Digital Teaching Tools in

Knowledge Retention of Students

Introduction

Nowadays, technology seems to be the most prominent tool in any

aspects of life. It gives influence even in education but the exact impact of this is

not yet define. Some seeks for the answer of this confusing question about

technology's role in student's desire to learn and how technology affects the

retention of the information. It would be really helpful to know whether the

students can effectively interpret the lesson and respond to it in a more positive

manner when using technology-based learning system rather than the traditional

methods. It is really important to have deeper realizations about the impact of

modern teaching strategies in the knowledge of the students.

The transformational impact of digital teaching tools has been dramatic in

every way, creating a mode of schooling and a teaching and learning culture

fundamentally different in outlook and form to the traditional paper-based school.

When looking at the influence of technology on its effectiveness, the picture is

not fully clear. This can partly be explained by the fact that relatively little

research has been carried out and some researchers wanted to improved the

study.

Technology has been argued as having a positive impact on the way

people think. According to Steve Johnson in his nationally bestselling book 

“Everything Bad is Good for You”, stated that technology is making us more

intelligent due to the means of obtaining, interpreting, and processing

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 Digital Teaching Tools in
Knowledge Retention of Students
information. Many studies have discussed how technology affects our brains and

how much its use affects the way that we think and perform.

This drove the teaching staff to use the modern teaching technologies to

face some of the main problems, which education & its productivity encounter, by

increasing the learning level which may be achieved through providing equivalent

opportunities for all people whenever & wherever they are, while taking into

account the individual differences between learners (Wilkinson 1986, p. 13 & Abd

El-Halim Said, 1997, p. 19) These elements were mainstreamed in a

comprehensive presentation so as to provide effective education, which in turn

will support the participation of the different senses of the learners in diverse

syllabi. (Hadmin, 2000).

In current situation this study will identify if there is a strong impact on how

the students utilize their knowledge in retaining it. More specifically, it would be

useful to know whether students respond in a more positive manner to

participating in a class discussion when using digital teaching tools versus when

using paper-based methods. For an educator in the 21st century, it is important

to gain a deeper understanding of the impact of technology on education.

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 Digital Teaching Tools in
Knowledge Retention of Students
Conceptual Framework

Independent Dependent Intervening/

Variable Variable Moderating Variable

Digital teaching Knowledge Student’s learning

tools Retention strategies

Improved Learning Student’s Behavior

FRAMEWORK
The Impact of Digital Teaching Tools in Knowledge Retention of Grade 11
Accountancy Business and Management Students in MNHS-Camaya
Campus
Figure 1

Statement of the Problem

General Objective

This research attempts to find an evidence to know the impact of digital

teaching tools in knowledge retention of Grade 11 Accountancy, Business and

Management students in MNHS-Camaya Campus S.Y. 2018-2019.

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 Digital Teaching Tools in
Knowledge Retention of Students
Specifically, this study seeks to find answer to the following questions:

1. How may the digital teaching tools be identified in terms of :

1.1 Visual Aids

1.2 Teaching Resources

2. How can be measured the impact of digital teaching tools in knowledge

retention of the students in terms of:

1.1 Test Result

1.2 Oral Recitation

3. How may the students learning strategies be identified in terms of:

1.1 Time Consumed

1.2 Notes/ Lectures

4. Is there a significant relationship between digital teaching tools and

knowledge retention of the students?

5. Is there a significant relationship between knowledge retention and

students learning strategies?

Hypothesis

The study was guided with the following hypothesis

Null Hypothesis

The digital teaching tools has a significant effect on the knowledge retention

of the students.

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 Digital Teaching Tools in
Knowledge Retention of Students
Alternative Hypothesis

The digital teaching tools has no significant effect on the knowledge retention

of the students.

Methodology

In this section, the researchers present the type of research, participants,

ethical consideration, research instrument, data gathering process, and data

analysis for determining the impact of digital teaching tools to the knowledge

retention of grade 11 Accountancy, Business and Management students of

Mariveles National High School – Camaya Campus.

Type of Research

The study used quantitative type of research in order to provide answers

for the statement of the problem. The research study was implemented to

determine the impact of digital teaching tools to the knowledge retention of the

students.

Respondents

The study was conducted at Grade 11 Accountancy, Business and

Management students of Mariveles National High School – Camaya Campus.

Respondents were selected according to their willingness in answering the

questionnaires. All respondents data was collected between July 10 to July 13

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 Digital Teaching Tools in
Knowledge Retention of Students
2018. A total of forty-seven people were approached and have a positive 100%

response. This compromised thirty-seven women and ten men. The age of the

respondents ranged from fifteen to sixteen years old.

Research Instrument

The researcher designed a questionnaire as one of the data collection

instrument for this study. The researcher issued a Dichotomous type of

questionnaire in the students of grade 11 Accountancy, Business and

Management of Mariveles National High School – Camaya Campus. This was

used as the main data-gathering instrument for this study. It is divided into two

main sections; the profile and the questionnaire proper. The content of the

questionnaire is based on the objectives indicated in the statement of the

problem. The questions will only have two possible answers.

Data Gathering Procedure

The researchers give their full efforts to conduct a research to have

information and data about their research. With the help of the research

instruments the researchers easily gets the information that they need. These are

the procedures on how they conduct their research. The researchers asked

permission to their respondents which are the grade 11 ABM A students if they

can be the respondents for their research. The researchers will say their

objectives to orient their respondents on how they conduct the research. They

6
 Digital Teaching Tools in
Knowledge Retention of Students
made simple questionnaires to easily know the information that they need. They

also interviewed few students to strengthen their data and information.

Ethical Considerations

The researchers ensured that the anonymity and confidentiality of

the respondents will be considered according to their rights. Assurance will be

given to the respondents as they will not be subjected at any harm and

mistreatment. Appropriate process of getting permissions from the authorities

related to the chosen participants will be taken account.

The respondents of the study will be informed about the objective of the

study, why are they the chosen participants, and all the possible harm and

benefits that they could get from answering the questionnaires. Also,

acknowledgement to the authors of the used sources will be mention in the

reference section of the research paper.

Data Analysis

After collecting all the data, it will be interpreted through computing the

total mean and the different and common responses that we get. Since it was

first answered through the use of Dichotomous type of questionnaire, we will

calculate all the data and present it in a quantitative manner. The average

responses for all the questions will be stated accurately according to the

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 Digital Teaching Tools in
Knowledge Retention of Students
expected results. All the provided useful information given by the respondents

will be converted in summarized data that can be used in determining the result

and final outcome of the study.

Results and Discussion

This section shows the result of the objectives with a corresponding

statistical analysis. The researcher will present tables consisting of the following:
mean, standard deviation, and pearson correlation coefficient.

This study observe a significant relationship between knowledge retention

by the use of digital teaching tools and the relationship between knowledge
retention and students strategies. The study was conducted for Grade 11
Accountancy Business and Management in A section at Mariveles National High
School - Camaya Campus.

2.1 Respondents According to Age

10.6 % 6.4 %

15
83.0 % 16
% 17

Figure 2.1

Figure 2.1 shows that the 6.4% of the respondents are 15 years

old, 10.6% are 17 years old, and 83% are 16 years old.

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 Digital Teaching Tools in
Knowledge Retention of Students
2.2 Respondents According to Sex

23.4 %
%
male
76.6 %
female
%

Figure 2.2

Figure 2.2 shows that the majority of the respondents were female

with 76.6% and the male respondents only reached 23.4%.

3. Mean Values of Digital Teaching Tools (Visual Aids)

2.5

2 1.1915

1.6383
1.5

1.1.0638
1.0426
1

0.5

0
Details are Clearly Appropriate Font Size Appropriate Font Appropriate
Stated Colors Background

Figure 3

9
1.6

1.4
Digital Teaching Tools in
1.2 Knowledge Retention of Students

1 Legend: .05-

0.8 1.00 AGREE,

0.6 1.05-2.00

0.4 DISAGREE

0.2
Figure 3
0
Modern Technology in Participations in Answering Actively Getting High states that in
Technology in Knowledge Oral Recitation Teachers Participate in Grades
Education Retention Questions Class Discussion
presenting

visual aids

using digital teaching tools, teachers are not stating all the details clearly, using

appropriate font size, appropriate font colors and appropriate background with

means 1.0638(Stddev.=.24709), 1.1915(StdDev.=.39773),

1.6383(StdDev.=.48569), 1.0426(StdDev.=.20403).

4. Mean Values of Academic Performance

Figure 4
1.4468
1.1489 1.4468
1.3617 1.3617
1.1064
1.0213
1.1489
1.1064
1.0213 1.0426

Legend: .05-1.00 AGREE, 1.05-2.00 DISAGREE

Figure 4. states that academic performances in terms of modern technology

education, technology in knowledge retention, participation in oral recitations,

answering teachers questions, actively participate in class discussion, and

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 Digital Teaching Tools in
Knowledge Retention of Students
getting high grades are considered DISAGREE with the means

1.0213(StdDev.=.14586), 1.1064(StdDev.=.31166), 1.3617(StdDev.=.48569),

1.4468(StdDev.=.50254), 1.1489(StdDev.=.35987), 1.0426(StdDev.=.20403)

5. Mean Values of Student’s Learning Strategy

1.8
1.6809
1.6
1.4468
1.4
1.1702
1.2 1.1064
1

0.8

0.6

0.4

0.2

0
Short Period of Time in Learn Easily by Digital Easily Remember the Coping Up in Class
Understanding Lessons Teaching Tools Lessons

Figure 5

Legend: .05-1.00 AGREE, 1.05-2.00 DISAGREE

Figure 5 states that the student’s learning strategies in terms of understanding

the lesson in a short period of time, learning easily by using digital teaching tools,

remembering the lessons easily, and coping up in class are considered

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 Digital Teaching Tools in
Knowledge Retention of Students
DISAGREE with means of 1.4468(StdDev.=.50254), 1.1064(StdDev.=.31166),

1.1702(StdDev.=.37988), 1.6809(StdDev.=.47119).

Results Correlation

Is there a significant relationship between digital teaching tools and knowledge

retention of the students?

With p value .797 it is considered that correlation failed to reject the null

hypothesis it means that there is no significant relationship between digital

teaching tools and improvement of the students im their learning. (see Table 4)

With p value .547 it is considered that correlation failed to reject the null

hypothesis it means that there is no significant relationship between digital

teaching tools and knowledge retention of the students. (see Table 4.1)

With the p value of .713 it is considered that failed to reject the null hypothesis it

means that there is no significant relationship between digital teaching tools and

getting high grades of the students. (see Table 4.2)

Is there a significant relationship between knowledge retention and students

learning strategies?

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 Digital Teaching Tools in
Knowledge Retention of Students
With p value of .376 it is considered failed to reject the null hypothesis it means

that there is no significant relationship between knowledge retention and student

learning strategies. (see Table 5)

Discussion

The result of the study shows that the usage of digital teaching tools in

terms of visual aids has no significant relationship on the learning of the students.

The figure2 shows that the details are clearly stated, using appropriate font size

and colors and having an appropriate background has the same findings that

those factors disagreed that it has no effects on the learning process of the

students in Grade 11 ABM section A. However, it could have a problem in their

learning. According to Dartmouth College. (2016, May 8). Tablet and laptop

users beware. Using digital platforms such as tablets and laptops for reading

may make you more inclined to focus on concrete details rather than interpreting

information more abstractly, according to a new study. The findings serve as

another wake-up call to how digital media may be affecting our likelihood of using

abstract thought. It means that there are several factors influencing the students.

The same as the academic performance of the students it also no

significant relationship with the use of digital teaching tools. Results further

revealed that among the retention of knowledge , participation in class oral

recitation, answering teachers questions, actively participating in class

discussion and getting high grade has no effect if the students uses those digital
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 Digital Teaching Tools in
Knowledge Retention of Students
teaching tools. A randomized controlled trial was executed in California where

over thousand computers were distributed randomly for free to children attending

6th-10th grade to use at home Fairlie and Kalil, (2016). They find that the

children who are given computers are more likely to have a social networking

site, but also spend more time interacting with friends in person. There are no

causal effects found concerning educational outcomes and only a small positive

benefit to children’s social development. In accordance also to the study of Suhr

et al. (2010) study the effect of the introduction of a one-to-one laptop program

for 4th and 5th graders in a Californian school district. They utilize a quasi-

experimental research design. After two years the students who received a

laptop perform better than non-laptop students in English language arts and tests

measuring writing strategies and literary response and analysis. In addition to

that , it seems that the academic performance of the students maybe depend on

their own ability either they’re using digital teaching tools or not.

Lastly, the students learning strategies again has also no significant

relationship with the retention of knowledge using a digital teaching tools.

Specifically those strategies we're given are understanding the lesson in a short

period of time, learning easily by using digital teaching tools, remembering the

lesson easily and coping up with class. Thus , these strategies might be having a

positive impact in knowledge retention. However, when it combined by a digital

teaching tools , it says that there is no significant effect. There is no related

literature related to given variables.

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 Digital Teaching Tools in
Knowledge Retention of Students
The present study is first to evaluate the interconnection of digital

teaching tools to the knowledge retention of the students. According to the

results, modern teaching tools like power point presentation using laptop or

smart TV has no directly correlation and the strength of two variables are

negative which indicates that whether digital teaching tools are being used or not,

their academic performances or retaining the said knowledge are not affected at

all .Educational performance is decided by a person’s individual characteristics

and interest to learn. In addition, many factors or variables influence their

knowledge efficiency like intelligence quotient of the students and the teachers

teaching skills. The p - value of the two variables are greater than . 05. Thus, the

null hypothesis which states that there is no significant relationship between

digital teaching tools and knowledge retention are failed to reject.

Scope and Delimitations

The study was focused on Power Point presentation as a medium in

improving the capability of the students to retain different knowledge. This

investigation is conducted to determine the verifiable impact of digital teaching

tools in knowledge retention of Grade 11 ABM students section A of Mariveles

National High School Camaya Campus during the school year 2018 – 2019. The

study will not cover online platforms as a channel in disseminating different visual

aids including edmodo and social networking sites.

Although the research has reached its aims there were some unavoidable

limitations. First, because of the time limit this research was conducted only on a

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 Digital Teaching Tools in
Knowledge Retention of Students
small size of population. Therefore to generalize the results for larger groups the

study should have involved more participants at different levels.

In the final analysis, all variables used in the study doesn’t affect the

students in retaining their knowledge. The series of results provide information

that although using digital teaching tools may attract or distract the students, it

doesn’t actually affect their academic performances. Getting high grades,

student’s active participation in class, and coping up easily depends on the

student’s habits and interest in learning. Additionally, behavior of the students

during the discussion may also affect their effectiveness in getting all the

information for their knowledge retention. Possible explanation for these negative

findings is that students are actually dependent on themselves in terms of

retaining their knowledge and these different digital teaching tools has nothing to

do with their academic performances.

Other researchers must improve this study for it shows lack of information

and not enough findings. The researchers of this current study did not meet their

expected results. The effect of digital teaching tools in knowledge retention of the

students must be further tackled. The limitation to this study is the small sample

size. Future researchers should include multiple trials and participants for better

results. Other factor that affect the study is the student’s behavior on answering

the given questionnaires, they did not give appropriate response to all the

questions stated. It is recommended that future studies should continue to

address how using digital teaching technologies may affect to the long-term

retention of knowledge and acquisition of skills of the students.

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 Digital Teaching Tools in
Knowledge Retention of Students

References

https://www.sciencedirect.com/science/article/pii/S2210831912000033

Wilkinson (1986) Means in education and research during the sixty years, the

translation by Dabbasi & Salah al-Arab, i 1

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 Digital Teaching Tools in
Knowledge Retention of Students
Science Press and Publication, Riyadh (1986)

https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0215

Abd El-Halim Said, (1997), Employment of Educational Technology, m 2, the

Egyptian Society for Technology in Education.

https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0255

Hadmin, (2000). The impact of using multimedia on students’ academic

achievement in the College of Education at King Saud University

https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0225

Dartmouth College. (2016, May 8) Digital Media May Be Changing How You

Think

https://www.dartmouth.edu/press-releases/digital-media-change-050816.html

Fairlie and Kalil, (2016). The Effects of Computers on Children’s Social

Development and School Participation: Evidence from a Randomized Control

Experiment

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2879805

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 Digital Teaching Tools in
Knowledge Retention of Students
Suhr et al. (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over

the Fourth-Grade Slump

https://ejournals.bc.edu/ojs/index.php/jtla/article/download/1610/1459

APPENDICES

FREQUENCY TABLE

1. DEMOGRAPHIC PROFILE

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 Digital Teaching Tools in
Knowledge Retention of Students

TABLE 1

Frequency Distribution of Respondents According to

Age
Frequenc Valid Cumulative
y Percent Percent Percent

Vali 15 3 6.4 6.4 6.4

d 16 39 83.0 83.0 89.4

17 5 10.6 10.6 100.0

Tota
47 100.0 100.0
l

TABLE 1.1

Frequency Distribution of Respondents According to

Sex
Frequenc Valid Cumulative
y Percent Percent Percent

Vali male 11 23.4 23.4 23.4

d femal
36 76.6 76.6 100.0
e

Total 47 100.0 100.0

2. DIGITAL TEACHING TOOLS

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 Digital Teaching Tools in
Knowledge Retention of Students

TABLE 2

Frequency Distribution of Respondents According to

Digital Tools
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 44 93.6 93.6 93.6

d no 3 6.4 6.4 100.0

Tota
47 100.0 100.0
l

TABLE 2.1

Frequency Distribution of Respondents According to

Font Usage
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 38 80.9 80.9 80.9

d no 9 19.1 19.1 100.0

Tota
47 100.0 100.0
l

TABLE 2.2

Frequency Distribution of Respondents According to

Colors Representation
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 17 36.2 36.2 36.2

d no 30 63.8 63.8 100.0

Tota
47 100.0 100.0
l

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 Digital Teaching Tools in
Knowledge Retention of Students

TABLE 2.3

Frequency Distribution of Respondents According to

Presentation Background
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes
47 100.0 100.0 100.0
d

3. ACADEMIC PERFORMANCE

TABLE 3

Frequency Distribution of Respondents According to

Voluntarily Participating
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 26 55.3 55.3 55.3

d no 21 44.7 44.7 100.0

Tota
47 100.0 100.0
l

TABLE 3.1

Frequency Distribution of Respondents According to

Participating in Class
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 40 85.1 85.1 85.1

d no 7 14.9 14.9 100.0

Tota
47 100.0 100.0
l

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 Digital Teaching Tools in
Knowledge Retention of Students

TABLE 3.2

Frequency Distribution of Respondents According to

Time Consuming in Studying
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 26 55.3 55.3 55.3

d no 21 44.7 44.7 100.0

Tota
47 100.0 100.0
l

TABLE 3.3

Frequency Distribution of Respondents According to

Getting High Grades
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 45 95.7 95.7 95.7

d no 2 4.3 4.3 100.0

Tota
47 100.0 100.0
l

TABLE 3.4

Frequency Distribution of Respondents According to

Learning of the Students
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 42 89.4 89.4 89.4

d no 5 10.6 10.6 100.0

Tota
47 100.0 100.0
l

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 Digital Teaching Tools in
Knowledge Retention of Students

TABLE 3.5

Frequency Distribution of Respondents According to

Easily Remember the Lesson
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 39 83.0 83.0 83.0

d no 8 17.0 17.0 100.0

Tota
47 100.0 100.0
l

TABLE 3.6

Frequency Distribution of Respondents According to

Effectively Takedown Notes
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 41 87.2 87.2 87.2

d no 6 12.8 12.8 100.0

Tota
47 100.0 100.0
l

TABLE 3.7

Frequency Distribution of Respondents According to

Coping up in Class
Frequenc Valid Cumulative
y Percent Percent Percent

Vali yes 15 31.9 31.9 31.9

d no 32 68.1 68.1 100.0

Tota
47 100.0 100.0
l

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 Digital Teaching Tools in
Knowledge Retention of Students

4. CORRELATION

TABLE 4

Correlation between Digital Teaching Tools

and Knowledge Retention of the Students
tools improvement

tools Pearson Correlation 1 -.038

Sig. (2-tailed) .797

N 47 47
improvement Pearson Correlation -.038 1

Sig. (2-tailed) .797

N 47 47

TABLE 4.1

Correlation between Digital Teaching Tools

and Knowledge Retention of the Students
tools Retention
tools Pearson Correlation 1 -.090

Sig. (2-tailed) .547

N 47 47
retention Pearson Correlation -.090 1

Sig. (2-tailed) .547

N 47 47

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 Digital Teaching Tools in
Knowledge Retention of Students
TABLE 4.2

Correlation between Digital Teaching Tools and

Knowledge Retention of the Students
tools grades

tools Pearson Correlation 1 -.055

Sig. (2-tailed) .713

N 47 47
grades Pearson Correlation -.055 1

Sig. (2-tailed) .713

N 47 47

TABLE 5

Correlation between Knowledge Retention and

Students Learning Strategies
retention notes

retention Pearson Correlation 1 -.132

Sig. (2-tailed) .376

N 47 47
notes Pearson Correlation -.132 1

Sig. (2-tailed) .376

N 47 47

5. QUESTIONNAIIRE

Department of Education
Region III
School Division Office of Bataan
Mariveles National High School - Camaya Campus

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 Digital Teaching Tools in
Knowledge Retention of Students

Dear Respondent:

The researchers are from Grade 12 ABM-A of Mariveles National High

School Camaya Campus, Mariveles, Bataan. The purpose of the study is to
determine the impact of digital teaching tools in knowledge retention of the
students. Answering this questions will only take 15 minutes. Rest assured that
all data gathered from you will be kept in the highest level of confidentiality. Your
participation in this study is voluntary. You do not have to answer questions that
makes you uncomfortable.

Thank you very much for your cooperation.

Reaserchers

Ilao, Axlrose
Salenga, Donna Rolyn
Yabut, Joana Joy

Direction: Please fill up the following information.

I. Demographic Profile
Name (optional):

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 Digital Teaching Tools in
Knowledge Retention of Students
Age:
Sex:
II. Direction: Indicate your response to the following questions by putting
a check ( )to the answer that corresponds your evaluations.

QUESTIONS YES NO
1. Digital Teaching Tools

1.1 Does every details clearly stated when your

teachers are using digital tools?

1.2 Does the font used by you teachers accurate

for your sight?

1.3 Does your teachers use distractive colors for

the presentation?

1.4 Does your teachers use appropriate

background?

2. Academic Performance

2.1Does using modern technology in education

improve your learning?

II.2 Does technology helps you to retain your

knowledge?

2.3 Do you usually participate in oral recitations?

2.4 Do you raise your hands voluntarily to answer

your teachers questions?

2.5 Do you actively participate in class discussion

and activities?

2.6 Do you easily understand the lesson in a short

period of time?

2.7 Do you still get high grades in your

examinations?

2.8 Do you learn easily using digital teaching tools?

2.9 Do you easily remember the lesson and

informations discussed by your teachers?

2.10 Do you effectively take down your notes

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 Digital Teaching Tools in
Knowledge Retention of Students
during class discussion?

2.11 Do you find it hard coping up in class?

29