Final-Research-Group 1 Chapter 1-3

Sto.
Domingo Integrated High School

SENIOR HIGH SCHOOL Page | 1
THE RELATIONSHIP BETWEEN TECHNOLOGY
SKILLS AND ACADEMIC PERFORMANCE OF ICT
SENIOR HIGH SCHOOL STUDENTS IN STO.
DOMINGO INTEGRATED HIGHSCHOOL

Illustrisimo, Marianne Mae,
Gallardo, Elisa
Eulin, Sean Patrick
Villarosa, John Paul
Valiente, Paula Angelica
Gondraneos, Pamela Rose
Embradora, Gilbert
Marasigan, Nicolas Jade
Sto. Domingo Integrated High School
Grade 12 ICT Sampaguita
Sir Bonifacio Lagura
January 19, 2022

CHAPTER 1
INTRODUCTION AND ITS BACKGROUND
INTRODUCTION
The young of today are growing up in an era where technology is always
available to them. The expanding field of students are more interested in social
media platforms and websites. Moreover, in today’s world, mobile devices,
desktops, tablets, free Wi-Fi, gaming consoles, and electronic toys are all the
rage. Pupils are being raised in a period where technology is a trendy trend in
business. According to Klopfer, et al. (2009), every day, numerous kids are
wasting numerous hours on popular platforms like Facebook, MySpace, Sim City,
World of Warcraft, etc. Students' lives are heavily reliant on technology.
Technology integration in the classroom has proven to be beneficial. Although
advantageous, there are some disadvantages. Technology has increased student
willingness and engagement while also allowing to improve learning "The need for
construction and engagement," said Fisher et al. (2014). It means that the best
types of learning will be those in which the student has choices and learning
where meaningful contexts exist in which the student is engaged.
Technology and academic performance are two of the most important
aspects of a typical student's life. This study seeks to determine the extent to
which technology influences students' academic performance. There is a strong

need to incorporate various beneficial aspects of technology into classroom
teachings. Instead of outright condemning student technology use, educational
systems and academics should try to encourage it. Make it a part of the
educational curriculum. The longer academicians try to stick to the age-old
teaching method from a constrained boundary of class and books, the more we
deprive students of the necessary skill sets required to bring about change and
leadership.
This study should be useful to legislators, school administrators, and
educators because most of our schools are turning to technology to aid and assist
in classroom learning. Such a valuable addition to any school or classroom.
Teachers can truly differentiate and tailor instruction to meet the needs of their
students thanks to the use of technology. With the new Common Core State
Standards being implemented and the new appraisal process being fully
embraced by the state of Illinois, technology and being technologically literate is
such an important skill for educators, but more importantly, students. High stakes
testing and accountability have plagued school districts around the country since
No Child Left Behind was implemented.
Administrators and school officials have attempted a variety of technology
integration into curricula is one of the solutions to increase student engagement
and academic success in the classroom.

SCOPE AND DELIMITATION
The scope of our study is to find on how technologically skilled of ICT
senior high school students affects their academic performances in Sto. Domingo
Integrated Highschool (SDIHS) S.Y 2022-2023. The main purpose of our study is
to point out the relationship between the technology skills of senior high school
students and their academic performance. We aim to determine whether it’s hard
or easy for them to accomplish their school activities. The study only focuses on
technologically skills and its relations to the academic performance of the selected
students.
STATEMENT OF THE PROBLEM
This study aims to determine the skills in technology of ICT senior high school
students and its relationship with their academic performances.
Specifically, the study seeks to find answers to the following:
1. What is the respondents’ level of skill in technology?
2. What is the academic performance of the respondents?
3. Is there a significant relationship between technologically skilled and
academic performance?
4. What action plan can be proposed to improve the skill in technology and
academic performance of 11 ICT students?
HYPOTHESIS
There is no significant relationship between the technology skills and the
academic performance of ICT senior high school students of Sto. Domingo
Integrated Highschool S.Y 2022-2023.
THEORETICAL/CONCEPTUAL FRAMEWORK
Dweck, C. S. (1999) stated that students believe that their ability or skills is
fixed, probably at birth, and there is very little if anything they can do to improve it
is called fixed IQ theorists. They believe ability comes from talent rather than
from the slow development of skills through learning. Either you can do it with a
little effort, or you will never be able to do it, so you might as well give up in the
face of difficulty. E.g., “I can’t do technology related activities”. And untapped
potential theorists, students believe that ability and success are due to learning,
and learning requires time and effort. In the case of difficulty, one must try harder,
try another approach, or seek help etc.
The theory of academic performance (ToP) emanates from Elger (2007),
and the author described ‘perform’ as an ability to produce a valued result and
‘performer’ as an individual or a group that engages in collaboration while the
level of performance as the location in an academic journey.
OPERATIONAL FRAMEWORK
Based on the Theoretical/Conceptual Framework the researcher developed
an operational model which served as guide in conducting the study.
Independent Variable Dependent Variable
Academic Technology
Performance skills
Proposed action plan to sustain the students’ skills,

learning motivation, and performance of senior high
school ICT students
SIGNIFICANCE OF THE STUDY
The significant of the study is to determine and investigate if there is a significant
relationship between technologically skills and academic performance of the
selected ICT students. The researcher believes that the results of the study would
be beneficial to the following:

School Administrators. Through the result, the school administrator could
provide effective program that meet the needs of the students today.
Teachers. The result of the study will serve as a key to be able to get additional
information and knowledge about the technologically students. Through this study
they can guide the students who wants to learn more about the technology.
Parents. The parents of the students may benefit in this study by letting the
students improve their skills in technology. Parents will lessen their worries about
the academic performance of grade 11 ICT students.
Students. Students is the most beneficiary in this study. Students will acquire
knowledge and information that may enhance their technology skills and academic
performance. Help the students to be guided and aware that their technology skills
have an impact with their academic performance.
Future Researchers. The future researcher will gain and discover knowledge
involving possible ways to improve the technology skills and academic
performance of students.
Researchers. The researchers will gain and discover knowledge involving
possible ways to improve the technology skills and academic performance of
students.
DEFINITION OF TERMS
Technology is the application of knowledge to reach practical goals in a
specifiable and reproducible way. The word technology may also mean the product
of such an endeavor. The use of technology is widely prevalent in medicine,
science, industry, communication, transportation, and daily life.
Academic Performance is the extent to which a student, teacher or institution has
attained their short or long-term educational goals. Completion of educational
benchmarks such as secondary school diplomas and bachelor's degrees represent
academic achievement.
Skills is the learned ability to act with determined results with good execution often
within a given amount of time, energy, or both. Skills can often be divided into
domain-general and domain-specific skills.
Ability the quality or state of being able; competence in doing something; defined
as the knowledge, experience, and skill that an individual or group brings to a
particular task or activity.
Untapped Potential it is the potential that isn’t used or discovered yet by a person.
Technology Skilled a person who has abilities and knowledge needed to interact
with computer-based technologies and perform technical tasks.

CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the reviewed allied documents like different literature and
studies taken from books, internet, printed materials, etc. These strengthen the
deeper understanding of this study.
THE ROLE OF TECHNOLOGY ON STUDENT’S LIFE
(Ramirez et al., 2021) Every day, the use of new technologies such as
smartphones, tablets, videogame consoles, and Internet access becomes more
widespread and begins at a younger age. This increase in use has heightened
concern about the consequences of technology use and its impact on the
emotional and cognitive development of children and adolescents. For example, a
UK report found that internet use among children and early adolescents aged 5 to
15 increased from 9 hours per week in 2007 to 15 hours in 2016. Furthermore, a
recent report in the United States discovered that children and adolescents under
the age of 12 engaged with technology devices at a high rate, and 71% of parents
were at least somewhat concerned.

Hurwitz & Schimtt (2020) stated that we used longitudinal parent survey data to
further this debate by examining the relationship between early Internet use and
academic performance in late elementary/early middle school. Even if educational
policymakers' optimism about technology is justified, we predicted that simply
spending time online might not result in gains in school-related skills. To effectively
use and learn from technology, a certain level of digital skill is required, which
includes abilities such as successfully navigating websites (Deursen & van Dijk,
2009). These are skills that children can use to support their own learning, such as
looking up information for assignments and efficiently preparing written reports
(Pagani et al., 2016), and that parents may be able to tap into.
According to Monserate (2018) the Philippines has Asia's most active Facebook
users. following Indonesia and India. Currently, there are about 30,214,120 users,
or 30.24 percent of the population. population. The website furthermore provides a
pie graph displaying the demographic breakdown of Facebook users in the
Philippines. children below the ages of 13. The time when only the wealthy could
purchase computers and other modern technology has long since passed.
Modern-day Philippines People's lives have been significantly impacted by
technology, particularly the younger generation. She wouldn't appeal to a young
student. unfinished without using the internet. One such example is Facebook,
which has evolved into a social gathering place online. collectively each day.
Based on the study of Gana et al., (2021) every day, more people are
using new technology, such as cellphones, tablets, videogame consoles, and
Internet access, in greater numbers and at younger ages (1). With increased use
comes increased worry about the negative effects of technology use and how it
affects young people's emotional and cognitive growth (1). For instance, a UK
study found that children and young adolescents aged 5 to 15 used the internet
more often, going from 9 hours per week in 2007 to 15 hours per week in 2016.
(2). Additionally, a recent study in the United States discovered that youngsters
under the age of 12 were highly engaged with digital devices, and 71% of the
parents expressed at least some level of concern about this.
According to Cullen (2022), The use of technology in teaching and
learning is referred to as technology enhanced learning (TEL). Although it is a
broad category with few specific definitions, it is completely altering education and
educational institutions. As a result, it cannot be disregarded! Let's examine TEL to
see why it matters for educators. Technology-Enhanced Learning (TEL) – what is
it? Any technology that improves the learning process is known as technology
enhanced learning. Both analog and digital technologies can be referred to by the
word, but more recently, we have witnessed the rise of digital TEL in education
through the use of various forms of instructional software. Beyond any recognition,
TEL is improving and revolutionizing education and educational institutions.

According to Ward & L. A. (2022), The debate over whether or not
classrooms should utilize a 1:1 technology strategy has centered on the role of
technology in education. In a classroom context, technology is often used on a
daily basis in some way, but schools have been experimenting with the 1:1
technology approach over time. These prompts interested parties to wonder
whether 1:1 technology in educational systems benefits the pupils. This study of
the literature examines a number of aspects of 1:1 technology in the classroom.
The investigation will first examine the various perspectives held by students and
teachers. The discussion will then turn to student involvement in the classroom.
Finally, it will look at how well students perform academically while using a 1:1
technology approach.
Based on the study of Suresh et al. (2018), Technology enhancement
learning is a technique that adds technology knowledge and takes learning to a
deeper level. Numerous studies have shed light on the growth of technology and
its impact on the educational sector. This integrative review's objective is to
investigate the most recent data regarding how technology learning affects
academic achievement and student learning in courses that call for group projects
or other collaborative activities. The writers used a variety of learning approaches
to scan internet databases for pertinent publications. 24 articles fit the criteria for
the paper, which was gathered from (2011-2017). Technology enhanced learning,
evaluation methods, and faculty knowledge of academic achievement in
universities with technology utilization are three topics of strategies employed for
student learning outcomes. The study's conclusions demonstrate the connection
between what was accomplished and the variables that the authors used.
Additionally, the usage of technology at various stages of the in the future.learning
process will be increased
Based on the study of García-Martínez et al., (2020) The Information and
communication technologies (ICT) are increasingly being employed in both formal
and informal learning environments as a component of the teaching process. As
they will soon be a part of society's productive sector, it is crucial to comprehend
how university students feel about using ICT in this context. The purpose of this
study was to examine the opinions of students who were pursuing different
degrees in their last years at a university in Costa Rica. With 1187 pupils
, we used a non-experimental transactional design and probabilistic sampling. We
measured attitudes using a questionnaire with Likert-type scales that was divided
into sections for affective, cognitive, and behavioral factors. The outcomes
demonstrated generally positive attitudes, greater scores in the cognitive and
behavioral components, and moderate scores in.
According to Acevedo-Borrega (2022) An evaluation of the effects of

technology integration in teaching-learning processes is required for the digital
transformation of educational systems. On the one hand, Information and
Communication Technologies are defined as the set of technologies that contain,
store and distribute information and on the other hand, those technologies
designed for short use. Academic achievement is one of the most widely used
variables to try to understand how information and communication technologies
affect student learning outcomes There has been little improvement in
performance attributed to the use of ICT, although other reviews have shown
positive results. The research is not conclusive, and more studies are needed on
this complex relationship. A systematic review was carried out using the Education
Resources Information Center's educational database as a documentary source
and research articles on academic performance and ICT use were selected. There
was evidence of improved performance in educational practices enriched with ICT.
The areas of greatest interest to researchers are mathematics and science, and
the educational systems most focused on competitiveness and educational
selectivity are the most productive. There are discrepancies between the macro-
studies of international organizations and the micro- studies analyzed in this
review.
According to Prassana et al (2019) Small and medium-sized businesses
(SMEs) are recognized as an engine of sustainable economic development in both
developed and developing nations in the era of economic globalization. In the

literature, industrial entities in the current globalized economy face three
competitive challenges: the sustainability challenge, the global challenge, and the
technological challenge. This paper is one of them. It conducts a systematic review
of the existing research on the topic of small and medium-sized enterprises
(SMEs) and technology in order to determine the relationship between SMEs'
technological advancement and their ability to survive in today's global
competition. Social capital, connection to Multi-National Corporations (MNCs) and
Transnational Corporations (TNCs), innovation, sharing and networking,
information technology, and adoption of productivity-enhancing technology were
identified as the six driving forces that influence technological advancement in
SMEs. In addition, the review identified two prerequisites for the SME sector's
successful technological adaptation: the availability of technologically skilled
workers in the economy and the identification of new technology opportunities in
the competition. These conditions highlight the importance of economies'
readiness for SMEs' success when viewed in the macro environment.
According to Crompton (2022) The psychological processes that underlie
teaching and learning with these tools are receiving a greater amount of attention
as the amount of research on the use of educational technologies grows. Through
the lens of educational psychology theory, we examine six contemporary
technologies identified in the 2020 edition of the Horizon Report in this research
review. In particular, we draw attention to the educational, cognitive, and social-

psychological processes that take place when using each technology for teaching
and learning. We also show how taking these processes into account can help with
research, use, and learning outcomes.
Lai & Bower (2019) stated that, the use of technology in education has been
evaluated using a wide range of methodologies, contexts, and perspectives. It is
challenging to acquire a precise understanding of the various aspects of learning
that are evaluated and the possible evaluation methods due to the extensive
literature on learning technology evaluation. Based on 365 papers that were
published in Computers and Education between 2015 and 2017, this study
conducted a systematic review of how technology use in education has been
evaluated. The papers that were looked at covered a wide range of education
levels, fields of study, and technologies, which were generally in line with how
other studies had described the learning technology field. The analysis revealed
that eight themes dominated the evaluation of learning technology use: Affective
elements, behaviors, learning outcomes, design, technology elements, pedagogy,
presence, and the institutional setting Although a wide variety of instruments were
observed within sub-themes of evaluation, the majority of studies (66.6%) used at
least one established instrument to assess the efficiency of learning technology
use. Identified are the 22 instruments used in multiple studies to evaluate a feature
of educational technology use. Trends in evaluation are also established for
various fields of study, technologies, and educational levels. When evaluating the
use of technology in education, educators and researchers can use the findings to
develop an analytical framework that could potentially guide the creation of new,
more comprehensive, and more robust evaluation methods.
Faqih et al., (2021) stated that in various fields, augmented reality (AR) has
gained more attention, particularly in educational settings. Home-based learning
became a reality following the COVID-19 pandemic and is already in place all over
the world. Learning with augmented reality technology will help students
comprehend learning content in a more creative way than ever before. The
adoption behavior of augmented reality from the perspective of developing nations
has been the subject of very little research. In order to motivate and inspire
students to adopt this highly innovative and impactful type of technology in the
learning process, it is urgently necessary to comprehend the dynamics of
augmented reality adoption. The authors came up with and tried a model that
combined the task-technology fit (TTF) and UTUAT2 theories in this context. In the
adoption process of augmented reality in educational settings, where price value is
found to have little influence on behavioral intention, the findings demonstrate that
task technology fit, performance expectancy, effort expectancy, social influence, a
facilitating condition, and hedonic motivation have a positive effect on behavioral
intention (BI). 49% of the variation in the intention to adopt augmented reality (AR)
technology in the educational setting can be explained by this model. The findings
of this study will add more useful information to the existing body of research,
making people more aware of the dynamics and behaviors of AR adoption from a
developing country's perspective.
Scherer et a., (2018) says that for a long time, research has focused on how
much teachers use technology in their classrooms. The Technology Acceptance
Model (TAM) and variants of it have dominated the field among a plethora of
models that explain influential factors and mechanisms of technology use in
classrooms. Although there is agreement regarding which aspects of the TAM
could predict teachers' adoption of technology, the current field is fraught with
disagreements and inconsistent results. By combining structural equation modeling
and meta-analysis, this meta-analysis aims to clarify some of these issues. In
particular, we evaluated the fit of the TAM and its variants by synthesizing 124
correlation matrices from 114 empirical TAM studies (N = 34,357 teachers).
Overall, the TAM provides a clear explanation of technology acceptance. However,
the significance of external variables and certain key constructs contrasts with
some previously held beliefs regarding the TAM.
Selwyn (2018) says that nowadays, it is assumed that using technology in
education is a "good thing." This reaction is partly due to the widespread belief
held by many educators that the processes of teaching and learning will be
radically altered by information and communications technology (ICT). Over the
course of the past two decades, advocates of educational technology have
developed this trust into an unquestioning orthodoxy that now dominates and
shapes most discussions of technology and education. For instance, pointing out
that personal computers haven't had the expected far-reaching and transformative
impact on schools over the past two decades is likely to elicit some hostility.
Indeed, many educators regard challenging technological orthodoxy as heresy,
implying that one is somehow obstructive and illiterate. to be a component of the
issue rather than its solution.
SELF-EFFICACY AND MOTIVATION FOR STUDENTS LEARNING
Based on the study of Al-ghadri et al., (2019) the process of providing
knowledge and skills that enable individuals, communities, and societies to
develop is known as education. Academic performance is used as a proxy for
education, allowing both individuals and governments to assess a person's level of
achievement. The environment and the background of the pupils are just two of the
numerous factors that have an impact on academic success. This investigation
was made in order to better understand the influences on students' academic
performance. To address the research objectives and test the research hypothesis,
descriptive and quantitative methodologies were used in the study. Through
questionnaires and mimeograph, data was gathered. According to the data
gathered, there are discrepancies and correlations between students' academic
achievement before entering the university and university.

According to Helas (2018) A course's or program's capacity to
anticipate student success offers chances to enhance educational results.
Instructors can more correctly manage resources and training with the help of
effective performance prediction tools. The goal of this research is to find
algorithms that can improve forecasts, attributes that can be utilized to create
predictions, and ways to quantify student achievement. Research on student
performance prediction also looks for related qualities and the underlying causes of
why some traits are more effective than others. In this working group report, work
on predicting student performance has been thoroughly reviewed in the literature.
Our study reveals both a clearly rising level of research in this field and a rising
level of approach diversity. The same time
Based on the Study of Kassarnig et al., (2018) Identifying the factors that
influence academic performance is an essential part of educational research. The
importance of personality traits, class attendance, and social network structure
have been documented before. Most of the analyses were based on a single
behavioral aspect and/or small sample sizes, so there is currently no way to
quantify the interplay of these factors. We studied the academic performance of a
group of undergraduate students who formed a single, densely connected social
network. The students used their primary phones for two years to collect data. The
availability of multi-channel data from a single population allows us to compare the
explanatory power of individual and social characteristics. The most informative

indicators of performance are based on social ties and network indicators result in
better model performance than individual characteristics. The most important
predictor of individual characteristics is class attendance. Our results show the
presence of peer effects among university students.
Based on the Study of Brew et al., (2021) Every educational system
considers the academic performance of students at the Senior High School to be
paramount. Many problems persist despite the fact that numerous factors influence
the academic performance of students. A literature review in this area will give the
gaps and areas that need more research and will help curb the situation. The
current paper uses a narrative review method to review the literature on the
academic performance of students at Senior High Schools. The paper showed how
these factors affect academic performance and the need for them to be minimized
to improve students' academic performance. Truancy affects academic
performance greatly and sometimes leads to school dropout, according to the
study. The study found that other factors such as students’ parental levels of
education and income, textbooks availability and accessibility, libraries, practical
laboratory, meals provision and teachers have tremendous effects on the
academic performance of students at school Students who are above average in
school are more likely to be exposed to these factors.

Based on the study of Suresh et al., (2018) For many students, college has
altered because of e-learning. Tech-savvy members of the Net generation are
using online classrooms and other forms of online learning instead of sitting
through college courses and taking notes. Materials and Methods: A questionnaire
was created and given to a variety of undergraduate students, and the results were
evaluated. Results: According to the results, e-learning has a positive impact on
undergraduate students' academic performance. Conclusion:
In general, traditional learning is expensive, takes a lot of time, and has variable
outcomes. An alternative that is quicker, less expensive, and possibly better is
provided through e-learning. E-learning must be put into practice and easily
accessible to everyone.
Based on the study of Benítez et al., (2019) The main interest of this
study was to evaluate the degree of association that the use of ICT could have to
school performance in mathematics, within a limited geographical area. Thanks to
the International Student Assessment Program, the information was gathered
(PISA). Participating were 1376 pupils from the Canary Islands. A mixed research
approach was applied, in which a linear hierarchical model (HLM) analysis was
used to evaluate the features of students and schools in order to acquire the best
approximation to the phenomena. The outcomes showed improvements in
academic achievement brought about by the efficient use of ICT. It was
demonstrated that, barring inappropriate use, ICT can improve learning.

According to Yu et al., (2021) the structural links between academic
achievement/performance in blended learning, self-regulated learning, teachers'
dependability, and ICT literacy were examined. Participants filled out a 41-item
questionnaire in total anonymity that looked at their self-regulated learning,
judgments of the legitimacy of their teachers, ICT literacy, academic performance,
and demographic background. Path analyses showed that, with the exception of
competence, there was a substantial correlation between the subscales of teacher
credibility (caring and trustworthiness) and academic success. Additionally, ICT
literacy and caring both strongly predicted trustworthiness and self-regulated
learning, respectively. Self-regulated learning is favorably correlated with academic
achievement, compassion, and dependability. The results also showed that
compassion and trustworthiness were mediators of the effect of self-regulated
learning on academic achievement. Implications for practice or policy: (1) By
raising students' perceptions of their teachers, college instructors can improve
students' academic performance. The results also showed that the effect of self-
regulated learning on academic performance was moderated by both compassion
and dependability. Implications for practice or policy include the following: (1)
College teachers can improve students' academic performance by increasing
students' perceptions of their caring and trustworthiness; (2) College teachers may
need to provide more opportunities for students to self-regulate their learning;
(3) College teachers can express care towards their students to improve individual
relationships as well as have a positive impact on the climate in the classroom and
subsequently win the students' trust; and (4) College governors may need to
consider implementing the recommendations of the study.
Based on the study of Amponsah, et al., (2022) investigated how junior high school
(JHS) students used the internet and how that affected their academic
performance. Through random sampling, information from students was gathered
using a questionnaire, and it was then examined using descriptive statistics and an
independent samples t-test. The findings showed that SHS students have access
to the internet through school ICT labs, mobile devices, family internet facilities,
and commercial internet cafés. Additionally, having internet connection has an
impact on kids' academic standards because those with it have showed a greater
improvement in their grades than those without. The results, on the other hand,
showed that different internet use has no effect on academic achievement.As a
result, it was advised that the Heads of Institutions coordinate with other
stakeholders to provide managerial assistance for internet facilities. It was also
suggested that the School ICT Laboratories be well-equipped with internet facilities
to help student study and that students be taught how to utilize search engines to
look up academic content online. This is crucial since having access to the internet
at school is crucial for improving academic performance.
According to Asio & John Mark R. (2020) there are many difficulties and
barriers abound in the academic setting. Students encourage some unusual study
methods using this concept. Procrastination in academic work is one of them. In
this study, information and communication technology (ICT) students from a
teacher training institution were examined in connection to their academic
procrastination and academic performance. For this study, the researcher
employed a descriptive-correlational research approach. During the academic year
of 2018–2019, 90 students participated in the survey using a convenience sample
methodology. The survey utilized in this study was an adjusted instrument for data
collection. Additionally, SPSS 20 was used in the study to evaluate the data. The
findings indicated that the respondents put off their academic work. Professional
education courses received the lowest rating score for academic performance,
while major topics received the highest.
According to the Study of Akpur (2020), people have seen rapid information
transmission and globalization over the past few decades, which has exposed
them to economic, social, and technological developments on a scale that has
never been seen before (Anagün et al., 2016). Conventional paradigms in the
normal course of existence have been continuously being reversed by the
ubiquitous and hitherto unaccustomed alterations and advancements brought
about by the entirely new phenomenon (CCR, 2015). People who need to keep up
with the latest advancements should be skilled in choosing the right information
from stacks, as well as analyzing, synthesizing, and converting it into new
experiences (Anagün et al.).

Tadese et al., (2022) stated that in order to solve a community's real
problems, qualified human power must be produced by higher education
institutions [1]. Education is a powerful change agent that promotes social stability
while also improving health, livelihood, and health. It is linked to higher individual
living standards through increased productivity at the microlevel, given that people
who have completed higher education typically have greater access to social and
economic opportunities. Education creates well-informed and skilled human capital
at the macro level, which has been regarded as an engine of economic growth and
positively influences economic development [2]. However, it is not an easy task to
acquire knowledge, values, attitudes, and skills through education; rather, life is a
long and difficult journey. Students are expected to devote a significant amount of
time to studying and must achieve academic success in order to graduate.
According to Tchounwou (2021) The term "academic performance" refers to
a student's level of education-related knowledge, skills, and competencies, which
are frequently measured by their grades in the planned courses. However, it is a
difficult concept to study because it can be evaluated in a variety of ways, not just
using the student's grade point average [8]. College students' performance is
negatively impacted by a number of factors. A student's negative attitude toward
school or study, depressive symptoms, excessive internet use, poor sleep quality,
inadequate learning strategies, and alcohol or other addictive substance
consumption are all examples.
According to MaCcann (2020) There is a moderate to slight correlation
between academic achievement and students' emotional intelligence. When
emotional intelligence is measured using skill-based tasks rather than rating
scales, the effect is stronger. We offer three explanations for this connection.
Students with higher emotional intelligence perform better in the following areas: 1)
managing emotions at school, such as anxiety about tests and frustration; 2)
forming connections with other students and teachers; and 3) a comprehension of
human motivations, interactions, and social relationships, which is necessary for
humanities courses like English literature and history. We are aware that
approximately 15% of differences in academic performance can be attributed to
differences in students' IQs. 5 percent of the disparity can be attributed to
differences in students' conscientiousness—their attention to detail and ability to
plan. Beyond the effects of IQ and conscientiousness, our study found that skill-
based emotional intelligence tasks, such as how well students understand and
manage emotions, explain an additional 4% of academic performance differences
Pascual et al., (2019) says that Academic performance has long been a
topic of interest for educational professionals. According to Fleischhauer et al., this
outcome is closely related to the teaching-learning process that is focused on a

specific goal, which is academic success. 2010; (2013, Von Stumm and
Ackerman) Numerous studies have been conducted on the subjects of academic
success or failure, discouragement, and dropping out of school (Covington, 2000;
2018 Balkis). The study by Nieto (2008), which looked at 654 studies conducted
between 1970 and 1990, demonstrates this interest. The author discusses the
evolution of the investigated variables that influence academic success in primary
education over time. In addition, the new century has seen the emergence of novel
and methodological variables like project-based learning, group collaboration,
collaborative work, and the continuous school day. These variables have
traditionally been categorized as personal or contextual in the literature. Socio-
environmental (family, friends, coworkers), institutional (school, school
organization, teachers), and instructional (content, methods, and tasks) variables
make up the first group of variables. Cognitive (intelligence, learning styles) and
motivational (self-image, goals, and values) variables make up the second group
(Zeegers, 2001; Vermunt and Endedijk, 2011). Therefore, if academic performance
is "a construct that can have quantitative and qualitative values, and these values
provide some evidence and a profile of the skills, knowledge, attitudes, and values
developed by the student in the teaching-learning process," then academic
performance is a construct (Edel, 2003, p. 15–16), then brain functions are
necessary to comprehend this process's progression. This relationship can be very
well explained by the findings of neuropsychology in this area (Kolb and Whishaw,
2007; Rosen and others, 2018). Therefore, Sesma et al. claim that, according to
Zelazo and Carlson (2012) and 2009, executive functions should be the focus of
educational research because they are essential for language development,
literacy (the foundation for learning), and the processing and organization of
received information.
Herrera et al., (2020) stated that numerous studies have examined the
connection between academic achievement and various psychological constructs
like self-concept, personality, and emotional intelligence, according to a review of
the scientific literature. There are two main goals for this work. First, we should
look at the participants' academic achievement, self-concept, personality, and
emotional intelligence in light of their gender and cultural background (European
vs. Amazigh). Second, to determine which aspects of self-concept, personality,
and emotional intelligence are associated with academic success. A final sample
of 407 students enrolled in the previous two years of primary education was used
for this purpose. With an average age of 10.74 years, 192 were boys (47.2%) and
215 were girls (52.8%) by gender. There were 142 Europeans (34.9%) and 265
Amazighs (65.1%) among the cultural groups. The grades in three school subjects
were used to evaluate the academic accomplishments: The Self-Concept Test-
Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn
Emotional Quotient Inventory were the instruments used to collect data on the
psychological constructs analyzed. Other subjects included mathematics, Spanish,
and the natural sciences. The short version is for youth. Based on the established
objectives, the students' grades in Spanish Language and Literature varied
according to gender. Similarly, gender-based differences were found in self-
concept, personality, and emotional intelligence. Also, the cultural group's physical
self-concept was different. Regarding the second objective, the academic self-
concept performed better in the predictive analysis for each of the Primary
Education curriculum's subjects. However, this was also true for other aspects of
personality, self-concept, and emotional intelligence. The need for schools to
provide a comprehensive education that emphasizes academic, personal, and
social competences is brought up. Furthermore, more research is needed into the
factors that influence gender differences.
CHAPTER 3
RESEARCH METHODOLOGY
The design of this research was provided on this chapter including its
detailed description of four main components: participants of the study,
instrumentation and validation, procedures of gathering data, as well as the
treatment and analysis of data.
RESEARCH DESIGN
This study aimed to determine the level of technology skills and academic
performance of ICT Students in SDIHS S.Y. 2022-2023 including the relationship
of the variables. This study utilized the descriptive-correlational research design as
it suited as best method in determining the condition of relationship between the
dependent and independent variables (Calderon, 2011, as cited in Lagura, 2021).
The study employed the descriptive-correlational survey method involves
the description, recording, analysis, and the interpretation of the present nature,
composition, or processes of phenomena. According to McDonald and Headlam
(2011, as cited in Lagura, 2021) this is used to gather large-scale data such as
current conditions to generalize.
SOURCES OF DATA
In obtaining data to answer the problems to investigate in this study, the
researcher will use the self-made survey questionnaire to gather the primary
sources of data from ICT Students of Sto. Domingo Integrated Highschool school
year 2022-2023. The secondary data were the various articles, books, internet,
journals, and other related scholarly works with this study.
POPULATION OF THE STUDY

This study dealt on the technology skills of selected ICT students in Sto.
Domingo Integrated Highschool school year 2022-2023. Using Slovin’s formula
with 5 % margin of error, the 65 samples were obtained from 81 population of
senior high school students from different section of senior high in Sto. Domingo
Integrated Highschool. Furthermore, to fairly distribute the number of respondents
per section, the researcher applied the stratified random sampling technique.
According to Mann (2010, as cited in Lagura, 2021), each group of samples
that has the same size, has the same probability of being selected. Thus, based on
the population and the total sample size, selected 43 out of 49 ICT students were
from Grade 11 ICT Narra and 22 out of 32 from Grade 12 ICT Sampaguita.
INSTRUMENTATION AND VALIDATION
The researcher will use a self-made survey questionnaire divided into two
parts. The first part is based on the technology skills that will be assessed by the
respondents and the second part will focus on measuring the level of academic
performance of the ICT students of Sto. Domingo Integrated Highschool school
year 2022-2023.
Since the questionnaire will be a self-made, it will be subjected for validation
through presenting to the panel of experts in research, language teaching, and in

statistics. Their comments and suggestions are essential for its validity. After some
modification, it will be shown to the adviser for final approval. The survey
instrument will also undergo pilot testing for its reliability.
EVALUATION AND SCORING
Numerical Mean Ranges Categorical Verbal
Rating Response Interpretation
4 3.25 – 4.00 Strongly Agree Very Good
3 2.50 – 3.24 Agree Good
2 1.75 – 2.49 Disagree Poor
1 1.00 – 1.74 Strongly Disagree Very Poor
To assess the technology skills of the respondents, we will use the following
measures:
For the respondents’ academic performance, the following grading system
will be used:
Numerical Rating Grading Scale Descriptor
5 90-100 Outstanding
4 85-89 Very Satisfactory
3 80-84 Satisfactory
2 75-79 Fairly Satisfactory
1 Below 75 Did Not Meet

Expectations
DATA GATHERING PROCEDURE
The researcher will secure first the permission from the principal of Sto.
Domingo Integrated Highschool to conduct the study using the selected ICT
students as respondents.
After the approval of the request, the following steps must be followed: a)
The researcher will inform the senior high school homeroom teachers in each
section, ask their permission and assistance to conduct the study; b.) The
researchers will personally administer the research instrument to the respondents
stated the objective of the study and clear instructions for each part of the survey
questionnaires; c) letter of consent will be attached on the survey questionnaires
before the respondents accomplish the survey; and d) tabulated data for statistical
treatment and analysis conforming the Republic Act No. 10173 – Data Privacy Act
of 2012.
The researchers are able to give ---- minutes to their respondents to
accomplish their responses to the given survey questionnaire. Also, the
researchers must go to their corresponding places to collect the responses of their
respondents.
After the questionnaire has been completed, the researchers must tally the
results. The researchers will use the collected data as the basis for the analysis.
STATISTICAL TREATMENT OF DATA
The following statistical tools were used in the study:
1. Weighted mean and ranking will be used to describe the technology
skills as assessed by the respondents. It will also be used to describe the
respondents’ level of technology skills.
2. Percentage and frequency distribution will be used to describe the
respondents’ academic performance through their average grade and
second quarter remarks given by their homeroom teachers.
3. Pearson r Moment Correlation Coefficient will be utilized to determine
the significant relationship between the technology skills as assessed by the
respondents and the level of their academic performance.
REFERENCES
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https://www.scirp.org/journal/paperinformation.aspx?paperid=109636
Cullen, E. (2022) what is technology Enchanted Learning. Retrieved from

https://www.mentimeter.com/blog/interactive-classrooms/what-is-technology-
enhanced-learning-and-why-is-it-important
Diaz, L., Garcia, M., Cano, E., (2019) Effects on academic performance in
secondary students according to the use of ICT Retrieved from
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ICT in Costa Rican University Students: The Influence of Sex, Academic
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Sto.

Domingo Integrated High School

THE RELATIONSHIP BETWEEN TECHNOLOGY

SKILLS AND ACADEMIC PERFORMANCE OF ICT

SENIOR HIGH SCHOOL STUDENTS IN STO.

DOMINGO INTEGRATED HIGHSCHOOL

Eulin, Sean Patrick

Villarosa, John Paul

Valiente, Paula Angelica

Gondraneos, Pamela Rose

Marasigan, Nicolas Jade

Sto. Domingo Integrated High School

Grade 12 ICT Sampaguita

Sir Bonifacio Lagura

January 19, 2022

INTRODUCTION AND ITS BACKGROUND

The young of today are growing up in an era where technology is always

media platforms and websites. Moreover, in today’s world, mobile devices,

World of Warcraft, etc. Students' lives are heavily reliant on technology.

Technology integration in the classroom has proven to be beneficial. Although

advantageous, there are some disadvantages. Technology has increased student

where meaningful contexts exist in which the student is engaged.

Technology and academic performance are two of the most important

which technology influences students' academic performance. There is a strong

need to incorporate various beneficial aspects of technology into classroom

teachings. Instead of outright condemning student technology use, educational

educational curriculum. The longer academicians try to stick to the age-old

This study should be useful to legislators, school administrators, and

in classroom learning. Such a valuable addition to any school or classroom.

embraced by the state of Illinois, technology and being technologically literate is

No Child Left Behind was implemented.

Administrators and school officials have attempted a variety of technology

integration into curricula is one of the solutions to increase student engagement

and academic success in the classroom.

SCOPE AND DELIMITATION

The scope of our study is to find on how technologically skilled of ICT

STATEMENT OF THE PROBLEM

students and its relationship with their academic performances.

Specifically, the study seeks to find answers to the following:

1. What is the respondents’ level of skill in technology?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between technologically skilled and

academic performance of 11 ICT students?

There is no significant relationship between the technology skills and the

academic performance of ICT senior high school students of Sto. Domingo

Integrated Highschool S.Y 2022-2023.

face of difficulty. E.g., “I can’t do technology related activities”. And untapped

try another approach, or seek help etc.

The theory of academic performance (ToP) emanates from Elger (2007),

‘performer’ as an individual or a group that engages in collaboration while the

level of performance as the location in an academic journey.

Based on the Theoretical/Conceptual Framework the researcher developed

an operational model which served as guide in conducting the study.

Independent Variable Dependent Variable

Proposed action plan to sustain the students’ skills,

SIGNIFICANCE OF THE STUDY

The significant of the study is to determine and investigate if there is a significant

relationship between technologically skills and academic performance of the

be beneficial to the following:

School Administrators. Through the result, the school administrator could

the academic performance of grade 11 ICT students.

have an impact with their academic performance.

involving possible ways to improve the technology skills and academic