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THE IMPACT OF TECHNOLOGY-BASED LEARNING IN AIDING THE

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

A Research Proposal

Presented to

The Faculty of the Department of the Senior High School

Cebu Doctors’ University

In Partial Fulfillment

Of the Requirements for the Subject

Research 1

By

Ivan Kent C. Faelnar

Darren Glenn M. Gulfan

Kristine Marie H. Quinones

Therese Hannah S. Samson

March 19, 2019

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ACKNOWLEDGEMENT

This research became a reality with the kindest support and help from

many individuals. The researchers would like to extend their sincerest thanks to

all of them. First and foremost, the researchers would want to offer this endeavor

to our God Almighty for the wisdom and knowledge he has bestowed upon us,

the strength and peace of mind to finish this research. The researchers would

like to express their gratitude towards the Senior High School Students for their

full participation and in helping with the completion of the paper. This research

wouldn't be made possible without the existence of the chosen group of

respondents. The researchers would also like to express their sincerest thank

you to Cebu Doctors University for their guidance and for their assistance in

providing necessary information regarding this research and also for their support

in completing the process of data gathering for the said research. Lastly, the

researchers would like to express their special gratitude for the research adviser,

Mam Etta for her guidance through the progress and imparting her knowledge to

the existing study. The researchers would also like to give their thanks and

appreciations to their friends and to all the people who have shown their help and

compassion for the success of the study.

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ABSTRACT

In this generation technology can already been found everywhere,

technology has helped the society in almost any situation. This paper is a

phenomenological study about the impacts of Technology-based learning to

Senior high students of Cebu Doctors University in related to academics. It aims

to identify either technology-based learning brings a positive or a negative effect.

The results of the study may inspire them to use computers, e-learning and

videoconferencing as their means of learning better or rather not use them at all.

The qualitative – descriptive type of research employed in this study. One

on one interviews and using unstructured instrument with 10 ended questions

were conducted in Cebu Doctors University.

The findings reveal the impacts of Technology-based learning to students.

It reveals that it can benefit them because it’s convenient and improves the

communication between students and the teachers. Some students also agreed

to suggest this type of learning to other students. In contrast it also reveals that

some student thinks that it can distract you from class or a waste of time. Plus,

some feels uncomfortable a prefer using textbooks.

To conclude Technology based learning shows good impacts to the

majority of senior high students of Cebu Doctors University. Students’ academic

performance may get improvement with the help of Technology based learning.

However, it may not work for some students or may cause distraction to their

academic performance.
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TABLE OF CONTENTS

Page
ACKNOWLEDGEMENT……………………………………...….…………...…….……..2
ABSTRACT…………………………………………………………..………………...…..3
CHAPTER I: THE PROLEM AND ITS BACKGROUND.....................….…..............5
Introduction………………………………………………………………………………5
Statement of the Problem…………………………………………………….……..…7
Scope and Delimitation….……………………………………………………………..8
Significance of the Study…………………………………………….……......……….8

CHAPTER II: THEORETICAL FRAMEWORK………………………………...….…...10

Review of Related Literature…………………………………………….………..…..10
Review of Related Studies………….……………………………………….………..13
Theoretical Statement…………………….……………………..…………………….16
Hypothesis of the Study………….…………..…………………………….………....20
Assumptions of the Study…………………………………………………….……....20
Definition of Terms………………………………………………………………….…21

CHAPTER III: RESEARCH METHODOLOGY………………………………………..22

Research Design………………………………………………………….……...…...22
Respondents of the Study……………………………………………….…….….….22
Instrument of the Study ……………………………………..........…...…..….…….22
Validity and Reliability………………………………………………………..………23

CHAPTER IV: PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA…………………………………….…....…24
Presentation of Data……………………………………………………….…..……..24
Analysis and Interpretation of Data……………………………….…………..….…27
Discussion……………………………………………………………….………....….29

CHAPTER V: SUMMARY, CONCLUSION, AND

RECOMMENDATIONS…………………………….........................……30
Summary of Findings………………………………………………….……………....30
Conclusion……………………………………………………….. ……………....……31
Recommendation…………………………………………………….………….……..32

REFERENCES……………………………………………………………………….…...33

APPENDICES……………………………………………………………………….…....35
Appendix A……………………………………………………………………....…..…35
Appendix B…………………………………………………………………....…..……38
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology-based learning is commonly used nowadays and are now

implemented in some schools within the country. Technology-based learning

includes online tools such as notes that can be downloaded in the gadget used,

online classes through video conferencing, and etc. There have been schools

that require their students to use technology as their way of learning in order to

enhance the students' way of learning and for them to be more motivated to

study with the easy access.

As a senior high school student of Cebu Doctors University a school which

students are granted to bring electronic gadgets. The school allows their students

to bring gadgets for them to have an alternative source aside from their textbooks

or notes during classes and also for them to have easier access on the internet

most specifically for research purposes.

However, the researchers think technology can help students in terms of

learning because of various factors such that students habitually use their

phones, laptops, and etc. Plus the study tool is handy you can study almost

everywhere. Danny Mareco (2017) thinks that technology is a good study tool

since it can provide and save information you need. TBL can benefit in the

generation we live today. Also, technology-based education has been the

students’ or teachers’ preferred alternative for the standard type of education.

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Research has shown that teachers perceive an increase of student interest and

activity when incorporating mobile devices (Navaridas, Santiago, &Touron,

2013).

Technology nowadays have been the people's way of having access into

the happenings and trends around the world and as we all know, students of

Cebu Doctors’ University are engaged and exposed to technology inside and

outside of the school on a daily basis. Some studies show that technology has

been considered as one of the distractions of students in terms of their studies.

They tend to use technology without having the thoughts of using it for something

more beneficial.

This study is for the researchers to prove that technology can be used not

only for amusement, but also a way to enhance our knowledge and

comprehension on different lessons. According to a study released by Educause,

technology has impacted student learning via communications, convenience, and

control. So, other studies show that there is a significant relationship between

students and their achievements especially in health colleges.

This study’s main objective is to give enough evidence or reasons to

pursue with having technology-based learning in schools to enhance their

students’ skills in terms of memory retention. Being exposed to technology daily

helps the students adjust to the said process. Another objective is for the

researchers to see if there will be an observed improvement on a student’s

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comprehension and their way of learning with the use of technology as their

learning tool.

The main purpose of the researchers in conducting this study is for them

to determine as to what technology-based learning can provide for the students.

With the results from the study, this can provide enough evidences as to how

different schools may or may not benefit from this type of educational system.

Statement of the Problem

It has been stated by Edgar (2008) that technology has transformed the

way students learn and interface with the surroundings. In a like manner, the

advancement of technology utilization has influenced the change of the learning

system of the students. The goal of this research is to know the impacts of

Technology-Based Learning to Senior High School students in Cebu Doctors’

University. This phenomenological study pursues to answer the following

questions:

1. How does Technology-Based way of learning affect the academic

performance of a student?

2. Does Technology-Based Learning motivate a student to do well?

3. How does the use of technology interfere the concentration of a student

in class?
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Scope and Delimitation

This study focuses on the influence of technology-based learning on

senior high school students for educational purposes. The research participants

are composed of varied SHS students in Cebu Doctors' University located at

North Reclamation Area in Mandaue City, Cebu. The primary data gathering

method used was to present questionnaires to the students to determine their

experiences and opinions in integrating technology in learning. The researchers

will have written reports of the responses and they will figure out the findings.

Significance of the Study

The results of this study will be of great benefit to the following:

Students. The results of the study may inspire them to use computers, e-

learning and videoconferencing as their means of learning better. They will come

to realize that technology-based learning isn’t just to help fasten their memory but

it is also more convenient and comfortable to use.

Administrators. The results of the study may encourage them to

implement more technology-based learning in the school as to widen the

effectiveness of retaining the students memory.

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Teachers. The results of the study may help them realize that technology-

based learning is a better way to help the students and it would be less hassle to

them since it can be already found in gadgets.

Other researchers. This research can be of importance for another study

or it can be duplicated using different respondents or variables or setting. They

can strengthen the validation of the study. They can use this as research

literature for their study. The findings of this study can also benefit the conceptual

framework of another study.

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CHAPTER II:

THEORETICAL FRAMEWORK

Review of Related Literature

This review of related literature is about the different perspective of what

can technology bring to the class. It tells the perspective of a teacher, student

and in a third person persona. It focuses more on the impacts of technology to

the students.

To show the real world 2 technological applications, which is intrinsic

value can be brought to the learning process, increasing interest and motivation

(Usher & Center on Education, 2012).

Many students have the capability to use technology and can access it

almost everywhere. They can also utilize it for educational purposes (Erlich,

Sporte, Sebring, & the Consortium on Chicago Schools, 2013).

Teachers believe that electronic gadgets are not needed for the students

to have in the classrooms, in contrast students thinks their technology a day-to-

day essential item (Thomas, O’Bannon, and Bolton, 2013).

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Even though some of the technology has no connections if their

educational goals, teachers still find ways to fuse technology into the classroom

(Zimlich, 2015).

Authors found that students are more active due to the technology is

present and being used. However, almost 50 of surveyed teachers used

technology for 80 or fewer minutes per day. When technological intervention was

implemented, students feels that their teachers provided activities relevant to

them, and motivation went up 9% for students (Godzicki, Godzicki, Krofel, &

Michaels, 2013).

A study from Mironov and Popovic (2015) investigated students’ views on

eLearning technology within non-formal and formal settings. The study concludes

that students are well qualified in using technology in formal environments and

are already using these technologies in order to support their learning process.

Furthermore, it represents an organizer of the learning activity of student in the

offline environment that each should assume the role of organizing the students’

eLearning process.

Stošić, L. (2015) explored the importance and use of educational

technology in the classroom. The study observed that the application of

educational technology enhances skills and cognitive characteristics that with the

help of new technology, comes an explosion of learning and receiving new

information, especially on devices such as mobiles, but with the help of various

applications for distance education, the Internet, teachers, and students

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themselves, they pay more attention to see the realistic advantage of educational

technology.

A study from Carbonilla Gorra, V. & Bhati, S.S. (2016) concluded that

most students in state colleges and universities in CARAGA Region in the

Philippines are suitable in using technology in classroom for the purpose of

positive consequences supporting the view that use of technology helps in

enhancing learning related activities in classroom. Further it is observed that

students are likely to use technology in class room for the purpose of positive

consequences as well as for the negative consequences supporting the view that

use of technology helps in enhancing learning related activities in class room.

BrckaLorenz, Haeger, Nailos and Rabourn (2013) implemented a study on

students’ perceptions and uses of technology. The evidence is clear that

students are looking for more instances of opportunities to build on their

competencies in technology and have greater access to new technology.

Reid (2013) studied on ‘Quality assurance, open and distance learning,

and Australian universities’. They found that determined online instructors moved

through different phases of their online learning experience, and their needs

changed at each stage. Furthermore, considering educational leaders were

responsible for the quality of online programs and instruction they also needed to

engage in professional development, and experiment with online learning

environments, infrastructures, and technologies. 50

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Research has shown that teachers perceive an increase of student

interest and activity when incorporating mobile devices (Navaridas, Santiago,

&Touron, 2013).

Review of Related Studies

This review of related studies is about the different perspective of what

can technology bring to the class. It tells the perspective of a teacher, student

and in a third person persona. It focuses more on the impacts of technology to

the students.

According to Mitra et al., as cited by McDowell (2013), every facet of

contemporary society has been dominated by the influx of technology from

disclosure of information to formal education. Technology is a critical knowledge-

source tool for every individual, especially for students. Students, as driver of

change and progression, need to experience and have quality education. In the

year 2013, Heidenrich claims that “technology tools provide the opportunity for

students to engage in powerful learning experiences” (p. 56).With the integration of

technology in education, students should have the vital skill (21st century skill) in

using effectively these tools for their future success that can impact the progression

of the society and economy (Heindenrich, 2013).

Educators are digital immigrants rather than digital natives, and as such,
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encounter hindrances in incorporating technology within their classrooms that

resulted to digital gap, thus, showed retrogression on the rate of students’

engagement (Banitt et al, 2013). Producing exercises that students cohere and

enjoy to is an exacting task for educators of all subjects also establishing

technology inspired lessons may show to be an advantageous motivator for every

grade level, stated by Prensky, digital natives reacted well to technology-inspired

exercises because of their experience with technology and according to Atkinson,

technology and educators motivation have positive outcome on student motivation,

since students respond confidently to technology and are influenced by technology

,educators should make conscious efforts to produce exercises that bound some

appearance of technological tool and motivated students will probably achieve

more at their highest levels because of the chance that their educators have made

convenient (Granito and Chernobilsky, 2012). While others need help with the

technology in order to clarify things, some educators were viewed as effective

without technology. Technology can help the educators impart knowledge and

explain things from different perspective (McDowell, 2013).

Despite technological advancements planned for the enhancement of

teaching and learning in the 21st century, problems with the integration of

technology continue to prohibit quality classroom technology use. Regulation is

needed to meet each others goals and adapt changes in the innovating society

(Farmery, 2014).According to Arrington (2014), classroom technology integration is

being influenced by circumstances, number of educators, and school-associated

variables that are subsided by the instructor’s utilization of technology and the
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general assertiveness and comfort in using technology when teaching. Findings of

Heidenrich’s (2013) related research revealed that “at the individual classroom

level, teacher pedagogy and technological expertise influence the use of

technology for teaching and learning” (p. 34). Instructors’ nature with regards to

technology and educators’ appropriate confidence towards the usage of technology

in an academic setting strengthens the students’ potential in comprehension and

intellect (Arrington, 2014).

The potential for constructing a shift in the institution’s digital culture, the

growth of students’ engagement, development of educators, and outcome of

maintainable and favorable technology integration practice should not be

disregarded. (Yemothy, 2015). According to Davis (2012), one of the most used

mode of instruction was the utilization of PowerPoint and various researchers

studied the influence of the usage of PowerPoint on student academic

achievement, researchers Slykhuis, Wiebe, and Len engaged eye tracking

technology to ascertain the most effective use of PowerPoint instruction and Web-

Based Learning was an additional sector educational researchers Wiley et al.,

Pucel and Stertz have considered significant to study, nearly all of the research

accord with the static Web 1.0 technologies.

The digital technologies also allow learning circumstances to become more

factual and situated by operating the educating and learning outside the classroom

walls and enabling students the probability to obtain a different comprehension of

what is learned, in the earlier study by Salavati, educators proclaimed that the

students use divergent learning styles, have distinct senses, hence, make different
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usage of diverse media, including digital technologies nonetheless educators

deemed this positive, claiming that digital technologies can boost the students’

learning because it is attainable to create environments and places for the students

to discuss and associate on a different, higher level (Salavati, 2016).

Theoretical Framework

Constructivism Theory

The word constructivism comes from the word of construction or structure.

The Constructivism theory emphasizes that good and real learning information is

not based on what the instructors says or the learners heard even if the learners

repeating this information over and over. In addition, the constructivism theory

emphasize that the learners construct and built the information inside their mind

based on their experiences and prior knowledge. Even more, this constructing for

the information influences the learners’ environment, society and language.

Likewise, each learner has their own methods, way to understanding, and

experiences to build knowledge, which effecting the learning processing. In other

hand, the instructors will spend so much time to repeat and confirm the

information, but these ways will not help the learners to retain the information in

their mental way. Additionally, there are very important points that explaining

constructivism theory, which are:

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 The learners working within their mind individually in order to build their

own knowledge, which explains that, the knowledge is not transmitted to

them in a way or another.

 The learners will use their own experience and prior knowledge to explain

new knowledge.

 Learning is an active dynamic process, which the learners use their

sensory receptors to build the meaning from it.

 Learning is social and related to the community that the learners live on it,

which effect the individual construct information. In fact, the learners learn

new things with learning a new way to learn better. The important

components for learning a new thing are understanding the content and

having old knowledge our experience that the learners built their

information from.

 In constructivism the best learning will be learning form mistakes because

when the learner made the mistake (he/she) try to move on from this

mistake, which gives a good chance to build their knowledge on what they

learn from that mistake.

 The learning is evidentiary and contextual because human being does not

learn secluded facts or theories, but the learners learn cause and

consequence or relationships for what they want to learn.

In fact, constructivism is not a new learning theory that rises in these

days. It can be observed that constructivist theory reaches all the way from

Socrates, Plato, and Aristotle (from 320 470 BC. AD) works when all of them
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spoke about (Creation of Knowledge). In addition, there are three top persons

that made a real good impacts in order to demonstrate the pattern of

constructivism theory as it become now which based on sort historic are John

Dewey, Lev Vygotsky, Jean Piaget.

This theory relates to the study because it tells us that learning is an

innovative process and technology is known for its innovation. In education that

is what we are trying to figure out that Technology-based learning can either help

the students academic performance or it does not help at all.

Theory of Diffusion of Innovations

It aims to explain the model of receiving every innovation. In the field of

educational technology, this theory is mainly applied in the educational

technology training. The theory of diffusion of innovation describes the steps of

technology innovation, process and characteristics of accepting new

technologies, as well as receivers’ role in the receiving process of technological

innovation. Everett M. Rogers groups people, according to the degree of

acceptance of innovation, into various stages: innovators, early adopters, early

followers, late followers and laggards. Understanding the trainees’ receiving

capacities of new technologies can assist training institutions and trainers to

design and deliver the training more effectively.

This theory states that technology is used as a medium for relaying

information in education. It is said that students perform better with technology

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assisted mediums. They deliver more training that greatly affects the academic

performance of students.

Dual-Coding Theory

It is a learning theory proposed by psychologist Allan UrhoPaivio.

According to the dual-coding theory, people’s brain obtains information mainly

through visual and auditory channels; people accumulate knowledge through

processing, organizing and utilizing visually coded information and encoding

spoken language. However, it depends on one of the information-obtaining

channels, whether it is through the visual or auditory channel. Also it depends on

whether it has a capacity limitation of information processing within a certain time

frame or has certain learning activities supported by the human brain. According

to this theory, if one can receive similar amount and extent of information,

intertwining and interacting through both visual and auditory channels, his or her

learning can become much more effective. In the field of educational technology,

Dual-Coding theory is more applied in multimedia learning and information-

processing research.

The theory relates to the study because students gain more information

through visual and auditory channels. Technology-based learning is used

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specifically for that situation because coded information is cleaner and easier to

understand. That is why students can better understand and that affects their

academic performance.

Hypothesis of the Study

The researchers have come up with a hypothesis that:

1. TBL can help improve students in school in their academic performances.

2. Students having been exposed to social media can be considered as a

factor that can be of use in order to implement TBL in different schools.

3. Having TBL as a new system of learning would help the students to

gain more knowledge and would also help them improve their ways of

studying by the means of making it more convenient for them with the use

of modern technology.

Assumptions of the Study

The researchers wants to prove that students are able to learn and gain

something from TBL. Therefore, the researchers have come up with these

assumptions:
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1. This study is set with an assumption that the perspectives of the

respondents would answer the survey questions in an honest and candid

manner.

2. The data gathered from this study would be basing from the respondent's

views on the said topic.

3. The respondents involved would coincide with the said survey

questionnaires since they all belong to the same social status group.

Definition of terms

The important terms listed below are significant in our research. These are

the following:

1. Technology-Based Learning (TBL) - The application of technology for the

enhancement of teaching, learning and assessment.

2. Alternative source- Instead of books as your main source you use other kinds

of source such as online articles, online journals, and etc.

3. Learning tools – Tools such as books used for learning.

4. E learning – “E” stands for electronic, where you learn with technology.

5. Video Conferencing- Conference through video contact.

6. Technology utilization- Different ways to use technology.

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7. Academic performance - Achievement or performance to which a student,

teacher or institution has achieved their short or long-term educational goals.

8. Modern technology - advancement of the old technology.

9. Motivations –willingness and goals.

10. Educators -a person who provides instruction or education; a teacher.

11. Pedagogy- the method and practice of teaching, especially as an academic

subject or theoretical concept.

CHAPTER III:

RESEARCH METHODOLOGY

Research Design

Phenomenological is a qualitative research design that is used to describe

how human beings experience a certain phenomenon. It relates to the research

because the respondents talked about how much technology-based learning

affected their academic performance and with this we asked both sides of their

experiences negative and positive. It would show how effective this design would

be to this research.

Respondents of the study

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The proponent selected the Senior high school students of Cebu Doctors

University to be the respondents of the study, preferably the students who are

experienced to Technology-Based type of learning tool. The researchers had

come up with 10 respondents to be part of the study.

Instruments of the study

The instruments used in the research, were interviews with open ended

questions wherein the respondents are able to express their opinions about the

study. In the process of creating the questionnaires .The researchers based the

content on the experiences of the senior high school students on technology-

based learning as a new learning tool. Respondents were given enough time to

answer in an honest and unbiased manner on their experiences containing the

expected format. Also, interviewers were done since it serves as sources of

information in knowing their experiences about it. The data collected from the

interviews were surely evaluated and summarized to ensure in gathering the

correct information of validity and reliability.

Validity and Reliability

Data gathering utilized a semi-structured recorded interview with 10 open-

ended questions about the impact of technology to senior high school students.

This was developed by the researchers with the approval of the research adviser.
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The flow of the interview relied on the interaction of the 10 random respondents

of Cebu Doctors' University.

The process is not that reliable because the data gathered was not tested

and the researchers did not have a follow up interview to prove its validity. The

researchers made up open ended questions to be able to answer the statement

of the problem but the gathered answers does not fit for the population.

Furthermore, the recorded data was then analyzed and encoded by the

researchers.

CHAPTER IV:

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation of Data

These illustrations show the following data:

Table 4.1 Technology-based Learning allows to create comprehensive ideas

Tally of Respondents

Yes 7

No 2
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Depends 1

Table 4.2 Technology- based Learning makes it convenient and easy

Tally of Respondents

Yes 9

No 0

Depends 1

Table 4.3 Technology- based Learning motivates to explore more of the unknown

Tally of Respondents

Yes 8

No 1

Depends 1

Table 4.4 Technology-based Learning interferes with your focus and studies

Tally of Respondents

Yes 9
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No 0

Depends 1

Table 4.5 Gadgets distract you in class

Tally of Respondents

Yes 7

No 2

Depends 1

Table 4.6 Technology-based Learning improves the communication between a

teacher and a student

Tally of Respondents

Positive Effect 9

Negative Effect 1

Table 4.7 Technology-based Learning be used as an entertaining tool in teaching

students
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Tally of Respondents

Yes 10

No 0

Table 4.8 Technology-based Learning can be a problem in a test taking

environment

Tally of Respondents

Yes 8

No 0

Depends 2

Follow-up questions:

1. Do you suggest this kind of learning to other students? Why?

Out of the 10 respondents there were 2 of the respondents that did not

agree with this idea because they said that technology-based learning can be

flawed and it’s better to stick with the traditional process of studying.

2. Are you more comfortable with technology-based learning when studying?

Why?
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There were 3 respondents who agreed with the idea. There were 4

respondents who disagreed and there were 3 respondents who were not

sure. The respondents who were not sure and who said no they said that

Technology-based learning would be a waste of time and it be a distraction

but the not sure respondents would also be okay with technology-based

learning because it can add more information.

Analysis and Interpretation of Data

The data gathered shows that the impact of technology based way of

learning is very beneficial to majority of the senior high students in Cebu doctors’

university. As shown in the table 4.1, it is clearly shown that 7 out of 10 of our

respondents agreed that TBL allows to create comprehensive ideas which

correlates a good effect on a student's academic performance. In table 4.2,

majority of the respondents agree that TBL helps make learning more convenient

and easy to access. Then in table 4.3, there are 8 respondents which admits that

TBL motivates students to explore more than what he/she is capable of. This

goes to show that learners can motivate themselves to do well in their academics

by using TBL. However, in table 4.8, 8 out of 10 agrees that it may result to a

problem in a test taking environment since it may possibly cause the occurrence

of cheating. In table 4.4 and 4.5, there are 9 and 7 who answered that this

learning system may divert the student's focus from their studies. These results

can be supported with the theory of constructivism. It is said that this can

emphasize how the learners are be able to assemble and construct the
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information based on their past knowledge and experiences. Moreover in table

4.7, all of the respondents agreed that TBL can also serve as an entertaining

instrument in teaching students. This can relate to the diffusion of innovations

theory, since this can help students perform better with technology assistance.

9 out of 10 respondents also agreed that TBL can improve a learner's

social engagement that can be shown in table 4.6.This can also be clearly shown

in the dual-coding theory since it can help receive information in interacting

through both auditory or visual channel. 8 out of the 10 respondents agreed to

suggest this kind of learning to other students. In succession, there were 3

respondents also agreed that they are comfortable in studying when learning

through technology based learning. This means that technology based learning

can help improve one’s capability of learning to lead a better academic

performance. However, minority of the students did not agree with the idea of

technology based learning. This shows that they are more capable in reading

and learning with textbooks.

Discussion

The primary purpose of this research study was to seek the impacts of

technology-based way of learning to senior high school students. Earlier

research conveys that many students have the capability to use technology and

can access it almost everywhere which also be utilized for educational purposes

(Erlich, Sporte, Sebring, & the Consortium on Chicago Schools, 2013).However,

 30

teachers believe that electronic gadgets are not needed for the students to have

in the classrooms, in contrast students thinks their technology a day-to-day

essential item (Thomas, O’Bannon, and Bolton, 2013).

Our results revealed that majority of our respondents agree that

technology-based learning can be a help in improving a students academic

performance for it allows you to create comprehensive ideas and can also be

used for educators as an entertaining tool to teach conveniently. .Despite that,

other results contradict the first statement for many of the students agreed that

TBL can also interfere the focus and concentration when studying; it is also

shown in the data that mobile gadgets can be a distraction in class and can be a

problem in test-taking situation. It should be noted, however, that this results is

debated from both perspectives with the only certainty.

CHAPTER V:

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

The goal of this phenomenological study is to seek the impact of

Technology-based learning to Senior High School students in Cebu Doctors

University. The researchers made 10 open-ended questions and gathered 10

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respondents to answer the questions in a form of an interview. In making the

questions to be answered by the respondents, the researchers based it on three

major problems:

A.) How does TBL way of learning affect the academic performance of a

student?

In this, it was concluded that the majority of the students agree that

TBL can have a good effect on a students academic performance, they

only use TBL when they actually need it so it provides more information to

them. It also helps by being more convenient than using textbooks.

B.) Does Technology-Based Learning motivate a student to do well?

It was concluded that the majority of the respondents found that TBL

was useful but from time to time it would cause to be led astray due to the

social media that makes them curious. As stated in the first part they only

use TBL when needed because it distracts them. While others just use

books to be sure not to be distracted.

C.) How does the use of technology interfere with the concentration of a

student in class?

It was concluded that the majority of the respondents found that

when using their phones in class they get distracted just because of the

social media. That is why the respondents keep their phones to get

focused in the class.

 32

In overall, there is a large portion of the respondents that supported of this

idea in using Technology Based Learning because it help boost and improve

one’s academic performance of a student because of what can TBL offer to it.

Also, least of the responded didn’t support of this kind of learning tool since not

all students have the same way of studying and learning routine. That’s why it will

lead them as a tool for distraction. They prefer more in improving their knowledge

in learning with textbooks since they are used in reading closer and clearer vision

of texts.

Conclusion

Technology based learning shows good impacts to the majority senior high

students of Cebu Doctors’ University. TBL urges them to create a more creative

and complex way of idea processing. The data clearly shows that the students

academic performance boosted up with the help of technology and motivates

them to explore because it is convenient. With TBL, the students can urge

themselves to use these convenient sources for different purposes. However

some students think that its a waste of time and a distraction to their studies.

Some students think that it may cause them to do other things rather than using it

for its sole purpose which is for academic purposes.

Recommendations
 33

Based on the findings and conclusions of the study, the researchers can

recommend these:

1. This study should be conducted by more students in order for more

schools to see the purpose of why students would prefer TBL from the

standard way of teaching.

2. Future researchers should explore or implement further research

regarding this topic in order to further expound the uses of TBL. Also,

they should be aware of their limitations in gathering data so that they

can be able to focus on the main goal and answer the main research

problems.

3. An unstructured instrument of questionnaire can always be used in this

phenomenological design so that it can be clearly stated about their

experiences. This can help understand and analyze more if we come up

to an opinionated answers.

4. The researchers would also recommend and suggest that more schools

would implement TBL in different school curricula.

References

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Alexandra Kober, & Nancy. (2011, November 30). Student Motivation: An

Overlooked Piece of School Reform. Summary. Retrieved from
https://eric.ed.gov/?id=ED532666

Banitt, J., Theis, S., & Van Leeuwe, L. (2013). The effects of technology
integration on student engagement (Doctoral dissertation). St. Catherine
University, Minnesota.
 34

Davis, K. C., (2012). THE EFFECTS OF TECHNOLOGY INSTRUCTION ON

THE ACADEMIC ACHIEVEMENT OF FIFTH GRADE STUDENTS
(Doctoral dissertation). Liberty University, Lynchburg, Virginia

Edgar, P. & Edgar, D. (2008). Then new child: In search of smarter grown-ups.
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Technology in Chicago Public Schools 2011: Perspectives from Students,
Teachers, and Principals. Research Brief. Retrieved from
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Granito, M., and Chernobilsky, E. (2012). The Effect of Technology on a

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Gorra, V. C., &Bhati, S. S. (2016). Students' perception on use of technology in

the classroom at higher education institutions in Philippines. Retrieved
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Heidenrich, C. (2013). Student technology use for powerful learning (Doctoral

dissertation). Northeastern University, Massachusetts.

McDowell, F. H., Jr. (2013). Technology's impact on student engagement in

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Salavati, S. (2016). Use of Digital Technologies in Education the Complexity of

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TEACHING. International Journal of Cognitive Research in Science,
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2019 from https://www.learntechlib.org/p/155093/.

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APPENDICES

Appendix A

Research Statements and Questions

Table 4.1 Technology-based Learning allows to create comprehensive ideas

 36

Tally of Respondents

Yes

No

Depends

Table 4.2 Technology- based Learning makes it convenient and easy

Tally of Respondents

Yes

No

Depends

Table 4.3 Technology- based Learning motivates to explore more of the unknown

Tally of Respondents

Yes

No

Depends

Table 4.4 Technology-based Learning interferes with your focus and studies

Tally of Respondents

Yes

No

Depends
 37

Table 4.5Gadgets distract you in class

Tally of Respondents

Yes

No

Depends

Table 4.6 Technology-based Learning improves the communication between a

teacher and a student

Respondents

Positive Effect

Negative Effect

Table 4.7 Technology-based Learning be used as an entertaining tool in teaching

students

Respondents

Yes

No
 38

Depends

Table 4.8 Technology-based Learning can be a problem in a test taking

environment

Respondents

Yes

No

Depends

Follow-up questions:

1. Do you suggest this kind of learning to other students? Why?

2. Are you more comfortable with technology-based learning when studying?

Why?

Appendix B

Documentation
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