The Effectiveness of Technological Resources in Academic Performace of High

School Students

A Concept Paper
presented to the Faculty of
SAN CELESTINO INTEGRATED NATIONAL HIGH SCHOOL
San Celestino, Lipa City

In Partial Fulfilment of the requirements in

English for Academic and
Professional Purposes

PESA,NICO
NOVEMBER 2021
Background of the Study

Today many students facing different problems and challenges because of

the covid 19 pandemic and it can affect to the academic performance of the
students.

A small number of studies conducted by investigators seeking to identify the

dimensionality of student satisfaction with online learning have emerged in the
past few years. This work has been a natural extension of inquiry into student
satisfaction in higher education (Abrami & d’Apollonia, 1991; Feldman, 1976;
Feldman, 1993; Greenwald & Gilmore, 1997; Kim, Damewood & Hodge, 2000;
Marsh & Roche, 1997; McKeachie, 1997).

Dziuban and Moskal (2011) conducted a study of the factor invariance in

student satisfaction across online, blended, and face-to-face courses. Using
Guttman’s (1954) image analysis, they found a single general component that
remained constant across all modalities. The authors concluded that students do
not use the modality of a course to differentiate elements of excellent instruction
and course satisfaction.

From its inception, the Sloan-Consortium (now the Online Learning

Consortium) established student satisfaction with online leaning as one of its
founding metaphoric pillars. In doing so, the organization demonstrated a
commitment to the student voice as a component for understanding effective
teaching and learning. This commitment by the Online Learning Consortium
resulted in two decades of research devoted to understanding how students
define excellence in their learning space. Satisfaction with online learning is
becoming increasingly important in higher education for a number of reasons.
The most important is the rapid adoption of this teaching and learning modality in
colleges, universities, and community colleges across the country. However,
another mediating issue is the growing sense of student agency in the educational
process. Students are able and do express their opinions about their educational
experiences in formats ranging from end of course evaluation protocols to social
networks of all varieties making their voice more important than ever before.
Preliminary Literature Review

Learners are more likely to be satisfied with their overall educational

experiences when the following areas are sensitively examined and planned for:
interaction, learner characteristics, technology, instruction, and learning
engagement (Harvey, Plimmer, Moon, & Geall, 1997). Each of these items will be
discussed in the following sections.

Learner characteristics often contribute to satisfaction with

distance learning. Bower, Kamata, and Smith (2001) reported that of
the remote-site teleclass students they studied, those who were
“concrete thinkers, emotionally stable, conscientious, and selfassured”
were more likely to be satisfied.

Studies of satisfaction and learner demographics have considered

the following variables: learners’ independence (Katz, 2002), age
(Richardson & Long, 2003), student autonomy (Bray, Aoki, & Dlugosh,
2008), and online learning experiences (Rodriguez, Ooms, Montanez, &
Yan, 2005).

Administrators and faculties should provide more blended or web-

enhanced courses to meet the high demand for distance learning since
learners are highly satisfied with blended courses. In addition, males
were more satisfied with student-technology interaction in the blended
setting in the study.

Statement of the Problem/Objectives

This study aim to determine the impacts of the effectiveness of

technological resource in academic performance of highschool
students.
1. To assess effectiveness of technological resources of high school
student;

2. To explore more information about the negative factors of

technological resources;

3. To propose recommendations on how to cope up with this kind of

problem;
Abridged Methodology

For this investigation, a qualitative methodology was chosen.

Because of the natural world. Teachers' observations, opinions, and
knowledge about the student were needed for this study. The
researcher employed a mixed technique approach. Quality of responses
to specified and quantitative inquiries, as well as quantitative questions
for statistical purposes. However, in this investigation, only a qualitative
technique is required. Teachers' detailed information on kids who have
showed a lack of social skills is available. A thorough study of the replies
provided by teachers participants was used to conduct data analysis.
The responses are non-biased and give an idea of what teachers look
for in their students to guarantee that they are learning. The findings of
this study will be utilized to examine the impact of the technological
resources in academic performance of the student's.

Timeline
During the first and second semesters of the 2021-2022 academic year,the
effectiveness of techjological resources was investigated in the context of the
COVID-19 pandemic. The months of December 2021 to January 2022 will be
dedicated to planning how we would conduct our research. In addition, the
months of February and March 2022 will be ideal for investigating related topics
or reviews on our specific topic. Furthermore, we will undertake our research
based on the plan that we approved from March to May 2022. Finally, between
May and June 2022, we will check and complete the research for the problem to
be solved.

Reference
Course design is also important for satisfaction in online environments (Shea,
Pickett, & Pelz, 2003; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005).
Harvey, L., Plimmer, L., Moon, S., & Geall, V. (1997). Student satisfaction manual.
Bristol, PA: Society for Research into Higher Education and Open University Press.
Bower, B. L., Kamata, A. S., Kathleen, S. (2001).The influence of learner
characteristics on satisfaction with interactive televised courses in Florida
Community Colleges. Retrieved from Ovid database (ED455760).
Katz, Y. J. (2000, March). The comparative suitability of three ICT distance learning
methodologies for college level instruction. Educational Media International,
37(1), 25-30.
Shea, P. J., Pickett, A. M., & Pelz, W. E. (2003). A follow-up investigation of
“teaching presence” in the SUNY Learning Network. Journal of Asynchronous
Learning Networks
Shea, P. J., Pickett, A. M., & Pelz, W. E. (2003). A follow-up investigation of
“teaching presence” in the SUNY Learning Network. Journal of Asynchronous
Learning Networks
Factors Affecting the Online Shopping Behavior and Purchase Intention of the
Senior High School Students of SCINHS

A Concept Paper
presented to the Faculty of
SAN CELESTINO INTEGRATED NATIONAL HIGH SCHOOL
San Celestino, Lipa City

In Partial Fulfilment of the requirements in

English for Academic and
Professional Purposes

MENDOZA,MARK ANGELO L.
NOVEMBER 2021
Background of the Study

Internet shopping is a phenomena that is growing rapidly

nowadays. A peep into the exponential growth of the main players in
this industry indicates there is still a large reservoir of market potential
for e-commerce.

Online Purchasing Behaviour has attracted the interests of

scholars .There is need to further understand online purchasing
behaviour of consumers . With the growing number of international
students in China one cannot simply ignore that it is indeed a niche
market and calls for study. The focus of this research is to critically
examine international students’ online shopping behavior in China.

The researchers focus on the online purchasing intention towards

Lazada.co.th Thailand, which is the largest online shopping website in
Thailand. Lazada.co.th creates an easy platform for customers to shop
online conveniently by providing website, mobile application, payment
systems and logistics with strong secured policies.

Preliminary Literature Review

Mirabi et al. (2015) said that purchase intention is the impulse to

buy a particular product in a particular purchasing environment.
According to Close and Kukar-Kinney (2010), online purchase intention
came from purchase intention. Meskaran et al. (2013) defined online
purchase intention as the customers’ readiness to purchase through
the internet.

Mirabi, V., Akbariyeh, H., & Tahmasebifard, H. (2015). A study of

factors affecting on customers purchase intention. Journal of
Multidisciplinary Engineering Science and Technology (JMEST)
 Online shopping has unique characteristics. Huseynov and Yıldırım
(2014) emphasized that the lack of physical interaction tends to be the
critical impediment in online retail sales followed by the privacy of
individual information and security of financial transactions over the
Internet. Demangeot and Broderick (2010) also revealed that perceived
ease of use does not affect the behavioral pattern in this case rather
influenced by security and privacy issues. No relationship is built
between the customer and the online shop in the presence of
perceived online risk even if a customer spent hours on the Internet
(Zuroni & Goh, 2012).

Jarvenpaa, Todd, Jarvenpaa, and Todd (1997a) proposed a model

of attitude, behavior, and shopping intention towards Internet
shopping in general. The design includes several indicators classified
into four broad categories like product value, quality services offered
through the website, the shopping experience, and the risk perception
of the online shopping.

Consumer attitudes toward online shopping usually been

determined by two factors; one is trust, and another is perceived
benefits (Hoque, Ali, & Mahfuz, 2015). Therefore, trust and perceived
benefits seem to be the critical conjectures of consumer behavior
toward online shopping (AlDebei, Akroush, & Ashouri, 2015; Hajli,
2014).

Koufaris (2002) identified that both shopping enjoyment and

perceived usefulness (website) strongly predict the intention to re-
purchase over online. On the contrary, Lee and Lin (2005) found
shopping enjoyment can increase the intent of new customers but does
not influence customers to return.
Statement of the Problem/Objectives

This study aim to determine the factors that affect the online
shopping behavior of the HUMSS student.

1. To assess effects of online shopping behavior of humss student ;

2. To explore more information about the negative factors of online

shopping;

3. To propose recommendations on how to cope up with this kind of

problem;
Abridged Methodology

For this investigation, a qualitative methodology was chosen.

Because of the natural world. Teachers' observations, opinions, and
knowledge about the student were needed for this study. The
researcher employed a mixed technique approach. Quality of responses
to specified and quantitative inquiries, as well as quantitative questions
for statistical purposes. However, in this investigation, only a qualitative
technique is required. Teachers' detailed information on kids who have
showed a lack of social skills is available. A thorough study of the replies
provided by teachers participants was used to conduct data analysis.
The responses are non-biased and give an idea of what teachers look
for in their students to guarantee that they are learning. The findings of
this study will be utilized to examine the effectiveness of online
behaviors to students.
Timeline
During the first and second semesters of the 2021-2022 the factors that affects
the online behaviors and purchase intention of the students was investigated in
the context of the COVID-19 pandemic. The months of December 2021 to January
2022 will be dedicated to planning how we would conduct our research. In
addition, the months of February and March 2022 will be ideal for investigating
related topics or reviews on our specific topic. Furthermore, we will undertake
our research based on the plan that we approved from March to May 2022.
Finally, between May and June 2022, we will check and complete the research for
the problem to be solved.

Reference

Anders Hasslinger Consumer Behaviour in Online Shopping.

Dissertation Posted: 2007

Koufaris, M., & Hampton-Sosa, W. (2004). The development of initial

trust in an online company by new customers.

Huseynov, F., & Yıldırım, S. Ö. (2014). Internet users’ attitudes toward

business-to-consumer online shopping: A survey.

Demangeot, C., & Broderick, A. J. (2010). Consumer perceptions of

online shopping environments.

Zuroni, M. J., & Goh, H. L. (2012). Factors influencing consumers’

attitude towards e-commerce purchases through online shopping.

Jarvenpaa, S. L., Todd, P. A., Jarvenpaa, S. L., & Todd, P. A. (1997).

Consumer reactions to electronic shopping on the world wide web,
Haque, A., Anwar, N., Yasmin, F., Sarwar, A., Ibrahim, Z., & Momen, A.
(2015). Purchase intention of foreign products: A study on Bangladeshi
consumer perspective

Al-Debei, M. M., Akroush, M. N., & Ashouri, M. I. (2015). Consumer

attitudes towards online shopping.

Koufaris, M. (2002). Applying model the and technology flow theory

behavior acceptance to online consumer.