Finally Technology Anxiety Chapter 1 5

Leon Guinto Memorial College, Inc
Senior High School Department
CHAPTER I
THE PROBLEM AND ITS SETTING
INTRODUCTION
The coronavirus (COVID-19) was declared as global pandemic on 12 March
2020 and social distancing was adopted in many places to contain the problem.
Indeed, numerous countries around the world decided to close schools nationwide to
prevent or contain the spread of the virus. COVID-19 has highlighted the problem of
the management of school lessons and learning processes worldwide, among issues.
Technology can certainly be of support in this regard
Technology is the current life of the generation nowadays especially when
there is a pandemic like COVID-19. Students use the internet on daily basis to be
updated on what is happening over time, since locked down due to the pandemic the
technology helps people better engage with the material that they are learning and
have trouble with.
Online learning materials help a lot of students during this pandemic, with the
evolution of video devices like webcam, staying away from family and friends or
someone closer is no more unpleasant. These current gadgets like smartphones or
laptop can make human accessibility really easy and make far-off things come near.
Leon Guinto Memorial College, Inc 2
Although Distance Learning is the method of learning today around the world,
other schools use E-learning platform an online learning platform is an integrated set
of interactive online services that provide teachers and learners tools and resources to
support and enhance education delivery and management. However, E-learning has
advantages and disadvantage. Due to its convenience and flexibility, the resources are
available from anywhere and at any time. E-Learning requires strong self-motivation
and time management skills. It can also cause social Isolation, lack of
communicational skill development in online students.
Technology Anxiety in Online Distance learning often occurs in today’s
situation and in the educational system. Compared with classroom education, there are
many factors identified in distance education of poor results and high dropout rate;
boring courses, economic difficulties, lack of feedback and encouragement, isolation,
lack of motivation, dissatisfaction with requirements or regulations, and changes in
career goals.
BACKGROUND OF THE STUDY
Anxiety is one of the obstacles which hinder to adapt or use a system,
technology. Individuals could feel anxiety when they use computers, smartphones or a
new systems or technologies (Dönmez-Turana & Kırb, 2019). As Leon Guinto
Memorial College, Inc. began to fight the CoVid-19 Pandemic with distance learning,
Grade 11 Students of Leon Guinto Memorial College may find it difficult to cope with
the new normal learning gadgets. Students may feel anxious on using various types of
gadgets.
Addressing the factors of Technology anxiety in Distance learning can enrich
their knowledge, awareness and help the students of Leon Guinto Memorial College,
Inc. with technological difficulties. Both learners and teachers improved their skills
about computer and gadgets use; create strategies, and proper treatments on dealing
with Technology Anxiety
STATEMENT OF THE PROBLEM
This research knew the Factors of Technological Anxiety in Online Distance
Learning at Leon Guinto Memorial College, Inc.
Specifically, the study achieved the following objective:
1. What is the Demographic profile of the respondents in terms of;
1.1. Age
1.2. Sex
1.3. Strand
1.4. Available Resources and
1.5. Social Status?
2. What are the factors contributing to student’s Technology Anxiety in terms of:
2.1. Internal Factors
2.1.1 Interest;
2.1.2 Adaptability?
2.2 External Factors
2.1.1 Access to the Internet; and
2.1.2 Availability?
SIGNIFICANCE OF THE STUDY
The useful and relevant information that obtained from the study was
profitable particularly to Teachers, Students, Parents and Future Researchers
Students. For them to learn and analyze their skills on technology and improve
their ability. This study made the students reflect and be aware on their need and
difficulties when it comes to technology and to take an action in addressing problem
through their teacher as a guiding hand.
Teachers. They are known for instructing and giving students activities to the
students aimed to enhance their ability. With the help of this study, they knew the
students who are having hard time on their gadgets and pay attention to those students
needed to develop and improve and how they responded on their needs and
improvement when it comes in Technology.
Parents. They have a significant role on developing student’s ability. They
were concerned of the needs of their children and focused on guiding the student’s in
difficulties of Technology
Future Researchers. This conveyed as a guide or reference for their research
paper that is related to this field. It could help them learn and reflect from this study
the importance of addressing the nature of technology anxiety to the students and the
factors influencing on it.
SCOPE AND LIMITATIONS
This study obtained a better understanding of the nature of Technology anxiety
and investigated the internal and external factors influencing technology anxiety.
Further, this employed with the survey-type questionnaire. This study is
limited to the capability in understanding the technology, investigate the factors of
technology anxiety, and discover the proper ways to deal with technology anxiety that
is significant to the selected Grade 11 students as being the respondents taking Online
Distance Learning as their learning method in Leon Guinto Memorial College, Inc. for
the school year 2020-2021. A survey administered by presenting the technology
anxiety, factors influencing it and discovers proper treatment to reduce the anxiety of
the students.
DEFINITION OF TERMS
For reader’s better understanding, researcher operationally defined the
following:
Adaptability it is an internal difficulty that prevents students of Leon Guinto
Memorial College, Inc. from using technology sourced. It is one of the reasons why
learners were not used and skilled on using gadget.
Availability it is the external difficulty that prohibit students of Leon Guinto
Memorial College, Inc. from having knowledge about technology.
Distance Learning is considered as a learning method that helps students to be
connected to each other in times of Pandemic. In this study, distance learning finds
difficult for students and teachers, this learning method promotes isolation, less
motivational, no physical attraction that makes students hard to cope with.
External Factors are difficulty that keeps students of Leon Guinto Memorial College,
Inc. from using computer, gadgets and any technological source. This was consisting
of outer factors that affect students learning.
Interest In this study, it is an Internal Factor that affects the students; the lack of it
promotes technology anxiety on students of Leon Guinto Memorial College, Inc
Internal Factors are circumstances that prevent students of Leon Guinto Memorial
College, Inc. from using any technological devices. This was consisting of inner
factors that affect students learning.
Students are student that are enrolled on K-12 Program that consist of Grade 11 and
Grade 12. In this study, Selected Grade 11 Senior High School Students of Leon
Guinto Memorial College, Inc. was presented as the respondent for the survey that the
research conducted.
Technology Anxiety, it is the uneasiness and uncomfortable feeling on using
computer, gadgets or any technology source that are experienced by the students of
Leon Guinto Memorial College, Inc. It is the problem which interferes and may affect
student’s learning.
Technological Self-Efficacy it is the important tool that is needed, to improve the
ability to use computer, and various technological resources and to reduce technology
anxiety of the students of Leon Guinto Memorial College, Inc

CHAPTER II
REVIEW OF THE RELATED LITERATURES AND STUDIES
This chapter presents an overview of the foreign and local review of related
literature and related review of a study in accordance with the technology anxiety
affecting Grade 11 students in Online Distance Learning.
Technology
Technology in simple terms can be described as the tools that help us to solve
problems using various resources or create new things; it has been evolving over
years, and has transformed the world into a global village. Technology creates new life
conditions and has tremendous advantages in terms of increasing productivity,
efficiency, and effectiveness (Sae Bom Lee, 2016).
Impact of technology use on academic performance
In a recent handbook review of the literature on the impact of technology use
on student academic performance, Bowman (2015) summarized a wealth of data by
reporting, “Researchers have consistently found that the more students use electronic
media in general, the lower their GPA tends to be”. In another comprehensive review
of the literature on everyday multitasking, Carrier (2015) reported similar conclusions
related to both classroom technology use and the negative impact of classroom
multitasking. The current study extends this work and tests a model that provides both
cognitive (executive functioning problems) and affective (technological
anxiety/technological dependence) links to academic performance mediated by how
students choose to use technology, including self-reported and application-reported
daily technology use, observed self-reported “studying attention,” multitasking
preference, and classroom digital metacognition. According to the study of (Blasco,
2016) which revealed that students, when allowed to use their cell phones according to
their own needs in collaborative learning, become more interested in their learning and
can improve their English efficiency more than students in the conventional
classroom. According to Roxas-Ridulme (2017) the students were also very confident
in using their computers and had a positive attitude towards their learning through the
Internet.
The level of anxiety between males and females
Ajmal & Ahmad (2019) observe the overall mean values for assignments
factor, the mean value was moderate in case of males and females. It supports the fact
that male and female students both felt low level of anxiety due to lack of time given
to prepare assignments, due dates of assignments, understanding of assignments, and
assessment of assignments and tutor remarks.

On course tutorials factor, the mean value was high in case of male students
and low in case of female students. It supports the fact that male students felt high
level of anxiety due to poor quality of books as compared to female students. On
student support services factor, the mean value was moderate in case of male and
female students which revealed that both felt low level of anxiety due to lack of
communication with tutors, poor feedback from the tutors, lack of communication
with the regional offices.
Regarding barriers factor the mean value was high in case of male and female
students which revealed that both felt high level of anxiety due to performing jobs side
by side with education. Mean on factor exams was high among both male and female
students which revealed that both felt high level of anxiety due to the location of exam
center. The overall mean values for all factors of anxiety were slightly higher in male
students as compared to female students.
Exploring the cause of anxiety
Rehman (2016) research study focused on exploring the causes of anxiety
among Indian higher education students. The researchers reviewed relevant academic
anxiety literature and identified factors that led to serious academic anxiety.
Exploratory research design is used for Ajmal & Ahmad 71 qualitative analysis. The
results show that personal, family, institutional, social and political factors are
considered to be potential threats to students' serious academic anxiety. For students
with severe academic anxiety, various preventive measures can be taken both non-
clinical and clinical. The need for hours is to build awareness among students so they
can get help from professionals at the right time. Exploratory research design is used
for qualitative analysis. The results show that personal, family, institutional, social and
political factors are considered to be potential threats to students' serious academic
anxiety. For students with severe academic anxiety, various preventive measures can
be taken both non-clinical and clinical. The need of the day is to build awareness
among students so they can get help from professionals at the right time.
Anxiety of the use of gadgets by students
Felman & Browne (2020) defined anxiety as a broad concept that encompasses
a variety of conditions that cause nervousness, panic, trepidation, and concern.
Anxiety, according to the (The Brain Charity, 2020) can cause a person to believe that
things in their lives are worse than they are, preventing them from facing their fears.
Mozes (2017) recently published a study by Twenge that found a correlation between
the rise of smartphones and rising rates of depression, suicide attempts, and suicide
among teenagers. The findings are based on data from the Centers for Disease Control
and Prevention in the United States, as well as teen-related surveys. It emerged that
between 2010 and 2015, feelings of hopelessness and suicidal thoughts increased by
12%. Nearly half of teens who spend five or more hours a day on a smartphone,
laptop, or tablet have considered, contemplated, or attempted suicide at least once,
compared to just 28% of teens who spend less than an hour per day on a mobile.
Online distance learning

Online teaching and learning emerged through the fast-growing information
and communication technologies nowadays. This allows students to choose from
different forms of education such as the conventional form, blended learning, online
mode of teaching and others.
Distance learning at the higher education level is not a new phenomenon in the
world of education but may be new for students, teachers, and parents at the primary
and secondary education levels. In fact, its popularity has increased during the
COVID-19 pandemic as a new method for increasing research and learning audiences.
One of the right steps in this situation is to utilize network technology and information
technology for the development of a learning system, namely the distance learning
model or online learning or e-learning, or online learning model (Dhawan, 2020).
Expanding and increasing the availability of materials and communication technology
very rapidly, distance learning courses are on the rise. New learning methods have
also been developed (Dhawan, 2020); (Gupta, 2020); (Lee, 2020); (Mahlangu, 2018).
Online learning platforms have the potential to increase student interactivity and
engagement, there by contributing to influencing the level of optimism and pessimism
of students during distance learning (Kusmaryono, 2020).
Advantages and disadvantages of distance learning
Advantages and disadvantages of distance learning Some of the advantages of
implementing distance learning are students learning independently, flexibility in
space and time (accessible anywhere and anytime), saving time, having access to more
materials (Alip, 2020); (Anjum, 2020); (Bondar, 2021), and distance learning are often
cheaper than learning from home to school (Wakil, 2019). Students can freely
communicate with the teacher, greet classmates, complete study materials, and access
the internet (Buelow, 2018); (Lee, 2020); (Paul, 2019). The distance learning method
(e-learning) allows teachers to adjust teaching procedures and processes based on
student needs. Teachers can use technology with a combination of audio, video, and
text strategies to reach all students and to maintain a human touch to them (Dhawan,
2020). This strategy helps create a collaborative, interactive, and effective learning
environment (Lajane, 2020). The disadvantages of distance learning include: such as
isolation, a hard struggle to stay motivated, a lack of face-to-face social interaction,
difficulty getting immediate feedback from teachers (Sugilar, 2019), and a need for
reliable and continuous technology access (Buelow, 2018); (Mahlangu, 2018);
(Muljana, 2019); (Raes, 2019); (Traxler, 2018). As stated by Asio, Abarintos, Gadia,
Paguio, & Balce (2021) one of the biggest challenges to address the problem regarding
learning is the availability of technological gadgets and internet connectivity.
Online distance learning problems
Now modern technology is available to support distance learning (online), but
for some teachers and students sometimes it creates difficulties. These difficulties are
related with modern technology that ranges from download errors, problems with
installation, login problems, audio and video problems (Dhawan, 2020), and difficulty
understanding instructional objectives are the main obstacles to distance learning

(Affouneh, 2020). Students find distance learning (online) boring and uninteresting
(Au, Li, & Wong, 2018). Student interest and focus on distance learning activities is a
problem that needs attention. Often students expect a two-way interaction even though
this is difficult to implement (Ha & Im, 2020). Online content is generally theoretical,
not enabling students to learn and practice effectively (Darling-Hammond, Flook,
Cook-Harvey, Barron, & Osher, 2020). Some students were found to be less ready for
certain types of e-learning competencies and academic competencies (Dhawan, 2020).
On the other hand, e-learning methods and processes have a very strong influence
(Hart, Berger, Jacob, Loeb, & Hill, 2019). The power of distance learning methods can
save us from difficult times such as the COVID-19 pandemic (Lapada, Miguel,
Robledo, & Alam, 2020). In addition, distance learning studies have explored the
potential that students generate as a form of interactive formative and summative
assessment (Buelow, 2018). In online formative assessments, teachers sometimes face
obstacles that hinder the integration of information technology and computers (ICT) in
their work, including lack of training for teachers, lack of appropriate software and
hardware, and lack of administrative assistance (Lajane, 2020).

RESEARCH PARADIGM
Factors
Internal
INPU External
T
Survey Questionnaires
PROC Application of Statistical treatment
ESS
Infomercial guide the students of Leon Guinto

OUTP Memorial College, Inc. on proper ways to deal
UT with technology anxiety
Figure
1. The Input – Process – Output Model in the Factors of Technology Anxiety in Online
Distance Learning of Selected Grade 11 Students of Leon Guinto Memorial College,
Inc.
Figure 1. Show the research paradigm of the study. The input is made up of
ideas of the researcher about the study through the given survey questionnaires. The
process where in the gathered data from Leon Guinto Memorial College, Inc. Grade
11 Students are analyzed and interpreted. The output will be a short video that has a
compilation of information, data, tips and recommendations on proper treatments of
reducing the technology anxiety of Grade 11 Students of Leon Guinto Memorial
College, Inc.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researchers represent the method and procedures, research
locale, research design, research population or the main subject of the study, sampling
design, sampling procedures, research instrument, data gathering procedures and
statistical treatment of data.
Research Locale
The locale of the study was at Leon Guinto Memorial College where the
selected students of Grade 11 during School Year 2021 to 2022 participated in this
study.
This Leon Guinto Memorial College provided you the opportunity to give
instant feedback to learners. They also provided learners the ability to have feedback
on the quality of our lessons and instruction. This back and forth provided everyone
the opportunity to take concrete steps towards improving their own performance.
Respondents
Researcher used a simple random sampling procedure for identifying the
respondents in the study. This technique provides an equal representation of the
variables of the study. The selection was achieved by randomly distributing the
questionnaire to the students.
Description of Respondents
In this study, the respondents are sixty (60) Selected Grade 11 students of
General Academic Strand of Leon Guinto Memorial College, Inc. S.Y. 2020-2021.
Research Design
This study the researchers used descriptive method of research with
quantitative approach. This method was used in this study to collect information,
identify the internal and external factors of technology anxiety, and determine their
ideas and opinions about the study as the study was focused about the technology use
of the Grade 11 Students of Leon Guinto Memorial College, Inc. on using
Technology.
Data Gathering and Procedure

Due to the pandemic, the researchers made a Google form that contained
questions and deployed it to their selected respondents through messenger. The data
that researchers needed was from a total of 60 students from Grade 11 Students at
Leon Guinto Memorial College Inc. The survey questionnaire was collected
afterwards. After the collection of data, analysis of the responses was done in order to
process the information obtains from the selected Grade 11 Students.
Instrumentation
The researcher used a questionnaire as an instrument in conducting the study in
which this questionnaire contains questions that served as data for analyzing the
factors of technology anxiety in Online Distance Learning. The instrument gathered
information about the respondents in terms of their age, sex, strand, social status, and
their available learning resources at their home. The research questionnaire was
consisting of questions wherein the respondents answered and putted a check on the
column of their choice, after gathering necessary data the result was organized using
weighted mean and percentage.
Table 1
LIKERT SCALE
Point Scale Range Interval Description Description

Analysis
4 3.26-4.00 Strongly Agree SA
3 2.51-3.25 Agree A
2 1.76-2.50 Disagree D
1 1.00-1.75 Strongly Disagree SD
Statistical Treatment
The data from the respondents were gathered, tallied, tabulated and analyzed by
the researchers. The following formula was used to obtain the needed data.
1. Percentage
Percentage formula was used to present the percentage of errors committed by
the respondents. Also, showed the demographic profile of the respondents in terms of
age, sex, strand, social status and availability of resources
f
P= X 100
N
Where:
P = percentage
f = frequency
N = total number of respondents
2. Weighted Mean
Mean was used to analyze and interpret the general data.
4 f +3 f +2 f +1 f
WM =
N
Where:
WM = Weighted Mean
f = frequency
N = total number of respondents

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This shows the overall data gathered through research instrument. Their
corresponding interpretations are presented through the uses of tables that will enable
readers to have a better understanding on the collected data.
32%
Female
68% Male
Figure 2. Profile of the respondents in terms of sex

Figure 2. above illustrates the demographic profile of the respondents based on
their age, 41 or 68% of respondents are Female and the 19 or 32% left respondents are
Male.
According to Ajmal & Ahmad (2019) the overall mean values for all factors of
anxiety were slightly higher in male students as compared to female students
7%
43% 15
16
50% 17
18
Figure 3. Profile of the respondent in terms age
Figure 3. above reveals the demographic profile of the respondents in terms of
age, among the 60 respondents there are none or 0% of the sample are 15 years old,
26 or 43% of the respondents are 16 years old while 30 or 50% of them are 17 years
old and the remaining 4 or 7% are 18 years old.

33% 33%
ABM
HUMMS
GAS
33%
Figure 4. Profile of the respondents in terms of strand
Figure 4. show above presents that the total of 60 samples 20 (33%) of the
respondents are from the Accountancy and Business Management, 20 (33%) from
the Humanities and Social Sciences, and 20 (33%) from General Academic Strand.
T.V
Laptop
Available Resources
Cellphone
Tablet
Radio
0 10 20 30 40 50 60 70
Frequency
Figure 5. Profile of the respondents in terms with Available Resources
Figure 5. above shows that among 60 samples there are 19 (32%) of the
respondents has a T.V, 27 (45%) of the samples have laptop, 59 (98%) of them has
cellphone and 3 (5%) of the respondents has a tablet while the remaining 2 or (3%)
students have a radio.

5%
7% Upper Class - Elite
13%
Upper Middle Class
37% Lower Middle Class
Working Class
38%
Poor
Figure 6. Profile of the respondents in terms with Social Status
Figure 6. show above reveals the demographic profile of the respondents in
terms of social status, 3 or 5% of the students belongs to Upper Class – Elite, 22 or
37% of the respondents belongs to Upper Middle Class, 23 or 38% of them are
included in Lower Middle Class, and 8 or 13% of the samples are in Working Class
while the 4 or 7% left respondents belongs in Poor status.
Table 2 on the next page reveals the weighted mean distribution of factors
contributing to student’s Technology Anxiety in terms of Interest.
Based on the table, it tells that with the highest ratings of 3.56, the respondents
are strongly agree in using a computer and other technology-based materials. Second
to the highest, with the ratings of 3.4, it reveals that the student strongly agree to find
technological equipment very entertaining and valuable today followed by the
statement number 3, the learner strongly agree that they enjoy the times when using
computer and other gadgets with the ratings of 3.3. Moreover, the second to the
lowest, with the ratings of 3.1, the learners agree that they are fascinated and never get
bored whenever they use and learn with the use of technology. However, with the
lowest rating of 2.3; the students disagree in not getting tired when exposing
themselves on technological devices.
Overall, the factors contributing to students Technology Anxiety in terms of
Interest is rated “Agree” as evident in 3.12 average weighted mean. This shows that
the students agree that interest is one of the factors affecting students ’technology
anxiety.
According to the study of Blasco (2016) which revealed that students, when
allowed to use their cell phones according to their own needs in collaborative
learning, become more interested in their learning and can improve their English
efficiency more than students in the conventional classroom.
Table 2
Factors contributing to student’s Technology Anxiety in terms of Interest
SA A D SD WM QD
1. The Student are interested in using a 35 24 1 0 3.56 SA
computer and other technology-based
materials
2. The Student never feels tired when 3 16 37 4 2.3 D
exposing themselves on technological
devices
3. The learner enjoys the times when using 24 30 6 0 3.3 SA
computer and other gadgets
4. The Learner is fascinated and never get 18 31 10 1 3.1 A
bored whenever they use and learn with
the use of technology
5. The Student finds technological 27 30 3 0 3.4 SA
equipment very entertaining and
valuable today
AVERAGE WEIGHTED MEAN 3.12 A
Table 3
SA A D SD WM QD
1. The Student finds it easy to use technology and 25 32 3 0 3.36 SA

gadgets during their online distance learning
2. The Learner is not confused with technological 12 29 18 1 2.86 A

terms and keys and they understand it quickly
3. The Learner is very skillful when it comes to 13 35 12 0 3.01 A

technology, computer and gadgets
4. The Student have no difficulties in adapting the 4 19 32 5 2.36 D

online distance learning and today’s
technology
5. The Student are not new in gadgets and they 17 36 7 0 3.16 A

know the basic skills of using any of
technological devices
Factors contributing to student’s Technology Anxiety in terms of Adaptability

The Table 3 above presents the weighted mean distribution of factors
contributing to student’s Technology Anxiety in terms of Adaptability.
As shown in the table, it reveals that the respondents, with the highest ratings
of 3.36, strongly agree that student find it easy to use technology and gadgets during
their online distance learning. Second to the highest, with the ratings of 3.16, the
student agree that they are not new in gadgets and they know the basic skills of using
any of technological devices followed by the statement number 3, which tells that the
learner is very skillful when it comes to technology, computer and gadgets with the
ratings of 3.01. However, the second to the lowest with the ratings of 2.86 belongs to
the statement, the learner are not confused with technological terms and keys and
they understand it quickly. However, 2.36 is the lowest weighted mean as the
students strongly disagree on having no problems encountered on coping up in
technology and Online Distance Learning.
Substantially, the factors contributing to students Technology Anxiety in terms
of Adaptability is “Agree” with an average weighted mean of 2.95.
However, in the findings of Jin & Sabio (2018), the use of mobile devices has
the potential to be used and adapted for learning.
Table 4
Factors contributing to student’s Technology Anxiety in terms of Internet Connection
SA A D SD WM QD
1. The Learner has a reliable source of internet 10 42 7 1 3.01 A

connection for their online class
2. The Learner is contented and confident with 8 29 22 1 2.73 A

the internet they had
3. The Students have ability to complete 5 25 26 4 2.48 D

assignment without getting interrupted by
their internet provider
4. The Student are able to share ideas, or 9 41 10 0 2.98 A

views clearly with anyone during their
meeting
5. The Learner can participate in classes 4 36 18 2 3.3 SA

without feeling anxious, provided by their
mobile phones and internet connection

Table 4 above reveals the weighted mean distribution of factors contributing to
student’s Technology Anxiety in terms of Internet Connection.
Based on the table, it tells that with the highest ratings of 3.3, the student
strongly agree to participate in class without feeling anxious, provided by their
mobile phones and internet connection followed by the ratings of 3.1, the students
are agree to the statement, the learner has a reliable source of internet connection for
their online class. Moreover, the statement number 4, with the ratings of 2.98, reveals
that the students are agree that they can able to share ideas, or views clearly with
anyone during their meeting. Whereas, the second to the lowest ratings of 2.73, the
learners agree that they are contented and confident with the internet they had,
followed by the lowest ratings of 2.48, belong to the statement, the students have the
ability to complete assignment without getting interrupted by their internet provider,
and the only one that describes the quantitative description of “Disagree”
Overall, the factors contributing to students Technology Anxiety in terms of
Internet Connection is rated “Agree” as evident in average weighted mean of 2.9.
According to Roxas-Ridulme (2017) the students were also very confident in
using their computers and had a positive attitude towards their learning through the
Internet.
The Table 5 below presents the weighted mean distribution of factors
contributing to student’s Technology Anxiety in terms of Availability.

Table 5
Factors contributing to student’s Technology Anxiety in terms of Availability
SA A D SD WM QD
1. The Learner can easily handle some 5 35 20 0 2.75 A

difficulties in their computer or other
technology devices.
2. The Student can easily operate their 5 27 28 0 2.61 A

computer or any technology-based materials
without any hesitation.
3. The Student can be able to do their task on 8 29 23 0 2.98 A

their computer or any technological
materials without the help of others.
4. The Learner is confident when using a 7 41 11 1 2.7 A

computer or any technology devices.
5. The Learner can be able to help other 21 36 3 0 3.3 SA

people who don't know how to use a
computer or other technology devices.
As shown in the table, most of the students are able to help other people who
don’t know how to use a computer or other technology devices with highest
weighted mean of 3.3, with the quantitative description of “Strongly Agree”. The
second to the highest has the rating of 2.98, belongs to the statement, the student
agree that they can be able to do their task on their computer or any technological
materials without the help of others followed by the statement number 1, the learners
agree that they can easily handle some difficulties in their computer or other
technology devices with the ratings of 2.75. However, the second to the lowest has
its ratings of 2.61 which tells that the students agree that they can easily operate their
computer or any technology-based materials without any hesitation followed by the
lowest weighted mean of 2.7 which belongs to the statement, the students are
confident when using a computer or any technology devices, describes the
quantitative description of “Agree”. All statements in the table 5 were described a
quantitative description of “Agree” with the general average of 2.87.
As stated by Asio, Abarintos, Gadia, Paguio, & Balce (2021) one of the
biggest challenges to address the problem regarding learning is the availability of
technological gadgets and internet connectivity.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECCOMENDATIONS
This chapter presents the summary of the study conducted. This also presents
the findings derived from analysis and interpretation of the results. Moreover, this
imparts the conclusions framed and the recommendations thereafter
Summary
Technology is now a common thing that plays a big part in the development
and learning process of the students in terms with connection, information, skills and
technique in technological materials. The objectives of the study are to address the
factors of Technology anxiety in Distance learning that can enrich their knowledge,
awareness and help the students of Leon Guinto Memorial College, Inc. with
technological difficulties. The research intended to determine the internal and
external factors contributing to student’s Technology Anxiety with the use of simple
random sampling procedure and descriptive method of research with quantitative
approach.
It consists of 60 respondents from Grade 11 students of Leon Guinto Memorial
College, Inc.; 20 students from Accountancy and Business Management, 20 students
from Humanities and Social Sciences and 20 students from General Academic
Strand.
Findings
The researchers arrived to the following findings:
1. The researchers discovered that in the sum of 60 samples in Figure 2, almost
all respondents are female with 41 samples or 68% while 19 samples or only
32% are male. From the survey conducted in the Figure 3, the researchers
found out that in the total of 60 respondents who have answered, there were
no students over 15 years of age though students who have answered at aged
17 were in the highest percentage of 50% or 30. On the other hand, 26 or 43%
of the respondents were 16 years old while the remaining 4 or 7% are 18
years of age. In the Figure 4, out of 60 samples who responded, all the strands
such as Accountancy and Business Management, Humanities and Social
Science, and General Academic Strand have an equal percentage of 33% or
20 respondents. Moreover, based in the result of the conducted survey in
Figure 5, the highest percentage in terms of available resources is cellphone
that has 98% (59) followed by radio that has lowest percentage of 3% (2).
Out of 60 respondents, in the demographic profile of the respondents in terms
of social status in Figure 6, the lowest rating of the samples belongs in the
Upper class – Elite which has 3 or 5% of the respondents. Students belongs to
the poor status rank second with the lowest percentage of 7% (4).
Nevertheless, the highest rating that students included is Lower middle class
which has 23 or 38%, followed by 22 or 37% of upper middle class. The 8 or
13% left respondents belongs to the working class.
2. Based on Table 2, with the highest ratings of 3.56, it reveals that the
respondents are strongly agreed that students are in using a computer and
other technology-based materials; however, the respondents disagreed that
they do not feel tired when exposing themselves on technological devices
with the lowest ratings of 2.3 As the result of the survey conducted by the
researchers, it reveals that the students strongly agreed that it is easy to use
technology and gadgets during their online distance learning with the rate of
3.36 on the other hand with the rate of 2.36, the respondents disagreed that
they did not encounter difficulties in adapting the online distance learning and
today’s technology. Furthermore, based on the results of the researchers in
Table 4, it tells that majority of the respondents has ability to participate in
classes without feeling anxious provided by their mobile phones and internet
connections with the weighted mean of 3.3. However, the few respondents
disagreed that they able to complete assignment without getting interrupted
by their internet provider with the weighted mean of 2.48. As the result of the
survey conducted by the researchers, it reveals that the students agreed that
they can help other people who don’t know how to use computer or
technology devices as rated in 3.3 and also, with the rate of 2.98 the student
agreed that they are capable to do their task on their computer or any
technological materials without the help of others.
Conclusion
From the findings of the study, the following conclusions about the Factors of
Technological Anxiety in Online Distance Learning of the students:
1. Most of the respondents from Grade 11 are female. In terms of age, most of
the respondents are 17 years old. When it comes to strand, they are all have
an equal number of sample and cellphone is the majority of students when it
comes to their available resources followed by laptop, T.V., tablet and radio.
In terms of social status, more than half of the samples are from lower middle
class, the second is upper middle class, and then working class, though the
second to the lowest is poor followed by the lowest upper class or elite.
2. It reveals that students agreed that one of the factors contributing to their
technology anxiety is interest. Furthermore, it tells that student are in favor of
adaptability as part of the factors affecting technology anxiety. The
respondents also acceded that internet connection is one of the elements that
contribute on their technology anxiety. Based on the results, it shows that the
students agreed of availability as the cause of the factors affecting technology
anxiety.
Recommendations
Base on the conclusions drawn by the findings of the researchers, the
following recommendations are suggested:
For the selected Grade 11 students of Leon Guinto Memorial College, Inc., it is
best to have some typing activities and research basic parts of devices. It will give
them chance to learn more about the technology to increase their capability and
adaptability. Student must find a quiet place to work in an online class to focus on
discussion and to prevent technological anxiety. Student should take a short break for
about 15 minutes in every hour of exposure in gadgets. Learners should get 8-10
hours enough sleep and eat in order to focus and to be prepared themselves in
technological devices for online class.
The teacher must give regular training like creating emotional and social
connection that to be conducted for students to manage their moods during online
distance learning. The teacher should have students’ orientation; the factors of
technological anxiety should be discussed as it can lead to anxiety and techno stress,
which can eventually affect their health, sleep, and happiness. The teacher must
lessen activity to give students an ample time to explore technological device in
order for students to adjust in online class. It is best for the instructor, to boost their
students by encouraging and making them motivated to deal and surpass their
difficulties in adapting the online distance learning and today’s technology.

Parents should know their child's condition by asking about their feeling
towards technology devices and be by their side, this will make parents know their
children’s difficulties in technology and to be able to help them. Parents must guide
and remind their child the proper way of handling technological materials. Guardians
should show support and help the students whenever they are dealing with gadgets.
Parents should appreciate their child's progress to help them to lessen their
technological anxiety in online class. Parents must guide their children in doing
activities to be able to accomplish their task without getting anxious.
The researchers suggest that the learners must learn the factors and nature of
technology anxiety and how does it affect them. Students needs to consider their
problem concerning their needs and difficulties when it comes in using technology.
The Selected Grade 11 students must find the courage to ask for a help about their
problems about technology to guide and improve their skills on it. Learners should
let their selves to be open, aware, and willing to learn more about the technology that
will enhance the ability of the students with the proper use of technological materials.
Students need to have a positive and bright environment for a better learning when it
comes with technology and its advancement.
The future researchers must find the right respondents in their survey in order
to come up with better findings and come up with ways to reduce or prevent
technology anxiety in online distance learning. The study is limited to the capability
in understanding the technology, investigate the factors of technology anxiety, and
discover proper treatments of reducing this that is significant.

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APPENDICES
APPENDIX “A” COMMUNICATIONS

APPENDIX “B” INSTRUMENTATION
Dear respondents ;
We are the researcher from the General Academic Strand of Leon Guinto
Memorial College, Inc. Senior High School Department and we are currently
conducting a research study entitled, “Technology Anxiety: Factors Affecting Grade
11 Students in Online Distance Learning SY 2020-2021”. We the researchers, deeply
appreciate your kindness for giving us your time in answering our questionnaires that
would be a great help for us in regards to our study.
Name (optional): ___________________ Date: ________

DIRECTIONS: Put a check (/) on the box which coordinates to your age, sex, strand,
Social Status and available gadgets.
Age:
 15 year’s old Social Status:
 16 year’s old  Upper Class – Elite
 17 year’s old  Upper Middle Class
 18 year’s old  Lower Middle Class
 Others: _____  Working Class
Sex:  Poor
 Male What are the available resources at your

 Female house?
(You can check two or more gadgets,
Strand:
depending on what you have)
 GAS
 T.V
 ABM Blk. 1
 Laptop
 HUMMS Blk. 1
 Cellphone
 Tablet
 Radio
 Others: ______
DIRECTIONS: Put a check (/) on the column of your chosen answer if you are,
strongly agree, agree, disagree and strongly disagree on the following statement
below.
INTERNAL FACTORS
Interest SA A D SD
1. The Student are interested in using a

computer and other technology-based
materials
2. The Student never feels tired when
exposing themselves on technological
devices
3. The learner enjoys the times when
using computer and other gadgets
4. The Learner is fascinated and never get

bored whenever they use and learn with
the use of technology
5. The Student finds technological
equipment very entertaining and valuable
today
Adaptability SA A D SD
1. The Student finds it easy to use
technology and gadgets during their online
distance learning
2. The Learner is not confused with

technological terms and keys and they
understand it quickly
3. The Learner is very skillful when it
comes to technology, computer and
gadgets
4. The Student have no difficulties in
adapting the online distance learning and
today’s technology
5. The Student are not new in gadgets and
they know the basic skills of using any of
technological devices
EXTERNAL FACTORS
Internet Connection SA A D SD
1. The Learner has a reliable source of

internet connection for their online class
2. The Learner is contented and confident
with the internet they had
3. The Students have ability to complete
assignment without getting interrupted by
their internet provider
4. The Student are able to share ideas, or
views clearly with anyone during their
meeting
5. The Learner can participate in classes
without feeling anxious, provided by their
mobile phones and internet connection
Availability SA A D SD
1. The Learner can easily handle some

difficulties in their computer or other
technology devices.
2. The Student can easily operate their
computer or any technology-based
materials without any hesitation.
3. The Student can be able to do their task
on their computer or any technological
materials without the help of others.
4. The Learner is confident when using a
computer or any technology devices.
5. The Learner can be able to help other
people who don't know how to use a
computer or other technology devices.
APPENDIX “C” CERTIFICATIONS

APPENDIX “D” VALIDATIONS
APPENDIX “E ” COMPUTATIONS
GRADE 11 STUDENTS
MALE FEMALE
ABM 6 14
HUMMS 4 17
GAS 9 10
TOTAL 19 41
GRAND TOTAL 60
AGE
15 16 17 18
ABM 0 8 11 1
HUMMS 0 10 8 2
GAS 0 8 11 1
TOTAL 0 26 30 4
GRAND TOTAL 60
STRAND PERCENTAGE TOTAL

ABM 33.3% 20
HUMMS 33.3% 20
GAS 33.3% 20
GRAND TOTAL 60
NO. AVAILABILE RESOURCES

T.V LAPTOP CELLPHONE TABLET RADIO
ABM 6 12 20 0 1
HUMMS 7 8 20 2 0
GAS 6 7 19 1 1
TOTAL 19 27 49 3 2
UPPER CLASS - UPPER LOWER WORKING POOR

ELITE MIDDLE MIDDLE CLASS
CLASS CLASS
ABM 0 5 8 5 2
HUMMS 1 7 10 2 0
GAS 2 10 5 1 2
TOTAL 3 22 23 8 4
GRAND TOTAL 60
SA
SA
SA
23
A
7
SA
CURRICULUM
VITAE

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Leon Guinto Memorial College, Inc

Senior High School Department

THE PROBLEM AND ITS SETTING

The coronavirus (COVID-19) was declared as global pandemic on 12 March

Technology can certainly be of support in this regard

Technology is the current life of the generation nowadays especially when

have trouble with.

someone closer is no more unpleasant. These current gadgets like smartphones or

communicational skill development in online students.

Technology Anxiety in Online Distance learning often occurs in today’s

boring courses, economic difficulties, lack of feedback and encouragement, isolation,

lack of motivation, dissatisfaction with requirements or regulations, and changes in

BACKGROUND OF THE STUDY

Anxiety is one of the obstacles which hinder to adapt or use a system,

new systems or technologies (Dönmez-Turana & Kırb, 2019). As Leon Guinto

Addressing the factors of Technology anxiety in Distance learning can enrich

with Technology Anxiety

STATEMENT OF THE PROBLEM

This research knew the Factors of Technological Anxiety in Online Distance

Learning at Leon Guinto Memorial College, Inc.

Specifically, the study achieved the following objective:

1. What is the Demographic profile of the respondents in terms of;

1.4. Available Resources and

1.5. Social Status?

2.1. Internal Factors

2.2 External Factors

2.1.1 Access to the Internet; and

SIGNIFICANCE OF THE STUDY

profitable particularly to Teachers, Students, Parents and Future Researchers

difficulties when it comes to technology and to take an action in addressing problem

through their teacher as a guiding hand.

improvement when it comes in Technology.

Parents. They have a significant role on developing student’s ability. They

Future Researchers. This conveyed as a guide or reference for their research

factors influencing on it.

SCOPE AND LIMITATIONS

This study obtained a better understanding of the nature of Technology anxiety

Further, this employed with the survey-type questionnaire. This study is

limited to the capability in understanding the technology, investigate the factors of

the school year 2020-2021. A survey administered by presenting the technology

For reader’s better understanding, researcher operationally defined the

Adaptability it is an internal difficulty that prevents students of Leon Guinto

learners were not used and skilled on using gadget.

Availability it is the external difficulty that prohibit students of Leon Guinto

Memorial College, Inc. from having knowledge about technology.

Distance Learning is considered as a learning method that helps students to be

motivational, no physical attraction that makes students hard to cope with.

of outer factors that affect students learning.

promotes technology anxiety on students of Leon Guinto Memorial College, Inc

factors that affect students learning.

Technology Anxiety, it is the uneasiness and uncomfortable feeling on using

Technological Self-Efficacy it is the important tool that is needed, to improve the

anxiety of the students of Leon Guinto Memorial College, Inc

REVIEW OF THE RELATED LITERATURES AND STUDIES

affecting Grade 11 students in Online Distance Learning.

conditions and has tremendous advantages in terms of increasing productivity,

efficiency, and effectiveness (Sae Bom Lee, 2016).

Impact of technology use on academic performance

In a recent handbook review of the literature on the impact of technology use

on student academic performance, Bowman (2015) summarized a wealth of data by

of the literature on everyday multitasking, Carrier (2015) reported similar conclusions

cognitive (executive functioning problems) and affective (technological

anxiety/technological dependence) links to academic performance mediated by how