i

ENHANCING AND UTILIZING LEARNERS THROUGH

TECHNOLOGY ON STUDENTS' ACADEMIC
PERFORMANCE

A Research Paper
Presented to the Faculty
of College Education
Cebu Technological University Carmen Campus
Carmen, Cebu

In Partial Fulfillment of the

Requirements for the Degree
Bachelor in Elementary Education

Pardillo, Kristian Peter D.

Group Facilitator

Aberina, Rosemary A.

Brigoli, Mary Allen E. Oted, Regin B.

Empelis, Carmelle Niña Retiza, Hannah Mae A.
Jorquia, Justine T. Rosal, Trisha May L.
Maningo, Marjorie L. Santillan, Erjon J.

June 2023
 ii

APPROVAL SHEET

This research paper entitled “ENHANCING AND UTILIZING

LEARNERS LEARNING THROUGH TECHNOLOGY ON STUDENTS'
ACADEMIC PERFORMANCE”, prepared and submitted by Kristian Peter D.
Pardillo, Rosemary A. Aberina, Mary Allen E. Brigoli, Carmel Niňa
Empelis, Justine T. Jorquia, Marjorie L. Maningo, Regin B. Oted, Hannah
Mae A. Retiza, Trisha May L. Rosal, and Erjon J. Santillan, Bachelor of
Elementary Education, has been ACCEPTED.

EMARDY T. BARBECHO, Ph. D.

Research Adviser

PANEL OF EXAMINERS

ANNA MARIE C. NEIZ, MAEd

Chairman

BONIFACIO M. AMPER JR.,Ph. D. GYPSY ROSE J. CAPUNO, MAEd-ET

Member Member

MONINA C. BABARAN, Ph. D.

Member

Accepted and approved for the fulfillment of the requirements for the
degree Bachelor in Elementary Education.

Date of Oral Examination: June 14, 2023

Action Taken :

ANNA MARIE C. NEIZ, MAEd EMARDY T. BARBECHO, Ph.D.

Acting Dean, College of Education Chairperson, Elementary Education

ANTHONY S. ILANO, Ph. D.

OIC-Campus Director
 iii

ACKNOWLEDGMENT
The researchers would like to extend their heartfelt and genuine gratitude
to the people who gave their benevolent support and constant guidance all along
in writing this study. This study would not be possible without the assistance of
good – natured people who rendered their genuine support to make this study
successful.
First and foremost, the researcher would like to extend their sincere
gratitude to the Almighty Father who constantly guide and strengthen their inner
self to keep motivated and positively looking forward as they go in their journey.
To the Campus Director, Dr. EDGAR C. AMBOS, for giving us permission
to conduct this study. To the Panel of Examiners, thank you for giving us an
opportunity to discuss our study, for the corrections and suggestions you made to
accomplish this research paper. To the Acting Dean in College of Education,
MRS. ANNA MARIE C. NEIZ, for her approval and cordial advice in this study.
To the research adviser, Dr. EMARDY T. BARBECHO, thank you for
supporting this research study, for the time and effort you have rendered in
making corrections of our manuscripts. To the subject professor, Dr. MONINA C.
BABARAN, thank you for facilitating us in Research and in doing this research
study. It is our great pleasure to have you as our professor who generously guide
us through this research journey. To all BACHELOR OF ELEMENTARY
EDUCATION FIRST YEAR STUDENTS in Cebu Technological University
Carmen Campus, thank you for participating this research study, for the patience
and genuine support to make this study successful. To the family, loved ones
and friends, thank you for the constant support both financially and emotionally
as we do this research study. To the researchers, thank you for supporting and
motivating each other. It is a great pleasure to work in unity and collaboratively to
accomplish this research study.
 iv

DEDICATIONS
I am writing this dedication letter with heartfelt gratitude and reverence to
express my deepest appreciation for the invaluable guidance, blessings, and
inspiration that Almighty God has bestowed upon me throughout the journey of
our research. In embarking on this endeavor, I am acutely aware of the limits of
human knowledge and understanding. However, it is through the lens of faith and
my unwavering belief in a higher power that I find solace and motivation to
explore the mysteries of the universe. I am humbled by the immeasurable
blessings that have been showered upon us, guiding our steps and illuminating
our path. It is through the grace of Almighty God that we have been granted the
wisdom, perseverance, and resilience required to overcome challenges, unravel
complexities, and make significant contributions to the field of research.
-Rosemary A. Aberina
This research is dedicated to my family for their unwavering support, love,
and guidance; to my friends for always listening to me vent; to all of my primary
and secondary school teachers for laying the groundwork for my knowledge that
was later refined by my college instructors and professors. I want to thank God
Almighty, who gave me the willpower to work hard and be active in this study.
Thank you, Lord, for everything.
- Mary Allen E. Brigoli
I dedicate this research to my loving family who always gives me strength
and words of encouragement whenever I felt like giving up. they are my
inspiration in doing all of this. Thank you for supporting me emotionally and
financially, I am where I am today because of all your sacrifices. I also dedicate
this research to my friends and sister who cheer me up and motivates me. Thank
you for being there for me and to all your words that keep me going. And to our
almighty God, the source of all creation and the ultimate embodiment of
knowledge and wisdom. Your divine presence has been the guiding force behind
every step of this research endeavor. We dedicate this paper to You, recognizing
that without Your grace, none of our efforts would have been possible. I thank
you God with all my heart.
-Carmelle Niña Empelis
This research is dedicated to my parents, who have always been my
source of strength and inspiration, thank you for your unwavering support and
guidance. Your love and sacrifice have brought me to where I am today. And to
our almighty God, thank you for granting us the opportunity to pursue this
research with the knowledge and skills you have bestowed upon us. We offer this
work as an expression of our gratitude and faith in you, for all that you have done
in our life, and for all that will come in the future.
-Justine T. Jorquia
 v

This research is dedicated to my parents who gives their support

throughout the study. They are the one who provide the resources needed in
making of this study. It also dedicated the teachers who are guiding us to
complete this study. It is also dedicated to our Almighty God who gave us
knowledge, wisdom and skills to continue and finish this study. I Thank you God,
for making it possible and for always being there.
-Marjorie L. Maningo
I dedicate this research study to my supportive parents, who gave me words of
encouragement and pushed me to finish conducting this study. To my sister, my
instant motivator and cheerleader, who never gets tired of hearing all my rants
during the process of conducting this study. Above all, to our Lord Jesus Christ,
who gives me strength and never fails to grant my desires in life, all of this I owe
it all to you. I praise and thank you with all my heart.
-Regin Mae B. Oted
To the respondents who have generously contributed their time, energy,
and insights to this research, I offer my profound appreciation. Your willingness
to be a part of this endeavor has made it possible to explore new avenues,
challenge assumptions, and shed light on phenomena that would have otherwise
remained elusive.
-Kristian Peter D. Pardillo
I dedicate this research study to my family, who gave me support and
inspired me to finish this research. And also, I dedicated this research to our
Father God, who guided us, and gave us knowledge, skills, and strength to finish
this study, without God, we are nothing.
-Hannah Mae A. Retiza
This research is dedicated to the pioneers who have paved the way, the
visionaries who have imagined the unimaginable, and the scholars who have laid
the foundation upon which we stand today. It is an acknowledgement of their
unwavering commitment to uncovering truths, challenging existing notions, and
expanding the frontiers of knowledge.
-Trisha May L. Rosal
To the mentors who have imparted their wisdom, nurtured intellectual
growth, and guided me through the intricacies of research, I offer my heartfelt
appreciation. Your guidance has been an invaluable compass, steering me
towards new perspectives, refining my methodologies, and fostering a spirit of
critical thinking that is essential for any meaningful inquiry.
-Erjon J. Santillan
 vi

ABSTRACT
ENHANCING AND UTILIZING LEARNERS LEARNING
THROUGHTECHNOLOGY ON STUDENTS'
ACADEMIC PERFORMANCE

Kristian Peter D. Pardillo, Rosemary A. Aberina, Mary Allen E. Brigoli,

Carmel Niňa Empelis, Justine T. Jorquia, Marjorie L. Maningo, Regin B.
Oted, Hannah Mae A. Retiza, Trisha May L. Rosal, and Erjon J. Santillan
Cebu Technological University – Carmen Campus
The integration of technology in education has become increasingly
prevalent in recent years, offering new opportunities to enhance the learning
experience and improve students' academic performance. T pack represents the
concept through technology, how to teach technology to teach content, common
misconceptions in curricular areas and how technology address them. This
systematic review aims to explore the impact of utilizing technology on students'
academic performance and identify effective strategies for maximizing its
potential.
The review analyzes a wide range of studies conducted between 2010
and 2023, sourced from academic databases, journals, and conference
proceedings. Various technologies and their applications in educational settings
are considered, including interactive learning platforms, educational software,
mobile applications, and online collaboration tools. The findings reveal that
integrating technology in education positively influences students' academic
performance across multiple domains. Furthermore, the review identifies key
factors that contribute to the successful integration of technology in education.
These include the availability of adequate technological infrastructure,
professional development opportunities for educators, effective instructional
design, and the establishment of a supportive learning environment.
In conclusion, this systematic review highlights the significant potential of
technology to enhance students' academic performance. It emphasizes the
importance of thoughtful implementation strategies, informed by best practices,
to optimize the benefits of technology integration. By leveraging technology
effectively, educators can create engaging and personalized learning
experiences that cater to the diverse needs of students, ultimately leading to
improved academic outcomes and fostering lifelong learning skills.

Keywords: Integration, T pack, TEL

 vii

TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION iv
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF APPENDICES xi
CHAPTER TITLE PAGE
NUMBER
1 THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale 1
Theoretical Background 5
THE PROBLEM
Statement of the Problem 10
Hypothesis/Assumptions 11
Significance of the Study 11
Scope and Limitations of the Study 12
RESEARCH METHODOLOGY
Design 13
Flow of the Study 14
Environment 15
Respondents 17
Instruments 17
Data-gathering Procedure 18
Ethical Consideration 18
Statistical Treatment 19
Scoring Procedure 20
 viii

Definition of Terms 21
2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Age of Respondents 23
Gender of Respondents 24
Attitudes to Technology 24

3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings 27
Conclusion 28
Recommendations 28

REFERENCES 30
APPENDICES 33
DOCUMENTATION 39
CURRICULUM VITAE 44
 ix

LIST OF TABLES
TABLE TITLE PAGE NUMBER
1 Respondents of the Study 17
2 Likert Scale 20
3 Age of the Respondents 23
4 Gender of the Respondents 24
5 Attitudes to Technology 24
 x

LIST OF FIGURES

FIGURE TITLE PAGE NUMBER

1 Conceptual Framework 9
2 Flow of the Study 14
3 Locale of the Study 16
 xi

LIST OF APPENDICES

APPENDIX TITLE PAGE NUMBER

A Transmittal Letter 34
B Survey Questionnaire 36
C Raw Data 37
xii
 1

Chapter 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION

RATIONALE OF THE STUDY

Technology is a crucial part of human life. Technology contributes

its advantages and disadvantages in every aspect and human activity.

Technology has invaded every part of our life in the modern day, including the

subject of education. It is a tool that facilitates the speedy and effective

completion of challenging jobs. The young of today are growing up in an era

where technology is always available to them. The popularity of children is

growing because of the expanding social media landscape and online presence.

In addition, today's society is obsessed with cell phones, computers, tablets, free

Wi-Fi, game consoles, and electronic toys. Students are maturing in a period

when technology is a trendy trend in the marketplace. Digital learning tools used

effectively in the classroom can increase student engagement, help teachers

develop better lesson plans, and promote individualized learning.

Additionally, it fosters critical thinking among students. The ability to put

students' knowledge and abilities into practice is one of the biggest advantages

of employing technology in education. Through online classes, conversations

with teachers, and interactions with other students, students gain useful

knowledge. However, it is crucial to put these new abilities into practice. It is a

well-known truth that using technology in the classroom may make the learning
 2

process and activities more interesting. Technology can appeal to numerous

senses and boost students' interest in the subject matter. The use of the right

technology in the classroom improves student academic performance, self-

confidence, classroom motivation, and attendance. Technology helps students

make the shift from passively listening and paying attention to more active

learning. Technology also affects critical thinking by supporting students in

putting what they learn into practice.

Technology has become an integral part of our lives and has profoundly

influenced various aspects of society, including communication, transportation,

healthcare, entertainment, education, and more. It enables people to accomplish

tasks more quickly and efficiently. It automates processes, streamlines

operations, and reduces manual effort, saving time and resources. The internet

and digital technology have democratized access to information. We can now

search for knowledge, learn new skills, and access vast amounts of data with just

a few clicks, empowering individuals and promoting lifelong learning. Technology

has transformed the field of education. Digital learning platforms, online courses,

and educational apps provide opportunities for remote learning, personalized

instruction, and interactive learning experiences, expanding access to education

globally.

Technology is derived from the Greek word “techno” which means the

willingness, skills, knowledge of the ways, rules, tools and “logos” which

means science, word, learning and mental state (Stosic, 2015). Many

research findings show the positive effects of using technology, one of

 3

them is in the field of education. Technology has a big role in building the

quality of education.

Fatimah and Santiana (2017) argued that as the latest

instructional media in this globalization era, technology contributes good

benefits in the educational sector, especially in teaching and learning

process such as, helps the students to have new authentic and meaningful

learning experiences, provides more fun and effective learning atmosphere

to engage their effort and behavior, allows the students to work

collaboratively and easily access the information that can increase their

learning experiences.

Educators are constantly looking for technological tools that are going to

enhance the learning of their students. The most positive effect of technology on

students is that it widely helps and enhances the learning process of students.

Each and ev1ery detail of all the subjects are available online on various sites

where students can go if they’re stuck. The best part is that it is only a click away.

Since technology today has made smartphones, laptops, and iPad so easily

available to carry for everyone, students can manage their work from anywhere.

Smart-boards and 3D printers have also made their way into the classrooms

which can practically teach students the subjects they're studying. It is important

to consider how students will receive technology when implementing it into the

classroom. When students perceive that the attributes of a given technology are

engaging and beneficial to their learning, they are likely to adopt that technology
 4

and use it to enhance their understanding of course content (Sun, Lee, Lee &

Law, 2016).

Digital skills help modern students to achieve the required quality

education. Moreover, it was discovered that when students use modern

equipment, technology, and tools, their learning and engagement improve (Raja

& Nagasubramani,2018). Also, according to Greene, Yu, and Copeland (2014),

being digitally literate requires the ability to organize, seek, analyze, and

integrate digital information (as cited by Tang & Chaw, 2016).

The use of technology has become significant in the teaching and learning

process in and out of class. Technology opens a window of improvement in

language learning. Not only that, but technology also allows teachers to enhance

classroom activities and language learning process (Ahmadi, D., & Reza, M.

2018). This shows that there is a brand-new era which assigns challenging

responsibilities for modern teachers. The traditional teaching method has been

changed drastically with extraordinary access to technology. The implementation

of technology has provided options for more interesting and productive teaching

and learning sessions predominantly in language learning. Jayanthi and Kumar

(2016) stated that the implementation of technology brings positive impacts on

language learning. It provides materials availability, improves students’ attitude,

brings authenticity to the classroom and it is student-centered.

Technology is an important part of students’ lives. Incorporating

technology into the classroom has proved to be beneficial yet also has some

drawbacks. Technology has helped student willingness and engagement and

 5

allows for the enhancements of learning. According to Fisher, et al. (2014), “The

need for construction and engagement means that the best types of learning will

be those that involve choices that the student can make, and learning where

there are meaningful contexts where the student is engaged”. Technology can be

one of the ways to create real and enjoyable atmosphere for young language

learners and increase their language awareness when it is used correctly.

Technology also lets young language learners gain language skills outside the

classroom when they interact actively.

This study has a profound impact on universities and higher education

institutions at the local level. Online learning platforms, video lectures, and digital

course materials have made education more accessible and flexible. Students

can engage in virtual classrooms, participate in online discussions, and access

educational resources from anywhere.

Theoretical Background

This study is anchored on the theories of “Interest-driven Creator

theory, Behaviorism theory, Walberg’s theory of academic achievement,

and TPACK model”.

IDC theory, when driven by interest, students can be engaged in the

creation of knowledge (ideas and artifacts). By repeating this interest-driven

creation process in their daily learning routines, students will develop twenty-

firstcentury skills, form a habit of creation, and excel in learning (Chan, et al.,

2019).
 6

Behaviorism theory focuses on the idea that all behaviors are learned

through interaction with the environment. This learning theory states that

behaviors are learned from the environment, and says that innate or inherited

factors have very little influence on behavior (WGU, 2020).

Walberg’s theory of academic achievement posits that the psychological

characteristics of individual students and their immediate psychological

environments influence educational outcomes (cognitive, behavioral, and

attitudinal) (Reynolds & Walberg, 1992). Further, Walberg’s research identified

nine key variables that influence educational outcomes as student ability/prior

achievement, motivation, age/developmental level, a quantity of instruction,

quality of instruction, classroom climate, home environment, peer group, and

exposure to mass media outside of school (Walberg, Fraser, & Welch, 1986) that

match their patterns of abilities, interests, and personality profiles; (b) effects of

academic environments on student’s social behavior in an effort to acquire the

desired abilities, interests and values; and (c) a student achievement to include a

function of personality type and the academic environment.

Technology Enhanced Learning (TEL) refers to the use of technology to

support teaching and learning activities in educational settings. The integration of

TEL in education has become increasingly popular over the last decade, as it

presents numerous opportunities for improving the quality of education.

The TPACK model is a framework that explains the interrelationship

between technological knowledge (TK), pedagogical knowledge (PK), and

content knowledge (CK) required for effective teaching. Teachers need to have a
 7

high level of knowledge of each of these areas to enable effective integration of

TEL in their teaching practice.

Special attention needs to be paid to the integration of TEL in the

education of BEEd 1st Year students. TEL can provide students with access to

an array of rich and interactive media, which can enhance their understanding of

complex concepts. The use of TEL could also increase student engagement and

motivation in learning activities by creating more opportunities for interaction,

collaboration and creativity. However, the use of TEL in education requires

teachers to have strong TPACK. Teachers with TPACK should be able to

develop teaching strategies that incorporate the use of technology, such as

multimedia resources, interactive software, and gamification tools. Furthermore,

the TPACK model emphasizes the importance of understanding the interplay

between technology, pedagogy, and content knowledge while designing learning

experiences. Effective teaching involves the use of technology to create activities

and resources that support students’ understanding of concepts related to the

content area.

When teachers have strong TPACK, they can create a more engaging and

effective educational experience for BEEd 1st Year students. This, in turn, is

expected to lead to improved academic performance and better learning

outcomes.

Therefore, the integration of TEL into the curriculum has potential benefits

in enhancing students’ academic performance. The TPACK model provides a

useful framework for understanding the important role of teachers in integrating

 8

TEL into education and the interplay between technology, pedagogy and content

knowledge. Studies are needed to further examine the impact of TEL on the

academic performance of BEEd 1st Year students. However, existing research

provides evidence that the integration of TEL can lead to improved learning

outcomes, including higher academic achievement, increased motivation and

engagement, and more active participation in the learning process.

One study conducted by Ali and Ahmed (2017) examined the impact of

TEL on the academic performance of undergraduate students. The study found

that the use of TEL had a positive impact on student academic performance in

terms of better grades and higher levels of engagement in the learning process.

Another study conducted by Sahu and Kumar (2020) focused on the

impact of TEL on the academic performance of medical students. The study

found that the use of TEL tools such as podcasts, videos, and educational

software had a positive impact on students' academic achievements and helped

students to understand difficult concepts more easily.

In conclusion, TEL can have a significant impact on the academic

performance of BEEd 1st Year students. The effective integration of TEL requires

teachers to have strong TPACK, and to design learning experiences that support

students’ understanding of the content area while leveraging the affordances of

technology. Further research is needed to gain a deeper understanding of how

TEL can be most effectively integrated to improve the academic performance of

BEEd 1st Year students.

 9

Figure 1. Conceptual Framework

 10

THE PROBLEM

STATEMENT OF THE PROBLEM

This research study determined the impact of Technology-Enhanced

Learning on the Academic Performance of BEEd 1st Year students.

Specifically, this study sought to answer the following questions:

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

1.1. age; and

1.2. gender?

2. What are the effects of technology to the academic performance of the

students in terms of:

2.1 critical thinking skills; and

2.2. topic presentation?

3. Based on the findings, what output can be designed?

 11

STATEMENT OF HYPOTHESES

Null Hypothesis:

Ho. There is no significant impact of technology-enhanced learning on the

academic performance of BEEd 1st year students.

Significance of the Study

The result of this study is beneficial to the following sectors:

Educators. The study can provide valuable insights into the effectiveness of

technology-enhanced learning in improving student academic performance.

Educators can use this information to modify their teaching practices and

curricula to better integrate technology and improve learning outcomes.

Policymakers. The study can inform the development of policies that support the

integration of technology in classrooms. Policymakers can use the findings to

create guidelines and regulations that promote the effective use of technology to

enhance student learning.

Students. The study can benefit BEEd 1st year students by providing

information on the impact of technology on their academic performance.

Students can use this information to make informed decisions about their

learning and to take advantage of the benefits that technology can offer.

Researchers. The study can provide a basis for further research on the impact

of technology-enhanced learning on academic performance. Researchers can

 12

use the findings to develop new studies and to build on existing research in the

field.

Scope and Limitations of The Study

The study focuses on the impact of technology on BEEd first year

students at Cebu Technological University on their academic performance. The

data collection will be conducted for all Bachelor in Elementary Education (BEEd)

first year students at Cebu Technological University A.Y. 2022-2023. This study

is limited only to the BEEd first year students at Cebu Technological University

Carmen Campus. Thus, the conclusions drawn from this study may or may not

be the same as those drawn from future studies.

 13

RESEARCH METHODOLOGY

This chapter presents the research methodologies used in the study. This

research includes the: a) research design; b) research environment; c) research

respondents; d) research instruments; e) gathering of data; f) ethical

considerations; g) statistical treatment; h) scoring procedure.

Design
This study used the descriptive method data; collection was done in order

to answer questions concerning the problem of the study. The research

instruments used is the survey questionnaire. The items should be constructed

carefully so that it yields enough data and facts that would help the researchers

in identifying the negative effect. It is composed of questions that allow the

learners to answer whether they totally disagree, disagree, not strong opinion,

agree or strongly agree. This type of question will help the researchers identify

the use of technology.

 14

The researcher will send an authorization

letter to the campus director and to the
respondents

The researchers will adapt a questionnaire and the

professor of the subject will review it.

The researcher will distribute the

adapted and approved survey
questionnaire to the respondents

After the respondents will complete the

questionnaire, the data will be collected and
interpreted by the researchers.
 15

The researchers will summarize the

findings, generated conclusion and
recommendations

Figure 2. Flow of the Study

Environment

This study was conducted at the Cebu Technological University Carmen

Campus. The said university is located at the Municipality of Carmen and is 41.3

kilometers away from Cebu City.

Cebu Technological University Carmen Campus offers Education courses

namely; Bachelor in Elementary Education, Bachelor in Secondary Education

Major in Mathematics, and Bachelor of Technology and Livelihood Education

Major in Home Economics. They also offer Bachelor of Science in Fisheries,

Bachelor of Science in Hospitality Management, Bachelor of Industrial

Technology Major in Computer Technology and Bachelor of Science in Marine

Engineering.

The different curricular offerings of Carmen Campus gained Levels II

and III accreditation from the Accrediting Agency of Chartered Colleges and

Universities in the Philippines (AACCUP) apart from being an ISO 9001.2015

Certificated. Under the stewardship of Dr. Rosein A. Ancheta Jr., the entire Cebu

Technological University is now Quacquarelli Symonds (QS) Three (3) Stars

University.
16
 17

Figure 3. Locale of the Study

Respondents

The respondents on this study were among 113 total population of the first

year BEEd students in Cebu Technological University-Carmen Campus, the

researchers selected 45 respondents from this specific course and in different

sections.

Table 1
Respondents of the Study
________________________________________________________________
BEEd Population Number of Respondents Percentage
Section

A 38 17 38
B 39 15 33
C 36 13 29
Total 113 45 100

The researcher have randomly picked students from BEEd Section A and

it has (17) seventeen respondents with (10) ten boys and (7) seven girls, from
 18

BEEd Section B it only has (15) fifteen respondents with (3) three boys and (12)

twelve girls, and lastly from BEEd Section C there are (13) thirteen respondents

specifically (5) five are boys and (eight are girls).

Instrument

The research instrument used is the adopted questionnaire. The items

should be constructed carefully so that it yields enough data and facts that would

help the researchers in identifying the negative effect. It is composed of

questions that allow the learners to answer whether they totally disagree,

disagree, not strong opinion, agree or strongly agree. This type of question will

help the researchers identify the use of technology.

Data-gathering Procedures

The researchers will obtain approval from the school administration to

conduct the study using the adapted open-ended questionnaires as well as a

letter to the BEEd first year students informing them that they are the primary

respondents of the study. The researchers then will personally distribute the

questionnaire to the respondents right after receiving the consents. Instructions,

confidentiality, and ethical considerations for responding to the questionnaire will

be accurately stated. The data will be gathered, evaluated and treated

statistically.

Ethical Consideration
 19

In conducting any research, it is important to consider the ethical

implications and ensure that the rights and dignity of respondents are protected.

As such, this study will follow the principles of informed consent, confidentiality,

and fairness. The respondents will be fully informed about the nature and

purpose of the study, as well as any potential risks and benefits. Their right to

withdraw from the study at any time without penalty will be respected, and their

privacy and confidentiality will be protected through the use of de-identification

and secure data storage. Additionally, the study will be conducted in a fair and

equitable manner, with no discrimination or bias towards any particular group or

individual. The research team will also adhere to all relevant legal and ethical

standards and take steps to ensure that the research is socially responsible and

contributes to the betterment of society.

Statistical Treatment

The study used quantitative methods. Some statistical methods were

employed such as percentage and weighted mean.

1. Simple Percentage - is used to find out the percentages of each age and

performance of the entire population of the respondents. This is done

by simply dividing the frequency of each age and scores then, multiplying its

quotient to 100, which is constant. This is the formula:

f
P= x 100
n

where:
 20

P = percentage

f = frequency

n = total number of cases

2. Weighted Mean - this is used in determining the performance of the

respondents in Modular learning. The formula is:

x=
∑ w i xi
∑ wi

where:

wi = weight of each item

xi = value of each item

x = mean

∑ = summation notation

Scoring Procedure

This part shows that the research questions are scored by the use of

scales 1(Strongly Disagree), 2(Disagree), 3(Neutral), 4(Agree) and 5(Strongly

Agree) to successfully determine the results using the interpretation of weighted

mean for the items of the questionnaire.

5 = Strongly Agree

4 = Agree

3 = Neutral
 21

2 = Disagree

1 = Strongly Disagree

The five-point Likert scale measurements, its mean range and description are shown in
the table below.

Table 2

Likert Scale

Weigh/Scale Mean Range Description

______________________________________________________________________________

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

DEFINITION OF TERMS

The following terms are hereby defined operationally.

Academic Performance. Refers to the level of achievement or success

that a student attains in their academic pursuits, such as grades, test scores, and

overall academic progress.

Attitude in Technology. Refers to the individuals’ overall affective

response to using technology system, representing individual’s emotional

experience associated with technology use.

 22

BEEd. Refers to a four-year program which provides academic training

and

teaching for future elementary teachers which stands for Bachelor of Elementary

Education.

Digital Tools. Refers to software applications or programs that can be

used to facilitate learning, communication, and collaboration. These include but

are not limited to learning management systems, online discussion forums, and

virtual classrooms.

Educational Practices. Refers to the methods and strategies used by

educators to facilitate learning and promote academic success. These may

include lectures, group discussions, and hands-on activities.

Impact. Refers to the effect or influence that a particular phenomenon or

event has on an individual or group of individuals. In the context of this topic, it

refers to the effect that Technology-Enhanced Learning has on the academic

performance of BEEd 1st year students.

Learning. Refers to the acquisition of knowledge, skills, and attitudes

through study, experience, or instruction. It is a dynamic process that involves

active engagement and reflection on the part of the learner.

Resources. Refers to materials or assets that can be used to support

learning, such as textbooks, videos, and online articles.

 23

Teaching. Refers to the process of imparting knowledge and skills to

students. It involves the use of various instructional strategies and methods to

facilitate learning.

Technology-Enhanced Learning. Refers to the integration of technology

in educational practices to enhance the teaching and learning process. It involves

the use of digital tools and resources to facilitate and support learning,

communication, and collaboration.

 Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the data gathered by the researchers which are

presented based on the objective of the study.

Section 1: Demographic Profile of the Respondents

Profile of the Respondents

This section of the chapter presents the profile of the respondents in terms
of age and gender.

Table 3
Age of the Respondents

Age f %

21 3 7
20 15 33
19 19 42
18 8 18

Total 45 100

Table 3 presents the age of the 45 respondents in different levels of BEEd

1st year students and majority of them are in the age of 19 which 42% of the total

respondents. Next to the majority it has 33% which is in the age of 20, 18 years

old have 18% and are in the age of 21 it has 7%. The age of the respondents

determined the level of the respondents and how they encountered the use of

technology for education and its effect to academic performance.

 24

Table 4
Gender of the Respondents

Gender f %
Male 18 40
Female 27 60
Total 45 100

Table 4 shows the gender of 45 respondents from the BEEd 1 st year

students, 18 of them are males which is (40%) forty percent of the total

percentage and 27 of them are females with (60%) sixty percent of the total

percentage.

Table 5
Enhancing and Utilizing Learners Through Technology on Student
Academic Performance
Attitudes to technology Weighted Mean Verbal Description

1. I enjoy using technology. 4.26 Strongly Agree

2. I avoid using technology when I can. 3.75 Agree
3. I think using technology in class takes
up too much time. 3.48 Agree
4.I know that technology can help me
to learn many new things. 4.26 Strongly Agree
5. Technology intimidates and threatens me. 3.15 Neutral
6. Students should know how to use technology
in the class. 4.26 Strongly Agree
7. I would be a better learner if I knew how
to use technology properly. 3.95 Agree
8. I’m very confident when it comes to working
with technology at home/at work/at university. 3.86 Agree
9. I want to learn more about using technology
at home/at work/at university. 4.22 Strongly Agree
10. I believe that I can improve my language
skills using technology. 4.11 Agree

Average Mean 3.93 Agree

Legend:
4.20-5.0 = Strongly Agree 2.60-3.39 = Neutral 1.00-1.79 = Disagree
3.40-4.19 = Agree 1.80-2.59 = Strongly Disagree
 25

Presented in Table 5, the respondents' academic performance obtained

an average mean of 3.93 and verbally interpreted as Agree, which means that

the technology enhances the academic performance among the BEEd 1st year

students.

Statements they answered with a description of strongly agree are the

following:

Statement 1.1 “I enjoy using technology” statement 1.4 “I know that

technology can help me to learn many new things” and statement 1.6 “Students

should know how to use technology in the class” and statement 1.9 “I want to

learn more about using technology at home/at work/at university” had both got

the highest weighted mean of 4.26 and verbally interpreted as Strongly Agree.

Statement number 1.2 “I avoid using technology when I can” statement

number 1.3 “I think using technology in class takes up too much time” statement

number 1.7 “I would be a better learner if I knew how to use technology properly”

statement 1.8 “I’m very confident when it comes to working with technology at

home/at work/at university” statement 1.10 “ I believe that I can improve my

language skills using technology” had got the highest weighted mean of 4.11

and verbally interpreted as Agree.

Statement number 1.5 “Technology intimidates and threatens me” had

weighted mean of 3.15 and verbally interpreted as Neutral.

This implied that the common answers of the respondents is that they

enjoyed using technology and it can help them to learn many new things. It is
 26

because technology is very useful to them especially in their academic

performance development.
 27

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

The research on the “Enhancing and Utilizing Learners Learning through

Technology on Student’s Academic Performance’’ is summarized in this chapter,

along with the conclusions reached and recommendations offered.

Summary of Findings

Based on the data gathered by the researchers, the following findings are

derived;

1. Profile of the Respondents

1.1 45 students completed the survey; 27, or 60 %, are female, and 18, or

40%, are male. Therefore, it would women make up the majority of respondents.

There were 17 responses, or 38%, in the first year of the Bachelor in Elementary

Education from Section A and 15, or 33%, in the first-year of the Bachelor in

Elementary Education from Section B, and 13, or 29% making a total of 45

responses, or 100% of the total number of Bachelor in Elementary Education

students.

2. According to the results, there is a significant relationship between

respondents' grades in technology for teaching in elementary school and their

average weighted mean score in digital literacy, which is 3.93 on a scale from

"Strongly Agree" to "Agree”, this indicates that the respondents are digitally

literate.
28
 29

3. The institutions give students advance notice before using technology in

the classroom. Due to the fact that it allows students to search material and

access it across a variety of media platforms, learn independently, and contribute

to more effective learning.

Conclusion

Based on the findings, the researchers concluded that there is a

significant impact of technology-enhanced learning on the academic performance

of BEEd 1st year students. The integration of technology in education has

opened new avenues for learning, providing students with access to a wide

range of resources, tools, and interactive experiences that can enhance their

educational journey. In conclusion, by enhancing and utilizing learners' learning

through technology, academic performance can be positively influenced. The

integration of technology in education provides opportunities for increased

engagement, personalized learning, access to information, collaboration,

flexibility, accessibility, and data-driven decision making. As technology

continues to evolve, it is important for educators to leverage its potential to create

dynamic and effective learning environments that empower students and foster

their academic success.

Recommendations

The research team's recommendations are as follows in light of the study's

findings and conclusions: (1) promote greater use of technology and digital tools

by teachers and students; (2) improve students' knowledge and experiences by

 30

utilizing new and modern digital tools like podcasts, moodle, and others; and (3)

give teachers and students effective training for upgraded and modernized digital

tools.

Recommendation for Further Studies

1. Enhancing Learning Experiences: Unleashing the Power of Interactive

Multimedia Tools

2. Fostering Collaboration in the Digital Age: Exploring the Potential of Online

Collaborative Tools

3. Leveling Up Education: Harnessing the Benefits of Gamified Learning for

Enhanced Engagement and Achievement

4. Blending the Best of Both Worlds: Maximizing Learning Outcomes with

Blended Learning Models comprehensive and flexible learning experience.

5. Transforming Education through Technological Advancements: Enhancing

Learning Experiences with Innovative Technologies

 31

REFERENCES
 32

REFERENCES

Ahmadi, D., & Reza, M. (2018). The Use of Technology in English Language
Learning: A Literature Review. International Journal of Research in
English Education, 3, 115-125.
https://doi.org/10.29252/ijree.3.2.115

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of
Technology on Student Learning. Turkish Online Journal of Educational
Technology-TOJET, 20(1), 105-113.
https://files.eric.ed.gov/fulltext/EJ1290791

D’Angelo, C. (2018, July 9). The Impact of Technology: Student Engagement

and Success. Pressbooks.
https://pressbooks.pub/techandcurriculum/chapter/engagement-and-
success

Fatimah, A. S., & Santiana, S. (2017). TEACHING IN 21ST CENTURY:

STUDENTS-TEACHERS’ PERCEPTIONS OF TECHNOLOGY USE IN
THE CLASSROOM. Script Journal, 2(2), 125.
https://doi.org/10.24903/sj.v2i2.132

Harris (2016). Digital literacy: A prerequisite for effective learning in a blended

learning environment? ResearchGate.
https://www.researchgate.net/publication/303158120_Digital_literacy_A_p
rerequisite_for_effective_learning_in_a_blended_learning_environment

Jayanthi, N. S., & Kumar, R. V. (2016). Use of ICT in English Language Teaching
and Learning. Journal of English Language Teaching and Learning, 3, 34-
38.
 33

https://www.researchgate.net/publication/
337630119_Using_Technology_in_ESL_Classroom_Highlights_and_Chall
enges

Raja, R., & Nagasubramani, P. C. (2018b). Impact of modern technology in

education. Journal of Applied and Advanced Research, S33–S35.
https://doi.org/10.21839/jaar.2018.v3is1.165

Stosic, L., & Stosic, I. (2013). Diffusion of innovation in modern school.

International Journal Of Cog-nitive Research In Science, Engineering And
Ed-ucation (IJCRSEE), 1(1), 5-13.
http://ijcrsee.com/index.php/ijcrsee/article/view/7

Tang, C., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective
learning in a blended learning environment? ResearchGate.
https://www.researchgate.net/publication/303158120_Digital_literacy_A_p
rerequisite_for_effective_learning_in_a_blended_learning_environment
 34

APPENDICES
 35

Appendix A – Transmittal Letter to The Campus Director

 36

Appendix A- Transmittal Letter to The Respondents

 37

Appendix B- Questionnaire

Adopted from: Technology in the Classroom by Maliha Ahmed (April 24, 2013)

Name (Optional): ________________________________ Yr. & Sec:_______

Gender: _________ Date: __________

How do you feel about technology? Do this “Attitudes to technology”

questionnaire and then read the commentary in the answer key.
1=strongly disagree 2=disagree 3=neither agree nor disagree
4=agree 5=strongly agree

Attitudes to technology 1 2 3 4 5
1. I enjoy using technology.
2. I avoid using technology when I can.
3. I think using technology in class takes up
too much time.
4.I know that technology can help me to
learn many new things
5. Technology intimidates and threatens me.
6. Students should know how to use
technology in the class.
7. I would be a better learner if I knew how to
use technology properly.
8. I’m very confident when it comes to
working with technology at home/at work/at
university.
9. I want to learn more about using
technology at home/at work/at university.
10. I believe that I can improve my language
skills using.
 38

Appendix C – Raw Data

Digital Literacy Proficiency
39
 40

DOCUMENTATION
41
 42

The researchers read the letter and the survey questionnaire to be answered by
BEEd 1A, 1B and 1C.
 43

The researchers conducted the study to BEEd 1A,1B, and 1C in face-to-face set-
up for communication, reading letter and few instructions.

Meet-ups and Overnights of the researchers.

 44

Last meet-up of the researcher for finalizing the manuscript.

 45

CURRICULUM VITAE
 46

ABERINA, ROSEMARY A.
Address: Calubo-an, Cabalawan, Sogod, Cebu
Mobile Number: 09311037846
E-mail Address: rosemary.aberina@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 22
Birth : January 23, 2001
Gender : Female
Civil Status : Single
Height : 4’8
Weight : 42
Religion : Roman Catholic
Father’s Name : Serafin D. Aberina
Mother’s Name : Emma A. Aberina

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Cabalawan National High School
A.Y. 2018-2020
Junior High : Cabalawan National High School
A.Y. 2014-2018
Elementary : Lib-og Elementary School
A.Y. 2008-2014
 47

BRIGOLI, MARY ALLEN E.

Address: Poso, Cogon, Compostela, Cebu
Mobile Number: 09179535352
E-mail Address: maryallen.brigoli@ctu.edu.ph

I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : June 04, 2001
Gender : Female
Civil Status : Single
Height : 5’0
Weight : 35
Religion : Roman Catholic
Father’s Name : Roselito M. Brigoli
Mother’s Name : Arlina E. Brigoli

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Compostela National High School
A.Y. 2018-2020
Junior High : Compostela National High School
A.Y. 2014-2018
Elementary : Compostela, Central, Elementary
A.Y. 2008-2014
 48

EMPELIS, CARMELLE NIÑA

Address: Luyang, Carmen, Cebu
Mobile Number: 09499730951
E-mail Address: carmellenina.empelis@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Date of Birth : January 13, 2002
Place of Birth : Cebu City
Gender : Female
Civil Status : Single
Height : 5’0
Weight : 65
Religion : Roman Catholic
Father's Name : Richard Dilan
Mother’s Name : Janeth Dilan

II. EDUCATIONALBACKGROUND
______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Carmen National High School
A.Y. 2018-2020
Junior High : Carmen National High School
A.Y. 2014-2018
Elementary : Luyang Elementary School
A.Y. 2008-2014
 49

JORQUIA, JUSTINE T.
Address: Bontilao, Liki, Sogod, Cebu
Mobile Number: 09702221399
E-mail Address: justine.jorquia@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : December 18, 2001
Gender : Female
Civil Status : Single
Height : 5’2
Weight : 42
Religion : Roman Catholic
Father’s Name : Jeffrey K. Jorquia
Mother’s Name : Nancy T. Jorquia

II. EDUCATIONALBACKGROUND
______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Liki National High School
A.Y. 2018-2020
Junior High : Liki National High School
A.Y. 2014-2018
Elementary : Liki Elementary School
A.Y. 2008-2014
 50

MANINGO, MARJORIE L.
Address: Baring, Carmen, Cebu
Mobile Number: 09636544823
E-mail Address: marjorie.maningo@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : October 21,2001
Gender : Female
Civil Status : Single
Height : 5’0
Weight : 45
Religion : Roman Catholic
Father’s Name : Rowel M. Maningo
Mother’s Name : Milessa L. Maningo

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Carmen National High School
A.Y. 2018-2020
Junior High : Carmen National High School
A.Y. 2014-2018
Elementary : Elpidio I De Dios Elementary School
A.Y. 2008-2014
 51

OTED, REGIN MAE B.

Address: Dap-Dap, Cajel, Borbon, Cebu
Mobile Number: 09296587175
E-mail Address: reginmae.oted@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : March 10, 2002
Gender : Female
Civil Status : Single
Height : 4'9
Weight : 45
Religion : Roman Catholic
Father’s Name : Manuel M. Oted
Mother’s Name : Lucia B. Oted

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Liloan National High School
A.Y. 2018-2020
Junior High : St. William Cooperative School
A.Y. 2014-2018
Elementary : Cajel Elementary School
A.Y. 2008-2014
 52

PARDILLO, KRISTIAN PETER D.

Address: Flores, Catmon, Cebu
Mobile Number: 09212732299
E-mail Address: kristianpeter.pardillo@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : October 03, 2001
Gender : Male
Civil Status : Single
Height : 5’7
Weight : 71
Religion : Roman Catholic
Father’s Name : Peter A. Pardillo
Mother’s Name : Daisy D. Pardillo

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Carmen National High School
A.Y. 2018-2020
Junior High : Gabriel Jurado Foundation School
A.Y. 2014-2018
Elementary : Bagalnga Elementary School
A.Y. 2008-2014
 53

RETIZA, HANNAH MAE A.

Address: Matin-aw, Laaw, Borbon, Cebu
Mobile Number: 09984871099
E-mail Address: hannahmae.retiza@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 24
Birth : August 16, 1998
Gender : Female
Civil Status : Single
Height : 4’1
Weight : 36
Religion : Born Again Christian
Father’s Name : Edwin Q. Retiza
Mother’s Name : Lucita A. Retiza

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Don Emilio Osmeña Memorial School
A.Y. 2018-2020
Junior High : Don Emilio Osmeña Memorial School
A.Y. 2014-2018
Elementary : Don Mary R. Osmeña Memorial School
A.Y. 2008-2014
 54

ROSAL, TRISHA MAY L.

Address: Catarman, Liloan, Cebu
Mobile Number: 09913583922
E-mail Address: trishamay.rosal@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 21
Birth : November 29, 2001
Gender : Female
Civil Status : Single
Height : 5’0
Weight : 55
Religion : Roman Catholic
Father’s Name : Temistocles C. Rosal
Mother’s Name : Gemma L. Rosal

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Arcelo Memorial National High School
A.Y. 2018-2020
Junior High : Arcelo Memorial National High School
A.Y. 2014-2018
Elementary : Catarman Integrated School
A.Y. 2008-2014
 55

SANTILLAN, ERJON J.
Address: Estaca, Compostela, Cebu
Mobile Number: 09052346376
E-mail Address: erjon.santillan@ctu.edu.ph
I.PERSONAL INFORMATION
______________________________________________________________
Age : 23
Birth : October 5, 1999
Gender : Male
Civil Status : Single
Height : 5’7
Weight : 45
Religion : Roman Catholic
Father’s Name : Ernesto Santillan
Mother’s Name : Maria Luz Santillan

II. EDUCATIONAL ATTAINMENT

______________________________________________________________
Tertiary : Cebu Technological University
A.Y. 2020-Present
Senior High : Compostela National High School
A.Y. 2018-2020
Junior High : AFM COMPOSTELA
A.Y. 2014-2018
Elementary : Estaca Elementary School
A.Y. 2008-2014