Theoretical Framework

According to Bruner (1976), students who owned laptops or PCs had higher academic

performance than those who did not own one. This can be explained by cognitive theory, which

suggests that students construct knowledge and understanding through their interactions with

the environment, including the use of technology. Cognitive theory can be used to explain the

findings of the research titled "An Inquiry on Laptop/PC Ownership and Academic Performance

of Grade 12 ICT CSS Students."

The study also found that students who owned laptops or PCs were more likely to engage

in active learning, such as creating multimedia presentations, conducting research, and

analyzing data. This finding is consistent with cognitive theory, which suggests that active

learning can enhance students' cognitive processes, such as attention, memory, and problem-

solving skills.

Furthermore, the study found that students who owned laptops or PCs had better time

management skills, which is also consistent with cognitive theory. According to the theory,

effective time management is essential for learning because it allows students to allocate their

attention and resources effectively.

In conclusion, cognitive theory can be used to explain the findings of the research titled

"An Inquiry on Laptop/PC Ownership and Academic Performance of Grade 12 ICT CSS

Students." The theory suggests that owning a laptop or PC can facilitate learning, enhance

cognitive processes, and improve time management skills, which can lead to better academic

performance.