LACK OF STAND ALONE COMPUTERS FOR TVL – ICT STUDENTS

AND ITS EFFECT TO THE ACADEMIC PERFORMANCE OF STUDENTS

________________________________

Practical Research Presented to the Faculty

Of Cang-alwang National High School

Tongo, Siquijor,Siquijor

________________________________

In Partial Fulfillment of the Requirements

For Practical Research 1

__________________________________

Chlevelyn L. Mahilum

Jen Gracely J. Selim

Jelai Mae Suan

Yanica R. Tingcang

Bevsly O. Villones

July, 2021
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Having enough ICT devices can help prepare students for jobs in industry

as soon as they graduate from an undergraduate institution. Stand alone

computers is but one fundamental resource that must be provided for ICT

students for optimum learning to take place. It supplements any traditional

network program by teaching how computer networks work in practice and by

exploring new topics to help equip the students in the global area where

technology is a major innovation more over; the integration of technology in

teaching and learning process promises an increase in students achievement.

In Cang-alwang National High School, lack of stand alone computers to

be seemed the ultimate problem faced by the students, to be specific, the

Senior High School TVL ICT students. A result, teachers and students cannot

access proven web-based tools that greatly enhance learning and low level of

mastery in the competencies which should be mastered by students which

contributes the insufficiency of learning.

The researchers are very eager to conduct the study to help resolve

the problem. Though to the results yield from the study, teaching and learning

process shall be greatly reinforced and enhanced.

Theoretical Framework

This study is deeply rooted on the theories of Menake’s Experiential

Learning Theory and Discovery Learning based on Jerome Bruner.

According to the Experiential Learning Theory, supported by the rapid

development of educational technology, creating experiential learning

environment is no doubt an effective strategy to optimize instruction with

integration of technology and experience. If the experience is without support

of appropriate educational technology and well-designed instruction, the

effectiveness of experiential learning would be counterproductive. (Menake et

al. (2006))

Jerome Bruner- (hands on learning) Discovery Learning &

Representation states that based upon the idea that the goal of education

should be intellectual development. In this theory, he identified three modes of

Representations. Inactive is the stage that involve s direct manipulation of

object without an internal representative.

The Experiential Learning Theory states that if the experiences is

without support of appropriate educational technology the learning would be

counterproductive while in the Discovery Learning it states that the goal of

education should be intellectual development. These two Theories supported

the Researchers problem "Lack of network devices in E- Classroom S.Y.

2019-2020" Having insufficient network devices would be a hindrance to the

students who uses networking devices for network connectivity, Specifically

 the TVL ICT Students.This situation affects the students learnings for not

individually performed hands on on the given tasks. Students must learn and

explore on their own but how will the students learn for not having enough

network devices.

Students’ Academic Discovery Learning and

Experiential Learning Performance Representation
Theory

Figure 1: Schematic Diagram of the Theoretical Framework of the Study

based on the Experiential Learning Theory by Menake and Discovery

Learning and representation (based on Jerome Bruners).

Conceptual Framework

The study seeks to determine the how the lack of stand alone

computers for TVL ICT students affect the academic performance of students.

The independent variables include the profile of the respondents in terms of

age, sex, grade level, parents’ monthly income, parents’ highest educational

background, parents’ occupation/profession, computer device available at

home. On the other hand, dependent variable includes the academic

performance of students.
 Independent Variable Dependent Variable

Profile of Respondents in
terms of:

Lack of Stand Alone

1.1 age Computers
1.2 sex Students Academic
Performance Intervention Scheme
1.3 grade level

Figure 2. com

Statement of the Problem

The study seeks to find out the how the lack of standalon computers for

TVL ICT students affect the academic performance of students. Specifically,

the study seeks to find out the following:

1. What is the profile of the students in terms of the following:

1.1 age

1.2 sex

1.3 grade level

1.4 parents’ monthly income

1.5 parents’ highest educational background

1.6 parents’ occupation/profession

1.7 computer device available at home

2. What is the academic performance of students?

 3. How does lack of Stand Alone Computers affect the academic

performance of students?

4. Is there a relationship between the academic performance of students

and their profile?

5. IS there a relationship between the effects on the lack of stand alone

computers and the profile of respondents?

Statement of the Hypotheses

HO1: There is no significant relationship between the academic performance

of students and their profile.

HO2: There is no significant relationship between the effects on the lack of

standalone computers and the profile of respondents.

Significance of the Study

This study is of great benefit of the following:

Students. This study will bear good results in the performance of students

where it is important in every activity like in COC2 COC3 COC4.

Teachers. This study is important to teachers as well because the teachers

will demonstrate the activity smoothly with no shortage of network devices.

The Researcher. The researcher being one of the beneficiary, believe that

the results of the study will bring good effect and to attain the sufficient

network devices in E-Classroom.

Definition of Terms
Network devices. Hardware that operates in a network. It is a component

that makes up the network infrastructure such as modems, router, and

switches.

HUB. A hubs serve as a central connection for all of or network equipment

and handles a data type known as frames.

Network Switch. A network switch is networking hardware that connects

devices on a computer network by using packet switching to receive and

forward data to the destination device.

Router. A network devices that forward data packets between computer

network.

WAP (Wireless Access Point). In computer networking, a wireless access

point, or more generally just access point, is a networking hardware device

that allows other Wi-Fi devices to connect to a wired network.

Patch Panel. a device or unit featuring a number of jacks, usually of the

same or similar type, for the use of connecting and routing circuits for

monitoring, interconnecting, and testing circuits in a convenient, flexible

manner.

Connectivity. Devices can connect different types of network using different

types of network protocols.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter includes a review of literature and studies which have

significant relationship and similarities with the present study.

The researcher made a comprehensive review of various studies and

literature found in libraries in school and in the internet: unpublished thesis

journals, books, materials found in the internet and other related sources

where likewise review in the recent study. The relevance of this materials to

the research in consideration was established and their significant finding

were given due consideration.

Related Literature

Abecede (2003) specified that today's world teachers need to bee-

equipped not only with subject specific expertise and effective teaching

methodologies, but with the capacity to assist students to meet the demands

of the emerging knowledge base society. Teachers therefore re-uire familiarity

with new forms of ICT and need to have the ability to use that technology to

enhance the-quality of teaching and learning. 0ung (2002) stated that ICT

shave also been used to improve access to and the -quality of teacher

training. For example, institution like the cyber Teacher Training Center

(cTTc) in South Korea are taking advantage of the internet to provide better

teacher professional development opportunities to in service teachers. The

government funded cTTc, established in1997, offers self directed, self paced

Web based courses for primary and secondary school teachers. Courses
include "Computer in the Information Society", “Education Reform" and

"Future Society and Education". On line tutorials are also offered, with some

courses requiring occasional face to face meetings. According to Corbel

(2004), computer literacy skills are taught because they:

• lay the foundations for developing a critical understanding of the

information age; help students make effective use of computers, both in

classroom and workplace settings, which in turn improves attitudes and

reduces frustration;

• shape a proactive view regarding the role of computers in everyday life;

• assist those who are "technophobic" to overcome fears of increasing

computerization of government and social support agencies;

• create a solid skills base among students so that we can collectively

pursue more creative uses of computers in the syllabus, such as project

based learning;

• extend the personal enjoyment gained through keeping intouch by

regular email use, for example, or in finding satisfying search engine results;

• provide "regalia" for terms that relate to hardware, software, the

internet, and the many different uses and phenomena that have arisen from

online culture. Akhtar (2010) gave emphasis to a sound policy and holistic

plan for ICT integration and recognized the critical role that teachers play in

ensuring the appropriate, effective and sustainable use of ICTs to provide

quality education for all.

Local

According to Rodriguez (2007) it is also important to remember that

technology requires administrative and community support and involvement

that are critical to its success full integration in education. Commitment and

interest of teachers and school heads is the most critical factor for successful

implementation of any school innovation, especially technology. The teacher

must be fully reequipped and up to the task. Teacher must harness the full

potential of technology to improve learning outcomes (Sec. Lapus, (2008).

This information age needs modern teachers. They are the one who build

education and learning and if they lack knowledge and skills, the learners will

be most affected. Former President % Arroyo called for a better integration of

ICT into the Philippine educational system to improve the quality of learning

and home the computer skills of young Filipinos to give them a competitive

edge in securing work in a world that is growing highly technical (Manila

Bulletin, 2006). Also she enjoins all teachers from public schools to get the

National ICT Competency Standards (NICS) and be ICT certified. The

stressed that teachers need to be competent in ICT so classroom dynamics

become more innovative with ICT. Sen. Escudero 2002 gives importance to

the advancement of science and technology. Modern telecommunications and

modes of transportation have facilitated simultaneous and fast exchange of

ideas, information and resources among nations. This is the global

technological and scientific setting which confronts the Philippines today. That

is why the government proposed a bill about integrating computer education

program in the educational system. One of government plans is to promote

computer literacy by providing trainings and workshop for both learners and
teachers. It aimed to provide computer literacy training and update faculty and

staff of the different subject areas. School managers believed that the use of

computer could help teachers increase their efficiency and effectiveness. The

use of this technology facilitates communication and information, record

keeping and retrieving, programming, research and evaluation, provisions of

instructional aides and devices, preparation of reports, interpretation of test

results and others (Dela Cruz, (2008). Datamex and Deped Intel Teach

program also provide free seminars, workshops and trainings to the teachers.

It focuses on integrating computer technology into the curriculum. It present,

the Department of Education aims to fully equip administrators, teachers, and

support staff in word processing, electronic spreadsheets, and graphic

software to aid them in their instructional task (Manzano, (2002). Casiano

(2007) signified that different places in the world are connected. Globalization

has bridged the gap, and computer is the key instrument. Facebook,

Friendster these are just two social networking sites that pioneered the

phenomenon. These facts are most observable in the developed and some

developing countries. In the other hand, Robles (2006) stated that even

though the Philippine government has initiated several programs and projects

for the use of ICT in education, real implementation in day to day learning is

still limited.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the description of the research design,

population, sampling method and data collection procedure.

Research Design

This research employed a quantitative - descriptive and qualitative

method to determine the student’s performance of lacking stand alone
computers. A quantitative - descriptive method engaged in determining the
demographic profile of the respondents like their age, sex, grade level,
parent's monthly income and parent's occupation/profession, parent's highest
educational background and computer device available at home using the
formula of percentage. A qualitative method is a method of inquiring engaged
in different academic disciplines.

The most common method used to generate data is a face - to -face

interview conducted by the researchers themselves. The data gathered were
then analyzed and interpreted using the 7 phases of quantitative method
namely: the matizing, designing, interviewing, transcribing, analyzing,
verifying and reporting.

Phase 1. The Thematizing

It is where the researchers formulate the purpose of their study. It

includes describing the concept of the topic wherein the why and what of the
study must be classified before the question how.
2. Designing

It includes the planning of the research design. It takes the

consideration of all seven stages of the study before the interviewing starts.
The researchers designed the following the quantitative - qualitative
approach.

3. Interviewing

It is the third step where the researchers conducted the interview with
the respondents from the two selected schools. The interview is based on an
interview guide.

4. Transcribing

It is the important step in qualitative interview where the interview

materials are prepared for the analysis. It includes the transcription of the
utterances and gestures of the interviewees.

5. Analyzing

In this step, the researchers will draw a conclusion on the actions and
the image portrayed by the respondents. The answers of the respondents,
must be condensed, clustered, interpreted and made meaningful. The
researcher will take a lot of time to do this phase.

6. Verifying

It is the time to discover the validity of the interview results. In order to

verifying the results surely. The results must be analyzed and if possible, ask
ok when gain the respondents for further clarifications.
Statistical Tool

Percentage

P = ∑ 1/n x 100

Where P = percentage

∑ = summation
f = frequency
n = total number of respondents

Validation of Questionnaires

The research question were formulated by the researchers and were

validated by the School Principal of the Senior High School the class
researchers teacher and the adviser of the TVL - ICT Students. The research
questions were checked and revised the thematizing.

It is where the researchers formulate the purpose of their study. It

includes describing the concept of the topic where in the why and what of the
study must be classified before the question how.

In this phase, the researchers identify the coverage of the study from
the TVL ICT Students in Cang -alwang National High School. The researchers
obtained 60% of the total population of the respondents.

Phase 2: Designing

It includes the planning of the research design. It takes the

consideration of all seven stages of the study before the interviewing starts.
The researchers designed the study following the quantitative - qualitative
approach.
 In formulating the interview questionnaires, it is divided into two parts.
The first part is using the quantitative - descriptive method in which the
researchers will get the demographic profile of the respondents. It includes
the age, sex, grade level, parent's monthly income, parent's
occupation/profession, parent's highest educational background and computer
device available at home.

The second part of the interview questionnaires is using the qualitative

method in the form of face - to - face interview.

Interview Questionnaires

1. What is the academic performance of students?

2. How does lack of standalone computers affect the academic performance

of students?

3. Is there a relationship between the academic performance of students and

their profile?

4. Is there a relationship between the effects on the lack of stand alone

computers and the profile of respondents?

5. How do the students learn in lacking stand alone computers?

Phase 3: Interviewing

It is the third step where the researchers conducted the interview with
the respondents from the selected grade level. The interview is based on a
interview guide.

This phase includes the actual process of interviewing using the

formulated questions made by the researchers themselves.
Data Collecting Procedure

The researchers wrote a letter to the School Principal and to the

teachers of Cang - alwang National High School, asking permission to
conduct a face - to - face interview taking up 60 percent of the total population
of TVL ICT students respondents in Cang-alwang National High School. The
interview (survey) is analyzed using the following steps as adopted by Kyale
(1996)

1. Thematizing

It is where the researchers formulate the purpose of their study. It

includes describing the concept of the topic wherein the why and what of the
study must be classified before the question how.

2. Designing

It includes the planning of the research design. It takes the

consideration of all seven stages of the study before the interviewing starts.
The researchers designed the following the quantitative - qualitative
approach.

3. Interviewing

It is the third step where the researchers conducted the interview with
the respondents from the two selected schools. The interview is based on an
interview guide.

4. Transcribing

It is the important step in a qualitative interview where the interview

materials are prepared for the analysis. It includes the transcription of the
utterances and gestures of the interviewees.
5. Analyzing

In this step, the researchers will draw a conclusion on the actions and
the image portrayed by the respondents. The answers of the respondents,
must be condensed, clustered, interpreted and made meaningful. The
researcher will take a lot of time to do this phase.

6. Verifying

It is the time to discover the validity of the interview results. In order to

verifying the results surely. The results must be analyzed and if possible, ask
again the respondents for further clarifications.

Statistical Tool

Percentage

P = ∑ 1/n x 100

Where P = percentage

∑ = summation
f = frequency
n = total number of respondents

Validation of Questionnaires

The research question were formulated by the researchers and were

validated by the School Principal of the Senior High School the class
researchers teacher and the adviser of the TVL - ICT Students. The research
questions were checked and revised.
 Chapter 4

PRESENTATION ANALYSIS AND INTERPRETATION

This chapter presents/shows the data gathered from the interview

questionnaire that were accomplished by the selected respondents of the two
selected Grade level for the purpose of keeping this study systematic and
consistent in presenting and interpreting the data gathered, the following are
the sequence of specific questions raised in this study.

A Demographic Profile

Age of the Respondents

Table 2

The table below shows the demographic profile of the respondents in

terms of age the two selected Grade level.

Age Grade 11 Grade 12 Frequency Percentage

16 1 0 1 6.67%

17 1 4 5 33.33%

18 0 9 9 60%

Total: 2 13 15 100%

As displayed in Table 2, age bracket (18) gathered highest percentage is

60 percent, followed by 33.33 percent and 6.67 percent is the lowest
percentage age.

This implies that Senior High School learners are turning to be matured
willing to experiment and socially adjusted. According to Erikson's view of
stage when children come to believe that they cannot achieve according to
their expectations or to expectations of their school, family or peers, their
sense of mastery will give way to personal inferiority. Thus, they become in a
capable of facing the transitory adolescent years which lie directly ahead.
Thus, those students who age at 16 to 18 years old positive resolution is
experiment with various roles in developing mature individuality and the
negative resolution is pressures and demands may lead to confusion about
self while those students who age at 18 to 24 years old the positive resolution
is a commitment to others and close meteor sexual relationship and
procreation while the negative resolution is withdrawal from such intimacy,
isolation, self-absorption and alienation from others.

Gender of Respondents

Table 3

The table below shows the demographic profile of the gender of the
respondents from the two selected Grade level.

Gender Grade 11 Grade 12 Frequency Percentage

Male 0 6 6 40%

Female 2 7 9 60%

Total: 2 13 15 100%

As presented in Table 3, most of the respondents are female which

gathered 60 percent while the male respondents gathered 40 percent.

Gender roles are the behaviors, interests, attitudes, skills, and personality
traits considered appropriate for males or females (Papalia, Olds, & Feldman,
1999). Some studies suggest that girls are more emphatic, compliant and
cooperate with parents and seek adult approval more than boys do ( P.J.
Torner and Gervai, 1995). This implies that gender role is part of choosing
what is for a student especially in their decision making in order for them to be
successful in the future.

Grade Level of the Respondents

Table 4

The table below shows the demographic profile of the respondents in

terms of grade level in the two selected Grade level.

Grade level Frequency Percentage

11 2 13.33%

12 13 86.67%

Total: 15 100%

As presented in the Table 4, 86.67 percent of the respondents are grade

12 while the 13.33 percent is grade 11 students.

According to Bustos and Esperitu (1996), Piaget's theory has provided a

sounds basis for scheduling classroom activities at various grade levels. The
teacher has to determine both where the child stand in Piaget's development
stages and what this means in terms of instructional procedures. Teacher has
to adopt learning materials and teaching techniques that will help learners
attain the maximum success in any learning situation within the limits of
his/her potential (Bustons and Esperitu, 1996).
 Parents Monthly Income of the Respondents

Table 5

Income Grade 11 Grade 12 Frequency Percentage

P 1,500.00 0 2 2 13.33 %

P 2,000.00 0 1 1 6.67%

P 2,500.00 0 1 1 6.67%

P 3,000.00 1 2 3 20%

P 3,500.00 0 6 6 40%

P 4,000.00 0 1 1 6.67%

P 4,500.00 1 0 1 6.67%

Total: 2 13 15 100%

As presented in Table 5, 40 percent of the respondents parents monthly

income has a 3,500, followed by 20 percent, 13.33 percent, then 6.67 percent
which P 2000 00 and P 25 00, P 4000 and P 4500 are the lowest percentage.

According to Barsiaga (1995), shows that most of leavers come from low-
income families "whose parents had little or no education and who were
unemployed or had no jobs that gave them little or irregular income".
 Parents Highest Background of Respondents

Table 6

The table below shows the demographic profile of respondents in terms

of parent higher background in the two selected grade level

Background Grade 11 Grade 12 Frequency Percentage

High School 2 9 11 73.33%

Graduate

College 0 4 4 26.67%
Graduate

Total: 2 13 15 100%

Its represented in Table 6, most of the respondents parents highest

background are high school which gathered 11 or 73.33 percent while the
college graduated are 4 or 26.67 percent.

According to Muthoni (2013). Family backgrounds have been of great

important in shaping the performance of children in school worldwide. This is
because; academic performance is usually as a result of motivation that
children get from people they interact with in their initial stages of life. The
relationship between the level of education of parents had an impact on their
children academic performance (Pamela and Kean 2010). The education level
of parents had a consistence direct relationship on the children's cognitive
And behavioral outcomes (Murry and Fairchi, 2009).
 Devices Available at Home of the Respondents

Table 7

The table below shows the demographic profile of respondents in terms

of devices available at hone in the two selected grade level.

Devices Grade 11 Grade 12 Frequency Percentage

Cell phone 2 13 15 44.12%

Tablet 0 2 2 5.9%

Laptop 1 1 2 5.9%

Sound box 0 6 6 17.65%

Smart TV 2 7 9 26.47%

Total: 5 29 34 100%

As presented in the Table 6, cell phone gathered 15 or 44.12 percent.

The frequency of smart TV with 26.47, tablets and laptop gathered the same
frequency of 2 or 5.9 percent.

Bivariate analysis shows a positive correlation between student

achievement and the availability of computers both at home and at schools.
The conditional and computer and internet use at school has an inverted V-
shape, which may reflect either ability bias combined with negative effects of
computerized instructions or a low optimal level of computerized I instruction
(Fuchs and Woessmann, 2004).
Phase 4: Transcribing

This phase entails a review of the answers of the respondents. This also
gives detail information or how TVL-ICT students affected through Lacking of
Stand Alone Computers and Its Effect to their Academic Performance.

Question No. 1. I can easily perform the given task without forgetting the
process.

As the researcher conducted the interview they encounter different

answers in response to the questions in Grade 11, 2 of the respondents
answered agree. As the researcher go through to Grade 12, 7 of them
answered agree. 4 of them answered strongly agree and 2 of 4 of them
answered disagree.

Question No. 2. I am not competent performing hands on alone

From Grade 11, 2 of them answered disagree. On the other hand, from
Grade 12, 5 of them answered agree. While only 4 of them answered strongly
agree. 3 of them answered maybe and 1 of them answered disagree.

Question No. 3. It is important to have sufficient stand alone computers.

As the researcher conducted the survey the respondents in Grade 11,

with 2 respondents 1 answered agree and the other 1 answered strongly
agree. While from Grade 12, 8 answered strongly agree. 3 of them answered
disagree and 2 of them answered disagree.
Question No. 4. I get distracted when we are sharing one stand alone
computers.

From the answers given by the respondents in Grade 11, 2 of them

answered disagree. Moving on to the Grade 12, 4 of the respondents
answered Maybe 3 answers disagree, 3 of them answered agree and 3 of
them answered strongly agree.

Question No. 5. I am confident doing the task if I am the only one using the
stand alone computer.

As the researcher conducted the survey in the Grade 11, 1 of the

respondents answered maybe and 1 answered agree. As we proceed to the
next Grade 12, 5 of them answered agree, 4 of them response answered
maybe and 4 of them answered strongly agree.

Question No. 6. I can easily remember our discussion and perform well to
next day.

Based on the answers gathered by the researcher, 2 of the respondents

answered disagree. On the other hand, in Grade 12, 6 out of 21 respondents
answered disagree, 4 of them answered strongly agree and 3 answered
maybe.

Question No. 7. Lacking of standalone computers affects my focus in class.

From Grade 11, 2 of the respondents answered strongly agree.

Meanwhile, in Grade 12 with 21 respondents, 8 answered strongly agree. 3 of
them answered maybe and 2 of them answered agree.

Question No. 8. Having insufficient supply of standalone computers will

consume a lot of time while teaching the students

As the researcher conducted the survey the respondents in Grade 11,

with 2 respondents 1 answered maybe and 1 answered agree. While from
Grade 12, 5 of the respondents answered agree. 5 answered strongly agree
and 3 answered maybe.

Question No. 9. Stand alone computers is not important at all.

From the answers given by the respondents in Grade 11, 2 of them

answered disagree. Moving on to the Grade 12 with 21 respondents, 6 of
them answered disagree, 4 of the respondents answered strongly disagree
and 3 answered maybe.

Question No. 10. I can perfectly perform COC 1 to COC 4 without anyone's
help.

1 out of 2 respondents in Grade 11 answered disagree and 1 answered

maybe. While in Grade 12, with 21 respondents 8 of them answered disagree.
4 of them answered maybe and only 1 of them answered agree.
Phase 4: Transcribing

This phase entails a review of the answers of the respondents. This

also gives detail information or how TVL ICT Student's affected through
lacking of standalone Computer and its effect to their academic performance.

Question No.1. I can easily perform the given task without forgetting the
process.

And the researcher conducted the survey they encounter different

answers in response to the question In grade 11, two of the respondents
answered agree. As the researchers so through to Grade 12, 7 of them
answered agree 4 of them answered strongly agree and 2 them answered
disagree.

Question No.2. I am not competent performing hands on alone.

From Grade 11, 2 of them answered disagree. On the other hand,

from Grade 12, Five of them answered Agree. While the only 4 of them
answered strongly agree. 3 of them answered Maybe and 1 of them answered
disagree.

Question No.3. It is important to have sufficient stand alone computers.

As the researchers conducted the survey the respondents in Grade

11, with 2 respondents 1 answered Agree and the other 1 answered strongly
agree, while from Grade 12, 8 answered Strongly agree 3 of them answered
disagree and 2 of them answered disagree.

Question No.4. I get distracted when we are sharing one stand alone
computer

From the answers given by the respondents in Grade 11, two of

them answered disagree. Moving on to the Grade 12. Four of the
respondents answered maybe. 3 answered disagree, 3 of them answered
agree and 3 of them answered strongly agree.
Question No.5. I am confident doing the task if I am the only one using
the stand alone computer.

As the researchers conducted survey in the grade 11, 1 of the

respondents answered maybe and 1 answered agree. As we proceed to the
next Grade 12, 5 of them answered agree. 4 of the respondents answered
maybe and 4 of them answered strongly agree.

Question No.6. I can easily remember our discussion and perform well
to the next day.

Based on the answers gathered by the researchers, 2 of the

respondents answered disagree. On the other hand in Grade 12, Sex out of
21 respondents answered disagrees. 4 of them answered strongly agree and
3 answered maybe.

Question No.7. Lacking of standalone computer affects my focus in

class.

From Grade 11, 2 of the respondents answered strongly agree.

Meanwhile, in Grade 12 with 21 respondents 8 answered strongly agree. 3 of
them answered maybe and 2 of them answered agree.

Question No.8. Having insufficient supply of stand - alone computers

will consume a lot of time while teaching the students.

As the researchers conducted the survey the respondents in Grade

11, with 2 respondents 1 answered maybe and 1 answered agree. While from
Grade 12, five of the respondents answered agree. 5 answered disagree and
3 answered maybe.

Question No.9. Standalone computer is not important at all.

From the answers given by the respondents in Grade 11, two of

them answered disagree. Moving on to the Grade 12 with 21 respondents, 6
of them answered disagree 4 of the respondents answered strongly disagree
and 3 answered maybe.

Question No. 10. I can perfectly perform COC1 to COC4 without

anyone's help.

COC1 to COC4 without any one help 1 out of 2 respondents in Grade

11 answered disagree and 1 answered maybe. While in Grade12, with 21
respondents 8 of them answered disagree. 4 of them answered maybe and
only 1 of them answered agree.

1. Positive Relationship between the students learning and the

availability of devices at home.

We estimate the relationship between student's educational achievement

and the availability and use of computer at home and at School in the
International Student-level PISA database .Bivariate analysis show a positive
correlation between student achievement and the availability of computers
both at home and at school. However, once we control extensively for family
background and school characteristics. The relationship gets negative for
home computers and insignificant for school computers. Thus, the mere
availability of computers at home seems to distract students from effective
learning. But measures of computer use for education and communication at
home show a positive conditional relationships with student achievement. The
Conditional relationship between student achievement and computer and
internet use at school. Has an inverted V. Shape, which may reflect either
ability bias combined with negative effects or computerized instruction
(Ludger Woessmann, Thomas Funchs-Available at SSRN 619101,2004).

Findings from the path analysis indicated that (i) ICT availability at
home has positive indirect relationships with science achievement and
positive direct relationships with other ICT variables; (ii) ICT autonomy and
interest have positive relationships with science achievement; (iii) ICT social-
relatedness and competence have negative and no relationships with science
achievement, respectively; and (iv) the relationships between ICT availability
at home and science achievement varied across genders.( Li,Liu,Tripp and
Yang 2020)

A valid model of relationships from ICT availability to students’ science

achievement that mediated by ICT psychological needs and interest was
established. Based on the model, recommendations of developing students’
ICT interest and autonomy, especially for female students, were provided.
Further research could offer keen insights into the areas of ICT investment
and practice. (Li, Liu, Tripp and Yang 2020).

2. Positive relationship between student’s performance and sufficient

stand alone computer.

According to Bassam Hasan and Jafar MH Ali (2004) The growing

sophistication of computer applications and the increasing diversity of end
users have heightened the importance of and need for end user computer
training. Therefore, understanding factors that influence learning performance
in computer training continues to be an important issue for information
systems research, education, and practice. This paper presents and
empirically tests a model of learning performance in computer training. The
model assesses the direct influence of computer self-efficacy, computer
attitudes, and computer experience and the patterns of relationships among
these variables in which they influence learning performance. The results
indicate that computer self-efficacy and computer experience had direct and
positive effects on learning performance. However, computer attitudes had
indirect effect on learning performance through their direct effect on computer
self-efficacy. Additionally, computer attitudes and computer experience had
positive effects on computer self-efficacy. The results offer practical
implications for selecting and preparing individuals for training and designing
computer training content.
Synthesis

Learning is essential in our life and it is also prepares us for the future
success of everyone. As part of the class every student has the right to
engage and participate in school discussion for them to develop their selves.
The relationship between the students learning and the availability of devices
at home is one of the reasons why students attain success because they will
be skillful and can do great in school through these devices which help them
to grow their knowledge and potentials.

In addition to, the relationship between student’s performance and

sufficient stand alone computer help the students to learn smoothly, enhance
their skills and to absorb the discussion easily. Sufficient equipment will train
them to become competent.

Moreover, the relationship between teaching performance of the

teacher and the sufficient stand alone computer is a big deal because some of
the students are struggling and lacking of focus for the reason of having few
numbers of educational tools. It matters the most because it became a barrier
to the students who wants to learn. It also consumes a lot of time of the
teachers delivering the discussion for the student to fully understand the
lesson.

Chapter 5
 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the finding, conclusion and recommendations

drawn from the findings of the studies. Hence, there would be there
restatements and recommendations are based from the analysis and
interpretation and finding of data gathered.

Summary of Findings

This study is a basis for showing the positive relationship between

students performance with sufficient stand alone computers.
It aims to find out the effect of sufficient stand alone computers in
students performance. It also is the basis to know what are the available
devices of students at home.

Recommendation

Based on the findings and conclusions, the following recommendation

proposed.

1. Provide more stand alone computers for students and teachers.

2. Conduct training for students how to use the stand alone computers.
3. Conduct information about students performance at school and how to
give more knowledge to them.
4. Find a solution on how to give sufficient stand alone computers in
every ICT students.

Conclusion
After the data were collected analyze and interpret, the researchers
conclude that majority of available devices at home was the cell phone. Also
the researcher concludes that sufficient stand alone computers really improve
the school performance of the students. It also concludes that teachers can
teach properly when we have enough stand alone computers.