UNIVERSIDAD MAYOR

FACULTAD DE HUMANIDADES
PEDAGOGÍA EN INGLÉS PARA EDUCACIÓN BÁSICA Y MEDIA

The relationship between the number of hours that tenth grade “A” students
from Colegio Santo Tomás de Ñuñoa use ICT and their academic
performance during the first semester of 2018

Trabajo de Investigación para optar al Grado Académico de Licenciado/a en

Educación

Estudiantes:
Araya Baricic Tiare Catalina
Canario Rodríguez Mariana Belén
Lara Vásquez Valentina Belén

Profesor guía:
Dr. Miquéias Rodrigues

2018
 ACKNOWLEDGMENTS

We would like to thank our families for their support throughout this
process that was a rollercoaster trip that turned out alright, the foundation of
our knowledge is because of them.

We also would like to thank our guide teacher, Dr. Miquéias Rodrigues,
who believed in this entire process and shared a colossal part of this knowledge
in order to success in this investigation. Sincerely thankful.

And finally, a special mention to the school where this investigation was
carried out, Colegio Santo Tomás de Ñuñoa, and their authorities, who were
kindly generous to allow us to do research in their institution. Moreover, thanks
to 10th grade “A” to be so kind at the moment of facing the investigation and
also acknowledge their will to express their point of view about the topic that
was investigated.
 TABLE OF CONTENTS

RESUMEN
ABSTRACT
INTRODUCTION 1
CHAPTER I: RESEARCH PROBLEM 2
1.1 Background of the Study 2
1.2 Statement of the Problem 3
1.3 Significance of the Study 3
1.3.1 Justification of the problem 3
1.3.2 Relevance of the problem 5
1.4 Objectives 6
1.4.1 General objective 6
1.4.2 Specific objectives 6
1.5 Research questions 6
CHAPTER II: THEORETICAL FRAMEWORK 8
2.1. Academic Performance 8
2.1.1 Assessment in Chilean schools 9
2.1.2 Informal and Formal Assessment 9
2.1.3 Formative and Summative Assessment 1
2.2 Motivation 10
2.3 Information and Communication Technologies 12
2.3.1 Radio 13
2.3.2 Television 13
2.3.3 Computers 14
2.3.4 Cell phones 15
2.4 The effects of ICT on teenagers 16
2.4.1 Deteriorated Sleeping Habits 17
2.4.2 Multitasking 17
CHAPTER III: METHODOLOGICAL FRAMEWORK 19
3.1. Methodology 19
3.2. Population and Sample 19
3.3 Data Collection Instruments 20
3.4 Ethical Aspects 21
3.5 Data Analysis 21
CHAPTER IV: DATA ANALYSIS 23
4.1 Presentation of results 23
4.1.1 Questionnaire for students 23
4.1.1.1 Part 1: Multiple choice 24
4.1.1.2 Part 2: Open question 26
4.1.1.3 Part 3: Multiple choice 27
4.1.2 Students’ grades 29
4.2. Data analysis and interpretation 30
4.2.1 Research question 1: What are the patterns of ICT use in tenth grade
“A” students from Colegio Santo Tomás during the first semester of 2018?
31
4.2.2 Research question 2: What are the differences, if any, between the
academic results of the students who use ICT for more hours per day and
the students who use it for fewer hours? 32
4.3 Summary of the chapter 33
CHAPTER V: DISCUSSION 34
5.1 Concluding remarks 34
5.2 Limitations of the study and suggestions for future research 35
5.3 Professional application and recommendations 36
REFERENCES
APPENDICES
APPENDIX A: Questionnaire for students
APPENDIX B: Students’ grades
APPENDIX C: Validations of the instrument
 TABLE OF ILLUSTRATIONS

Chart 4.1: The most used technological device 24

Chart 4.2: Hours per day 25
Chart 4.3: Time spent studying 26
Chart 4.4: Purpose of using ICT in class 27
Chart 4.5: Use of cellphone 28
Chart 4.6: Daily life situations in which the students use the cellphone 28
Chart 4.7: Students’ social media accounts 29
Chart 4.8: Students’ average 30
 RESUMEN

Esta investigación busca identificar si hay alguna relación entre el

número de horas que los estudiantes del segundo medio “A” del colegio Santo
Tomás de Ñuñoa usan internet y su rendimiento académico durante el primer
semestre del 2018, presentándose la hipótesis de que afecta directamente su
rendimiento académico.

La investigación posee un paradigma mixto. La metodología consiste

en registrar los resultados académicos obtenidos por estudiantes de segundo
medio “A” durante el segundo semestre. A su vez, estos deberán responder
un cuestionario sobre el uso de tecnologías en su día a día para así comprobar
si existe una relación entre el número de horas que los estudiantes del
segundo medio “A” utilizan internet y su rendimiento académico.

Esto concluye en que el uso de tecnologías no afecta directamente el

rendimiento académico de los estudiantes, pero sí afecta otros aspectos de su
vida cotidiana, ya que el número de horas que usan tecnologías o aparatos
tecnológicos no se concentra en la sala de clases, sino en sus hogares.

Palabras clave: Estudiantes, Internet, rendimiento académico, TICs y

celular.
 ABSTRACT

This research has as an objective to identify if there is any relationship

between the number of hours that tenth grade A students from Colegio Santo
Tomás-Nuñoa, use ICT and their academic performance during the first
semester of 2018, raising the hypothesis that it directly affects their academic
performance.

The research has a mixed approach. The methodology consists in

registering the academic results obtained by tenth grade A students during the
second semester of 2018. Simultaneously, they should answer a questionnaire
about the use of ICT in their daily life to establish if there is any relationship
between the number of hours that tenth grade A students, use ICT and their
academic performance.

This concludes that the use of ICT does not directly affect the students’
academic performance, but it does affect other aspects of their daily lives, since
the number of hours using technology or technological devices is not
concentrated in the classroom, but rather in their homes.

Key Words: Students, Internet, academic performance, ICT and cellphone

 INTRODUCTION

The term Information and Communication Technologies (ICT) refers to

a set of resources used to communicate, store and manage information
(Blurton, 1999). It encompasses different technological devices such as
computers, smartphones, and the Internet, among others.

Nowadays, ICT are commonly used by adolescents due to its appealing

characteristics; they facilitate the process of communication, contain leisure
activities, and improve the learning process. However, the excessive use of
these devices can cause health problems as well as dependency, affecting the
teaching process.

Therefore, the objective of this study is to identify if there is any

relationship between the number of hours that tenth grade “A” students from
Colegio Santo Tomás, located in the district of Ñuñoa, use ICT and their
academic performance during the first semester of 2018.

This research has a mixed approach because of the qualitative and

quantitative data collected. The data were collected through a questionnaire
aimed to the students of tenth grade “A”, whose objective was to gather
information about their use of ICT, and the students’ grades in order to compare
the academic results of students who use ICT for more hours per day with those
use it for fewer hours.

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 CHAPTER I

RESEARCH PROBLEM

1.1 Background of the Study

Technology is a developing field that has been improving human lifestyle

for decades, and it has had an impact on teaching practices. This research
aims to disclose some consequences of this ongoing development, which
seem to be interfering with the learning process of the students as well as how
these consequences are complicating the teaching process.

The term “Information and Communication Technologies” (ICT) is

defined by Blurton (1999) as a set of resources used to communicate, create,
store and manage information. It encompasses a great range of technological
devices such as computers, smartphones, tablets, television, and the Internet,
among others.

One of the most common technological devices used by teenagers is

the cell phone. According to Chóliz (2009), this device has certain
characteristics that make it appealing to teenagers: autonomy, identity and
prestige, apart from containing leisure time activities, and so on. Because of
the increase in cell phone usage, Fodehr, Rideout and Roberts (2010) point
out that today, the image of a teenager with a cell phone in his hands has
become almost iconic. Dueñas, Iglesias and Llorente (2011) also claim that
technological devices have numerous features that distract the students’
attention at the time they have to study. The authors show that if any
technological device is connected to a Wi-Fi signal, the student might not pay
the needed attention to learn specific contents. Still, there is a possibility that if

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any student reads or studies through these devices, but disconnected from any
Internet signal, there is a good chance that the student will acquire knowledge.

In addition, the excessive use of technological devices, specifically

referring to the use of Internet, can cause several health problems and
dependency. According to Munévar, Munévar and Quintero (2015), different
diseases are caused by the uncontrolled and inappropriate use of technologies;
the authors emphasize how this affects the teaching process.

Even though technologies have been improving the learning process,

teachers cannot control the students’ personal use of these, hence their
consequences, such as deficit in the academic performance and health issues.
The authors also refer to how difficult it is to teach a student who is sick; yet,
these types of diseases are not easy to cure compared to a cold or other some
common illnesses.

1.2 Statement of the Problem

What is the relationship between the number of hours that tenth grade
A students from Colegio Santo Tomás-Nuñoa, use ICT and their academic
performance during the first semester of 2018?

1.3 Significance of the Study

1.3.1 Justification of the problem

The main purpose of this research is to understand how the use of ICT
affects the academic performance of the students because teenagers consider
technology — and specifically their cell phones — as an important part of their
life; they use it every day and everywhere. It is a device that they prioritize over

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other vital activities in their lives, such as communicating with others, sleeping,
eating, among others.

This could also help teachers to understand what is happening in today’s

classrooms, why students seem not to be paying attention, and which methods
teachers should consider using technology/technological devices to create
knowledge in today’s education.

Even though the use of technological devices can interfere in students’

performance, this could be relevant for teachers when planning their lessons.
Since students love using technology, it could be great to incorporate the ICT
in the English classroom. According to the Webanywhere webpage (2016),
there are six benefits of using the ICT in the classroom:

- Increase engagement: It is expected that when facing

technological stimuli, students are engaged. This could be helpful
when showing different applications on the Internet aiming to the
learning process.
- Improves knowledge retention: It helps to have an active
participation of the students in the classroom development, and
also adapting or decide what works best for the students.
- Encourages individual learning: It is known that no one learns the
same way or style, so technology offers a wide variety of
opportunities to learn in a effective manner. Students can learn
at their own speed, with their own perspectives about a topic, etc.
Moreover, it can also consider people with disabilities or SEN
(Special Educational Needs).
- Encourages collaboration: Collaboration can be enhanced by
working in groups, working even in the same platforms and, even
better, working with people from other countries.

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 - Students can learn useful life skills through technology:
According to the author, “modern learning is about solving
problems, collaborating with others, develop critical thinking,
among others.” In addition, they can also learn practical skills
such as writing emails, creating presentations, editing processes,
etc. These are skills that students will carry through the rest of
their lives if they accomplish what is set.
- Benefits for teachers: Teachers can use multiple online resources
or applications to engage students and also make the whole
learning and pedagogical process less stressful for both teachers
and students. It can also develop a cooperative system since
teachers can share their thoughts or uses of certain
platform/resource.

Using ICT in an effective manner, teachers and students will be

benefited, especially learners, since they can improve their academic
achievement in an efficient manner. In addition, ICT decrease the pedagogical
burden for teachers, which is completely necessary in the Chilean educational
system.

1.3.2 Relevance of the problem

The significance of this research is to amplify the field of knowledge

about this problem since most of the studies related to technology focus on the
positive effects of using it and the diseases that the excessive use of ICT
causes. Likewise, it will help future teachers to implement strategies to prevent
students from using their cell phones in the classroom to ease the teaching and
learning process.

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 Moreover, this study will also contribute to the investigation field of
technology in the classroom at Universidad Mayor since there seems to be few
investigations into this matter.

1.4 Objectives

In order to achieve the main purpose of this study, the objectives have
been divided into two categories: general objective and specific objectives.

1.4.1 General objective

To identify if there is any relationship between the number of hours that

tenth grade A students from Colegio Santo Tomás de Ñuñoa, Santiago, use
ICT and their academic performance during the first semester of 2018.

1.4.2 Specific objectives

1) To describe patterns of ICT use by tenth-grade A students from

Colegio Santo Tomás during the first semester of 2018.

2) To compare and contrast the academic results of students who use

ICT for more hours per day with those of students who use it for fewer
hours.

1.5 Research questions

The questions that this study is expected to answer are the following:

6
1) What are the patterns of ICT use in tenth grade A students from
Colegio Santo Tomás during the first semester of 2018?

2) What are the differences, if any, between the academic results of the
students who use ICT for more hours per day and the students who use
it for fewer hours?

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 CHAPTER II
THEORETICAL FRAMEWORK

This chapter focuses on the study and definition of different concepts

that are necessary to understand the main topic of this research. These
definitions will help to interpret in a better manner the empirical results.

2.1. Academic Performance

The first concept that needs to be understood is academic performance.

There has been many researchers who had given some definition of this term.
For example, to Jiménez (2000), academic performance is “the level of
knowledge shown on a specific area or subject compared to the age of the
students and their academic level” (as cited in Edel, 2003, p. 4).

In addition, according to Meinßner, Steinmayr, Weidinger and Wirthwein

(2014), academic performance “represents the performance outcomes that
indicated the extent to which a person has accomplished specific goals that
were the focus of activities in instructional environments, specifically in school,
college, and university” (as cited in Basu, Basu, and Kaloiya, 2017, p. 3). The
authors also mention that academic performance is a broad topic. For that
reason, its definition can vary according to the indicators used to measure it,
such as procedural and declarative knowledge acquired in an educational
system; more curricular-based criteria (e.g., grades); and cumulative indicators
of academic achievement (e.g., educational degrees or certificates.)

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2.1.1 Assessment in Chilean schools

In Chilean schools, academic performance is measured by national

standardized assessments (e.g., Sistema de Medición de la Calidad de la
Educación) to continuous formative assessments in the classrooms. However,
it seems to be a misunderstood term in educational practice. According to
Brown (2010), people could be tempted to think that testing and assessing are
synonyms, but they are not. Tests are defined as “a method of measuring a
person’s ability, knowledge or performance in a given domain” (p. 3).

Assessment, on the other hand, is considered “an ongoing process that

encompasses a much wider domain. Whenever a student responds to a
question, offers a comment, or tries out a new word or structure, the teacher
subconsciously makes an assessment of the student’s performance” (Brown,
2010, p. 5).

Thus, tests are a type of assessment, but they should never be the entire
basis for how teachers determine a student’s level or progress. Even though
tests are useful devices, there are other procedures and tasks that allow
teachers to assess students.

2.1.2 Informal and Formal Assessment

According to Brown (2010), there are different types of procedures that

allow teachers to assess students; they are divided into two categories:
informal assessment and formal assessment.

Informal assessments can take a number of forms. Some of them can

be unplanned comments and responses, helping students to improve their
pronunciation, drawing a happy face on their notebooks, and so on. These

9
observations should be constant; they should drive what teachers do as
teachers.

On the other hand, formal assessments are systematic activities that

teachers give to students for which they receive graded feedback such as tests
and rubric-scored assignments (e.g., presentations, projects, portfolios, etc.).

2.1.3 Formative and Summative Assessment

Brown (2010) also refers to the functions of assessment: formative and

summative. Formative assessment is used to plan for, modify, and improve
instruction. It is the feedback that helps the teacher and the student make plans
to improve language competence in the future. For that reason, the author
states that informal assessment should always be formative, because it is
aimed at improving the student’s performance.

Nonetheless, summative assessment aims to measure or summarize

what a student has learned over a given period. Some examples of summative
assessment are unit tests, quizzes, midterm exams, final exams, among
others.

Even though formative assessment and summative assessment are

different tools, they help teachers to improve students’ learning. Consequently,
it is recommended that both formative and summative assessment be used in
the teaching process.

2.2 Motivation

It is known that everyone is unique and has their own characteristics and
it is stated that it also happens in the educational field. One of the most

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important factors that could affect the learning process is motivation. According
to Martínez-Otero (2009), motivation is “a group of processes that involves
activation, direction and persistence of certain behavior” (p. 2). In addition, he
explains that there is no distinction between intrinsic and extrinsic motivation
since they overlap. He claims that a motivated student is involved in their
learning process and do as much as they can to reach their goals. In addition,
it is stated that a motivated student plans their study. It does not need to be full
of school subject, but still be able to have time for leisure activities. The problem
emerges when free or leisure time takes over the full schedule and students
study at a few hours before sitting the test/task.

Another point to mention is the attitude towards English language

learning. Some of the reasons that teachers hear from students that are
learning English are “I will not use this in the future”, “I will not travel abroad”,
“I will not use it in my working branch”, and more. Then, learners will not make
an effort to learn a new language from scratch when they do not care or have
interest in it. Some people take learning the language as a challenge, so they
make an effort to learn it, but it will depend on their professional interests —and
even bad class experiences when acquiring knowledge of English.

According to Ahmeed (2015), two factors affect motivation when

learning a second language. The first one deals with their needs. When
learners need to speak or communicate in the second language, they will notice
the value of using the language; therefore, they will be motivated to acquire
certain level of knowledge. On the other hand, teachers need to keep in mind
the learners’ identity when using the language. When the language learning
process is forced by external motivation, internal motivation might be absent,
generating bad attitudes or perceptions towards the learning process.

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2.3 Information and Communication Technologies

It is known that because of the impact of globalization, technology has

become an integral part of human lives since it has touched every field such as
medicine, education, entertainment, among others. Technological
advancements have led to the evolution of faster means of communication,
which have allowed people to know what happens around the globe, or to
communicate with relatives and friends in just a few seconds. For that reason,
it seems to be common seeing people using technological devices in the public
transport, coffee shops, schools, and so on. They have become a need in
human lives.

There is no universal definition for the term Information and

Communication Technologies (ICT); however, the definitions given by different
authors seems to be very similar. For example, Blurton (1999) points out that
ICT are a set of resources used to communicate, create, store and manage
communication. He also claims that they encompasses a vast range of
technological devices. In addition, the United Nations Development
Programme (2001) refers to ICT as “any communication device or application
such as radio, television, cell phones, computers, satellite systems as well as
networks hardware and software associated devices” (p. 3).

Moreover, according to Díaz and Madariaga (2014), ICT can be

categorized as old ICT and new ICT. Old ICT refer to those devices that were
used in the past to store and share information such as cassettes, radios,
among others. The authors also consider that these devices served as the
introductory point of the massive use of ICT.

On the other hand, new ICT are defined as “those advanced and
generally computerized technological platforms that use the Internet as their

12
main way of communication” (p. 10). The authors state that new ICT gather
more information because they are designed to do that in terms of hardware
programming and database size. Some examples of new ICT are computers,
and social networks.

Despite the differences between old ICT and new ICT, they have one
important thing in common: both are concerned with technological devices that
have an integral role in human lives since they help society to communicate.
The following four points explain what the most used devices are, especially by
teenagers.

2.3.1 Radio

Radio is a mass media that depends fully and entirely on their audience,
it offers a variety of podcasts and programs. These programmes do not always
provide educational content, and commercial researchers are concerned about
reaching the target audience, not about the content being entirely educational.
But according to a piece of research carried out by Edison Research (2018),
44% of US population used mobile devices to listen to podcasts (monthly), 20%
from a computer and 36% from other devices. In this 44% that use a mobile
device (e.g. smartphone), just an 11% are 12-17 years old. As a summary, US
teenagers tend to listen to Spotify and other streaming music apps than
traditional broadcast radio.

2.3.2 Television

In this new media world, the use of television has declined since people
can watch TV shows or movies using other technological devices such as
computers, tablets and smartphones. Many streaming services which allow
people to enjoy different contents; some of them are free, and others require a

13
monthly payment. On the other hand, television viewing continues to dominate
media consumption because it occurs, but on a different platform. According to
Fodehr, Rideout and Roberts (2010), almost half of all 8- to 18- year-olds say
that they have ever watched TV content on some of these platforms using
different technological devices. In addition, the authors claim that, even though
parents set some rules for their children about what they can watch, they do
not oppose to how much time their children can spend watching TV. For that
reason, they are likely to use any technological device to watch TV whenever
they want to.

2.3.3 Computers

Technology has become an active agent into the teaching and learning
process; hence, the role of the teachers has changed. They had become
facilitators who provide the guidelines, so students can construct their own
learning carrying out tasks on computer technologies.

Nowadays, most people have a computer as well as access to the

Internet. According to Collins (2009), the shift from lecture and recitation given
by the teacher — which often still occurs in secondary classrooms — to
coaching automatically, supports a constructivist approach to learning;
computer encourages the teacher to play the role of a coach.

On the other hand, Fodehr, Rideout and Roberts (2010) state that “the
increasing access to computers and the Internet, coupled with the development
of new content and activities that hold enormous appeal for young people, have
also contributed to the growth in media use among children and teenagers” (p.
20). For that reason, the amount of time that a teenager spends using a
computer has increased, especially because they use this technological device
for entertainment purposes such as social networking and video sites. The

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authors also claim that there is a gender difference in computer use; boys
spend an average of about 15 minutes more per day with computers than girls
do because they spend more time playing computer games. Nonetheless, boys
and girls are equally likely to visit social networking sites such as Facebook or
Instagram in a typical day, but girls remain there longer.

2.3.4 Cell phones

This device could be the most common in terms with its usage; it is not
surprising to see teenagers — and even kids — with their own mobile phones.
But, how far does the active use of this communication tool? Newport Academy
in 2017 carried out a study related to the practices of this device and came up
with the following statistics:

● 72 percent of the kids feel an urgent need to immediately respond to

texts;
● 30 percent of both teens and parents claim to argue about mobile
devices and cell phones on a daily basis;
● 78 percent of the kids check their mobile at least hourly, among others.

McNamara and Womack (2017), claim that one of the motivators to use
cell phones is anxiety, since that they might not be able to answer or have
anxiety thoughts about using this device.

Moreover, a study carried out by Mascheroni (2014) indicates that

parents are considered as the main regulators of cell phone usage among
teenagers and children; the role of the teacher is appreciated by parents since
at school the usage is more monitored and these actions are also engaged to
school policies. “Research on parental mediation of children’s media use has
shown that not all the strategies parents used to regulate children’s television

15
viewing could be adapted to the Internet, which requires instead more
innovative strategies” (Mascheroni, 2014 p. 87). This research concludes that
teenagers who have more adversities in their actual lives seem most likely to
suffer from the negative effects of over using cell phones and other mobile
devices.

In an interview with psychologist Richard Freed for The Atlantic

webpage, he mentions that cell phones interfere in the learning process since
they provide entertainment rather than educational or learning applications.
Most applications that cell phones offer already installed are mostly related to
social media; so, no companies aim to the educational field.

Yet, the question remains, are cell phones a real tool when studying, or
are they just a distraction?

2.4 The effects of ICT on teenagers

ICT are the crucial part of the everyday life of children and adolescents
since they use them for playing games, watching movies, uploading their
photos on different social networks, communicating with their friends, and so
on. Still, ICT can also have a negative impact on the human well-being, and
specially, on students’ academic performance. Some of these negative effects
can be: deteriorated sleeping habits and multitasking.

2.4.1 Deteriorated Sleeping Habits

Since almost every child owns a cell phone, it is not surprising to find
out that its usage alters their sleeping habits. A study carried out by Chung and
Moulin (2017) showed that a 72% percent of the participants admitted to sleep
with their cellphones under a pillow while sleeping, and half of these students

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use this device in bed for significant amounts of time before sleeping. The
Chilean school’ schedule is quite considerable. The day starts with lessons at
8 a.m., and sometimes finishes at 5 p.m. With such an extended schedule,
students need long hours of sleep in order to rest from the tiring day. However,
social media and technological devices interfere in their sleeping habits. In the
same research of Chung and Moulin, the authors state that there might be no
scientific correlation between the amount of study and the amount of time spent
using technological devices, but according to students’ perceptions, there is a
relationship. Moreover, this research confirms that unhealthy sleeping habits
can create a “generation of sleep-deprived individuals who may not be
functioning at top capacity” (p. 1).

2.4.2 Multitasking

The term multitasking is defined by Junco and Cotten (2012) as divided

attention and non-sequential task switching for ill-defined tasks as they are
performed in learning situations (as cited in Middleton and Wentworth, 2014).
It refers to do more than one activity at the same time, which seems to be
impossible. According to Nass, Ophir and Wagner (2009) “our brains are not
designed to concurrently attend to multiple incoming information sources
effectively” (as cited in Middleton and Wentworth, 2014, p. 2).

Several researchers have explored the effects of technology on

performance to determine whether multitasking affects academic performance.
Ellis, Daniels and Jauregui (2010) carried out an experiment where they
compared accounting students who were required to text during the class with
those for whom texting was forbidden. As a result, the students who were
texting got lower scores than those who were not.

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 Students nowadays use their cell phones while doing several activities
during the day and not having finished one task before switching to another or
having done so, but under low time pressure is likely to increase people’s
cognitive load and reduce their cognitive availability once they switch to the
next task (Leroy, 2009).

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 CHAPTER III
METHODOLOGICAL FRAMEWORK

3.1. Methodology

The design of this study is a mixed one, which consists of data analysis
carried with a questionnaire aimed to the students of the tenth grade “A”. The
instrument contained both aspects (qualitative and quantitative), since they had
to answer questions to get the most popular answer, and an open question to
unveil their perspective about a certain matter. According to Galeano (2007)
the mixed design is “a process that collects, analyzes and links qualitative and
quantitative data in the same study or investigation in order to answer to the
planning of a problem. Additionally, the mixed design can use both approaches
to answer different investigation questions of the research” (p. 2).

Moreover, this investigation was based on a correlational approach.

According to Baptista, Fernández and Sampieri (2014), this approach “has the
purpose of knowing the relationship or association degree between two or more
concepts, categories or variants on a sample or an specific context” (p. 93).
This study analyzed the direct relationship between the students’ academic
performance and the number of hours that they spent using technological
devices.

3.2. Population and Sample

In order to collect specific data, it was necessary to define the terms

“population” (also known as “universe”) and “sample”. Even though these
concepts seem to be very similar, they are not the same. According to Baptista,
Fernández and Sampieri (2014), population refers to a group of elements or

19
cases, which can be people, objects, or events; they adjust to specific criteria
and help to generalize the results of the study. On the other hand, the author
defines “sample” as a subset of the population; the group of individuals who
actually participate in the investigation.

In this study, the universe comprehended all the tenth grade students
from Colegio Santo Tomás, located in the district of Ñuñoa. However, the
sample was the tenth grade “A”, since it was the course in which one of the
researchers was doing her practicum in secondary education. Therefore, this
type of sampling corresponded to a purposive sample (also known as
“deliberate sampling”), which, according to Kothari (2004), “involves purposive
selection of particular units of the universe” (as cited in Araya, Famast,
González, López and Muñoz, 2016, p. 26).

Population Sample

Tenth grade students from Colegio Tenth grade “A” students from
Santo Tomás de Ñuñoa, during the Colegio Santo Tomás de Ñuñoa,
first semester of 2018. during the first semester of 2018.

3.3 Data Collection Instruments

According to Tashakkori and Teddlie (2010), the data collection has to

consider different factors such as the participants of the study and the
information needs to be obtained through the application of the instruments,
among others. In this research, two data collection instruments were applied;
both of them were validated by PhD. Miquéias Rodrigues, Mg. José Luis
Poblete, and Mg. Sergio Peña, who are professors of the English Pedagogy
program of Universidad Mayor.

20
 The first instrument was a questionnaire containing seven statements,
whose main objective was to gather information about tenth grade “A” students
regarding the use of ICT. The students of the same class answered this; and
the information collected was used to identify patterns of ICT use.

In addition, the students’ grades were collected in order to compare and

contrast the academic results of students who use ICT for more hours per day
with those who use it for fewer hours.

3.4 Ethical Aspects

The study was carried out in Colegio Santo Tomás de Ñuñoa since it
was the practicum center for two members of the group. Therefore, it was
easier to apply the data collection instruments and have access to the students’
grades.

To gather the data, the tenth grade “A” students were informed about
the objective of the survey; however, the purpose of identifying their patterns
of ICT use was not revealed so as to prevent the students from concealing
information. “Some subjects, such as children, some adults with impaired
decision making capacity,[...] cannot give informed consent,[...] because they
are not old enough to understand the information being conveyed” (Stenek,
2007, p. 45).

In addition, the students were informed about the confidentiality of the

information provided in the data collection instruments. However, they were
required to write down their names in the survey to compare the results
obtained with their grades, which are found in Appendix 2; they are identified
as “student 1”, “student 2”, and so on.

21
3.5 Data Analysis

The answers to the questionnaire taken by the students were tabulated

and checked against the marks that the sample obtained along the first
semester of 2018 in order to verify the research questions of this thesis. With
the intention to analyze the data, a connection was made between the students’
marks and their answers to the questionnaire. The results were transferred
onto Excel sheets to have everything organized and tabulated. The results
obtained though both instruments were analyzed in a different manner; the
questionnaire was analyzed through statistic standards and all the data
obtained through the instrument were systematized. Finally, we presented the
results, discussed them keeping in mind our Theoretical Framework (Chapter
2) and answered the research questions seen in Chapter 1, Research
Questions.

22
 CHAPTER IV
DATA ANALYSIS

This chapter focuses on the results obtained from the application of the
data collection instrument in Colegio Santo Tomás, a private school located in
the district of Ñuñoa. The school has primary and secondary education and
there are three courses per level. However, the only class that answered the
data collection instrument and that we decided to focus on was the tenth grade
“A”.

4.1 Presentation of results

The results are presented in accordance to the data collection

instruments used: a questionnaire for students as well as their grades.

4.1.1 Questionnaire for students

The results presented below come from a questionnaire applied to the

tenth grade “A” from Colegio Santo Tomás de Ñuñoa. This class has 34
students, but because one student was absent, only 33 of them answered the
data collection instrument, whose objective was to gather information about the
use of ICT.

This questionnaire was divided into three parts. In the first part, the
students had to choose one option among five alternatives in three different
questions. Afterwards, they faced an open question in which they wrote down
a short opinion about a certain aspect related to ICT. Finally, in the third part,
the students had to put an “x” next to each option according to their personal
use of technological devices; it could be more than one.

23
4.1.1.1 Part 1: Multiple choice

In the first question, the students had to choose among five alternatives
to indicate which was the device that they use the most. The options were: cell
phone (A), computer (B), tablet (C), television (D) and “others” (E).

Chart 4.1: The most used technological device.

Chart 1 shows that the most used technological device among the tenth
grade “A” is cell phone with an 87,9%. Followed by a 9,1% related to computer
and a 3% of tablet.

In the second question, the students had to choose among five

alternatives to indicate the amount of hours that they spend on their most used
technological device. The options were: less than an hour (A), between one or
two hours (B), between three or four hours (C), between five or six hours (D),
and “others” (E).

24
 Chart 4.2: Hours per day.

Chart 2 shows that the average amount of hours is between one or two
hours with a 57.6% of preference. The second most preferred option was option
“C”, between three or four hours, with a 21.2%, leaving option “A” (less than an
hour) with a 15.2% and option “D” (between five and six hours) with a 6.1%

In the last question of this item, the students had to choose among four
alternatives to indicate how many hours they spent studying the day before
taking the survey. The options were: less than an hour (A), between one or two
hours (B), between three or four hours (C) and “others” (D).

25
 Chart 4.3: Time spent studying.

Chart 3 shows that most students spent between one or two hours
studying the day before taking the survey with a 45.5%. The second option was
less than an hour with 27.3%, followed by a 21.2% of between three or four
hours and the “others” option with a 6.1%. This option had answers such as
between five to seven hours of study and no study.

4.1.1.2 Part 2: Open question

In the second item, there was only one question, which the students had
to answer about the purpose of using ICT in class. Since this was an open
question, the answers were varied; therefore, they were categorized for the
purposes of analysis.

26
 Chart 4.4: Purpose of using ICT in class.

Chart 4 shows that a 24,4% of the students use the cell phone in class
for educative purposes, that includes searching for the meaning of words or
googling some definitions in order to understand the content of the class. In
addition, a 14,6% use it to watch the hour and for leisure time (14,6% for each
category) whereas a 12,2% answered that they listen to music in class when
they are bored or unoccupied, according to them. Another 7,3% admitted to
use it for emergencies calls and social media sites while a 4,9% preferred to
play games (non-educational) and entertainment in general. Lastly, the remain
9,8% of the students who declared to not use the device, correspond to the
9,1% in Chart 1 who selected alternative “B” (computer), owing to the fact that
they have the device at their homes.

4.1.1.3 Part 3: Multiple choice

In this item, the students could choose multiple answers per question to
fix the boundaries of their specific use of ICT and their preferences. The last

27
option “Others” was an open alternative in which they had the option to add an
extra answer if there was no representation of their preferences in the options.

Chart 4.5: Use of cellphone.

Chart 5 shows that a 19,5% of the students prefer using their cell phones
for social media sites. In addition, there is an 18,9% who uses this technological
device to listen to music or watch videos, and a 16,4% who uses it for taking
pictures and studying (16,4% for each category). Also, the chart indicates that
a 15,1% of the students prefer calling their families or friends while the other
11,3% uses the cell phone for playing games.

Chart 4.6: Daily life situations in which the students use the cellphone.

28
 Chart 6 indicates that 28,4% of the use of their cellphones happens
before sleeping and then 18,6% while they are arriving to school in the morning.
However only a 7,8% that use their cellphones at school whatsoever. The rest
of the use in their daily lives occurs while they are performing different actions
like when they are eating (10,8%), studying (14.7%) and more worrying for us
while they are with friends and family.

Chart 4.7: Students’ social media accounts.

Chart 7 shows that a 25,4% of the students have an Instagram account.

It is followed by Facebook and Whatsapp, which have a 24,6% both of them.
In addition, there is a 10,3% who uses Snapchat, and an 8,7% who has a
Twitter account; the other 6,3% uses Tumblr.

4.1.2 Students’ grades

The students’ grades were collected during the semester in order to

compare and contrast the academic results of students who use ICT for more

29
hours per day with those students who use it for fewer hours, and find out if the
number of hours spent using ICT affects their academic performance.

To analyze the grades, the average was calculated. Then, they were
divided into ten different categories. These are shown in Chart 8.

Chart 4.8: Students’ average

Chart 8 shows that none of the students have an average below 2,5.
However, there are seven students who have an average below 4,0, while eight
are between 4,1 and 5,0. In addition, there are eighteen students with an
average above 5,1, where eleven of them have grades above 6,1.

4.2. Data analysis and interpretation

The data was analyzed in accordance with the two research questions
that guided this study; they were previously established in Chapter 1.

30
4.2.1 Research question 1: What are the patterns of ICT use in tenth grade
“A” students from Colegio Santo Tomás during the first semester of 2018?

It is known that ICT are an integral part of the everyday life of children
and adolescents. For that reason, the first question of this study was tackled
by only one data collection instrument: a questionnaire for the tenth grade “A”
to analyze their patterns of the use of ICT.

According to the information gathered, cell phone is the most used

technological device by the students, which corroborates the findings of
Newport Academy (2017). They admitted that they use it especially for social
media sites — where most of them have an Instagram, a Facebook and a
Whatsapp account — and for listening to music and/or watching videos.

The students also stated that they use this technological device in
different situations such as before sleeping, when arriving at school, when
studying and when they are with family and/or friends; hence, the pattern of
ICT use is merely outside their homes, classroom and in social gatherings. In
this case, the major preference was before sleeping, as previously found by
Chung and Moulin (2017). Even though it can interfere in their sleeping habits,
it could not be corroborated since the questionnaire did not consult about the
number of hours they slept.

In addition, most of the students claimed that when they used the
cellphone in the classroom, even though they were not allowed to, they did so
for educative purposes such as searching for the meaning of English words
and googling some definitions in order to understand the content of the class.
According to the English teacher, she wanted to encourage educational
research outside the classroom, so by prohibiting the use of cellphones the

31
students will have to use other sources. However, some participants declared
that they did not use this device since they use the computer, which is at home,
consequently, we could not establish if it affected the academic performance
of those students.

4.2.2 Research question 2: What are the differences, if any, between the
academic results of the students who use ICT for more hours per day and the
students who use it for fewer hours?

Through the research, it was found that the number of hours does not
influence the academic performance of most students from tenth grade “A”,
since they accomplish most tasks and evaluations equally successfully. Overall
they accomplish their assignments; however, there is still a number of students
that do not get the expected results nor passing scores due to the purpose of
using ICT. For instance, it can be found in Appendix B, which shows the
students’ grades, that “student 3” had the lower average in the English subject
even though he declared to use ICT between one and two hours per day,
whereas “student 14, “student 15”, “student 21”, and “student 34”, who had the
best averages of the class in the same subject, admitted that they spent more
than four hours per day using ICT.

For that reason, it is stated and confirmed throughout the development

of this investigation that there might be no scientific correlation between the
amount of study and the amount of time spent using technological devices.
However, it is still believed that many of these devices can interfere in many
aspects when studying, not only functioning as distractors, but also possibly
affecting sleeping habits, creating a lack of multi-tasking abilities and low
capacity energy state which can result in poor performances (Chung and
Moulin, 2017).

32
4.3 Summary of the chapter

With the analysis carried out through the questionnaire and their overall
result throughout the first semester of 2018, most students are not affected by
technological devices when it comes down to their academic performance. A
78.78% of the answers support this statement, whereas a 21.21% shows that
their use of technological devices’ affects their academic achievement. We
have also analyzed and explained throughout this chapter by multiple charts
and graphics that simplifies the topics in discussion which are use of ICT and
academic performance.

From the students with lower marks and highest active use of these
devices, “student 5” and “student 6” are Special Needs’ cases, in which
sometimes their marks are altered since the Chilean educational system and
the school Santo Tomás de Ñuñoa, have no evaluation criteria nor assessment
methodologies to cope with Special Needs students. As a result, they “create”
marks so the student does not fail the entire course. Furthermore, there were
some students that did not have all the marks required by the time the data has
been gathered, and “student 18” had a physical condition that prevented her
from attending classes or sitting for evaluations because of her condition.

33
 CHAPTER V
DISCUSSION

5.1 Concluding remarks

According to the research questions that guided this study, which were
established in Chapter 1 and answered in Chapter 4, it can be stated that the
use of technological devices does not affect directly most students of tenth
grade “A” from Colegio Santo Tomás de Ñuñoa. The school has always taken
part of the learning process of each student, establishing which methods could
be effective for them. It is evidenced in their results since the school is highly
recommended in academic terms.

The specific objectives of our research were accurately fulfilled as we

could describe patterns of ICT use and compare and contrast the academic
results of students who use ICT for more hours per day with those of students
who use it for fewer hours, as evidenced in our results obtained in the
questionnaire.

Regarding the results, the questionnaire had a significant amount of

answers that demonstrate that students make use of technological devices for
academic purposes; furthermore, they were shown to be useful tools when
studying. According to Choliz (2009), these devices are appealing to
teenagers; in fact, most students use their cell phones or devices for leisure
activities and for a significant amount of hours, leaving a low percentage for
academic usage.

We came into the agreement that the number of hours that tenth grade
“A” students from Colegio Santo Tomás de Ñuñoa, Santiago, use ICT and their

34
academic performance during the first semester of 2018 has no relationship;
actually, the variable against academic performance is not the number of hours
of ICT use but the purpose of using ICT in their daily life, such as leisure
activities, communicating or studing. Taking that into account we could
establish a more direct relationship if any, between the purpose of tenth grade
“A” students from Colegio Santo Tomás de Ñuñoa use ICT and their academic
performance during the first semester of 2018.

5.2 Limitations of the study and suggestions for future research

The first limitation that was encountered by the researchers was the lack
of instances to communicate with the teachers from school, on account of the
busy schedule that they had. Due to that, agreeing on a date to take the
questionnaire was a laborious task.

Time was another limitation, since the marks of the whole semester
were needed to compare them with the questionnaire, but they were not ready
when the questionnaire was taken.

The research itself has the limitation that the analysis and conclusions
cannot implicate other contexts, since not all students share the same
characteristics of our population and sample; therefore, it is not correct to make
a statement about this issue.

As suggestion for future research, researchers can focus on how the

number of hours that a student use ICT affects their daily life performance in
terms of mood, multitasking abilities and comprehension. Then, with those
results, it can be seen if the daily life performance influences the learning
process or the academic performance instead of considering ICT as the main
factor in their academic performance or focus on the purpose of using ICT

35
rather that the amount of hours per day. Going back to the study carried out by
Chung and Moulin (2017), mentioned in Chapter 2, and the data exposed in
chart 4.6 (Chapter 4), we can appreciate that they share the same results, in
point of fact students prefer using their cellphones in preference of other
important activities; indeed, the principles of this suggestion for future research
is supported by some results of our investigation and its coherence with the
theoretical framework

5.3 Professional application and recommendations

The purpose of this study was to understand how the use of the ICT
affects the academic performance of the students since they consider cell
phone as an important part of their life. Therefore, it is considered by the
researchers of this study that teachers should incorporate the use of the ICT
when planning lessons, so they will decrease their pedagogical burden and be
able to engage students because the use of technology offers different learning
strategies and promotes an active participation among them.

Additionally, it will encourage individual learning since technology allows

students to learn at their own speed, which is a good opportunity for those
learners who have Special Educational Needs (SEN). They will not feel
overwhelmed because the use of ICT facilitates their learning process,
changing their experiences.

For that reason, it is highly recommended that schools — and education

institutions, in general — invest in ICT and implement them in the classroom.
When these tools are integrated and used in an effective manner, they promote
accessible learning and quality.

36
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 APPENDICES

APPENDIX A: Questionnaire for students

APPENDIX B: Students’ grades
APPENDIX C: Validations of the instrument
 APPENDIX A: Questionnaire for students

Facultad de Humanidades
Pedagogía en Inglés para Ed. Básica y Media
Tesina I

Cuestionario sobre el uso de tecnologías de la comunicación e información

en relación al rendimiento académico

Nombre: _____________________________________ Fecha: ______________

Objetivo: Describir los patrones de uso de tecnologías de la comunicación en información

(TICs) de los estudiantes del segundo medio “A” durante el primer semestre del año
2018.*

*La información obtenida mediante este cuestionario es absolutamente confidencial. Será

leída y analizada exclusivamente por las practicantes de la carrera de Pedagogía en
Inglés de la Universidad Mayor.

I. Responde las siguientes preguntas de acuerdo a tu uso personal.

1. ¿Cuál de los siguientes dispositivos tecnológicos es el que más utilizas?

a. Celular.
b. Computador.
c. Tablet.
d. Televisión.
e. Otro: ____________.

2. ¿Cuántas horas por día usas el dispositivo seleccionado?

a. Menos de una hora.

b. Entre una y dos horas.
c. Entre tres y cuatro horas.
d. Entre cinco y seis horas.
 e. Otro: _______________.

3. ¿Cuánto tiempo dedicaste al estudio el día de ayer?

a. Menos de una hora.

b. Entre una y dos horas.
c. Entre tres y cuatro horas.
d. Otro: ________________.

4. Cuando utilizas el aparato seleccionado (de la pregunta 1) en clases, ¿con qué

finalidad lo haces?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

II. Marca con una “x” las opciones que apliquen de acuerdo a tu caso.

1. ¿Para qué utilizas el celular?

a. ___ Para escuchar música o ver vídeos.

b. ___ Para estudiar.
c. ___ Para jugar.
d. ___ Para llamar a familiares y/o amistades.
e. ___ Para navegar en redes sociales (Facebook, Instagram,
Whatsapp, etc.)
f. ___ Para tomar fotografías.
g. Otro: ________________.

2. ¿En qué situaciones de la vida cotidiana ocupas el celular?

a. ___ Mientras como.

b. ___ Mientras estoy con amigos o familiares.
c. ___ Mientras estoy en clases.
d. ___ Mientras estudio.
e. ___ Mientras voy camino al colegio.
f. ___ Antes de dormir.
g. Otro: _______________.
3. ¿En qué redes sociales posees una cuenta?

a. ___ Facebook.
b. ___ Instagram.
c. ___ Snapchat.
d. ___ Tumblr.
e. ___ Twitter.
f. ___ Whatsapp.
g. Otro: ________________.

¡Muchas gracias por colaborar!

 APPENDIX B: Students’ grades

STUDENT G1 G2 G3 G4 G5 X Hours

STUDENT 1 4,2 4,9 6,1 6,2 5,35 5-6

STUDENT 2 5,6 4,2 6,3 6 5,9 5,60 3-4

STUDENT 3 2,5 2,3 3,7 2,4 2,73 1-2

STUDENT 4 3,3 3,5 4,6 4,3 6,1 4,36 3-4

STUDENT 5 4 4,5 4,5 5,3 5 4,66 1-2

STUDENT 6 4 4,3 4,15 3-4

STUDENT 7 2,1 1,6 2,1 2,4 5,8 2,8 5-6

STUDENT 8 5,4 5,5 6,6 7 6,7 6,24 1-2

STUDENT 9 6,5 5,1 3,4 6,2 6 5,44 3-4

STUDENT 10 2 1,6 5,4 3,5 5,8 3,66 5-6

STUDENT 11 6,9 6,3 5,3 6,4 6,2 6,22 3-4

STUDENT 12 4,9 4,9 5,7 5,8 6,4 5,54 3-4

STUDENT 13 5,2 6,6 6,8 6 6,5 6,22 3-4

STUDENT 14 6,8 6,8 7 7 6,7 6,86 3-4

STUDENT 15 7 6,3 6,8 7 6,7 6,76 5-6

STUDENT 16 2,5 4 2,6 3,8 6,2 3,82 more than 6

STUDENT 17 4 4,5 4,2 4,3 5,6 4,52 3-4

STUDENT 18 6,3 6,2 6,25 3-4

STUDENT 19 4,5 4,5 5,9 5,8 6,2 5,38 5-6

STUDENT 20 6,4 6,4 6,5 6,4 6,6 6,46 5-6

STUDENT 21 7 6,4 6,8 7 6,6 6,76 5-6

STUDENT 22 3,8 4,4 4,3 6,4 6,5 5,08 3-4

STUDENT 23 4,9 6 6,5 4,7 6,4 5,7 3-4

STUDENT 24 2 2,1 2,6 2,4 5,5 2,92 3-4

STUDENT 25 3,5 4,5 5,8 4,9 6,4 5,02 Absent

STUDENT 26 3,3 3,2 6 4 5,5 4,4 1-2

STUDENT 27 6 6,3 5,9 7 6,6 6,36 3-4

STUDENT 28 2,1 2,8 3,7 4,9 5,8 3,86 3-4

STUDENT 29 3,2 4 5,9 3,1 6,3 4,5 3-4

STUDENT 30 4 4 4,6 4,7 6,1 4,68 3-4

STUDENT 31 3 4 4,7 5,1 5,8 4,52 3-4

STUDENT 32 4,7 6,8 6,4 7 6,6 6,3 3-4

STUDENT 33 2,5 3,5 3,3 2,4 5,5 3,44 1-2

STUDENT 34 6,9 6,8 6,8 7 6,2 6,74 5-6

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APPENDIX C: Validations of the instrument