1

CHAPTER I

INTRODUCTION

“A thousand teachers, a thousand methods”

Chinese Proverb
Background of the Study

As the adage above says a teacher employs different

approaches and methods inside the classroom to incite

students’ mental calibre. One of those strategies is the use

of technology to steer learners’ mind. The teacher as a

facilitator uses technology as an aid to better cater the

different learning styles of every students. As educators,

the main concern is to help students to become better

individuals, but the existence of individual differences

among learners are so extreme that teachers need to use

various learning strategies and use these efficiently and

effectively.

Currently, curricula throughout the country are being

revised. More departments on the junior and senior level are

being asked to convert “modern” curriculum into more

technology- driven. One reason to change a curriculum is

 2

that one would like to have the most effective learning of

students that will enable them to have an active

participation inside the classroom. Teachers have different

kind of teaching method, but this study implies that

teachers should use modern instructional devices in teaching

their lessons so that the discussions will not cause boredom

to students.

In addition, at the cyber-age learning process of a

student, teaching without the use of modern instructional

devices can be also possible. However, technology in

teaching are more essential and necessary especially in

today to better anchor it to the 21st century learners’

learning styles to help them become productive, innovative

and effective. Teachers need to be both efficient and

effective as they are the most important factor in

determining students’ achievement and the best visual aid

inside the classroom.

 3

Objective of the Study

This study deals with the teaching approaches of the

High School Teachers with the use of technology.

Specifically, the study aimed to answer the hereunder

objectives:

1. determine the profile of the respondents in terms of

their:

 Age

 Sex

 Address

 Length of Service

2. determine how often they use technology in a week.

3. determine what kind of instructional devices they use

based on their approaches and

4. determine if the technology helps the teacher to

lessen
 4

their work.

Significance of the Study

The Students. The use of modern instructional devices is

important to students to improve their learning skills. They

will be able to learn and acquire faster the lesson by using

modern instructional device. This research will make

students realize the importance of using modern

instructional devices.

The Teachers. This research challenges the teacher to

have an excellent deed in teaching their respective subjects

by using modern instructional devices. This study will

encourage the teachers to teach and prepare the lesson well.

The Administrator. Good performance and precise teaching

skills will provide better quality education. This will also

help them make the curriculum technology-anchored.

The Future Researchers. This study encourages the future

 5

researchers to undertake the same study to increase related

literature and studies. It will provide them with some

relevant information and insights that may help their

research undertakings.

Scope and Limitation of the Study

This study on Teach-nological Approaches among High

School Teachers was conducted inside the school campus of

Northern Samar Colleges school year 2017-2018. The

respondents of this study were the high school teachers

(senior and junior). The research instrument used was a

questionnaire which composed of eight-item questions about

teach-nological approaches and a one-item question on how

they use technology in a week. Moreover, this research study

focused only on the modern instructional devices while the

traditional materials was excluded in this study as well as

the other different ways of teaching approaches that was

being applied in today’s teaching methods. Elementary and

college teachers were excluded also in this study.

 6

Theoretical Framework

This research on the Teach-nological Approaches among

High School Teachers in Northern Samar Colleges was anchored

on Edgar Dale’s Cone of Experience Theory of Behaviorism.

As written by Ronato Ballado, EdD - The Cone of

Experience consists of bands which arrange media used in

learning experience from the most concrete to the most

abstract. The cone features the learner as the participant

at the base and proceeds to being and observant of a

mediated experience at the middle, and the observant of

abstract symbols at the apex. The schemes contend that

learning could be a solid foundation of effective

conceptualization and abstraction of learning experience.

The classification also emphasizes the degree of sensory

learning of each level.1 The Cone of Experience is widely

used by teacher in contemplating what materials to use for

their class.

The researchers also utilized the theory of behaviorism

which views learning as change in rate/frequency of

1
Ronato Ballado, Basic Concepts in Educational Technology 1. (Manila, Philippines), p. 6
 7

occurrence, or the behavior of response which occurs when

primarily as a function of environmental factors. As

environment is properly arranged it helps learning to occur,

teachers should prefer the environment that would help

learners to learn better. Teachers also need to help learner

make practice of what they have learned. This is important

as subject to the rate of behavior.

The researchers also employed the theory of Cognitivism

which states that in learning of complicated motor skills

and problem solving, the individual should have a thorough

knowledge and understanding of the various elements of the

learning process. Since the researchers employed Edgar

Dales’ Cone of Experience as core theory it is apropos to

use as sub-theory cognitivism as learners are thinking

individuals with cognitive faculties, which includes the

five senses.

Conceptual Framework

This study was focused on the application of teachers on

their teaching technology as an aid. This study has three

variables. First, the socio-demographic profile of the

 8

respondents. Second, the teachers’ way/approach in applying

technology inside the classroom. Lastly, on how often they

used technology in a week.

Paradigm

Independent Variables Dependent Variables

Profile of the Level of Teach-

Respondents: nological
Approaches among
 Age
High School
 Sex
Teachers in
 Address
Northern Samar
 Length of service
Colleges
 9

Figure 1. The diagrams show the independent and dependent

variable of the study.

Definition of Terms

The following terms are herein defined conceptually and

operationally to facilitate better understanding throughout

the course of the study. For some terms it was deemed

insignificant to include the way it was used in the study

because the conceptually meaning was also operationally

used.

Advancement. It is conceptually and operationally

 10

defined as a progression to a higher stage of development.2

Address. It is conceptually and operationally defined as

the person’s permanent residence or the place he/she lives.3

Age. It is conceptually and operationally defined as the

teacher’s length of existence.4

Cognizant. It is operationally and conceptually defined

as a knowledge of something especially through personal

experience.5

Development. It is conceptually and operationally

defined as a process of growing or causing something to grow

or more advanced.6

Educational Technology. It is conceptually and

operationally defined as the systematic use of technology

inside the classroom.

Ergonomics. It is conceptually defined as branch of

science that deals with designing and arranging things so

that people can use them easily and safely. Operationally,

it was used to refer to the way the teachers arrange their

2
Merriam Webster Dictionary, (1828)
3
Ibid
4
Ibid
5
Ibid
6
Ibid
 11

classrooms to become suited to the learners’ learning

styles, needs and interest.7

Instructional Materials- It is operationally defined as

the tools or equipment used by the teachers as a media to

aid them in the teaching- learning process.

Length of Service. It is conceptually and operationally

defined as the teacher’s period of time teaching in the

institution.8

Modern Instructional Devices. It is conceptually defined

as electronic equipment. Operationally, it is the tools and

equipment used by the teachers in the teaching-learning

process.

Sex. It is conceptually and operationally used as the

characteristics which distinguish male or female.

Teacher. It is conceptually and operationally defined as

a person whose job is to teach students about certain

subjects

Teach-nology. The researchers blended the words “teach

and technology” to form a new word. Operationally, this is

7
Ibid
8
Ibid
 12

the teacher’s approach in employing technology inside the

classroom.

Technology- It is conceptually defined as the product of

science. Operationally, educational technology implements

technique of empirical testing to improve learning

situation.

Questionnaires. It is conceptually defined as written

set of questions. Operationally, this is the instrument used

in the study. 9

CHAPTER II

REVIEW OF RELATED LITERATURE

The Classroom of Tomorrow.

In the early nineteen nineties management guru, Peter

9
Ibid
 13

Drucker, wrote: “The 21st century is here and now”. Since

the Philippines is a developing country what teachers often

do is to imitate the classroom of the first world country

and use it to his/her advantage.10

Rosita Navarro, PhD, simply puts it this way:

“Our advantage, obviously, is that we could be

in a position to avoid mistake of these more

advanced countries. For instance, in a conference

of private secondary schools administrators at the

manila hotel at the close of the 20th century a

delegate from Japan, easily the most modern at that

time in terms of educational technology, said:

“Schools in Japan are now automated, but we worry

because machines cannot teach good manners and

right conduct to our youth”. That simple statement

from a concerned educator turned out to be

prophetic. Barely, 10 years later, the world was

shocked by the news of gruesome murders of school

children in Japanese district perpetrated by a boy

who was quoted as saying: “I hate schooling’ I hate

10
B. Corpuz and G. Salandanan, Principles of Teaching 1 (Cubao, Quezon City, Philippines), p.140.
 14

my schoolmates”

Hence, technology inside the classroom caters help to

the teacher in the teaching- learning process but should not

replace the teacher.

The Teacher’s Role in the Educative Process.

There is no boring lesson if suited media for lesson is

used in its presentation. Instructional media and materials

enhance the effectiveness of teaching approaches and

strategy.11

The center of the educative process is the learner-an

individual of any age whose main concern is to increase

ability to cope with changing situations and newer needs. A

contrary to a popular belief, education is not a “pouring

in” process; rather, it is a “drawing out” process. Its

Latin derivative “educare/educere” means “draw out”. The

learner therefore is not a passive absorber of communicative

messages but a dynamo of stored energy whose latent

potentials every teacher should seek actualized. A well-

known symbol of education is a woman holding a torch with

11
Ibid. p. 122
 15

one hand and leading a child with the other hand. This

symbol signifies the role of the teacher in the educative

process. The teacher is an arranger of objects and

conditions to facilitate behavior changes in the learner.12

The classroom of today in highly industrialized

countries is wired, hooked cyberspace for easy access to

information. The single most important instructional tool in

the computer which instructs through programmed lessons,

evaluates learners’ works, diagnoses their strengths and

weaknesses, and prescribes appropriate remedial or

supplementary exercises as the case may be.13

The instructional devices prepared by the teacher take

the center stage in this teaching methodology. The teaching

aids are used to provide a concrete experience about the

lesson for the children since they are seen or heard or both

modern classrooms which are equipped with audio visual

equipment and a rich collection of audio visual materials

for learning enable the teacher to plan ideal teaching-

12
R. Navarro. Arranging the Teaching Environment for Effective Learning. The Professional Teacher,
Vol. 6, No. 1, (Jan-June 2015)p.11
13
Ibid. pp.11-12
 16

learning scenarios. Today the teachings of some especial

topics in science are facilitated through tape recordings,

radio programs, and television lessons. Such audio visual

tool which range from the simplest sticks, stones, and chalk

board to more recent micro films and video tapes are now

referred to us instructional media. The science teacher must

be knowledgeable in planning and using these non-human

resources for effective classroom instruction. 14

Walsh observed that despite the use of technology

classrooms are still the same, nothing has changed, so, it

is also very important to arrange classrooms well.

Ergonomics benefits learning. Poor ergonomics have adverse

physical, cognitive and behavioral effects in the classroom.

Having said that, Max Walsh, PhD, as cited by Corpuz (2015)

puts it logically, “the basic structure of teaching/learning

spaces has not evolved much anywhere in the world over the

past century. It is puzzling why, despite changes in

pedagogy and particularly with the widespread use of

information technology inside school spaces, the physical

14
G. Salandanan. Methods of Teaching, 2nd ed. (Lorimar: Quezon City, Metro Manila Press.) p. 116.
 17

learning environment still looks similar to classrooms built

60 or more years ago.”15 Learning would be easy and smooth in

a clean, conducive environment.

Educational technology as an approach was better defined

by Scottish Council of Educational Technology, as cited by

Singh, (2005):

“Educational technology is the systematic

approach to designing and evaluating learning and

teaching methods and methodologies and to the

application and exploitation of media and current

knowledge of communication techniques in education,

both formal and informal”

Technology in the classroom facilitates teacher’s

discussion and helps him/her make the lesson easy and

active. Hence, educational technology is the field of study

which is concerned with the practice of using educational

methods and resources for the ultimate goal to facilitate

15
B. Corpuz. “The Teacher as Key to a Conducive Learning Environment for the 21 st Century
Classroom” The Professional Teacher, Vol. 6, No. 1, (January-June 2015), pp. 5 - 8
 18

the learning process.16

Henri Dieuzeide (1970) has rightly observed, “The

transition from technology in education to the technology of

education involves a thorough appraisal of existing

educational system, of its objectives and of the means used

to attain them, before any decision is reached to employ

these new techniques for specific teaching purposes. The

teacher-turned technologist can then gradually assume the

functions of an educational engineer, whose job is to

increase the output of the entire scholastic machine.”

Ronato Ballado, EdD (2012) said in his book Basic

Concepts in Educational Technology 1 that the field of

education is not an exception to the wonders of technology.

Video cameras, compact discs, and computers, and even

chalkboard are but some of the products of technology which

have been very useful in helping teachers deliver

instruction. Hence, the classrooms today have never been

more thrilling and beautiful like ages ago with the various

16
P. Lucido and M. Borabo. Educational Technology. (Katha Publishing Co., Inc.: Quezon City.) p. 2
 19

modern instructional devices that are within the teachers’

grasp.

Angeline Lavin et.al., studied the impact of classroom

technology towards student behavior they concluded that the

trend toward technology-enhanced classrooms has escalated

quickly during the past five years as students have become

increasingly tech-savvy. The results suggest that adding

technology in courses where it is not currently used is

likely to have positive impact on students’ perceptions of

the instructor and on student behavior. Furthermore,

technology tends to have meaningful impact on student

preparation for class, attentiveness, quality of notes

taken, student participation in class, and student learning.

The study of Rosita L. Navarro, PhD (2015) titled

“Arranging the Teaching Environment for Effective Learning”

is the same with the present study in the sense that she

discussed educational technology as approach inside the

classroom and as an aid in the teaching-learning process. It

is different because she delved on teachers’ primary task

 20

which is to instruct in order to achieve behavioral changes.

The study of Brenda B. Corpuz, PhD tiled “The Teacher as

Key to a Conducive Learning Environment for the 21 st Century

Classroom” is the same with the present study because she

explored the use instructional material, especially the

information technology, as a way in achieving conducive

learning atmosphere in the classroom. It is different

because she deeply concerned her research on ergonomics and

used only to streamline as one of the 4Ms (Man, Moment,

Material, and Method) the use of instructional material.

The study of Angeline M. Lavin et. al. (2012), titled

“The Impact of Classroom Technology on Student Behavior in

University of South Dakota” has same features with the

present study because they assessed the use of technology

inside the classroom; it is different because the authors

assessed technology to get insights on how the use of

technology affects student behavior.

 21

CHAPTER III

METHODOLOGY

Locale of the Study

The researchers studied at Northern Samar Colleges,

Catarman, Northern Samar. Northern Samar Colleges was

formerly known as Northern Samar Academy. It is located

along Annunciation Road Corner Roxas Street and was

established in 1949. The school was incorporated in 1950 in

response to the needs of a particular segment of the town

populace and to meet the need for an alternative school that

was more affordable and accessible. Concerned citizens in

the town proper incorporated themselves to put up the

Northern Samar Colleges INC. Offering high school and so

called then "Inverted Education" courses to meet the need

for qualified public school teachers. NSA was converted to a

non-stock corporation in school year 2000 and expanded it

course offering to include preschool and complete grade

school from grades one-six. It has also expanded its

academic programs to include collegiate courses in Education

 22

Information Technology, Office Management and Business

Administration. It also offers technical education and

skills development short courses requiring less than four

years to complete under the general supervision of the

Technical Education and Skills Development Authority

(TESDA).

This study was conducted inside the school since its

respondents were the institution’s junior and senior high

school teachers.

Figure 2. A map showing the location of the locale where the

study conducted.17

17
www. Google map.com
 23

Respondents of the Study

The respondents of this study were the selected male and

female junior and senior high school teachers in Northern

Samar Colleges school year 2018-2019. The total number of

the respondents in this study was 20 and these respondents

were teachers who were using modern instructional devices in

their teaching.

Research Design

This study utilized descriptive research design. It

sought to find out the usage of technology of the high

school teachers based on their teaching. It aimed also to

find out if they are using modern instructional devices such

as, audio visual, power point presentation, online test,

etc. in their teaching and how often they use technology in

a week. Through this type of research design, the

researchers were able to find out the needed answers to the

 24

questions stated in the objective of the problem.

Research Instrument

In this study, the questionnaire consisted of three

parts; first part was the socio-demographic profile which

contains the respondents’ profile designed by the

researchers in order to obtain background information of the

teacher. Secondly, the eight-item questions that correspond

to the objectives of this study. Lastly, the one-item

question that determine how often they use technology.

This instrument aimed to know the usage of technology

using modern instructional devices in their teaching

approaches.

Research Variables

The independent variables in the study were the

following: The profile of the respondents:

a. age, to find out how old was the respondents.

b. sex, to identify if the respondents were male or

female.

c. address, to know where the respondents live.

d. length of service, to know how many years the

 25

respondents

in his/her profession.

The dependent variable in the study was the level of

teach-nological approaches among high school teachers.

Through the questionnaire, the researchers were able to know

the importance of technology in teaching using the modern

instructional devices in their approaches that help them

lessen their work.

Data Gathering Procedure

Before conducting the actual data gathering or actual

distribution of the survey questionnaire, the researchers

first wrote a letter to the Academic Coordinator of the

school to ask permission and assistance in distributing the

questionnaire. After which, the researchers distributed the

questionnaire to the respondents (the senior high school and

junior high school teachers). After answering the 3 parts of

the questionnaire which was first, the socio-demographic

profile of the respondents; secondly, the eight-item

questions; and lastly, the one-item question that determine

how often they use technology in a week that correspond to

the objective, the researchers retrieved the questionnaires.

 26

The data were tabulated, analyzed and interpreted.

Population and Sampling

The technique in this study was simple random sampling.

The respondents were the junior and senior high school

teachers, which composed of 20 teachers, 9 males and 11

females. These respondents were the selected male and female

teachers who answered the eight-item questions about the

usage of technology in their different approaches in

teaching and one-item question on how often they used

technology in a week.

Scoring and Interpretation

The scoring and interpretation was based on the

following categorization and quantification.

A. Respondents Profile

1. Age, this was classified as to how old are the

respondents.

Frequency counts will determine the interpretation of the

data.

2. Sex, this was classified into male and female.

 27

Frequency

Counts will determine the interpretation of the data.

B. Teach-nological Approaches

The respondents answered the eight-item questionnaire

using the following scale:

5 - Always

4 - Often

3 - Sometimes

2 - Seldom

1 – Never

The response was tabulated and interpreted using the

points below:

Actual Scores Interpretation

4.6 - 5.0 Always

3.6 - 4.5 Often

2.6 - 3.5 Sometimes

1.6 - 2.5 Seldom

1.0 - 1.5 Never

C. How often they use technology in a week

The respondents answered the one-item questionnaire

using the following scale:

 28

5 times

3-4 times

1-2 times

The responses were tabulated and interpreted using the

point below:

Actual Scores Interpretation

3.0 – 3.5 Always

2.0 – 2.5 Sometimes

1.0 - 1.5 Never

Statistical Treatment of Data

To interpret the gathered data, the initial step was

solving for the frequency, percentage, determining the mean

of each treatment, and was ranked according to the highest

mean. The following formula was utilized in computing and

analyzing the data that was obtained by the researcher.

Frequency and Percentage. This was used in order to

determine the percentage of the responses of the respondents

that falls on high, average and low scores.

 29

% = ---------------- × 100

Where:

%= percentage

f= frequency

N= total number of respondents

Weighted Mean. This was used to determine Teach-nological

Approaches among high school teachers.

£×

X = ----------

Where:

X = Mean

£×= Total number of respondent's answer

N= Total number of statements.

 30

Chapter IV

Presentation, Analysis, and Interpretation of data

In this chapter, the data gathered were presented in

textual and tabular form, analyzed, and interpreted based on

the results of the computations.

Table 1 shows the respondents profile according to their

age.

Age Frequency Percentage

20-29 12 60%

30-39 6 30%

40-49 0 0%
 31

50-59 0 0%

60-69 1 5%

70-79 1 5%

Total 20 100%

Table 1
Respondents Age

It has been observed that 12 or 60% belonged to the age

20-29, 6 or 30% of the respondents belonged to the age 30-

39, and 1 or 5% respondents belonged to 60-69 and 70-79 of

age. It was observed that majority of the age of the

respondents belonged to 20-29 years old which means most of

the respondents were new and young professional teachers.

Table 2 shows that respondents profile according to their

sex.

Sex Frequency Percentage

Male 9 45%

Female 11 55%

Total 20 100%

Table 2
Respondents Sex

The numbers of female respondents were 11 earning a

 32

percentage of 55% and the males were nine earning 45%. It

has been observed that female population of the respondents

has dominated the male respondents.

A. Teach-nological Approaches

Table 3 shows the result of the answers given by the

respondents.

Statement Rank Mean Interpretation

1. Is it 6 2.75 Sometimes
important for
you to use
technology
based on the
specific
subject you
hold?
2. Did you 7 2.63 Sometimes
use
technology in
teaching?
3. Are you 4 3 Sometimes
using modern
instructional
devices such
 33

as audio
visual, power
point
presentation,
online test,
etc.?
4. Is it 8 2.63 Sometimes
required to
use
technology in
your teaching
approaches?
5. Does 1 3.75 Often
technology
helps you to
lessen your
work?
6. Are you 5 3 Sometimes
being
dependent to
the
technology in
doing your
task?
7. Is 3 3.5 Sometimes
technology
useful to
your teaching
approaches?

8. If ever 2 3.38 Often

there are any
difficulties
you have
encountered
in teaching,
is technology
the first
 34

thing you
look for?
Table 3
Teach-nological Approaches among High School Teachers

Among the answers, the numbers five, seven, and eight

had the highest weighted mean having the result of 3.75 and

3.38 respectively. It implies that the teachers in Northern

Samar Colleges, considered technology as useful thing if

ever they have encountered difficulties in teaching. This

confirms Ballado’s (2012) words that the products of

technology are very useful in helping teachers deliver

instruction. So, technology was very useful and helps them

to lessen their work. This also affirms what Paz Lucido and

Milagros Borabo (1997) said that technology in the

classroom’s ultimate goal is to facilitate in the learning

process. It was also revealed that statement one, “Is it

important for you to use technology based on the specific

subject you hold”, statement number two, “Did you use

technology in teaching”, and statement number four, “Is it

required to use technology in your teaching approaches”, got

the lowest weighted means of 2.75, and 2.63 respectively. It

implies that the respondents use only technology if it was

 35

needed in their teaching approaches. This affirms Walsh

(2015) words who said that despite changes in pedagogy and

particularly with the widespread use of information

technology inside school spaces, the physical learning

environment still looks like the classrooms built 60 or more

years ago. This was because the teacher uses the resources

s/he has ‘sometimes.’ The result goes against the words of

Gloria Salandanan (2012) who said that the teachings of

today were facilitated by modern instructional devices. This

was because the teachers do not see yet the importance of

technology inside the classroom. It might be that they were

not well-equipped or provided by the institution with the

technology needed. With the advent of technology, the result

on “Is it required to use technology” goes against the

principle of Henri Diezeide (1970) who said that the

technology of education involves a thorough appraisal of

existing educational system. The teacher-turned technologist

can then gradually assume the functions of an educational

engineer, whose job is to increase the output of the entire

scholastic machine.
 36

Table 4 shows the rate of the answers of the respondents.

Teach-nological Frequency Percentage

Approaches

High 5 62.5%

Low 3 37.5%

Total 8 100%

Table 4
Rate of the respondents

The teachers were given eight questions which were

answerable by Always, Often, Sometimes, Seldom and Never. It

was observed that majority of the answers belong to

sometimes while the low number of the response of the

teachers to the questions were often, hence all the

statement regarding to teach-nological approaches they

frequently do it earning a percentage of 62.5%. The result

disconfirms the words of Angeline Lavin et. al (2012) who

said that the usage of technology in the classroom provides

positive impact on students’ behavior. It disconfirms

because the teacher uses technology “sometimes” as said by

Angeline Lavin et. al. there is an impact when one uses

technology.
 37

B. How often they use technology in a week

The table 5 shows how often the respondents use a technology

in a week.

Week Rank Mean Interpretation

1-2 times 2 2 Sometimes

3-4 times 1 3.33 Always

5 times 3 1.33 Never

Table 5
Respondents according to how often the high school teachers
use technology in a week

It was observed that statement “three to four times” got

the highest weighed means of 3.33 respectively. This means

that most of the respondents use modern instructional

devices three to four times in a week. It was also revealed

that statement “five times” got the lowest weighted means of

1.33 respectively. This implies that even though technology

was very useful and helps them to lessen their work, not all

the respondents were using modern instructional devices

every day in their teaching approaches. Not employing

 38

technology every day in the teaching is not an advantage

according to Rosita Navarro (2015) who said that as teachers

enter the 21st century they must rightly employ technology

to better cater learning in every teaching situation, as

possible.

Table 6 shows the rate of the answers of the respondents.

Week Frequency Percentage

1-2 times 6 30%

3-4 times 10 50%

5 times 4 20%

Total 20 100%

Table 6
Rate of the respondents according on how often they use
technology in a week
 39

The teachers were given one question which was

answerable in one to two times, three to four times, and

five times. It was observed that majority of the answers

belong to “Always” while the average numbers belong of the

response of the teachers to the questions are “Sometimes”

and the lowest number of the answer were “Never”. Hence, all

of the statements regarding to how often they use technology

in a week answered with "Always" which three to four times a

week was earning a percentage of 50%.

Chapter V

Conclusion and Recommendation

This chapter discusses the conclusion and

recommendations of the study titled “Teach-nological

Approaches among High School Teachers in Northern Samar

Colleges”.
 40

Conclusion

The findings led to the following conclusions:

1. Majority of both senior and junior high school teachers

in Northern Samar Colleges in the school year 2018-2019

belong to the age of 20-29 years old. Most of the

participants were young or new. They got fewer years in

terms of their length of service. Also, it concluded

that the female population of the respondents dominated

the male respondents.

2. The high school teachers in Northern Samar Colleges

were observed using technology 3-4 times in a week. It

implies that teachers were not using technology every

day in their teaching approaches.

3. High school teachers in Northern Samar Colleges were

“sometimes” using a kind of modern instructional

devices such as power point presentation, audio visual,

online test etc. in their teaching approaches. It

implies that they are using technology in teaching if

deemed necessary and needed in their teaching

approaches.

4. Technology helps the teachers to lessen their work in

 41

terms of their teaching approaches and in doing their

other task.

Recommendation

Based on the conclusions, the following recommendations

were proposed:

1. Teachers in Northern Samar Colleges must have a

progressive teaching style assisted by the usage of

modern technology in achieving learning objectives.

2. School Administrator and teachers must provide richer

learning opportunities for student. Considering for the

most appropriate and effective teaching styles with the

application of teach-nological approaches that helps to

develop the learner competence that will enable to

strengthen the institution educational level.

3. It also recommended that the institution provides

teachers with the needed and necessary educational

technology equipment that would better help them ease

instruction.

4. Teachers should employ technology in their teaching to

provide an impact on student’s behavior especially that

 42

learners of today are technology-driven.

5. Future researchers may conduct a further study

regarding to the other different ways of teaching

approaches used by the teachers.

VI. BIBLIOGRAPHY

BOOKS

Ballado, Ronato S. (2012). Basic Concepts in Educational

Technology 1., Rex Publishing, Inc.: Samapaloc, Manila

Salandanan, Gloria. (2012).Methods of Teaching.Lorimar

 43

Publishing House: Cubao, Quezon City.

Lavin, Angeline et. al., (2012) The Impact of Classroom

Technology on Student Behavior. (Unpublished Research)
University of South Dakota.

Singh, Y. K. (2005). Instructional technology in Education.

APH
Publishing Corporation: New Delhi

MAGAZINE

Corpuz, Brenda et. al., (2015) The Professional Teacher Vol.

VI, No. 1 (January-June 2015). Cubao, Quezon City;
Lorimar Publishing House.

Corpuz, Brenda., and Gloria Salandanan. (2013). Principles

of
Teaching 1. Lorimar Publishing House: Cubao, Quezon City.

Corpuz, Brenda.,(2015). “The Teacher as Key to A Conducive

Learning Environment for the 21st Century Classroom.”
Professional Teacher: A Magazine for Professional
Teachers Vol. VI, No. 1.

Lucido, Paz I., and Milagros Borabo. (1997). Educational

Technology. Katha Publishing., Inc.: Quezon City.

Navarro, Rosita., (2015). “Arranging the teaching

Environment
for Effective Learning.” Professional Teacher: A
Magazine for Professional Teachers Vol. VI, No. 1.

Walsh, Max., (2015). “The Effect of the Physical Learning

Environment on Teaching and Learning” Professional
Teacher: A Magazine for Professional Teachers Vol. VI,
No. 1.
 44

ONLINE SOURCE

http://www.aabri.com/manuscripts/10472.pdf

http://www.educationworld.com/atech/tech/tech176.shtm

http://www.teachhub.com/benefits-technology-classroom

www. Google map.com

 45

Appendices
 46

Appendix 1
Questionnaire

Part I
Name: (optional)
Age:
Sex:
Address:
Length of service:
JSH ( ) HSH ( )

TECH-NOLOGICAL APPROACHES AMONG HIGH SCHOOL TEACHERS IN

NORTHERN SAMAR COLLEGES
Fill the table below by putting (/) in every question with

the corresponding scale

Part II

Questions Always Often Sometimes Seldom Never

1. Is it
important for
you to use
technology
based on the
specific
subject you
hold?
 47

2. Did you
use
technology in
teaching?
3. Are you
using modern
instructional
devices such
as audio
visual, power
point
presentation,
online test,
etc?
4.Is it
required to
use
technology in
your teaching
approaches?
5.Does
technology
helps you to
lessen your
work?
6.Are you
being
dependent to
the
technology in
doing your
task?
7.Is
technology
useful to
your teaching
approaches?
8.If ever
there are any
difficulties
 48

you have
encountered
in teaching,
is technology
the first
thing you
looked for?

Part III

1. How often you used modern instructional devices in a week?

( ) 1-2 times a week

( ) 3-4 times a week

( ) 5 times a week
 49

Appendix 2
Letter for the Validation

REPUBLIC OF THE PHILIPPINES

NORTHERN SAMAR COLLEGES
CATARMAN, NORTHERN SAMAR

September 11, 2018

Two whom it may concern:

Greetings!

We are the Grade 12 GAS Senior High School students, currently conducting a
research study titled “
.” In partial fulfillment for the requirements in Practical Research 2.

With regard with this matter, we would like to ask your permission to allow us
validate our questionnaires before proceeding to the actual data gathering. Rest
assure that the information to be collected will solely be used in the research
work and shall be treated confidentially.

Respectfully yours,

Researchers

Noted by:
 50

EDD CHRISTIAN DOLO, LPT

Practical research adviser

Approved by:

PERLA B. BELLO, Ed.D

Basic Education Coordinator

Appendix 3
Letter for the Data Collection

REPUBLIC OF THE PHILIPPINES

NORTHERN SAMAR COLLEGES
CATARMAN, NORTHERN SAMAR

September 4, 2018

Dear Sir/Ma’am,

Greetings!
We the researchers are conducting a research study here in Northern
Samar Colleges titled “Teach-nological Approaches among High School
Teachers in Northern Samar Colleges” as a partial fulfillment for our
Practical Research 2 subject.

Regarding with this matter, we would like to ask your permission to

gather in this institution. Our research instrument is questionnaire and
we will distribute it to the senior and junior high school teachers.

Thank you and we hope your consideration.

Respectfully yours,
Abucot, Abegail
Apodaca, Jennifer
Bantilo, Maridel
Dela Cruz, Loel
Dimikiling, Ivan
Herreras, Sheenn Mea
Hilum, Shaina
Pelito, Remer
Preniano, Edlyn
 51

Researchers
Noted by:

Edd Christian Dolo, LPT

Practical Research Adviser
Aprroved by:

Perla B. Bello Ed.D

Academic Coordinator
Appendix 4
Curriculum Vitae

Name : Edlyn Preniano

Date of birth : August 1, 2000
Address : Brgy. Upper Caynaga Lope De Vega N. Samar

Parents’ name

Father : Mario De Pablo

Mother : Delia Preniano

Educational Attainment

Elementary : Lope De Vega Central School (2006 –

2012)
Secondary : Lope De Vega National High School (2013 -
 52

2016)

Personal quotation:
“The only way to do a great work is to love what you do. If you haven’t found it yet,
keep looking. Don’t settle’

Name : Jennifer Villanueva Apodaca

Date of birth : November 18, 2000
Address : Brgy. Cervantes Catarman N. Samar

Parents’ name

Father : Elmer R. Apodaca

Mother : Jocelyn V. Apodaca

Educational Attainment

Elementary : Cervantes Elementary School (2006 –

2012)
Secondary : Rosario Lim Uy National High School (2013 -
2016)
 53

Personal Qoutation:
“ In order to succeed, your desire for success should be graeter than your fear or failure”

Name : Abegail Abucot

Date of birth : December 07, 2000
Address : Brgy. Cervantes Catarman N. Samar

Parents’ name

Father : Rudy Abucot

Mother : Myrna Abucot

Educational Attainment

Elementary : Cervantes Elementary School (2006 -

2012)
Secondary : Rosario Lim Uy National High School (2013 –
2016)
 54

Personal Quotation:
“Every accomplishments starts with decision to try”

Name : Maridel Bantilo

Date of birth : December 27, 1999
Address : Brgy. San Isidro Silvino Lubos

Parents’ name

Father : Teresa Bantilo

Mother : Fernando Bantilo

Educational Attainment

Elementary : Cawayan Integrated School (2006 – 2012)

Secondary : Cawayan National High School (2013 – 2016)

Personal Quotation:
“treasure all your memories because it is always limited to each one of us”
 55

Name : Shaina Hilum

Date of birth : September 1, 2000
Address : Airport Village

Parents’ name

Father : Vicente Yee

Mother : Leah Hilum

Educational Attainment

Elementary : Catarman 1 Central School (2005 – 2011)

Secondary : Northern Samar Colleges (2012 – 2015)

Personal Quotation:
“it does not matter how slowly you go as long as you do not stop”
 56

Name : Sheen Mea Herreras

Date of birth : November 29, 2001
Address : Brgy. Epil Epil Catarman Northern Samar

Parents’ name

Father : Nestor Herreras

Mother : Gina Herreras

Educational Attainment

Elementary : Catarman 2 Centaral School (2006 – 2012)

Secondary : Northern Samar Colleges (2013 – 2016)

Personal Quotation:
“life isn’t about finding yourself. Life is about creating yourself”
 57

Name : Remer Pelito

Date of birth : December 5, 2000
Address : Catarman Northern Samar

Parents’ name

Father : Rene Pelito

Mother : Merlyn Pelito

Educational Attainment

Elementary : Catarman 1 Central School (2006 – 2012)

Secodary : Northern Samar Colleges (2013 – 2016)

Personal Quotation:

“Trust yourself, you know more than you think you do”
 58

Name : Ivan Dimakiling

Date of birth : August 26, 2000
Address : Brgy. Yakal Catarman N. Samar

Parents’ name

Father : Aldrid Dimakiling

Mother : Lorna Dimakiling

Educational Attainment

Elementary : Catarman 1 Central School (2006 – 2012)

Secondary : Northern Samar Colleges (2013 – 2016)

Personal Quotation:
“if opportunity doesn’t knock, build a door.”
 59

Name : Loel Dela Cruz

Date of birth : August 12, 2001
Address : Brgy. Daganas Catarman N, Samar

Parents’ name

Father : Ronyl Dela Cruz

Mother : Madonna Dela Cruz

Educational Attainment

Elementary : Northern Samar Colleges (2006 – 2012)

Secondary : Northern Samar Colleges (2013 – 2016)

Personal Quotation:
“When you feel like quitting, think about why you started”
 60

TEACH-NOLOGICAL APPROACHES AMONG HIGH SCHOOL TEACHERS

A Quantitative Research
Presented To the Faculty of Senior High School Department
Northern Samar Colleges

In partial fulfillment of the requirements in

Practical research 2

Edlyn Preniano
Jennifer Apodaca
Abegail Abucot
Maridel Bantilo
Shaina Hilum
Sheen Mea Herreras
Remer Pelito
Ivan Dimakiling
Loel Dela Cruz
Grade 12 GAS

October 2018