, and instantaneous (office of education technology, U.S department of
education 2010)

In spite of the information role computer use in classrooms may play in students
outcomes, there is limited evidence of the casual impact of laptop we in the classroom and
whether the impact differs by students characteristics. Proponents of computer in the classroom
argue that laptop in the classroom increase access to information, adoption of active learning
strategies, collaboration, and computers literacy as well as improve overall cause performance
(e.ggulek and demirtas, 2005).

Despite of the growing popularity of technology, there have been very systematic or
behavioral studies examining how students use laptop computers to support their learning or how
the multiple uses of laptop affect the work and lives of the students.Furthermore, mueller and
oppenheimer (2014) find that the process of taking notes by hand generates better recall than by
computer. These diverging help or hinder academic performance and the degree to which the
impact of laptop performance varies by students characteristics.

As laptop become smaller and more ubiquitous, and with the advent of tablets, the idea of
taking notes by hand just seems old-fashioned to many students today. Typing notes is faster-
which comes in handy when there’s a lot of information to take down. But it turns out there are
still advantages in doing things the old-fashioned way.
 For one thing “when people type their notes, they have this tendency to try to take
verbatim notes and write down as much of the lectures as they can”Meuller tells NPR’s Rachel
Martin. “The students who were taking longhand notes in our studies were forced to be more
selective – because they can write as fast as you can type. And that extra processing of the
materials that they were doing benefited them”.

Statement of the Problem

1. What is the percentage of students having laptops?
2. What is the learning behavior of the Senior High Students of Tampakan National
High School in regards to;
a.) having laptop
b.) without laptop.
3. Is there any significance difference between the learning behavior of student with or
without laptop?
4. Does the laptop program have an effect on students’ grade point average?
5. Does the laptop program have an effect on students’ essay writing skills?
6. Does the laptop program have an effect on students’ standardized test scores?

Hypothesis

There is no significance difference between students learning behavior and laptop

computers.

Significance of the study

The implications of this study are about the learning behavior of a Senior High Student in
Tampakan National High School.

 Students
The researcher helps the students to know what are the benefits of laptop to their
study behavior.
  Teacher
This research will help the teacher to distinguish what technique they should use
in order for the students to learn better.

 Parents
Parents would know if laptops will be a help for their children.

 Future Researcher
It would be a big help for them to have an idea in their next research and related
topic.

Scope and Delimitation

The purpose of this study is to determine the effect of laptop on students learning
behavior. The methodology used in this research is the qualitative research. This study focuses
on the Grade 11 Senior High School students it involves a survey questionnaire.
This research is design to study the data consist of classroom observation and in-depth
survey questionnaire with the students having and without laptop.
 CHAPTER II
Review of Related Literature

Chrystallamouza (2008), author of learning with laptops. Implementation and outcomes

in an orban, under- privileged school, observe that students become more motivated to complete
their school work and often went beyond required assignment, thereby improving the quality of
their work. Thomas greaves, CEO of the educational consulting from the greaves groups,
suggested that “The student using technology is better able to personalize their learning that the
teacher is teaching” (remski2007). Students are more engaged because they have choice in how
they represent their learning and understanding.As Fisher (2015) note, “As instructors, we may
wonder if laptop use helps or hinders learning in our classrooms. We may find ourselves on the
fence – understanding that some students prefer to type their notes, but then wondering whether
students are paying attention and staying engaged, and whether their laptop use may be
distracting others” (pg. 1). Hence, this literature review will cover the use of students’ laptops in
their classroom setting and how these tools effect and impact the students’ perception of their
learning, participation, and motivation.

(Some suggest that laptop can change the nature of in-class instruction, from the
dominant lecture model to more interactive, problem-based session, with instant submission of
work, and greater opportunities to revise (nilson and weaver, 2004).)

Students who were given the opportunity to work on laptops during lecture performed
less well on traditional test of memory for the material than students who were preferred from
using their laptops (hembroke and gray, 2009). They found that students with laptops often
engaged in off-task and on-task web-surfing, and both of which were associated with poorer
performance on recall task.

Fried (2006) in her study on whether in-class laptop use aid or hinder the learning
process, showed that students spent a large percentage of classroom time to tasks unrelated to
class which hindered their understanding of course material, as well as, lowering their
performance in class. It also showed that the laptop use posed a significant distraction to not
only users, but fellow students as well. The results of that research suggest that laptop use
hindered the students’ attention span, thus lowering their test scores. Respectively, Sana,
Weston, &Cepeda(2013) and Lindroth&Bergquist (2010) report that laptops in the classroom
hinders the personal learning situation for both users and nearby peers. In this study was to
provide an experience from a classroom/laptop experience, so the teachers can make a
strategy.Mike Muir, Bette Manchester and Jim Moulton (2005), authors of Learning with
Laptops, explained that laptop computers can accelerate, enrich, and deepen basic skills,
motivate and engage students in learning, increase the visibility of tomorrow’s workers and
connect students and schools to the real world. Just as pens and pencils were the predominant
tools for knowledge and learning during a large part of the last century, computers and the
Internet are key tools for learning and knowledge production for the 21st century (Warschauer,
2005). Demski (2012) says, “If we want our students to be able to find meaningful work and be
contributing members of a global society, then we need to prepare them for their future, not our
past” (p. 36). It is imperative that students can interact with technology and the Internet because
the 21st century offers us far more options to learn and grow intellectually. In fact, today more
than a million people in the United States alone are learning online (Bonk, 2010). Laptop
computers and wireless connectivity represent two of the fastest-growing technologies in schools
(Warschauer, 2005).

Sandholts et al. (1997) worked on reaching with technology creating student centered
classrooms; they reported that there were positive changes in student attitude. Their interest and
motivation typically extended to me last week of school an as students. Become involved in
working computers, the time they spent on assignment and project often increases. Student’s
enthusiasm and interest resulted in greater on-task behavior and they were highly involved in
their assignment and frequently able to work with little assistance. The project increase student
initiative as they worked beyond the requirement of their assignment, and independently
explored how applications and developed new skills.

The impact of laptop computer is allowing to become more engaged in their learning and
provide optimal personalized learning experience. When students have access to laptop computer
their classroom wall expands globally and their learning behaviors improve. The information
students have access to combine with the multiple ways of demonstrating their knowledge result
in deeper learning for the student and increase communication with their teacher. The access to
laptop computers impacts the learning behaviors of student specifically their engagement level
and depth of their complete work. Students are more engaged in the learning process because of
the personalization that laptop computers offers because learning experiences are personal
students take ownership in their learning and produce quality work they can take pride. Students
collaborate with one answer a project and explain their work to their teachers their
communication skills and classroom relationships strengthen.
Conceptual Framework

INPUT PROCESS OUTPUT

Laptop usage Survey Academic Performance

Questionnaire -High
-Average
Behavior

This framework shows the flow of the research, to determine the student learning
behavior. To get their preference (we have distribute) the researcher give a choice. After this
research the researcher were expecting an outcome of the students learning behavior.

Definitions of Terms

Laptop- A portable device or gadget that people use instead of Computer.

Learning Behaviors- The attitude of the students during class hours.
Technology- a machine that people use in daily life.
 CHAPTER III
Methodology

Research Design

This study used the Descriptive Research Design. Gather data’s and important
information about the research by using the provided questionnaires, to know the effect of
Laptop in Students Learning Behavior of Tampakan National High School.

Research Locale

The research was conducted at Tampakan National High School in all strand of Grade 11
Senior High Students.

Research Respondents

The respondents of this study are the Grade 11 students of Tampakan National High
School that have and don’t have a laptop. The researchers select 5 students randomly in each
8 strand with the population size of 256 in Senior High Building.

Data Gathering Procedure

The survey questionnaire that the researchers prepared has been given to those selected
respondents.
Research Instrument

All data was collected by the researchers, they used list of questionnaire, and materials
for documentary such as camera.

Statistical Treatment

The statistical treatment used in this study was weighted mean. It was used to determine
the number of respondents who was selected to answer the survey questionnaire in order to know
the “EFFECT OF LAPTOP ON STUDENTS LEARNING BEHAVIOR OF SENIOR HIGH
SCHOOL IN TAMPAKAN NATIONAL HIGH SCHOOL”.