Professional Documents
Culture Documents
A Research Proposal
Presented to the Faculty of the
LUCRECIA R. KASILAG SENIOR HIGH SCHOOL
Quezon City, Metro Manila
By
12-GAS
CHAPTER 2
2
The literature supports the growing field of technology and the need for
knowledge and use of technology in education. Learners will continue to demand flexible
ways of learning, and collaborative tasks between technology and education, which
combine teaching and learning skills. According to Powell & Lord (1998), students
by not providing cues regarding appearance, race, gender, education, or social status
through a variety of forums, including e-mail, online discussion forums, bulletin boards,
and web pages (Richter, 2001). This kind of communication is helpful in promoting
al.,2000). A study completed by Devlin and James (2003) concluded that the impact of
student learning. Several studies (Compeau & Higgins, 1995; Hill Smith, & Mann, 1987;
Taylor
& Todd, 1995; Torkzadeh & Koufteros, 1994; Torkzadeh & Koufteros, 1993; Yi &
Venkatesh, 1996) have tested a variety of social and cognitive constructs to improve the
effective and efficient use of computer information technology. According to Doll and
Torkzadeh (1989), one of the most important constructs used to examine the ability of
with the skills one has but with judgments of what one can do with whatever skills one
possesses.” (p. 391) The self-efficacy construct described by Bandura was composed of
(1977) defined personal self-efficacy as “the conviction that one can successfully execute
the behavior required to produce the outcomes” and outcome expectancy as “a person’s
estimate that a given behavior will lead to certain outcomes” (p.193). Therefore, unlike
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attitudes, the interpretation of self-efficacy is identified with a set of clearly defined skills
or behaviors
According to Bandura (1986), there are four potential sources that may impact
selfefficacy, actual experiences are considered the most powerful source of self-efficacy
that performance (as an actual experience) has been successful raises efficacy beliefs
while the perception that performance has been unsuccessful lowers efficacy beliefs.
According to Zhang & Espinoza (1997), self-efficacy and attitudes towards computers
are significant predictors of a student’s perceived need to learn computer skills. In fact,
studies show that self-efficacy toward computers is a critical predictor for the use of
computer technology (Delcourt & Kinzie, 1993; Ertmer , Evenbeck, Cennamo, &
Lehman, 1994; Jorde-Bloom, 1988; Kinzie, Delcourt, & Powers, 1994; Olivier &
Shapior, 1993; Zhang & Espinoza, 1997). Therefore, Compeau and Higgins (1995,
III.Computer Literacy:
Liu, Reed, & Phillips,. (1992), Sheffield (1996), and Summers (1988) indicated
that pre-service teacher education students had little prior experience and knowledge of
computer literacy courses are needed to provide students with actual experience about
basic computer concepts and skills (Kim & Peterson, 1992). In comparison to the more
when these teachers are involved in technology rich content lessons (Hacker & Sova,
technology, the more confident he/she feels toward technology (Bohlin & Hunt, 1995;
Milbrath & Kinzie, 2000). Moore (1994) indicated that computer based learning highly
motivates learners. Therefore, the use of computer technologies and time using these
methods courses and as course requirements the more confident a pre-service teacher
may feel toward using computers as a teaching tool. Therefore, increasing computer
technology experiences for the pre-service teacher could impact the eventual use of such
self-efficacy (Delcourt & Kinzie, 1993; Drost & Abbott, 2000). Although compute
literacy courses are usually based on the assumption that students have little or no prior
computer experience (Brock, Thomsen, & Kohl, 1992), prior experience of using
between prior computer experience and computer self-efficacy. For example, many
studies showed that actual experience with computers has been found to enhance an
individual’s personal sense of computer self-efficacy (Durndell & Haag, 2002; Ertmer ,
Evenback,
Cennamo, & Lehman, 1994; Hill, Reed, & Behr, 1987; Laguna & Babcock, 2000;
Laurillard, 1996; Medvin, Reed & Behr, 2002; Miura, 1987). In addition to quality,
quantity of past computer experience also seems to influence self-efficacy (Bradley &
Russell, 1997; Medvin et al., 2002; Moroz & Nash, 1997). According to Kellenberger
(1996), any prior experience using technology can affect students’ current self-efficacy
Other studies (Hasan, 2003; Karsten & Roth, 1998), however, showed that only
those experiences that develop or enhance the specific computer skills defined to
computer self efficacy. In other words, these studies indicated that the relevance of prior
computer experience seems to matter more than its quantity. Hasan’s study (2003)
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The results of his study indicated that experience with computer programming and
applications in education seems to further complicate the situation (Milbarth & Kinzie,
Student Engagement
Interest in student engagement began over 70 years ago with Ralph Tyler’s
research on the relationship between time spent on coursework and learning, discovered
by Axelson
& Flick, (2011). Perhaps the most well-known resource on student engagement is the
NSSE and other engagement instruments like it have been used in many studies that link
persistence, and completion (Leach, 2016; McClenney, Marti, & Adkins, 2012; Trowler
important factor in the teaching and learning process. However, despite the increased
interest in student engagement, its meaning is generally not well understood or agreed
upon.
SavinBaden, (2013); Zepke & Leach, (2010), it is a broad qnd complex phenomenon for
which there are many definitions grounded in psychological, social, and/or cultural
ways. One set of definitions refer to student engagement as a desired outcome reflective
of a student’s thoughts, feelings, and behaviors about learning. For example, Kahu (2013)
student’s affect, cognition, and behavior (p. 764). Other definitions focus primarily on
student behavior, suggesting that engagement is the “extent to which students are
engaging in activities that higher education research has shown to be linked with high-
quality learning outcomes” (Krause & Coates, 2008, p. 493) or the “quality of effort and
definitions refer to student engagement as a process involving both the student and the
Trowler (2010) defined student engagement as “the interaction between the time, effort
and other relevant resources invested by both students and their institutions intended to
optimize the student experience and enhance the learning outcomes and development of
students and the performance, and reputation of the institution” (p. 2). Similarly, the
NSSE website indicates that student engagement is “the amount of time and effort
students put into their studies and other educationally purposeful activities” as well as
“how the institution deploys its resources and organizes the curriculum and other
studies show are linked to student learning” (Center for Postsecondary Research, 2017,
para. 1).
Moreover, Kahu, (2013); Lam et al., (2012); Nora et al., (2005) emphasized that
many existing models of student engagement reflect the latter set of definitions, depicting
characteristics. Such models organize the engagement process into three areas: factors
that influence student engagement (e.g., institutional culture, curriculum, and teaching
student engagement (e.g., academic achievement, retention, and personal growth). In this
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engagement to organize and present research findings, which suggests that there are three
range of student experiences, rather than narrower typologies that offer specific or
frequency in which they appeared in the literature over the past 5 years. Indicated by
environment, the connection of new knowledge to prior knowledge, and interaction with
others. Another commonality is that most of the technologies, except perhaps for digital
games, are designed primarily to promote interaction and collaboration with others. Our
search yielded very few studies on how informational technologies, such as video
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Boghossian, (2006) technologies are notably absent from our review. Unlike the
technologies affect student engagement may be due to the increasing shift from
within higher education (Haggis, 2009; Wright, 2011) along with the ubiquity of web 2.0
technologies.
Social networking sites are avenues for sharing interests, activities, entertainment,
and educational opportunities. Boyd and Ellison (2007) disclosed that Facebook,
MySpace, Twitter, and other sites strengthen relationships and connect people based on
shared interest and political views. Their nding validates Wheeldon’s (2010) conclusion
that social networking sites are used to interact, provide an update, keep in touch with
existing friends and relatives, or start new relationships using personal pro les. Tynes
(2007b) furthered that adolescents who construct pro les, create videos and post them on
YouTube, or chat are in the process of continually creating, recreating, and honing their
identities. These processes are similar to learning experiences that transpire in the
classroom when the students encounter different personalities. They learn how to deal
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with different people. In a 2007a study, Tynes also discussed that perspective-taking
different backgrounds.
On the other hand, despite the definite advantages of social networking sites,
bullying is a great disadvantage. In the words of Whitney and Smith (1993) and Olwens
intentional act or behavior that is repeatedly carried out usually inside the school
by peers using modern-day technology. For instance, Katz (2001) emphasized that
virtual aggression tend to be emotional and experience feelings of discomfort. Beran and
Li (2005) further cited that several victims of bullying in cyberspace indicated feelings of
sadness, anger, anxiety, and fear that may have impaired their ability to concentrate and
succeed academically. Some concerned groups and individuals are working hard to curb
cyberbullying. In the Philippines, Republic Act 10175, also known as the “Cybercrime
Prevention Act of 2012'', looks at how individuals using the internet can be protected.
Daily Inquirer (August 21, 2011) that schools should teach “cyber ethics” in values
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education classes.
Abdulahi, Samadi, and Sharleghi (2014) in their article titled “A Study on the
Negative Effects of Social Networking Sites Such as Facebook among Asia Pacific
networking site is the decrease in the academic performance of the students. They said
that excessive exposure to the internet would affect the performance of the students; thus,
the advantages of social networking sites, bullying is a great disadvantage. In the words
of Whitney and Smith (1993) and Olwens (1999), as cited in the article of Beran and Li
(2005), bullying is an aggressive, intentional act or behavior that is repeatedly carried out
usually inside the school premises by a group or an individual against a helpless victim.
Aricak et al. (2008) defined school bullying as the victimization of a student by being
For Instance, Katz (2001) emphasized that adolescents Exposed to the internet
and experience feelings of discomfort. Beran and Li (2005) further cited that Several
victims of bullying in cyberspace indicated feelings of sadness, anger, anxiety, and fear
that May have impaired their ability to concentrate and succeed academically. Some
concerned
Groups and individuals are working hard to curb Cyberbullying. In the Philippines,
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Republic Act 10175, also known as the “Cybercrime Prevention Act of 2012’’, looks at
how individuals using The internet can be protected. Koo wrote in the Philippine Daily
Inquirer (August 21, 2011) that Schools should teach “cyber ethics” in values Education
classes.
In a related study, Indian researchers Sidiqui and Singh (2016) discussed both the
positive and negative effects of social media on education and concluded that in order to
avoid addiction, its use must be limited. However, in their study which focuses on the use
of social networks for academic purposes, Nández and Borrego (2013) revealed that
users about the lack of institutional support for the use of these tools. Similarly,
academics value social media since this where they share materials and follow other
researchers’ activities.
Four theories underpin this study. First is the Uses and Gratification Theory
(Bhronler & Katz, 1974) which deals with the free will of the individual to choose from
the vast array of social media. Second, the Media-Dependency Theory (Ball-Rokeach,
1976-1989 & Baran Davis, 2009) which highlights that the more a media consumer
adheres to a kind of media source for his/her needs to be fulfilled by it, the more he/she
will spend time on it, and the probability of his/her being influenced by whatever it
brings will be higher (understanding the social world (current events), conforming to
social norms (trends, pop culture), and fantasy-escape from social reality (entertainment)
are some examples of needs that could be met). The third theory is Connectivism
(Siemens, 2004); it deals with the link that one makes with the present state of knowledge
15
that he/she possesses. This theory recognizes the fact that not everything associated with
the changing system and changing world can be within one’s control.
Learning can take place continuously, and maintaining a method of assessing new
essence, provides learners with insight into the learning skills and tasks required to
flourish in a digital era. Finally, the Theory of Constructivism (Driscoll, 2000) that deals
with the idea that learners constantly create meaning with the experience that they go
through in life.
This study is anchored in the concept of Donmus (as cited in Khatir, 2015) who
indicates that games can develop individuals’ physical and mental capacities, and also
can hold the attention of participants all the time and puts them in a race with themselves
and also with others in order to obtain certain objectives. He believed that “The value of
educational games has been increasing in language education since they help to make
et al., 2010, p.763) indicated that repetition that occurs through games allows a learner to
be exposed to the learning target language and creates more opportunities for acquisition
to occur.
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An online game has swiftly become a popular source of entertainment for all
According to Linda Jackson (2011), both boys and girls who play video games tend to be
more creative, regardless of whether the games are violent or nonviolent. A professor of
brain and cognitive sciences, Daphne Bavelier (2010) video gamers show improved skills
in vision, attention and certain aspects of cognition. And these skills are not just gaming
skills, but real-world skills. They perform better than on-gamers on certain tests of
Besides being a source of entertainment, the online games also have potential
problems such as aggression, physical injury, and addiction. But among all problems
related to online game use, addiction is arguably the most worrying. Online game
addiction has been recognized internationally and steps have been taken.
Lepper, M. R. & Gurtner, J (2000), stated that prolonged and excessive use of
these games can cause, mainly upon children, a number of physical and psychological
exercise & tendonitis), Development of anti-social behavior and loss of free thinking and
will.
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On the other hand, Koo, et al. (2007) discussed the different factors to
engagement with an online game: (i) concentration; (ii)enjoyment; (iii) escape; (iv)
epistemic curiosity; and (v) social affiliation. Young (1996) posited that high-volume
users of online chat rooms tend to suffer from increasing weak real-world interactions
with their friends, families, and social activities (e.g., Clubs and social organizations).
Griffiths, et al. (2004) found online game is essentially played for leisure and pleasure.
Babin, et al. (1994) indicated that hedonic values reflect the potential entertainment value
and enjoyment that shoppers perceive in the experience of shopping. Hsu and Lu (2004)
have implied that the extrinsic dimensions might not reflect the salient motives of
games, such as low agreeableness, high loneliness and shyness and low self-esteem
(Bianchi & Phillips, 2005). Hsu and Lu (2004; 2007) also concerned the cognitive and
perceptual factors affecting attitude and behavior with online game users. Kraut, et al.
(1998) used statistical methods to show a negative correlation between Internet usage and
found that in the USA, pathological Internet undergraduate users were more likely to play
online games.
According to Asdaque (2010) the use of the Internet is one of the major factors
affecting the academic performance and social life of university students. The number of
hours spent on the internet will affect the CGPA, of students unless the Internet is used
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for study purpose. The students achieve good CGPA, who used the Internet for academic
purposes. The graphical representations about the use of the Internet and its impact on the
social life of university students indicate that the maximum use of the Internet, minimize
the social activities of university students. The study showed that use of Internet for study
purpose and academic achievements are directly proportional to each other while
Moreover, Thomas and Martin (2010) added that the basis of any addiction is the
negative consequences that come with using a substance or doing an activity. With
pathological gaming, criteria for it includes resorting to crimes to fund one’s own
activity or pay off debts one has accumulated. However, articles in the media indicate a
trend that many crimes may occur either due to frustration surrounding the game, or to
Arntz (2006) and Griffiths (2010) said that emotional stability is dependent on a
secure attachment to a person or thing. Computer players may use computer games as a
way to solve emotional problems, and to get away from reality. This may create a
selfrepeating cycle, as the problem is not solved and only delayed, which creates more
As revealed in the foregoing studies, it could be discern that no study was ever
made on the level of computer literacy. An intensive literature review did not yield much
research that investigated and compared subjects’ both performances, attitudes and
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impacts of websites for being computer literate. Moreover, no study has been found that
investigated the same issue in Philippines. Thus, the present study is focused on
appraising impacts to computer literacy and utilization. Therefore, the current research
work is worthy of pursuing a noble cause of having a deep literacy about computers.
Furthermore, the findings herein can be added to a rich source of information for related
studies and literature and eventually for another investigation using other variables or
predictions.
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