THE IMPACT OF TECHNOLOGIES IN LEARNING

AMONG SENIOR HIGH SCOOL STUDENTS OF

DON RAMON E. COSTALES MEMORIAL
NATIONAL HIGH SCHOOL
SY 2020-2021

In partial fulfillment of
the requirements for the subject
Practical Research I

CARMELA C. RIVARES
RICHELLE DIANE S. BRIONES
ALMERA MAE C. ANDRADA
JEWEL RAYNE L. ESPIRITU
MARIA ERIKA D. MACATAO
RV JERIAN FABRO

July 2021
 ACKNOWLEDGEMENT

First and foremost, the researchers wish to thank our Almighty God for His blessings and

guidance. Also, for providing the researchers with the necessary strength and knowledge to

complete this piece of work.

Also, to Mr. Tommy S. Sarmiento, Research Adviser, for his insight and for teaching and

guiding the researcher to complete this research study.

The researchers would also like to thank their parents for their love and immeasurable moral

support.

The researchers would like to acknowledge to those people who helped to finish their

research study.

Lastly, the researcher’s classmates and friends who always give encouragements,

inspirations, and help every time they needed them to finish this research study.

To all of them, this humble work is dedicated.

C.C.R.

R.D.S.B.

A.M.C.A.

J.R.L.E.

M.E.D.M.

J.R.F.
 ABSTRACT

Researchers: Carmela C. Rivares

Richelle Diane S. Briones

Almera Mae C. Andrada

Jewel Rayne L. Espiritu

Maria Erika D. Macatao

RV Jerian Fabro

Institution: Don Ramon E. Costales Memorial National High School

Track: Academic Track

Strand: Humanities and Social Sciences

Adviser: Tommy S. Sarmiento

Title of Study: THE IMPACT OF TECHNOLOGIES IN LEARNING

AMONG SENIOR HIGH SCOOL STUDENTS OF DON RAMON E. COSTALES

MEMORIAL NATIONAL HIGH SCHOOL SY 2020-2021

The main objective of this study was to determine the impact of technologies in

learning among Senior High School students at Don Ramon E. Costales Memorial National

High School during the school year 2017-2018. It investigated the frequency of use of the

gadgets classified as technology in learning, such as cellphones, computers, and tablets, as

well as the impact of technology in learning as perceived by students. It also discovered a

significant link between the frequency of use and the impact of technologies.

The study was conducted at Don Ramon E. Costales Memorial National High School

in Villasis and included 50 Grade 11 and 49 Grade 12 students enrolled in the Humanities

and Social Sciences (HUMSS) strand during the 2020-2021 school year. The quantitative

research method was used in this study.

 In terms of data analysis and interpretation of data, it was determined that cellphones

are always used by students, computers are occasionally used by students, and tablets are

rarely used ny students in learning. This study also concluded that the use of gadgets has a

moderately positive but also a slightly negative impact on learning. It was also concluded

that there was no significance. It was also determined that there was no statistically

significant relationship between the frequency of use and the impact of gadgets.
 Chapter 1

INTRODUCTION

This chapter is associate degree introductory chapter. It contains the Background of

the Study, Statement of the matter, Scope and borderline, Significance of the Study and

Definition of Terms.

Background of the Study

Technology has influenced and reworked the method folks board today’s generation.

People’s lives became additional economical and cozy as a result of technological

advancements. There isn’t one person alive these days World Health Organization hasn’t

been littered with technological and laptop advancements. Transportation, communication,

and education have all dramatically advanced as a result of new technical breakthroughs in

today’s culture. As a result of new valuable high-tech advancements are created each day to

assist folks do things quicker and easier, many of us have less stress in their lives.

Cellphones, computers, and also the net are samples of helpful technologies.

Technology features a negative impact on the user’s life, furthermore because the

lives of his or her personal acquaintances and relations. Individuals’ personal health, family,

social, economical, and intellectual lives are all affected. Associate degree individual’s

psychological feature is negatively littered with excessive use of devices. The person loses

focus since he or she is completely involved with victimization devices or technology. He or

she tends to forget crucial aspects of life, attention deteriorates, and also the individual is

unable to specialize in different topics for long enough.

The utilization of technology within the schoolroom has made-up the method for

simpler learning. Technology features a vital impact on everyone’s future and skilled

development. Today’s world is more and more dominated by technology. It’s fully grown in

importance as a learning tool.

 The researchers are interests in discovering however devices have an effect on

pupils’ learning. This study is conducted on accordance with this logic.

Statement of the Problem

This study determined the impact of technologies in learning to senior high school

students throughout the first semester, S.Y. 2020-2021.

Specifically, it answered the subsequent sub-problems:

1. Can the technology steer the category in order that it’s still student-centered learning?

a. yes

b. no

c. maybe

2. What different competencies should students ought to use this technology?

3. Is there any hope for Senior High School students to succeed in the educational goal and

outcome set for high school students, through technology?

Hypothesis

1. There’s hope for Senior High School students to succeed in the educational goal and

outcome set for high school students, through technology.

Scope and Delimitation

This study chiefly centered on the impact of technologies in learning among students

in senior high school Humanities and Social Sciences (HUMSS) of Don Ramon E. Costales

Memorial National Highs faculty, S.Y. 2020-2021. It absolutely was delimited to the 2

sections of the HUMSS categories particularly Hephaestus and Ursa.

Significance of the Study

This study determined the impact of gadgets in students’ learning in Don Ramon E.

Costales Memorial National High School. This was vital to the following:

Students. They’re going to understand what technology will do to their learning

journey as a student.

Teachers. It’ll offer them the data that technology is incredibly necessary these days,

particularly for everybody.

Parents. This can give awareness for them that if students focus well on the

utilization of technology there’ll be no downside.

Faculty Administrator. This study is also enclosed at school policy. Re: the

utilization of technology within the lecture rooms.

Future Researchers. This study might facilitate future analyzers on their own

research. They perhaps widen the scope of their own study or improve this analysis study.

Definition of Terms

To form the study easier to know, the subsequent terms are outlined operationally

and/ or lexically:

Technology. The applying of knowledge domain for sensible functions, particularly in

business.

Impact. This refers to a physical force, associate degree influence, or a robust

impact. Impact is employed most frequently as a noun.

Frequency of use. This refers to the amount of times or however usually the gadgets ar

utilized by the respondents in learning.

 Chapter 2

REVIEW OF CONNECTED LITERATURE AND STUDIES

This chapter contains the literature and studies associated with the impact of

technologies in learning.
Related Literature

Technologies

A device could be a little machine or device that will one thing helpful. It plays a

significant role in our everyday lives; it makes our everyday tasks easier to accomplish.

Gadgets involve even little innovations in our standard of living. Imagine if gadgets like

wireless telephone, laptops, computers, tablets don’t seem to be made-up or technology

doesn’t exist in the slightest degree, we might lack the power to instantly communicate with

our families or friends that’s far from US (Tech Crates, 2012). We have a tendency to

wouldn’t be able to do analysis on-line, conjointly on-line categories wouldn’t be attainable

while not the presence of gadgets.

Gadgets utilized in learning

In keeping with downtoearth.org (2020) colleges and academic institutes have

remained closed even once the unlock phases to make sure the protection of scholars,

teachers, and their families.

The UN academic, Scientific and Cultural Organization (UNESCO) competent the

college closures by issue many recommendations. It necessitated the employment of

distance-learning programmers or on-line learning, open academic applications, and

platforms that colleges and lecturers will use to achieve learners remotely and limit the

disruption of education.

There square measure benefits within the exaggerated usage of virtual lecture

rooms, as students get many time to end their work, keeping each their study and job hours

possible by performing from homes. Associate degree in-house survey by the University of

Hyderabad found two,500 students had problems with on-line teaching. Although ninety pc

of the respondents had a movable, regarding sixty-three pc of them may solely access on-

line categories sometimes or not in the slightest degree.

 On the opposite hand, whereas mobile phones square measure a lot of or less

obtainable to all or any, those that own laptops or computers square measure only a few in

variety. Teaching on-line is healthier than regular sessions mutually will target their family

and mental peace. On the opposite hand, poor web property, power provide, lack of

smartphones and alternative gadgets hinder academic opportunities for the scholars in rural

areas. This observe of delivery categories on electronic gadgets has exaggerated the screen

time of youngsters, wherever learning has become secondary. Social-distancing and virtual

categories exempted kids and youth from their social circles and outside atmosphere. As a

result, they need become a lot of indulgent, socially excluded, a lot of committed gadgets

and indoor virtual diversion. This could have long impacts on students as they fight to enter

job markets. These habits may also result in serious health problems and hindrances in their

natural development.

Related Studies

On-line learning offers lecturers associate degree economical thanks to deliver

lessons to students. On-line learning features a variety of tools like videos, PDFs, podcasts,

and lecturers will use of these tools as a part of their lesson plans. By extending the lesson

arrange on the far side ancient textbooks to incorporate on-line resources, lecturers square

measure able to become a lot of economical educators. Another advantage of on-line

education is that it permits students to attend categories from any location of their selection.

It conjointly permits colleges to achieve bent a lot of intensive network of scholars, rather

than being restricted by geographical boundaries. To boot, on-line lectures are often

recorded, archived, and shared for future reference. This permits students to access the

training material at a time of their comfort. Thus, on-line learning offers students the

accessibility of your time and place in education.

On-line learning is reduced money prices. On-line education is much more cost-

effective as compared to physical learning. This is often as a result of on-line learning

eliminates the value points of student transportation, student meals, and most significantly,
assets. To boot, all the course or study materials square measure obtainable on-line,

therefore making a paperless learning atmosphere that is more cost-effective, whereas

conjointly being helpful to the atmosphere.

Each student features a totally different learning journey and a unique learning

vogue. Some students square measure visual learners, whereas some students opt to learn

through audio. Similarly, some students thrive within the schoolroom, and alternative

students square measure solo learners United Nations agency get distracted by massive

teams.

The net learning system, with its vary of choices and resources, are often customized

in many ways. It’s the most effective thanks to produce an ideal learning atmosphere suited

to the requirements of every student. (From elearningindustry.com)

Once you favor to continue your education on-line, you’ll have bigger flexibility to

juggle your career, education, and residential life while not the range of a set schedule.

You’ll be able to log in and complete your course work, study, and do school assignment, all

from time to time that may slot in together with your schedule, rather than rearranging your

schedule to figure around ancient category times.

With on-line learning, you’ll be able to set your own pace, which may give you with a

stronger likelihood of adequately interesting and holding the data in your work. Not like

ancient categories wherever you’ll ought to take notes feverishly throughout lectures in order

that you’ll be able to review the fabric later, on-line learning permits you to review the course

materials as typically as you prefer and at a time once you square measure most centered.

Discussions and lectures are within the type of video and podcasts, which may be watched,

paused, and reviewed in order that you’ll be able to certify you’re following on. It conjointly

provides you with the posh of having the ability to complete materials in courses that square

measure easier for you quicker, therefore you’ll be able to take longer to target courses that

you simply might notice square measure harder. (from hospitalityinsights.ehl.edu)

Theoretical Framework

Online Learning or E-Learning still tends to struggle with student feedback. Students

completing activities become dissatisfied when they experienced lack of personalized

feedback. The traditional methods of providing students' feedback doesn’t always work in

Online Learning environment, because of this, online educators and professors are forced to

look for alternative methods for providing feedback. Students' providing feedback in an

online learning is still a relatively unresearched topic area and could take a while for any

specific strategies to become fully research-based and proven to be effective. Researchers

have to demonstrate successful examples of peer feedback systems in online learning,

which could possibly be a potential solution to the problem of limited student feedback in E-

learning. Additionally, this disadvantage of E-Learning could be solved through video chats

with professors, which function similarly to the professor’s office hours during face to face

learning.

One of the biggest disadvantages of Online Learning is cheating through various

methods. Compared to students on face-to-face classes, online students can cheat on

school activities more easily as they take activities in their own environment and while using

their personal gadgets. The students cannot be directly observed during assessments

without a video feed, making cheat detection during online exams is more complicated than

for traditional testing procedures. Additionally, without a proper identity verification system in

place, students taking online exams or activities might be able to let a third party to take the

assessment instead of themselves, resulting in a wholly fraudulent test result. In order to

protect the authenticity of online education, anti-cheating measures should be put in place by

any online education institution. The most popular anti-cheating tools currently used in

Online Learning are online proctoring systems such as Examity, which use various anti-

cheating measures like automated ID verification and machine learning to detect fraudulent

test-takers and Examus, which has an algorithm that helps analyze online user behavior.

The software has a tech stack that uses a webcam for both facial and emotion detection.
Conceptual Framework

The researchers used the advantage of online learning as the dependent variable

because it will affect the corresponding dependent variable which is the disadvantage online

learning.

Research Paradigm

Advantages of Online
Disadvantages of Online
learning learning

CHAPTER 3

Research Methodology

This chapter introduces the research methodology. In this chapter, you will be able to

obtain and define what research design is use in conducting the research. Research

methodology also consist of the location of the study, sources of the study, instrumentation,
population/sampling ang statistical tool. Tables are applied to understand and evaluate the

information that has been collected.

Research Design

According to Shank (2002), qualitative research is a form of systematic practical

inquiry. By systematic, this type of research mean planned, ordered and public that follow

the rules agreed upon by the members of qualitative research communities. By empirical,

Shank means that this kind of inquiry is based on the experience of the world.

Denzin and Lincoln (2000), on the other hand, claim that qualitative research involves

an interpretative and realistic style. According to Conger (1998), the benefits of conducting

qualitative research include flexibility to follow unexpected ideas during research and explore

processes effectively, sensitivity to contextual factors, increased opportunities, and develop

empirically supported new ideas and theories.

According to Matthews and Ross (2010) a quantitative research method is essentially

put on the compilation of data that’s set up and that can be displayed numerically. In

general, quantitative data is collected when researchers have followed the positive epistemic

ways and data is gathered that may be scientifically analyzed.

Berg (2004) also said that quantitative research is typically provided more value and

recognition signifying the predisposition of general public to view knowledge as it utilizes

medical techniques and indicating accuracies.

Locale of the study

The locale of the study was in the senior high school students of Don Ramon E. Costales

Memorial National High School.

Population/ Sampling
 The study was conducted on the total population of Humanities and Social Sciences

(HUMMS) students who were enrolled in the S.Y.2020-2021, 50 grade 11 HUMMS and 49

grade 12 HUMMS which is equivalent to ninety-nine (99).

Table 1: Distribution of Questionnaire to the Respondents for HUMMS Grade 11

RESPONDENTS No. of Students Actual Number of Respondents
Grade 11 HUMMS 50 50
Total 50 50

Table 2: Distribution of Questionnaire to the Respondents for HUMMS Grade 12

RESPONDENTS No. of Students Actual Number of Respondents

Grade 12 HUMMS 49 3
Total 49 3

Instrumentation and Data Collection

The instrument used in collecting data was a questionnaire prepared by the

researchers. Qualitative research questionnaire was utilized in collecting the effect of using

technology.

Statistical Tool

The frequency of effect of using technology is identified using the method Average

Weighted Mean (AWM). To interpret the computed AWM point, the researchers use the

following formula:

AWM = FX / N

Where AWM = Average Weighted Mean

X = Weighted Value

F = Frequency
 N = total number of respondents

For the frequency of the effects of using technology for Grade 11 HUMMS, this was the
scale:
Scale Average Weighted Mean Descriptive Interpretation
4 3.26 – 4.0 Always
3 2.51 – 3.25 Very Often
2 1.76 – 2.50 Seldom
1 1.00 – 1.75 Never

For the frequency of the effects of using technology for Grade 12 HUMMS, this was the
scale:
Scale Average Weighted Mean Descriptive Interpretation
4 3.26 - 4.0 Always
3 2.51 - 3.25 Very Often
2 1.76 - 2.50 Seldom
1 1.00 – 1.75 Never

Sources of data

In the conduct of this study, a survey was done with the Senior High School students of

Don Ramon E. Costales Memorial National High School (Grade 11 and Grade 12 HUMMS)

to gather information and assess the present situation.

Through this data, the researchers facilitate to find out what’s the influence of

technologies to students.

Instrumentation

In order to obtain the needed information, the developer used survey questionnaire.

This technique helps the researchers to achieve the expectations and to collect facts. Survey

aims to identify participants’ emotion and opinions. Survey questionnaires were distributed

to the Senior High school students of Don Ramon E. Costales Memorial National High

School. A copy of survey questionnaire is shown in APPENDIX C.

 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter describes the analysis of data followed by the discussion of the

research findings. The finding can relate to the research questions that guided the study.

Table 2: Frequency of Use of Gadgets in Students’ Learning For Grade 11 HUMMS

Gadget Average Weighted Mean Descriptive Interpretation
Cellphone 4. 56 Always
Computer 3. 18 Sometimes
Tablet 2. 18 Seldom
 The results of the survey conducted showed that Cellphones were always used by

the students in learning with an Average Weighted Mean of 4.56. Computers were

sometimes used by students with an Average Weighted Mean of 3.18 and Tablets were

seldom used by students with an Average Weighted Mean of 2.18.

Table 3 and 4 presented the tabulation of the impact of use of gadgets in learning

among Grade 11-STEM students with the corresponding weighted mean(WM) and the

descriptive interpretation (DI) of each indicators including the average weighted mean

(AWM) of each area.

Table 3: Positive Impact of Gadgets in Students’ Learning

Indicators. WM.

DI
1. I am able to stimulate my sense and imagination better. 3.01. MI
2. I am encouraged to develop my analytical skills. 2.99. MI
3. I am more creative. 2.88.

MI
4. I am more knowledgeable in using computers. 3.00. MI

5. I am able to relieve stress and use it for entertainment 3.09. MI

purposes.
6. My hand - eye coordination improves. 2.62

MI
7. My mathematical skills improved. 2.30.

SI
8. I am having more fun learning. 3.20.

MI
 9. I can research topics easier. 3.51.

HI
10. I can research for information anywhere. 3.57.

HI
AWM. 3.02.

MI

The positive indicators arranged in order according to their weighted mean and

descriptive interpretation are as follows: “I can search for information anywhere” (WM = 3.57,

DI = HI), “I can research topics easier” (WM = 3.51, DI =HI), “I am having more fun learning”

(WM = 3.20, DI = MI), “I am able to relieve stress and use it for entertainment purposes”

(WM = 3.09, DI = MI), “I am able to stimulate my senses and imagination better” (WM = 3.01,

DI = MI), “I am more knowledgeable in using computers” (WM = 3.00, DI = MI), “I am

encouraged to develop my analytical skills” (WM = 2.99, DI = MI), “I am more creative” (WM

=2.88, DI = MI), “My hand – eye coordination improved” (WM = 2.62, DI = MI), and “My

mathematical skills improved” (WM = 2.30, DI = SI). This indicates that the use of gadgets

extends the ability of students to search information, develop and entertain their selves with

its features like the internet, student-friendly websites and educational applications.

Table 4. Negative Impact of Gadgets in Students Learning

Indicators. WM.

DI
1. I am more likely to procrastinate. 2.63

MI
2. I am spending less time outdoors. 2.74.

MI
3. I am more short-tempered towards my classmates. 2.01.

SI
 and teachers.
4. I am having difficulty concentrating on my studies. 2.35.

SI
5. I am having problems socializing with my friends. 1.94.

SI

and classmates.
6. I am more reliant to plagiarism. 1.73.

LI
7. My hand writing became worse. 1.78.

SI
8. I am too lazy to go to school. 1.66.

LI
9. I am having trouble falling asleep. 2.26.

SI
10. I sleep less than usual. 2.57.

MI
AWM. 2.17.

SI

The negative indicators arranged in order according to their weighted mean and

descriptive interpretation are as follows: “I am spending less time outdoor ” (WM = 2.74, DI =

MI), “I am more likely to procrastinate” (WM = 2.63,DI = MI), “I sleep less than usual” (WM =

2.57, DI = MI), “I am having difficulty concentrating on my studies” (WM = 2.35, DI = 2.35), “I

am having trouble falling asleep” (WM = 2.26, DI = SI), “I am more short-tempered towards

my classmates and teachers” (WM = 2.01, DI = SI), “I am having problems socializing with

my friends and classmates” (WM = 1.94, DI = SI), “My hand writing became worse”(WM =

1.78, DI = SI), “I am more reliant to plagiarism” (WM = 1.73, DI = LI), and“ I am too lazy to go

to school” (WM = 1.66, DI = LI).

 This indicates that the students often get distracted by gadgets instead of doing such

things much important and more beneficial to them and on their studies.

Table 5. Impact of Gadgets in Students Learning

Impact. Average Weighted Mean. Descriptive

Interpretation
Positive. 3.02. Moderate Impact
Negative. 2.17. Slight Impact

Based on the survey conducted by the researchers, the results showed that the use of

gadgets in learning has a Moderately Positive Impact in the students’ learning with an

Average Weighted Mean of 3.02. It also shows that the use of gadgets in learning has a

Slightly Negative Impact with an Average Weighted Mean of 2.17.

Table 6: Relationship between Frequency of Use and Impact of Gadgets

Frequency. Positive. Negative

Pearson Correlation. 139. 162
Sig (2-tailed) 194. 130
N. 89. 89

The result of the Pearson Correlation showed that there was no correlation on both

positive impact with 0.139 and negative impact with 0.162between the frequency of use and

the impact of gadgets in learning.

 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the outline of findings, conclusions, and suggestions based

mostly from the findings undertaken by the researchers from the study entitled “Impact of

Technologies in Learning to high school faculty Students throughout the first semester, S.Y.

2020-2021.

Summary

The main purpose of the study was to see the impact of technologies in learning to

school students throughout the first semester, S.Y. 2020-2021. It sought-after to answer the

subsequent sub-problems: a. can the technology steer the category in order that it’s still

student-centered learning? A. yes b. no c. maybe, what different competencies should

students got to use this technology? Is there any hope for college kids to succeed in the

training goal and outcome set for college kids, through technology?

The study was conducted at on Ramon E. Costales including the grade eleven student

respondents World Health Organization area unit registered in Humanities and Social

Sciences (HUMSS) strand throughout the varsity year 2020-2021. This study created use of

the quantitative analysis style with the form because the main gathering tool. The info was

tabulated into a contingency table and treated with the right applied math measures.

Conclusions
Relative to the analyses and interpretation of knowledge, the subsequent conclusions were

drawn: Technology steer the category to student-centered learning, encourage cooperation,

develop important thinking skills, infuse responsibility, set the stage for life-learning learning.

Students can reach the training goals and outcomes set for them, through technology. It

permits students realize out in a very kind of ways in which and find what most closely fits

their desires and provides self-reliant learning wherever they ca learn at their own speed.

Recommendations

With all of the preceding analysis, interpretation, and conclusions of this study, the

subsequent area unit powerfully counseled for potential course of action.

1. Future researchers will conduct the same study and improve some flaws.

2. Another analysis ought to be conducted as follow-up study to research additional the

impact of gadgets in learning.

3. Future researchers will use this study for references.

 BIBLIOGRAPHY

A. BOOKS

Coffey, G. (2012). Literacy and Technology: Integrating Technology with Small Group, Peer-
led Discussions of Literature. International Electronic Journal of Elementary
Education, 4(2), 395_405.

Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating Wiki technology
and peer feedback into English writing courses. English Teaching: Practice and
Critique, 10(2). 88_103.

B. INTERNET SOURCES

Abdullayev, Orxan. Introduction of Essay about Technology. Retrieved from:

https://essayforum.com/essays/introduction-technology-48784

Emerging Theories of Learning and Role of Technology. Retrieved from:

https//sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging-teories-of-
learning-and-the-role-of-technology

Essay in Modern Technology. Retrieved from: http://www.studymode.com/essays/Modern-

Gadgets-48092808.html

Gammuac, Heidi. Classroom Gadgets - Using Technology to Enhance Learning.

Retrieved from: hhtp/calgaryherald.com/technology/classroom-gadgets-using-
technology-to-enhance-learning
Impact of Modern Technologies on Youngsters. Retrieved from:
http://unionfbeds.wikidot.com

Koper, Hendrik, Draschler/ Manouselis, Vourikari, Hammel. Retrieved

from:https//link.springer.com

Vega, Vanessa. Technology Integration Research Review: Annotated Bibliography.

Retrieved from: https//www.edutopia.org/technology-integration-research-annotated-
bibliography#means h

APPENDIX A
Letter to the Principal
____________________

Evelyn C. Biay, EdD

SHS Assistant Principal II
Rowena Lea G. Moreno, PhD
School Principal IV

Ma’am:
We, the Grade 11 HUMMS students, are currently enrolled in the subject Practical Research
1. We are presently working on a research entitled, “The Impact of Technologies in
Learning among Grade 11 Students”

Anent to this, we would like to ask permission to give questionnaires among selected Grade
11 HUMMS students. The results of this study will serve as frame of reference on the impact
of gadgets in learning.

Your most favorable approval is highly anticipated. Thank you.

Very truly yours,

 Carmela C. Rivares
Richelle Diane S. Briones
Almera Mae C. Andrada
Jewel Rayne L. Espiritu
Maria Erika D. Macatao
RV Jerian Fabro

Noted:
Tommy S. Sarmiento
Research Teacher
Approved:
Evelyn C. Biay, EdD
SHS Assistant Principal II
Rowena Lea G. Moreno, PhD
School Principal IV

APPENDIX B
Letter to the Subject Group Head
____________________________
(date)
TOMMY S. SARMIENTO
Subject Group Head, HUMSS
Don Ramon E. Costales Memorial National High School
Villasis

Sir:
We, the Grade 11-HUMSS students, are currently enrolled in the subject Practical Research
1. We are presently working on a research entitled, “ The Impact of Technologies in
Learning among Senior High School students.”

Anent to this, we would like to ask permission to give questionnaires among selected Grade
11 and Grade 12 students. The results of this study will serve as frame of reference on the
impact of gadgets in learning.
Your most favorable approval is highly anticipated. Thank you.

Very truly yours,

Carmela C. Rivares
Richelle Diane S. Briones
Almera Mae C. Andrada
Jewel Rayne L. Espiritu
Maria Erika D. Macatao
Rv Jerian Fabro
Noted:
Tommy S. Sarmiento
Research Teacher
Approved:
Evelyn C. Biay, EdD
SHS Assistant Principal II
Rowena Lea G. Moreno, PhD
School Principal IV

APPENDIX C
QUESTIONNAIRE

I. RESPONDENT’S PROFILE
Name: ________________________ Section: __________________________
Age: ______________ Sex: Female Male
I I
II. HANDLING OF TECHNOLOGY
Instructions: Answer the following questions.
1. Have you ever used any technology to finish tasks in school?
o YES
o NO
2. Do you have any technology or gadgets at home? What are they?
(List at least 2-3 technologies).
1.
2.
3.
3. Does technology help you improve your knowledge?
o YES
o NO
4. How many hours you spend using any technology at home?
o 2-3 hours
o 4-6 hours
o 7-9 hours
o Not at All
III. On a scale of 1-4 rate the following situations.

When I use technology…. 4 3 2 1

I can finish the assigned school tasks quickly
Technology develops my understanding
I become more extra creative
I could effortlessly obtain the data I needed
It makes me more ecstatic while discovering things
I am able to release my stress
CURRICULUM VITAE

A. PERSONAL DATA

Name : Carmela C. Rivares

Home Address : Tombod Villasis Pangasinan

Email Address : rivarescarmela61@gmail.com

 Date of Birth : August 28, 2004

Palce of Birth : Sacred Heart Urdaneta City

Nationality : Filipino

Religion : Christian

Father’s name : Lino S. Rivares

Mother’s name : Arsenia C. Rivares

B. ACADEMIC BACKGROUND

Elementary : Tombod Integrated School

Junior High School : Tombod Integrated School

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS

CURRICULUM VITAE

A. PERSONAL DATA

Name : Richelle Diane S. Briones

Home Address : Poblacion Zone II Villasis, Pangasinan

Email Address : richelledianebriones@gmail.com

 Date of Birth : September 30, 2003

Palce of Birth : Villasis, Pangasinan

Nationality : Filipino

Religion : Roman Catholic

Father’s name : Ricky M. Briones

Mother’s name : Soledad S. Briones

B. ACADEMIC BACKGROUND

Elementary : King’s Kid Christian School Inc.

Junior High School : Saint Anthony Abbot Academy

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS

CURRICULUM VITAE

A. PERSONAL DATA

Name : Almera Mae C. Andrada

Home Address : Macayo Zone I, Alcala Pangasinan

Email Address : almeramaeandrada08@gmail.com

 Date of Birth : May 8, 2004

Palce of Birth : Alcala, Pangasinan

Nationality : Filipino

Religion : Roman Catholic

Father’s name : Ernesto C. Andrada

Mother’s name : Alma C. Andrada

B. ACADEMIC BACKGROUND

Elementary : Macayo Integrated School

Junior High School : Macayo Integrated School

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS

CURRICULUM VITAE

A. PERSONAL DATA

Name : Maria Erika D. Macatao

Home Address : 0246 Puelay Villasis Pangasinan

Email Address : macataoerika@gmail.com

Date of Birth : October 05, 2004

 Palce of Birth : Puelay Villasis Pangasinan

Nationality : Filipino

Religion : Roman Catholic

Father’s name : Eligio Macatao

Mother’s name : Melissa Macatao

B. ACADEMIC BACKGROUND

Elementary : Puelay Elementary School

Junior High School : Don Ramon E. Costales Memorial National High

School

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS

CURRICULUM VITAE

A. PERSONAL DATA

Name : Jewel Rayne L. Espiritu

Home Address : Tombod Villasis Pangasinan

Email Address : jewelrayne216@gmail.com

 Date of Birth : February 16, 2004

Palce of Birth : Tombod Villasis Pangasinan

Nationality : Filipino

Religion : Roman Catholic

Father’s name : Romulo C. Espiritu

Mother’s name : Sally L. Espiritu

B. ACADEMIC BACKGROUND

Elementary : Tombod Integrated School

Junior High School : Tombod Integrated School

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS

CURRICULUM VITAE

A. PERSONAL DATA

Name : RV Jerian Fabro

Home Address : Labit Villasis Pangasinan

Email Address : jerianfabro@gmail.com

Date of Birth : December 23, 2002

 Palce of Birth : Labit Villasis Pangasinan

Nationality : Filipino

Religion : Catholic

Father’s name : Rolando C. Fabro

Mother’s name : Jennilane P. Fabro

B. ACADEMIC BACKGROUND

Elementary : Labit Elementary School

Junior High School : Don Ramon E. Costales Memorial National High

School

Senior High School : Don Ramon E. Costales Memorial National High

School

Strand : HUMSS