The Effectiveness of Technology – Driven Lesson in Academic Performance

of the 1st Year Students of RSU-SFC as Learning Resources

for Acquiring Skills in Mathematics

A Thesis Presented to the Faculty of the Institute of Teacher Education

of Romblon State University - San Fernando Campus

San Fernando, Romblon

In Partial Fulfillment of the Requirement for the

Degree Bachelor of Secondary Education

by:

Joceil R. Vicentuan

John Michael A. Perez

Maria Famela R. Romero

March 2022
 CHAPTER 1

INTRODUCTION

This chapter includes the background and rationale of the study, statement of the

problem, significance of the study and the scope and delimitation of the study.

Background and Rationale of the Study

According to WHO (2019), a coronavirus is a group of viruses that is the primary

cause of diseases such as coughing, colds, sneezing, fever, and some respiratory

symptoms. Coronavirus is a highly contagious disease that is rapidly spreading among

humans. COVID-19 is a new sprain that was discovered in Wuhan, China, in December

2019. Coronavirus circulates in animals, but some of these viruses can spread between

animals and humans, according to Perlman and Mclntosh (2020).

The COVID-19 pandemic's impact on the education system results in widespread

school and college shutdown around the world. School closures in response to the

COVID-19 pandemic have shed light on several issues affecting access to education.

COVID-19 is on the rise, causing a large number of children, adults, and youths to be

unable to attend schools and colleges (UNESCO, 2020). According to Lah and Botelho

(2012), the effect of school shutdown on student performance is hazy.

Similarly, school closures may have an impact on students due to disruptions in

teacher and student networks, resulting in poor performance. Bridge (2020) reported that,

in order to avoid a strain during the pandemic season, schools and colleges are shifting

toward educational technologies for student learning. Hence, the researchers will conduct

research with the goal of determining satisfaction of students with technology-driven

lessons and its effectiveness in their academic performance in the Mathematics subject
 during the Covid 19 pandemic, where both students and teachers have no other

options but to use the digital platform for continuous discussion.

As the schools shutdown caused by COVID-19, UNESCO recommends distance

learning programs and open educational applications that schools and teachers can use to

teach their students and limit the obstruction of education. As a result, many institutes

opt for online classes.

The technology-driven lesson framework is becoming more popular as a versatile

platform for learning and teaching processes. Academics, educators, and other

practitioners are eager to know if technology-driven lessons as learning resources for

acquiring skills in Mathematics can produce better outcomes and academic achievements

than traditional learning methods. The answers can only be sought by analyzing student

satisfaction and academic performance.

Statement of the Problem

This research aims to ascertain the following:

1. Determine the demographic profile of the respondents in terms of:

1.1 Sex;

1.2 Age, and

1.3 Monthly household income.

2. Determine the students’ level of satisfaction pertaining to the technology-driven

lessons as learning resources for acquiring skills in Mathematics.

3. Determine the effectiveness of technology-driven lessons in academic performance

of the students.
4. Determine the relationship between the level of satisfaction pertaining to the

technology-driven lessons as learning resources for acquiring skills in Mathematics

and the academic performance of the students.

Significance of the Study

This research study will aid and add substantial information and educational

significance to the following:

To the Commission on Higher Education. This research will serve as reference

for proper utilization of technology-driven lessons. This will enlighten local schools that

technology-driven lessons make another step towards quality learning.

To the school. This research will enable schools enhance their teachers and

become more effective in terms of expanding knowledge and providing advanced and

interesting learning amidst pandemic.

To the parents. This research will guide them the importance of utilizing

technology-driven lessons and its necessities in education system of their children.

To the students. This research will help them appreciate the implementation of

technology-driven lessons in conducting lecture in Mathematics and its contribution

towards attaining the general rule of education which is educational excellence.

To the future researchers. The study will provide insights and information to

the future researchers that will serve as basis of the research they will conduct.
 Scope and Delimitation of the Study

The coverage of this research study will be focusing mainly on determining the

effectiveness of the technology-driven lessons in academic performance of the 1st year

education students of Romblon State University – San Fernando Campus as learning

resources for acquiring skills in Mathematics. The study will be conducted on the second

semester of the academic year 2021-2022.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Many comparative studies have been carried out to prove the point to explore

whether face-to-face or traditional teaching methods are more productive or whether

online or hybrid learning is better (Lockman & Schirmer, 2020; Pei & Wu, 2019;

González-Gómez et al., 2016; González-Gómez et al., 2016). Results of the studies show

that the students perform much better in online learning than in traditional learning.

Henriksen et al. (2020) highlighted the problems faced by educators while shifting from

offline to online mode of teaching.

In the past, several research studies had been carried out on online learning to

explore student satisfaction, acceptance of e-learning, distance learning success factors,

and learning efficiency (Sher, 2009; Lee, 2014; Yen et al., 2018). However, according to

Rajabalee and Santally (2020), scant amount of literature is available on the factors that

affect the students’ satisfaction and performance in online classes during the pandemic of

Covid-19.

According to Salamat et.al. (2018), “Online learning can refer to the situation

where the interaction between the students and the teacher is done through online

system. Students are received training and taught through online system and teacher may

also in the same building with them”

One of the main reasons for this is it gives students' greater access to education in

comparison to traditional methods of teaching as students can undertake their study from

anywhere and at any time as well as being given the option to study part-time or full-

time (El-Seoud et.al.,S2014).

 According to Bell (2015), online platform is a free collaborative set of tools,

these tools includes web tools like Google Docs, Google Drive, Gmail, and more. All

users will GAFE account, have access to these web tools. Google Classroom can be used

at any grade (basic, post basic and tertiary) levels, but this depends on the teachers’ and

students’ competence. Digital technologies also allow students to explore extensively

about what they are learning by taking the learning and teaching outside the classroom

walls. Teachers’ application of digital technologies in their teaching depends upon the

teaching objectives and nature of subject matter (Geertsema, 2014).

In a study conducted by Salavati, (2016) on the use of digital technologies in

education, he stated that digital technologies are applied to complement the traditional

approach of teaching. Supplying these tools in schools cannot solve all the problems

associated with learning, he further mentioned that the outcome of the licentiate research

has shown that there must be a deeper understanding of the different worldviews

recognized, particularly teachers and their attitudes with regards to teaching and learning,

it is also required to have a deeper knowledge of existing pedagogical models and

potential new models and strategies that are beneficial to teachers’ daily work.

Synthesis

The scrutiny of the literature and studies show that although different researchers

have examined the factors affecting student satisfaction but none of the study has

examined the effectiveness of technology-driven lessons in the academic performance of

the students as learning resources for acquiring skills more specifically in Mathematics

subject during the pandemic period of Covid-19. As the pandemic compelled educational

institutions to move online with which they were not acquainted, including teachers and
learners. The students were not mentally prepared for such a shift. Therefore, this

research will try to explore and determine the effectiveness of technology-driven lessons

in the academic performance of the students as learning resources for acquiring skills

more specifically in Mathematics subject.

Conceptual Framework
 INDEPENDENT DEPENDENT
VARIABLES VARIABLES

1. Demographic profile of the 1. Effectiveness of technology-

respondents in terms of:
1.1 Age;
1.2 Sex, and
1.3 Monthly household income
2. Perceived satisfaction of the
students pertaining to technology-
driven lessons as learning
resources for acquiring skills in
Mathematics.
driven lesson on the academic
performance of the students
2. Relationship between the level
of satisfaction pertaining to the
technology-driven lessons as
learning resources for acquiring
skills in Mathematics and the
academic performance of the
students.

Fig 1. The paradigm above illustrates the flow of the study based on its purpose

and the variables needed that has relationship with each other.

Operational Definition of Terms

For better appreciation and understanding of this study, the researchers will

define key terms according to the way they will be used in the study.

Academic Performance. It is the grades of the respondents in the 1st semester

Effectiveness. It refers to the intended or expected result. In this study, it is the degree of

learners’ academic performance as a result of technology-driven lesson as learning

resources for acquiring skills in Mathematics.

Learning Resources. It refers to the materials, things, ways and means that can be

accessed or use for teaching.

Mathematics. It is an area of study that focuses on the analysis of concepts such as

numbers, equations and associated structures, shapes and spaces wherein they are take

place, and quantities and their modifications. In this study, it refers to the subject being

studied. It is the focus discipline of the study.

Satisfaction. In this study, it refers to the fulfillment of the students’ expectations

pertaining to technology-driven lessons as learning resources for acquiring skills in

Mathematics.

Skills. It refers to the ability of the students to use their knowledge about Mathematics

effectively.

Technology-Driven Lesson. It refers to learning via electronic technology including the

Internet, intranets, satellite, broadcast, audio and video conferencing, bulletin boards,

chat rooms, webcast, etc. In this study, it refers to the use of technology for online class.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design that the researchers will use, research

locale and time of the study, population and sampling, respondents of the study, research

instrument, formulation of instrument, validation of instruments, and statistical treatment

of the data.

Research Design

The researchers will use a descriptive quantitative research design in order to

determine the effectiveness of technology driven lessons in academic performance of the

1st year students as learning resources for acquiring skills in Mathematics. Descriptive

research, according to QuestionPro Survey Software (2020), is a method which primarily

focuses on describing the nature of a demographic segment rather than on “why” a

particular phenomenon occurs. In other words, it describes the subject of the research

without explaining “why” it occurs.

Research Locale and Time of the Study

The study will be conducted in the premises of Romblon State University – San

Fernando Campus, specifically in Teacher Education Department which is located at

Poblacion, San Fernando, Romblon. It initially started last January 2022 in the second

semester of the academic year 2021-2022.

RSU-SFC
Figure 2. Map showing Romblon State University – San Fernando Campus, where the

study will be conducted.

Respondents of the Study

The respondents of the study will include all 1st year education students of

Romblon State University – San Fernando Campus in academic year 2021-2022. The

researchers choose them as the respondents for the reason that they are capable to answer

the checklist and they have sufficient knowledge, information and capabilities since they

are students having Mathematics subject.

Research Instrument

The researchers will use a survey checklist as the research instrument for the

study. The first part will be the demographic profile and the academic performance in

terms of grades attained in Mathematics subject, specifically in Mathematics in Modern

World, in the previous semester of the respondents. The second part is all about the

satisfaction level of the students pertaining to the technology-driven lesson as learning

resources for acquiring skills in Mathematics.

Formulation of Research Instrument

The instrument will be formulated by the researchers themselves based on the

specific questions under the statement of the problem. The survey checklist will be

constructed according to the objectives of the study and its specific questions. The draft
will be presented to the adviser, panelists, and authorized personnel for further

corrections, comments and suggestions for more improvement.

Validation of Research Instrument

To ensure that the instrument was error-free, it will be carefully double-checked

first by the researchers and then submitted to their adviser and panelists for further

corrections and validity.

Data Gathering Procedure

After the validation of the instrument, the researchers will send a communication

letter to the Dean of Instruction/Campus Dean and to the chairman of the Teacher

Education Department asking permission to conduct the survey. Then the researchers

will proceed to gathering of the data which are needed to complete the study.

The researchers will conduct a survey for three days on February 28 to March 2,

2022. The directions in the survey checklist will be explained to all the respondents to

gather the needed information. After the respondents answer the checklist, they will be

retrieved at once for tallying the data consolidation.

Statistical Treatment of Data

After the gathering of the data needed, it will be classified according to its

purpose and will be conveyed into tables. Frequency, percentage, ranking and weighted

mean, grade point average, and Pearson R Product –Moment Correlation Coefficient

Method will be used in analyzing the data gathered.

 Percentage formula and ranking will be used to analyze the demographic profile

of the respondents.

f
Formula: P= × 100
N

Where:

P – Percentage

f – frequency

N – total number of respondents

100 – constant number in getting percentage

For the second objective, to determine the level of satisfaction of the students

pertaining to the technology-driven lessons as learning resources for acquiring skills in

Mathematics, the researchers will use a scale to interpret the weighted mean.
❑

Formula:
∑ f (x )
WM= ❑
N

Where:

WM – Weighted Mean

∑ - Summation symbol

f – frequency

x – item scale

N – total number of respondents

The scale and verbal description below will be used to interpret the weighted

mean.

Satisfaction Level:

Range Scale Verbal Interpretation

 4.21 – 5.0 5 Extremely Satisfied

3.41 – 4.20 4 Satisfied

2.61 – 3.40 3 Moderately Satisfied

1.81 – 2.60 2 Moderately Unsatisfied

1.0 – 1.80 1 Not Satisfied at All

For the third objective, to determine the effectiveness of technology-driven

lessons in academic performance of the students in terms of their grade in 1st semester,

the researchers will use average grade formula, where 2.0 is the standard retention grade.
❑

Formula:
∑ X
A= ❑
N

Where:

A – Average

∑ – Summation symbol

X – Grade

N – total number for respondents

For the last objective, to determine the relationship between the level of

satisfaction pertaining to the technology-driven lessons as learning resources for

acquiring skills in Mathematics and the academic performance of the students, the

researchers will use Pearson R Product Moment Correlation Coefficient Method.

❑ ❑ ❑
N ∑ XY −∑ X ∑ Y
❑ ❑ ❑
rxy =

√[( ∑
Formula:
) (∑ X ) ]−[( N ∑ Y )−(∑ Y ) ]
❑ ❑ 2 ❑ ❑ 2
2 2
N X −
❑ ❑ ❑ ❑

Where:
rxy – Pearson R Product Moment

N – total number of respondents

∑ - summation symbol

X – average score of the students in level of satisfaction

Y – average grade of the students in 1st semester in academic year 2021-2022

∑X – summation of the average score of the students in level of satisfaction

∑Y – summation of the average grade of the students in the 1st semester

∑XY – summation of the product between the average score of the students in level of

satisfaction and average grade of the students in the 1st semester

 ROMBLON STATE
UNIVERSITY
San Fernando Campus
San Fernando, Romblon

Dear Respondents,

Good day!
We, the 3rd year students who are currently taking up Bachelor of Secondary
Education major in Mathematics, are conducting a research study in titled “The
Effectiveness of Technology – Driven Lessons in Academic Performance of the 1st
Year Students of RSU-SFC as Learning Resources for Acquiring Skills in
Mathematics”.

In regards, we choose you as one of our respondents in this study because we

believe that you will cooperate and answer the questions sincerely. Rest assured that the
information that you will provide will be confidential.
We are hoping for your positive and honest response in this research study.
Thank you so much!

The Researchers

I. Demographic Profile of the Respondents

Sex: Male___ Female___
Age: 18-19___ 20-21___ 22-23___
Monthly Household Income: 3,000-5,000___ 6,000-8,000___ 9,000-11,000___
12,000 above___
II.
Grade in Mathematics in Modern World (1st semester): ___

III. Level of Satisfaction of the Students Pertaining to Technology-Driven Lesson as

Learning Resources for Acquiring Skills in Mathematics
5 – Extremely Satisfied 3 – Moderately Satisfied 1 – Not Satisfied at All
4 – Satisfied 2 – Moderately Dissatisfied

Perceived Satisfaction 5 4 3 2 1
1. I am satisfied with my technology-driven lesson because effective
feedback related to my Mathematics class work is constantly provided to
me in terms of clarification for my questions about Mathematics (e.g.
assignments)
2. I am satisfied with my technology-driven lesson because effective
feedback related to my Mathematics class work is constantly provided to
me in terms of instruction on how to fix incorrect problems in
assignments.
3. I am satisfied with my technology-driven lesson because effective
feedback related to my Mathematics class work is constantly provided to
me in terms of sufficient explanations on my specific questions related to
my class work.
4. I am satisfied with my technology-driven lesson because timely
feedback related to my Mathematics class work is constantly provided to
me so that I am able to complete my assignments efficiently.
5. I am satisfied with my technology-driven lesson because timely
feedback related to my Mathematics class work is constantly provided to
me so that I am able to improve my assignments for better grade.
6. I am satisfied with my technology-driven lesson because timely
feedback related to my Mathematics class work is constantly provided to
me so that I am more focused on learning.
7. I am satisfied with my technology-driven lesson because discussion
boards make me more comfortable in participating than traditional modes
of discussion.
8. I am satisfied with my technology-driven lesson because asynchronous
discussions are more convenient to my schedule than traditional
discussions.
9. I am satisfied with my technology-driven lesson because I have plenty
of time to think and draft my response for online discussions.
10. I am satisfied with my technology-driven lesson because I am able to
communicate effectively with my instructor throughout the semester.
11. I am satisfied with my technology-driven lesson because computer—
mediated communication
12. I am satisfied with my technology-driven lesson because I feel less
distant in my online learning due to online dialogue with my instructor.
13. I am satisfied with my technology-driven lesson because my personal
needs as a student are met in the online environment.
14. I am satisfied with my technology-driven lesson because I still get the
same explanation from my instructors as I do from traditional setting.
15. I am satisfied with my technology-driven lesson because technology
makes instructors more creative in teaching
16. I am satisfied with my technology-driven lesson because online
environment promotes sufficient sharing and caring among students.
17. I am satisfied with my technology-driven lesson because the online
environment is safe place where I can be confident in completing group
work with other students in the class.
18. I am satisfied with my technology-driven lesson because computer—
mediated communication makes me feel like a real person when I
communicate in the online environment.
19. I am satisfied with my technology-driven lesson because computer—
mediated communication makes it easier to form meaningful
relationships among students in the online environment.
20. I am satisfied with my technology-driven lesson because computer—
mediated communication allows me to feel the presence of my instructor
and other students in the online environment.