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CHAPTER I

THE PROBLEM AND ITS SETTING

A. Introduction

The introduction of the modern library and pencil in the mid-1600s marked the
beginning of the use of technology in education. In the latter part of the 1970s, the very first
computer was integrated into schools which turned education into a more exciting and
innovative form of learning even though teachers were limited in providing class notes and
educational videos. However, technology has brought vast improvements in teaching and
the availability of classroom equipment that empowers teachers and enhances students’
learning within the past two decades.

As of today, the use of technology in education has provided students and teachers
unlimited number of options for classroom learning. Tons of different technologies are
being created not only for the purpose of having a better life but also for learning at schools
to be creative and interesting. It tells that, the 21 st century learners need to have digitally
fluent teachers to achieve an active classroom discussion and an effective classroom
interaction. Digital fluency is considered to be part of a broader set of competencies related
to 21st century learning. Teachers who are digitally fluent has the ability to use social and
mobile technology to communicate, collaborate and connect to the students.

In this study, the researchers will be tackling the fluency level of senior high school
teachers in Atimonan National Comprehensive High School (ANCHS) in using digital
technologies. The researchers will be determining the senior high school teachers’
capability and knowledge in using different digital technology. The researchers want to
know if digital technology as one of the instrument in teaching will cause an improvement
to the senior high school students’ learning process.

ANCHS is located in barangay Zone II Poblacion, Atimonan, Quezon. This school

is considered to be the school with the largest number of students among the schools in
Atimonan, Quezon. This matter causes the school to encounter hindrances to successfully
impart knowledge to its students in the most effective way. The almost crowded place of
the school leads to miscommunication of the teachers to its students. Through the use of
this study, this might help to resolve the current condition of the locale that will result to
success.
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The researchers have conducted this study to gain facts about the significance of
digital technology in schools and to the students as well. Through this study, the students,
teachers and the administrative officials will be aware about the digital fluency’s
importance and necessity. This study will also help the researchers and the readers to have
a deeper understanding and knowledge on why it is now important for a teacher to become
digitally fluent. The researchers think that having this research finished may cause an
improvement and help to the school’s problems.

B. Statement of the Problem

The purpose of this research is to determine the fluency level of senior high school
teachers in Atimonan National Comprehensive High School (ANCHS) in using digital
technology as a part of the teaching matter. The researchers also want to know the
significance of using technology in schools and the help it might produce to the senior high
school students’ learning.

This study also aims to answer the following questions:

1. Are the senior high school teachers in ANCHS capable of using digital technology
with mastery?
2. Are there teaching apparatus in ANCHS helpful in the learning process of the
students?
3. Is it advisable for the teachers to use digital tools as a form of the teaching
method/style in school?
C. Significance of the Study

This part of research presents the significance of this paper on both academic and
social which may bring or can be used through change.
Academic
The findings of this study will help the teachers to become aware about on the
significance of digital technology on today’s society particularly in education. This will
enlighten teachers on how important it is to become digitally fluent in this generation to be
able to achieve a successful interaction with the students. The study may open the minds of
the educators to level up and try new form of teaching that may result into a more
interactive discussion. It may also serve as a motivation for the students to study well and
get engaged in the classroom discussion. This matter will not only cause the students to be
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able to gain more academically but also for the students to become competitive in many
ways.
Social
The researchers aim to have a thorough study about the importance of digital
technology for the purpose of being useful in giving awareness and knowledge in the
society. Readers in the society may gain knowledge about the digital technology’s
contribution to the society. This study is also essential in improving the way that a person
thinks about the importance of technology in the society. This study may result to an
effective and successful learning that will also cause a societal growth.

D. Definition of Terms

The following terms are the important and unfamiliar words in this research.
Definitions were made by the researchers through the help of Merriam Webster and the
internet for the purpose of helping the readers to understand well the content of the paper.

ANCHS- a public school which has the largest number of students in Atimonan, Quezon

Digital fluency- it refers to the ability of someone to use well the digital technology by all
means

Digital Technology- a modern type of technology which have digitized information; digital
device

Fluency- it refers to the ability of someone to do something in a way that seems very easy

Society- a group of people living in a certain community who shares the same culture and
beliefs

Students- persons who attends in schools, colleges or universities to learn something

Teachers- the ones who teaches the students to grow on learning; the educators

Technology- a technology which involves the development and use of computer system,
software and networks for the processing and distribution of data

E. Scope and Delimitation of the Study

The main purpose of this study is to give society an awareness about the importance of
digital technology in schools. The researchers will be studying the digital fluency of senior
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high school teachers in Atimonan National Comprehensive High School (ANCHS) as an

instrument for teaching. The impact of having a teacher digitally fluent in students’
learning will be determined in this study. ANCHS as the locale of this study, will be used
by means of getting 100 respondents from the school to gather accurate information that are
useful in this study in which the respondents will be composed of teachers and students
from the senior high school department. The researchers started conducting this study last
November 2017 and will be finished on February 2018.

F. Limitation of the Study

The focus of this study is to be useful in giving the society a reliable fund of
knowledge about the paper’s subject matter. However, the researchers are somehow limited
in giving enough information about the topic. Since the researchers are also limited in
selecting a large number of respondents due to the time given, there will only be 100
respondents in this study. The respondents’ interest and knowledge about the study may
also result to dishonest answers. The weaknesses of this paper are the things beyond the
control of the researchers which will surely have an impact on this paper’s validity and
accuracy.

G. Conceptual Framework

Figure 1 Conceptual Framework

Figure 1 shows the simplified steps that will be done throughout this study that will
serve as a pattern of this research. The researchers will be studying the digital fluency of
the teachers in Atimonan Comprehensive High School (ANCHS) and the current method
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that the teachers in ANCHS are practicing in imparting educational knowledge to its
students. The students’ interest in learning will also be studied by the researchers. The
researchers will be gathering information through conducting surveys and interviews to the
persons related to this subject matter. Other related literature and data of this study will also
be gathered through the use of periodicals. At the end of this study, the researchers are
expected to successfully determine the digital fluency level of senior high school teachers
in ANCHS and the digital technology’s significance in schools. The researchers will also
be able to know the importance of digital technology in students’ learning process.
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CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents a review of local and foreign literature and studies gathered
by the researchers which have importance to this study. The data collected in this chapter
will serve as the background knowledge of this subject matter.

A. Local Literature

“Atimonan National Comprehensive High School Background Knowledge”

“Atimonan National Comprehensive High School (ANCHS) was first established

by the founders headed by Dominador V. Reyes as ‘Atimonan Vocational High School’ in
June 1978. The school was only formally named as ANCHS in the year 1994 with the help
and support of ex-congressman Manolet O. Lavides and congresswoman Carmencita O.
Reyes. Year by year, the school started increasing its students and teachers’ population up
until now which made the school to be the largest public school in Atimonan, Quezon.”

“Teachers in ANCHS in the past decades were basically practicing the traditional
method of teaching due to the fact that modernized technological devices are not already
been invented then. With the technological inventions of the people which makes big
impact not only to human living but also in education, it affects the way that the teachers
teach the students and interact with the school. Technological inventions produced a
generation which is engaged with the works of technology which pushes the teachers to at
least have a basic knowledge with the usage modern technology to get associated with the
today’s learners.”

“21st Century Learning and Teaching”

Based on Mata, W. (2015), “the 21st century has made great strides since then,
wherein the children today have unprecedented technological tools. It is being found that
K-12 and college students prefer to have technology integrated into their curriculum.
Computers, tablets, smartphones and internet are the same tools that the students use at
homes. Students were basically comfortable using these tools to connect with other
students, their instructors and the institution. In a survey, it is being found that 54% of the
today’s students would typically use at least two devices simultaneously for school work.
While 74% of teachers agree that technology enables them to reinforce their lessons. These
results prove that technology is necessarily needed in schools to improve the way that the
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teachers and students interact in schools for the purpose of growing more on learning in
each other’s knowledge.”

“Digital technology in the classroom would never be flourished without the support
of instructors and an overwhelming percentage of teachers are eager to use even more
technology in the classroom to successfully impart knowledge.”

B. Foreign Literature

“Digital Fluency”

Resnick (2002) shares that, “digital fluency is to know how to use technological
tools and also the knowledge on how to use it for an intended purpose; without which,
obtaining future jobs, positive contribution to society, and lifelong learning will be a
challenge. As technology provides the prevalent forum of communication, digital fluency is
an essential skill for students and teachers. Teachers must also ensure students are equipped
with the skills and ideas required for living and working in the digital world. Technology is
changing the way students learn, play, and interact with others.”

Briggs, Makice (2011) noted that, “digital fluency means the ability to work with
digital technology to achieve the outcome a person desire using the technologies that are
available.  A digitally fluent person can identify the reasons and why it is important to use
digital technology.”

“A digitally fluent teacher is important today due to its necessity wherein there are
classroom full of students who are at least partially fluent in using digital technology needs
it. Some classrooms may also even be trans-media classrooms.  Being digitally fluent will
help a teacher to be more confident in entering a classroom full of students who have
experience in using all the transmedia that are already fitted. Digital fluency helps students
in many ways.  Digital fluency helps students to creative, helps to develop innovative
ideas and helps to be connected with each other and the world.”

A digitally fluent teacher:

 Know where and how to find and access information quickly and accurately
 Can critique the relevance and accuracy of information being accessed
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 An adept producer of digital content

 Can recognize and use the most effective methods of reaching the intended
audience
 Understands and demonstrates how use digital technologies responsibly including
digital security (self-protection) and copyright.

One study of Miller and Bartlett (2012) tells that, “the essence of digital fluency
is to make core critical thinking and information literacy skills relevant to the new
challenges of the digital environment. This is why digital fluency combines old techniques
– those classic skills necessary for any critical engagement with information – with new
and specific knowledge bases about how the internet works, and how, given how it works,
it can inadvertently deceive or be deliberately used to deceive. In the years ahead, digital
fluency will become a prerequisite for obtaining jobs, participating meaningfully in society,
and learning throughout a lifetime. Digital information is rapidly overtaking print as the
principal means of communication. Digital fluency is a key focus for centrally-funded
professional learning support.”

“Digital Technology in Education”

According to Saxena (2013), “technology in education was a debatable topic

amongst the society. Everyone had its own personal views on modernizing education and
make it technology aided. There were a huge number of positives and negatives to
education technology but as the educational institutes embrace it, it opens the mind of many
people about on its importance in education. Its positive effects outnumbered the negatives
and now, with technology, education has taken a whole new meaning that leaves no doubt
that the educational system had been transformed owing to the ever-advancing technology.
Technology and education will be a great combination if used together with a right reason
and vision.”
“Technology became undeniably a part of the students’ life both inside and outside
of the classroom, and children from even pre-school age are able to use a mobile device. It
is incredible how digital technology such as mobile phones can transform education into
something more enthralling and engaging than even before. The first and possibly the most
important benefit of introducing technology into the classroom from an early age is that it
prepares students for the future. Educators, however, will not only use digital technology as
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a part of their life, but also in the workplace that will also be potentially be vital to many
different career paths.”
“Introducing technology into the classroom is also teaching students from an earlier
age to think critically about the technology uses in human life and stepping away from just
playing games and staying connected with friends. Digital technology also provides the
students with the most up-to-date information available. Having this digital technology into
classrooms allows the students to have an instant access to the latest news, information,
statistics and discoveries.”
Wantulok, T. (2015) indicates that, “there are countless reasons why technology is
a key aspect of learning in schools. Technology is everywhere in which students have to be
acquainted with this to be able to survive in post-secondary education.”
To narrow it down, the following are the top reasons for the importance of
technology in schools:
Students demand it. Students are engaging with technology constantly outside of
the classroom due to the desire of having an interaction and learning with the use of
technology.
New teachers are demanding it. It is considered to be a necessity for the learning
environment.
Kids are digital native. Kids know technology better than most adults. Engaging
with technology in the classrooms has not only helped the students to learn better but also
to learn multi-tasking skills.
Students can learn at their own pace. It lessens the time and effort of a teacher to
do the one-on-one explanation.
No limitations. Having the access to other information outside of the book gives
the students many ways to learn a concept. Multiple resources for student learning will also
be acquired by the teachers.
Enhances the teacher-student relationship. When a teacher effectively integrates
technology into subject area, students will be active in collaborating and interacting in the
classroom.
Muir-Herzig (2008) tells that, “technology has revolutionized in the field of
education wherein people cannot ignore its importance in schools. The onset of computers
in education has become easier for teachers to impart knowledge and for students to acquire
it as well. The use of technology has made the process of teaching and learning enjoyable
and interactive. Digital devices were proven to be useful in increasing students'
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concentration levels. It only means that through the use of technological devices, the
students may improve their learning performance.”
“As of today, there is no doubt that digital technology and the internet have
changed the way that people access information and communicate with one another
especially in schools. The technology with the use of internet is so prolific that it has
become a global phenomenon. Many researchers argue that major innovations or
inventions, especially the internet adopted by the society has an effect on the structure of
the human brain which may or may not be a change for the better. Innovations and
inventions have encouraged the pace of social change throughout history, including in
education.”

“In the fourteenth century print based communications emerged and in time came
to dominate communication and recorded history. When education became universal in the
nineteenth century, print was greatly valued and information was passed on both verbally
and in print based artefacts. A form of scholarship emerged that was based on the printed
form which continues to this day. However, with the advent of the internet and its
accompanying digital technologies such as tablets, smartphones, then the verbal tradition of
communication has reasserted itself together with text and visual communication.”

According to Kesh, Arvind (2017), “education has only one purpose; it is to equip
the young for tomorrow. Over the last few decades, technology has made immense changes
to human life. Humans were literally going through into another revolution: the digital
revolution. It is slowly yet steadily revamping the education system which seems to be
stuck a few hundred years in the past.”

“Technology ushers in fundamental structural changes that can be integral to

achieving significant improvements in productivity. It is used to support both teaching and
learning, technology infuses classrooms with digital learning tools such as computers,
hand-held devices and learning materials which increases the students’ engagement and
motivation and accelerates learning. Technology also has the power to transform teaching
by ushering in a new model of connected teaching.”
Elliot, H. (2016) reveals that, “technology is everywhere and entwined in our daily
lives so when technology in the classroom is used correctly it opens up possibilities for
more student learning. By integrating technology into the classroom in a meaningful and
purposeful way, educators are able to hold and sustain a student’s love for learning. Using
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technology in the classroom has also transformed the educators as well to become a
conceptual thinker, generator of ideas, and a self-starter.”

“Technological based education has not only become a network of gathering and
sharing ideas, but also a platform for students and teachers to research, collaborate, and
differentiate. However, effective technology integration must have at the interdisciplinary
level in a way that deepens and enhances student’s learning process. The benefit of
implementing technology integration into the classroom is active engagement taking place,
collaboration among peers, and connections to the real-world. Technology education makes
teaching and learning more meaningful and fun.”

“The old stories of education are breaking down or broken, and this is because the
internet is releasing intellectual energy that comes from our latent desires as human beings
to have a voice, to create, and to participate. Students in the 21st century learn in a global
classroom and it is not necessarily within four walls. Students are more inclined to find
information by accessing the internet through cellphones and computers, or chatting with
friends on a social networking site. Similarly, many teachers are monitoring and issuing
assignments via virtual classrooms.”

“21st Century Learning and Teaching”

Based on Shulman (2015), “the teaching aspects of the curriculum have been
centered on the content to be learnt and the learning process in the context of a learning
environment or pedagogy for many years. Teachers are familiar with the finer details of the
content that they teach and the learning methods that they employ, and are constantly
seeking to improve both content and pedagogy.”
“Traditional teaching and learning is changing to keep up with the rapid
developments and changes with digital technologies and ever expanding online learning
environments. Students today are faced with a differentiated set of skills, attitudes and
actions that they will need in order for them to be prepared for, be successful in and meet
the challenges of a digital economy.”
Wesch (2009) suggests that, “to be an effective teacher in the 21st century, teachers
need to be able to engage and interact with a wide variety of information from an ever-
increasing range of sources. The media environment educators are currently faced with can
become vastly disruptive to traditional teaching methods. Teachers today need to become
lifelong learners in an information society where information flows freely, is instant and
infinite. For this to occur, teachers and students need to develop strategies for engaging
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with, working with and constructing new knowledge, or moving from being just
knowledgeable to knowledge-able.”
“Teachers need to be equipped with ever-increasing skills and competencies to
manage this hyper-connected, knowledge environment in order to best prepare students for
the 21st Century, a world where the only constant they know is change.”
“Today, teachers are constantly challenged to develop their own thinking and
practice to prepare students for active and successful participation in a knowledge society,
by developing students who are effective knowledge workers and competent citizens for
the future. It is because of this that the need for teachers themselves to become modern,
productive knowledge workers is crucial for education in 21st century learning
environments.”
“Knowledge workers have high levels of education; they are workers who think for
a living, whose main role surrounds developing and using knowledge. Knowledge workers
are highly motivated, possess factual and theoretical knowledge, find and access
information effectively, curate and organize information. Teachers are an example of a
knowledge worker.  In this developing knowledge economy, it is becoming apparent that
teachers are faced with the need for higher level skills, flexibility and entrepreneurial
teaching and learning. Given this expectation and the description of a knowledge worker, it
is obvious that the time for teachers to ‘level up’ is now!”
When exploring the idea that teachers need to become modern knowledge workers
in 21st century teaching and learning environments it is important to consider the following
characteristics and traits associated with knowledge workers.
 Continuous Learning
 Innovation
 Autonomy
 Productivity
 Asset
 Quality over quantity
“Innovation is a key characteristic of a knowledge worker.  If knowledge workers
continue innovation and change, those around them come to see change as an opportunity,
therefore, having a positive impact on a larger amount of people. In order to continue
innovation, a teacher must continue to learn. Moving beyond traditional assumptions of
learning as an individual process, 21st century teaching and learning environments are
changing the way educators and students learn.”
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“In considering the changing scope of today’s learning environments; social

learning methodologies should be embraced. Teachers today need to develop dynamic
learning mindsets and embrace learning that is social, collaborative and self-directed, these
concepts shared in the following video outlining social learning in the 21st century.”
“Continuing innovation as a teacher, knowledge worker, in 21st century teaching
and learning environments means taking risks. This is crucial for the future of education
and a significant catalyst for change. In order to teach creative and innovative thinking,
teachers must have the skills to think differently themselves. They need creative spaces and
tools and a range of frameworks that help to develop their own criteria of achieving quality
and success. Taking risks and generating change is attuning to what is known about
entrepreneurs. Teachers, knowledge workers, are self-reliant, highly optimistic, they
embrace and lead change, they generate new ideas and they innovate.”
Cox, J. (2010) shows that, “the 21st century educator looks forward to the future.
They are aware of the ever-changing trends in technology and are in tune of what the future
may bring to education. A good 21st century teacher is aware of the career opportunities that
will be in the coming years for their students, and are always advocating towards forward
thinking and planning to ensure all students will not be left behind. Lastly, the 21 st century
educator must use teaching strategies to ensure that the focus in education is on preparing
today’s children for the future of where they will live and where they will work, not for our
current world.”
“Technology in the classroom is ever-changing and moving at a rapid pace. The
21st century teacher is one that moves right along with it. Technology in the classroom,
whether it’s for lessons, assignments, or grading, can help students learn better and faster,
and help make a teacher’s time more effective. A 21 st century teacher does not have to have
a class set of tablets in every child’s hand, or the latest Smart board. But they can have a
nice balance of educational tools in their classroom. An effective teacher knows
what technology in the classroom can truly help transform their students’ education. They
know what the best tools are, and how and when to use them.”
“An effective 21st century educator must be able to collaborate and work well in a
team. Working with others is an important 21st century skill. Over the past few years, being
able to collaborate effectively in the workplace has grown quite rapidly. Learning is
deemed to be more effective when you can share your ideas and knowledge with others.
Sharing your expertise and experience, communicating and learning from others, and being
able to self-reflect is an important part of the learning and teaching process.”
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“A 21st century teacher is able to adapt to whatever comes their way. Teaching is a

career that has pretty much stayed the same over the past few decades. The tools have
changed over the years but the practice has not. The 21 stcentury teacher is able to look at
their practice and adapt based on the needs of their students. They must be able to adapt
their teaching style to include different modes of learning, adapt when a lesson fails, and
adapt to new technology. They must be able to adapt to the curriculum and the
requirements and be able to use their imagination to teach in creative ways.”

“The 21st century educator is a lifelong learner. They don’t just expect their
students to be lifelong learners, but they too stay current and on top of what’s new in
education. Even though they may still use the same lesson plan from years before, they
know how to change it to keep up-to-date with what is current. A great educator will not
only embrace technology, but be willing to learn more about it.”

“21st Century learning means teaching just as you have done in the past centuries,
but with way better tools.  Today’s teachers have a great advantage, they have powerful
learning tools at their disposal that they didn’t have before. 21st Century technology is an
opportunity for students to acquire more knowledge. Teachers have the ability to move
away from being the dispenser of information to someone who can guide them and prepare
them for their future. Ultimately, the 21 st century learner will be “learner-driven,” where
they choose how and what they want to learn. The teacher will serve as a facilitator and
guide to help embrace 21st century learning.”

“Success in the 21st century requires knowing how to learn the advent of the
technology in the society. Students today were most likely devoted in getting engaged with
the today’s technology. In this setting, educators can leverage technology to create an
engaging and personalized environment to meet the emerging educational needs of this
generation. Powerful learning of this nature demands well-prepared teachers who draw on
advances in cognitive science and are strategically organized in teams, in and out of
cyberspace. Many will emerge as “teacherpreneurs” who work closely with students in its
local communities while also serving as learning concierges, virtual network guides,
gaming experts, community organizers, and policy researchers.”
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C. Justification of the Study

The content of this research is all about the digital fluency of senior high school
teachers in Atimonan National Comprehensive High School(ANCHS) as an instrument in
teaching and its impact to the learning process of the senior high school students. Through
the survey and interview that the researchers will be conducting, it will enable the
proponents to gather information and data needed in this study. The researchers also do
some research about on the other researchers’ work which gives the researchers ideas and
similar thoughts. The information that this research contains were not taken or duplicated
from any other researches. The outcome of the survey and interviews that are presented in
this study were not being controlled or manipulated by the proponents. The interpretation
of this research did not aim to give the readers any misconception to another persons’
knowledge.
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CHAPTER III

METHODS OF RESEARCH AND PROCEDURES

This chapter presents the type of method used and procedures applied in this study
which are useful in obtaining the information needed of the study.

A. Methods of Research Used

The researchers will be applying the qualitative research where the researchers will
be collecting information and data from the respondents of this study to successfully gain
insights about the topic.

The descriptive method of research will also be used in this study in which the
methods such as survey, observational, correlational and historical will be included to
effectively have knowledge about the locale. The researchers will be conducting a survey in
Atimonan National Comprehensive High School(ANCHS) that will be accompanied with
survey questionnaires which will be given to the respondents. The documentation with the
current condition of the locale and observation towards the respondents involved in this
study will also be applied. The researchers will also be conducting a historical research
about the school by means of having exploration and interview with the knowledgeable
people regarding with the school’s past teaching method.

B. Methods of Collecting Data and Development of the Research Instruments

The following are the methods to be applied and used in this research to
successfully gain enough information that will give answer to this research problem.

 Survey- the researchers will be conducting a survey in ANCHS by means of

producing survey questionnaires. The questionnaires will be given to the eighty
(80) randomly selected students from senior high; grade 11 and 12, and to the
twenty (20) senior high school teachers of the school.
 Interview- the researchers will be having a personal interview with some of the
senior high school teachers in ANCHS to gain insights on how knowledgeable the
teachers are in using digital technology that can be used in the teaching process.
The principal of the school will also be interviewed for the purpose of knowing the
exact population and condition of the school.
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 Collecting of Related Literature- the accumulation of literature related with this

research was made possible through the use of different forms of media which
contains the needed information of this study. The literature gathered by the
researchers was published from both local and foreign literature.

C. Sampling Design

Atimonan National Comprehensive High School (ANCHS) is composed of 2,824

number of high school students. As of today, the current total number of senior high school
students in ANCHS is 541 wherein 246 of the students are students from Grade 11 while
the other 295 are the students from Grade 12.

The researchers will be using the random stratified sampling wherein the selection
of respondents will be randomly picked from each strand of the senior high school except
for the technical vocational strand and the random selection of teachers from senior high
school will also be applied. The total number of the focus group will only be composed of
one hundred respondents.
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CHAPTER IV

ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered by the
researchers throughout the study. The data presented in this chapter are the key answer in
this study’s problem.

A. Respondent’s Profile

Figure 1 Percentage of Respondents

Figure 1 illustrates the two types of respondents involved in this study; the students
and teachers. The figure shows that the majority respondents of this study are students from
the senior high school; the grade 11 and 12 which are divided into three (3) strands;
Accountancy, Business and Management (ABM), Humanities and Social Sciences
(HUMSS) and the General Academic Strand (GAS).
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Figure 2 Population Growth

Figure 2 presents the total population of Atimonan National Comprehensive High
School (ANCHS) for the past three years and its current population for the school year
2017-2018. This clearly shows that the population of the school is increasing through the
years. The increase in the population of the school may due to the newly implemented
program of K-12 in the Philippines which obliged the students comply for another two
years of learning in high school.

Figure 3 Age Bracket of Respondents

Figure 3 shows the age bracketing of the respondents of this study. This indicate
that the respondents of this study were not at the same ages. The figure also shows that the
respondents of this study may have different views and opinions towards the subject matter
of this research which may result to a just results.
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Senior High School Department 20

B. Survey Results

The following results were the data gathered by the researchers from the 80 senior
high school students from ANCHS as one of the respondents.

1. What kind of teaching method/style of the teachers do you prefer?

Figure 4 Survey Question No. 1

Figure 4 presents the preferred form of teaching of the senior high school students
in ANCHS which is helpful on the students’ learning process. The figure shows that most
of the students from senior high school wants teaching in a modernized form which may
due to the fact that learning is easy when it is accompanied with the devices which awakens
the students’ interest in learning.
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2. Do you think technological devices has its importance on your learning process?

Figure 5 Survey Question No. 2

Figure 5 reveals the importance of technological devices in schools based on the

views of the students. The figure displays that majority of the students believe that digital
technology is a factor which has significance on students’ learning. The fact that the
students belongs to the 21st century learners may be a factor which influence the students’
choice in learning.

3. Do you enjoy learning with the usage of modern devices in the classroom?

Figure 6 Survey Question No. 3

Figure 6 illustrates the enjoyment level of the senior high school students in the
classroom discussion with the usage of modern devices. The figure proves that most of the
students from senior high school enjoys learning with the involvement of technology in the
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Senior High School Department 22

classroom. This may due to the fact that the 21 st century learners are engaged in using
technological devices outside the school.

4. When do you feel to learn the most?

Figure 7 Survey Question No. 4

Figure 7 presents the period when the students would like to learn the most. The
figure reveals that most of the students are in the mood to learn when there is involvement
of digital technology in the classroom discussion in which the students enjoyed most the
discussion.

5. Are you able to learn well with the usage of digital technology in the classroom
discussion?

Figure 8 Survey Question No. 5

Figure 8 displays the possible reason through effective learning of the students. The
figure shows that majority of the students agrees that the digital technology is one way that
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Senior High School Department 23

enable the students to learn well and be knowledgeable through the different usage of
technology in schools.

6. Do you think digital technology should be permanently used in schools to enhance your
learning process?

Figure 9 Survey Question No. 6

Figure 9 indicates the views of the students towards the use of digital technology in
education. The figure specifies that most of the students wants learning to be accompanied
with the technology permanently for them to be able to improve its learning process where
the students can possibly practice its skills in operating digital technologies to gain
educational knowledge.

7. Do you think the usage of digital technology in the classroom discussion is a factor that
makes you active to participate in the discussion?
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Senior High School Department 24

Figure 10 Survey Question No. 7

Figure 10 shows the opinions of the students about the factors which affects the
students’ interest in learning and participating in the classroom discussion. The figure
reveals that majority of the respondents believe that the usage of technology in discussion
is a factor which makes the students interested and active to participate in the classroom
discussion.
The following results were the data gathered by the researchers from the 20 senior
high school teachers of ANCHS as one of the respondents.

1. Do you use any digital technology in your teaching method?

Figure 11 Survey Question No. 1

Figure 11 presents the percentage of usage of the teachers in digital technology as

an instrument in teaching. The figure clearly shows that all the senior high school teachers
in ANCHS are using technological devices in enhancing the teachers’ teaching process to
successfully impart educational knowledge to its students.
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Senior High School Department 25

2. If yes, when did you start using digital technology as a part of your teaching matter?

Figure 12 Survey Question No. 2

Figure 12 illustrates when the teachers started to use digital devices in schools for
the teaching purposes. It reveals that majority of the teachers were engaged in using
technology for the past 2 years. This may due to the fact that the use of technology in
education were only starting and gradually practicing in different schools.

3. Do you think digital technology has its importance on your teaching matter?

Figure 13 Survey Question No. 3

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Senior High School Department 26

Figure 13 shows the teachers’ views towards the importance of digital technology
in teaching process. The figure reveals that hundred percent of the teachers are convinced
that technology has a great impact on the educators’ teaching process which enhances and
improving the way that the teachers teach the students.

4. Which method do you think is the easiest where you can teach well?

Figure 14 Survey Question No. 4

Figure 14 specifies the preferred method of the teachers in teaching the students.
The figure clearly stated that all of the teachers in ANCHS thinks that the involvement of
technology in the classroom is a factor which enable the teachers to successfully impart
knowledge to the students which may due to the suitability of the technology in education.

5. In terms of using digital technologies in your teaching purposes, how many devices can
you use well?

Figure 15 Survey Question No. 5

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Senior High School Department 27

Figure 15 presents the number of the devices that a teacher in ANCHS can use well
as an aid in teaching. The figure states that the twenty (20) teachers of the senior high
school are all knowledgeable and capable in using up to three (3) devices which possibly
helps in the teaching matter of the educators.

6. Which of the following do you use as one of the aid in your teaching?

Figure 16 Survey Question No. 6

Figure 16 demonstrates the most common used device in the teaching process of
the teachers. The figure shows that most of the teachers often used laptop as one of the
teachers’ aid in teaching. The fact that laptops are useful in many ways may be the reason
behind its usage.

7. How often do you use technology in your teaching process?

Figure 17 Survey Question No. 7

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Figure 17 specifies how often the teachers use technological devices as an

instrument in the teaching process in a week. This obviously shows that digital technology
in schools are undeniably useful in terms of teaching wherein the teachers are using it up to
three (3) times a week which possibly result to an effective classroom learning.

8. Do you think digital technology is a factor which influences the students to listen and
focus in the classroom discussion?

Figure 18 Survey Question No. 8

Figure 18 presents the views of the teachers towards the factor which influence the
student’s interest in learning. This shows that all of the senior high school agrees that the
usage of technology in classroom discussion is one way to catch students’ interest to focus
in the discussion.

9. Do you think digital technology should be permanently used in schools for the teachers
to be able to impart educational lessons easily?

Figure 19 Survey Question No. 9

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Figure 19 reveals the opinions of the teachers about on the necessity of

technological devices in schools. The figure shows that the teachers are in favor for the
technology to be permanently used in education for a successful teaching process.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings, conclusions and recommendations of the

researchers for this subject matter which will serve as the key ingredients for the
completion of the study.

A. Summary of Findings

The researchers have conducted this study for the purpose of determining the
digital fluency of senior high school teachers in Atimonan National Comprehensive High
School (ANCHS) as an instrument in teaching. The impact of using digital technologies to
the senior high school students’ learning process were also aimed to be determined.

 Are the senior high school teachers in ANCHS capable of using digital technology
with mastery?
Based on the data gathered by the researchers through the use of survey and interview,
the researchers found out that the twenty (20) senior high school teachers in ANCHS are all
using digital technologies in teaching. It indicates that the senior high school teachers in
ANCHS are knowledgeable in operating technological devices which helps the teaching
process of the educators.
 Are there teaching apparatus in ANCHS helpful in the learning process of the
students?
As the researchers have observed, there are teaching apparatus in ANCHS which are
helpful in the learning process of the senior high school students. It is also stated in the
survey that the learners are able to gain educational information through the use of digital
devices in the classroom discussion such as laptops, lapels, audio speaker and projectors
which also enables the students and teachers to interact with each other effectively.
 Is it advisable for the teachers to use digital tools as a form of the teaching
method/style in school?
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The teachers as the respondents of this study testify that digital tools are useful not only
in the teaching matter of the teachers but also for the learners to gain knowledge
successfully. With this, the researchers have concluded that teachers should use digital
tools as a new form of teaching process of the educators to be able to impart knowledge
well. The modern form of teaching also makes the learners attentive and active in the
classroom discussion.

B. Conclusions

The following statements are the conclusions made by the researchers out of the
research study.

 The senior high school teachers in ANCHS are all capable in using digital
technologies with mastery which has significance in teaching and imparting
educational knowledge to the students.

 The usage of digital devices in school has a great impact in the learning process of
the senior high school in a way that this is where the students can relate and get
more interactive in learning. The use of technological devices in schools makes it
easy for the students to gain knowledge through the visuals and audible speakers
which are the product of modern technology.

C. Recommendations

To the principal of Atimonan National Comprehensive High School (ANCHS), the

proponents of this study are grateful and respectfully extending its recommendation to
continue practicing the modernized form of teaching to the 21 st century learners especially
in the senior high school students and teachers. To the department of education, the
proponents are suggesting to support the school in providing enough budget for the
technological tools which are useful in both teaching and learning. The researchers are also
recommending for furthermore study regarding with this subject matter to improve its
claims and to give the readers a more reliable fund of knowledge.