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THE PROBLEM AND ITS BACKGROUND

The 21st century is an era of technological advancement; hence, technology has been

crucial to people’s everyday lives. It aids in making difficult tasks easier and enables faster and

more successful communication. The advancement of technology has made the dissemination of

information easier through mediums of communication such as telephones, computers, radio,

newspapers, and others worldwide. In so doing, technology has been vital since it is capable of

enabling, driving, and influencing societal standards (Allen, 2019).

The internet is a feature of today's world that is practically everywhere. It helps students

find a variety of tutorials, aid materials, and other forms of assistance that can be used to boost

and improve their academic performance. Compared to words, visual images always have a

stronger attraction. Projectors and PowerPoint presentations are some pieces of technology that

can be and are used in schools and colleges to increase interaction, interest, and motivation. But

without an adequate technological device that can access such functionality, the said features will

be deemed futile and ineffective, as such outmoded devices will not be capable of doing the said

features properly. (Johnson, 2019)

According to Cetron and Davies (2001), technology dominates both the economy and

society, and the school is no exception. Technology has emerged as a new phenomenon that can

assist with student motivation, differentiation, and achievement so that they succeed in ways they

have never been able to before. Present-day learners live in a digital environment, and even when

their brains are still developing, they begin to be influenced by digital media.

According to Rikhye, Cook, and Berge (2009), both teachers and students face various

challenges when entering the educational system, and one of these challenges is the ignorance of

teachers about the learning demands of learners. Thus, it is essential that teachers comprehend the
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learning requirements of digital learners and acquire the necessary information and abilities in

order to set up a technology-enabled learning environment for the students (Rashid & Asghar,

2016).

Users upgrading behavior was recognized in the study of researchers from the National

Changhua University of Education, Taiwan (Lin et al., 2018, 7–26). Highlighting the upgrade

intentions through factors such as status quo bias (SQB) theory with Warshaw’s purchase

intention model (PIM), procedural switching costs, benefit loss costs on the behavioral intention

to upgrade (perceived need), and social norms It suggested that such factors affect the

understanding of IT upgrade behaviors.

According to Goos et al. (2019), new digital technologies diffuse more and more into the

economy. Due to this digitization, machines are increasingly able to perform tasks that previously

only humans could do. Production processes and organizations are changing, and new products,

services, and business models emerge. These alternative work arrangements imply both new

opportunities and challenges. Digitization comes along with rising shares of alternative work

arrangements due to more outsourcing, standardization, fragmentation, and online platforms.

Technological innovations are having a significant impact on educational systems at all

levels. Online courses, teaching aids, educational software, social networking tools, and other

emerging technologies are disrupting the traditional classroom environment. Understanding the

effects that technological innovations have on students, teachers, and schools is critical to

developing strategies and techniques to manage and use technology in education. (Center for

Education Policy Analysis, 2020)

It was recommended by Bashir et al. (2016) that educational institutions should provide
students with ICT-based courses if their academic progress is their main concern. Young (2008)

went on to say that schools must play a dynamic role in preparing students for the technologically

reliant twenty-first century. As such, this research aims to present current matters not only to the

student body but also to the school. In the said scenario, the school should be able to provide their

students with technology-infused courses, but with the current situation students have been

dealing with, the quality of education may be compromised due to incompatible resources.

As more students of Don Bosco Technical Institute of Tarlac (DBTI-Talac) venture forth

with the current K–12 Basic Education Curriculum, technological devices are a present factor that

varies from one student to another and may have been caused by socioeconomic status, perceived

need for technological upgrades, and social norms. This can further explain the connection

between technological upgrades and academic performance.

As education is administered through online platforms, especially due to the pandemic,

students are now required to have at least one technological device or gadget for online classes.

Despite schools adopting the "new normal" type of education, the majority of the requirements

are still to be accomplished with a technological device. This study seeks to determine the

relationship between technology upgrades and the academic performance of DBTI-Talac

students. The presumed respondents are the Grade 12 learners of Don Bosco Technical Institute

of Tarlac, Senior High School Department, as they are ones who will be ascending to a higher

education level such as tertiary education, college, or undergraduate ventures.

Moreover, a lot of students may be able to afford technological devices, but not all

students can afford quality devices that are updated and would be beneficial to their academic

performance. This study aims to bridge the gap between technological models and academic

performance to

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cater to both teachers and students alike and propose proper solutions for addressing the gaps in

educational performance.

Modern technology is having a major impact on all areas of the education curriculum,

methods of teaching, classroom learning, etc. Rapid communication and increased access to

information technology (IT) in the home, workplace, and educational institutions have made

education a lifelong process. Modernization of technology helps in promoting the sharing of

knowledge and information, gaining opportunities for both teachers and students (Raja, R., &

Nagasubramani, P. C., 2018, S33–S35). The study "Impact of Modern Technology on Education''

by Lortie, K.L., states that information technology (IT) helps both teachers and students

participate in the teaching-learning process. It helps deepen their understanding and knowledge

and grants them the ability to perform academic-related activities.

The use of modern and evolving technology has also been a key factor in influencing the

improvement and development of education. It allows the students to fulfill certain skills needs

and many other needs and requirements of the present age in the field of instruction and

education, like individualization of instruction, utilization of multi-sensory and multimedia aid

material, and efficient and effective management of different educational institutions.

The research "Impact of Modern Technology on Education'' by Lortie, K.L., supports the

hypothesis of this research through their conclusion stating that modern-day technology allows

students to fulfill academic needs and requirements because this research assumes that students

with outmoded or outdated devices may not be able to have the same access to information as

students who have updated devices. The conclusion of Lortie and K.L.'s study supports the aim of

this research through their statement that the majority of students in classrooms use modern

technological devices as compared to the ratio of students who continue to use textbooks as an

aid

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to their academic requirements. This research’s aim is to raise awareness that not everyone may

be able to afford later versions of gadgets such as laptops, cellphones, tables, etc. They stated that

even though textbooks are still in use in classrooms, undeniably the majority of the students are

found to be using modern technological devices such as tables, laptops, cellphones, etc. to

support their academic needs and requirements. Due to innovative modernizations, lessons,

activities, homework, and assignments are now readily available to students through modern-day

devices. Through the support of various technologies, students are now able to approach

problems with new approaches that prove beneficial for their future careers.

Statement of the Problem

This study aims to determine how technology innovation has impacted the academic

performance of Grade 12 Students of Don Bosco Technical Institute of Tarlac S.Y. 2022-2023.

Particularly, it will aim to answer the following questions:

1. How may the profile of the respondents be described in terms of their:

1.1. Previous device;

1.2. Current device;

1.3. Year the said device/s were bought;

1.4. Year the said device/s were released;

1.5. How often the device/s are used; and

1.6. Reason/s for changing device/s

2. Effects of e-learning on the students’ academic performance

2.1. Grade; and

2.2. Skills

3. What are the benefits of technological devices on students’ academic performance?

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 4. What are the problems encountered with technological devices?

5. What are the implications of the study on the research?

Conceptual framework
This part contains the paradigm of the study illustrating the relationship of the variables

that specify the problem and it also gives direction to the study as well.

Figure 1: Paradigm of the Study

The paradigm shows that the study highlighted the devices that the students used in the

past and the devices they currently use now. Also, the effects of e-learning on the students’

academic performance in terms of grade and skills. The researchers will find out the benefits of
technological devices to the students’ academic performance. The researchers will also determine

the problems encountered by the students with their technological devices. At the end of this

study, the data collected were analyzed in order to find the implication of the study.

Scope and Delimitations

This research is concerned with dealing with the impacts of technology up-gradation or

upgrade of gadgets in relation to academic performance of the grade 12 students, be it in a

positive or negative way. It focused on how updated and outdated technology affects academic

performance. The research sample consisted of 96 grade 12 students from the total population of

416 and was conducted in Don Bosco Technical Institute of Tarlac, Senior High School

Department with its primary data gathering instrument being a questionnaire.

The research was conducted only in DBTI-Tarlac. Meaning, the school community and

population is only limited to DBTI-Tarlac. Limited on covering only the grade 12 students and no

other students from other grade levels. It focused on the impacts of said devices on academic

performance and no longer covers the handling aspect of the topic.

Significance of the Study

All students use gadgets in this technological period. This research aims to identify the

impacts of technology innovation on the self-perceived academic performance of the grade 12

students of Don Bosco Technical Institute of Tarlac. It is hoped that the findings, conclusions,

and recommendations of this research will be beneficial to the following:

To the Students. Through this research, the students may be well informed about the

impacts of upgrading gadgets on their academic performance and other influences on education.

When they are fully aware of the possible impacts, they may be able to come up with solutions to
problems with gadgets with outdated features. With enough knowledge and awareness, their

academic performance may deliver better outcomes and results.

To the Teachers. Through the results of this research, they may be able to come up with

possible solutions for handling situations involving outmoded gadgets. They are the ones giving

students tasks; therefore, this research may help raise awareness about inclusive education since

not all students have the same socio-economic status.

To the School Administration. In this research, the aim is to raise awareness and help

students deal with their lack of proper technological devices, so that the school administration

may come up with ways to create a more inclusive environment for all students. This research

will help inform the school administration about the current situation students are facing with

their devices.

To the Government. This research may help them assess the effectiveness of gadgets and

their inclusivity in the curriculum they have implemented. This research will also help them come

up with solutions and other replacements that students may use in place of technology.

To the Parents. Through this research, parents will be able to help provide their children

with devices that may be beneficial to their child. This research will help them be able to assess

whether or not the device of their child is in need of an upgrade in order for them to accomplish

academic related tasks.

To the Future Researchers. This may be beneficial to future researchers, for it may

serve as their guide and reference in their research.

Definition of Terms

For better understanding of the readers, the following words are defined operationally:
Academic Performance. Way of which someone or something functions in the studies that rely,

depend on, and bank on academic skills.

General Average. Widely known as GPA or grade point average. Is calculated by adding all the

final grades then dividing that figure by the number of subjects/courses taken. The researchers

mainly used the first semestral average (s.y. 2022-2023) by having the grades sum and divided by

the number of subjects.

Technological Devices. Gadgets such as laptops, cellphones, computers, tablets, etc.

Technological Innovation. The development of technology that enables more features and

functions.

Self-Perceived. An individual’s view of themselves as well as any of the mental and physical

characteristics that make them up.

E-Learning. Learning that is made by the usage of internet-connected technology devices.

Grades. An assessment of a student’s performance in school is usually shown in alphabetical and

numerical forms.

Skills. Present to carry out a task successfully and efficiently.

Impact. The influence or effect of technology innovation to academic performance.

K to 12 Basic Education Curriculum. In this research, it is defined as the current curriculum in

the Philippines which former President Benigno Aquino III ratified in 2013 and went into force in

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2012. It consists of Kindergarten and 12 years of basic education and is a program that is

administered in present time in the Philippines.

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 METHODS

Participants

This research is concerned with dealing with the impacts of technology innovation or upgrade of

gadgets in relation to academic performance of the grade 12 students, be it in a positive or

negative way. It focused on how updated and outdated technology affects academic performance.

The research sample consisted of 204 which is then used to obtain the strata sample of 97 grade

12 students from the total population of 416 and was conducted in Don Bosco Technical Institute

of Tarlac, Senior High School Department with its primary data gathering instrument being a

questionnaire. Wherein, 10 respondents from seven sections, 8 respondents from two sections

and 11 respondents from one section.

The research was conducted only in DBTI-Tarlac. Meaning, the school community and

population is only limited to DBTI-Tarlac. Limited on covering only the grade 12 students and no

other students from other grade levels. In exception to the pilot testing wherein 21 random grade

11 students were observed in answering the questionnaires to examine its reliability. It focused on

the impacts of said devices on academic performance and no longer covers the handling aspect of

the topic.

The chosen participants, namely the grade 12 students of Don Bosco Technical Institute Tarlac

for the Academic Year 2022-2023 are best suited in investigating the correlation of technological

devices used for academic purposes in relation to students’ academic performance as they are the

closest to moving to a higher level of education and results may be helpful and beneficial as well

as be basis for technological investments made on devices for academic purposes.

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Research Design

A quantitative, descriptive research design was selected to study “Technology Innovation

Impacts on Grade 12 Students Self Perceived Academic Performance”. The design was chosen as

a means to determine if significant differences occur in the different upgradation on technology

from all participants enrolled. Descriptive research is a study in which participants are presented

accurately (Kravitz, n.d). In order to gather information on the matter, a survey method was used

with a questionnaire handed out to chosen respondents from a certain level, namely the grade 12

students of DBTI – Tarlac.

Measures

The researchers will be adopting two different questionnaires; the first questionnaire is from the

study “Technology Usage of Students: It’s Implications to Their Learning” (Sosa et.al, 2017).

The Questionnaire on Learning: Its Effective Use of Technology was used in assessing

Technology-Enabled Learning Implementation by the students of Tarlac State University. Its

main purpose is to promote the development and sharing of open learning and distance education

knowledge, resources and technologies.

The priority aim of the questionnaire is to assess the Technology-Enabled Learning environment

and enabling policies, including learners’ access to media and technology, and their nature of use

and preferences for adopting technologies for learning in an educational institution. Such was

assessed through completing a random stratified sample of learners in the said institution. It has

three main focuses which are: Background Information (demographics), Access to and Use of

Information and Communication Technologies (ICTs) and Self Perceptions of Use of

Technology-enabled Learning. The questionnaire consisted of 37 questions measuring the three

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main focuses. The respondents of the study were asked to indicate the degree to which the

statements apply to them by checking the box to whether they Strongly Agree (5), Agree (4),

Neutral (3), Disagree (2), or Strongly Disagree (1).

The second instrument used is a questionnaire named Status of E-Learning Management System

in Selected Schools in Tarlac City (Sicat, 2014) The main purpose of the survey is to gather

demographic information on the current situations students are experiencing with their use of

technology. It has eleven questions, five of which are answerable by checking the answer that

best applies to the respondent and the other items ask for device timelines. The researchers will

be adopting the questions and will use it as pre-test. The options stated in each question to best

suit the aim of this study. The questionnaire will also be asking for the grade point average

(GPA) of the respondents for the researchers to correlate their academic performance to their

situations and experiences with their gadgets.

Procedure

In order to carry out the questionnaire on Learning: Its Effective Use of Technology, and

Status of E-Learning Management System in Selected Schools in Tarlac City. The researchers

will be submitting a letter to the administration, specifically to the head of academic affairs,

asking for permission to conduct the said study.

Once approved by the administration, the researchers will be disseminating

questionnaires, in which there are no right or wrong answers. Based solely from their

experiences and current situations with the gadgets they use for academic purposes. Prior to

giving out the papers, the researchers will be presenting a letter to the teacher in charge and to

the class president or if not available, any of the present class officers. The researchers will then

explain to the respondents the

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purpose of the survey and what it will be used for. With such, the researchers will thoroughly and

comprehensively explain the instructions on how to answer the questionnaire and guarantee that

all the information collected will be highly confidential and only be used with utmost
professionalism.

The respondents will be given 15 minutes to properly answer the questionnaire. The

questionnaires will then be collected by the researchers and express their gratitude to the class

and to the teacher by handing out small tokens for being cooperative and participating in the said

data gathering procedure. After collating the answers, the researchers with the help of the

statistician will score, tabulate and tally the answers. The result of which may hopefully aid the

research and be a basis for technological advancements in the academic field.

The researchers will collate the total number of Grade 12 students of Don Bosco

Technical Institute – Tarlac currently enrolled for the school year 2022-2023. The sample size

will be computed using Slovin’s formula with the help of the statistician with a margin error of

5% or 0.05. The result of such gave us the sample size of 204, which is then used to compute for

the strata sample size which is 97.

After computing the sample size, the researchers will be using stratified random sampling

techniques in order to execute their collection of data in a non-biased manner. The researchers

will first be conducting a pilot testing to ensure that the data gathering instrument is effective to

ensure reliability for the actual data gathering. After proving that such questionnaire is reliable

and efficient with the help of the statistician with interpretation of raw data, the researchers will

then proceed to do the data gathering.

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RESULTS AND DISCUSSION

This part of the research presents the data collected in a tabular and textual form. The data

collected were organized, classified, and interpreted using the appropriate statistical tools stated

in procedures.

1. Effects of E-learning on The Students’ Academic Performance

 The following tables present the findings of the study with regards to the experiences of

the respondents regarding the effects of e-learning on the students’ academic performance in

terms of their grades and skills.

1.1. Grades

According to the University of South Carolina, grades are a way to measure or quantify

learning and intellectual progress using objective criteria. Through this, students are evaluated

and given feedback on their work. Grades can serve many purposes, such as being an evaluation

tool for student work, understanding the subject, skill development, and progress. It can also

serve as a source of self-motivation and for communicating feedback from students and teachers,

as well as from parents and guardians, potential colleges, and future employers. It is a school

class or group of classes in which students have similar age or ability, wherein numbers or letters

express or show how good a work or performance is, as defined by Cambridge University

(2023). It is also defined as a position on a scale of ranks or qualities (Definition of Grade,

2023). Grades help set expectations with students, establish criteria and standards, and make

decisions about efforts and improvement. It may reflect class management goals related to

student behavior that may separate from learning, such as involvement in attendance,

participation, and on-time submission of assignments.

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Table 1

Effects of E-learning on The Students’ Academic Performance in Terms of Grades

Statements Mean Description

I make myself prepared for all the subjects and attend 4.15 Agree
classes regularly.

I listen attentively to the lectures of all teachers. 3.92 Agree

I actively participate in the discussion, answering exercises 3.65 Agree

and/or clarifying things I did not understand.
 I want to get good grades on tests, quizzes, assignments, 4.58 Strongly
recitations and projects. Agree

I feel confident that I am prepared for the exam 3.92 Agree

I do my assignments regularly. 4.16 Agree

I exert effort when I do difficult activities or studying my lessons. 4.15 Agree

I study harder to improve my performance when I get low grades. 4.27 Strongly
Agree

I spend my vacant time doing assignments, activities, and other 3.33 Neutral
tasks in all subjects.

I spend less time with my friends during school days to 2.85 Neutral
concentrate more on my studies.

Grand Mean 3.90 Agree

Table 1 indicates the effects of e-learning on the students’ academic performance in terms

of grades. With a result of 4.58, the statement with the highest mean is ‘I want to get good grades

on tests, quizzes, assignments, recitations, and projects." This implies that the respondents may be

motivated by having a good grade record. As good grade portfolios entail higher opportunities for

getting accepted into college or universities, they also extend job opportunities.

The second highest mean with a result of 4.27 is the statement, ‘I study harder to improve

my performance when I get low grades." As stated in the first paragraph with the highest mean,

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having good grade portfolios entails higher opportunities both in education and at work. As such,

the respondents lean towards improving their performance to get a higher grade.

With a mean of 4.16, the statement ‘I do my assignments regularly" has the third highest

mean. Grades are computed with a certain percentage of written work, where assignments are

included. Therefore, to maintain a certain grade, the completion of assignments is mandated to

evaluate the progress and understanding of the students.

Following with a mean of 4.15 is the statement, ‘I make myself prepared for all the

subjects and attend classes regularly." The statement shows that regular preparation and

attendance are important, as preparation prior to discussions helps aid a lack of knowledge in

certain terms and processes, and regular attendance has a huge impact on academic success as

good attendance can predict graduation rates. (Importance of Regular Attendance at School,

2013) With the same mean of 4.15, the seventh statement, ‘I exert effort when I do difficult

activities or study my lessons," The statement indicated that students exert effort when doing

difficult tasks. It implies that more effort is exerted when assignments and lessons are more

challenging.

With a mean of 3.92, the statement ‘I listen attentively to the lectures of all teachers" The

statement indicated that students tend to listen to their teachers in order to understand the

discussion and have an easier time dealing with school work. Sharing the same mean of 3.92, the

fifth statement is "I feel confident that I am prepared for the exam'. This shows that the pupils are

assured of the material they have studied in preparation for any tests.

Following with a mean of 3.65 is the statement, ‘I actively participate in the discussion,

answering exercises and/or clarifying things I did not understand.’

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With a mean of 3.33, the statement ‘I spend my vacant time doing assignments, activities,

and other tasks in all subjects" This impales the respondents that their school works occasionally

at home when they have free time but may do other things when they have the vacant time.

The statement with the lowest mean is ‘I spend less time with my friends during school

days to concentrate more on my studies.' This means that the socialization respondents share with
their friends is only neutrally affected by their studies.

The table has a grand mean of 3.90, which is under the description 'agree'. This shows that

most respondents care about maintaining their grades in the situations shown in the table. 1.2.

Skills

Skill, as defined by Merriam-Webster Dictionary, is the ability to use one's knowledge

effectively and readily in execution or performance; a learned power of doing something

competently; a developed aptitude or ability. Study skills play an important role in influencing the

academic performance of university students. These skills, which can be modified, can be used as

an indicator of how a student would perform academically in his course of study (The

Relationship Between Study Skills and Academic Performance of University Students, 2011).

The table below shows the descriptions of the respondents based on the effects of e

learning on the students’ academic performance in terms of skills. It represents the different

situations that would normally give the respondents an assessment of their academic performance

in relation to their skills. It also shows the mean for each statement to know what description is

fitted for each statement.

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Table 2

Effects of E-learning on The Students’ Academic Performance in Terms of Skills

Statements Mean Description

I have a system for marking lessons. 3.51 Agree

I take notes on supplementary reading materials. 3.56 Agree

When reading, I mark or underline parts I think are important. 3.88 Agree

I review and edit my notes systematically. 3.66 Agree

I break assignments into manageable parts. 3.63 Agree

 I try to organize facts in a systematic way. 3.89 Agree

I ask the instructor questions when clarification is needed. 3.86 Agree

Grand Mean 3.71 Agree

Table 2 indicates the effects of e-learning on the students’ academic performance in terms of

skills. With a result of 3.89, the statement with the highest mean is ‘I try to organize facts in a

systematic way.' This implies that students sort out the details in an orderly manner in order to

deliver clear and unified information.

The second highest mean with a result of 3.88 is the statement, ‘When reading, I mark or

underline parts I think are important.' Students focus on important terms or words to emphasize

them.

With a mean of 3.86, the statement ‘I ask the instructor questions when clarification is

needed’ explains that the students tend to inquire in order to understand the topic or provide

answers to the given questions.

Following with a mean of 3.66 is the statement, ‘I review and edit my notes systematically.'

The statement indicates that a review creates a starting point for the following lesson and offers

clear consistency between two themes from two succeeding lectures (Gold et al., 1991).

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With a mean of 3.63, the statement ‘I break assignments into manageable parts" The

statement explains that students break down their assignments in order to provide answers to the

questions that are manageable for them.

Having a mean of 3.56, the statement ‘I take notes on supplementary reading materials" It

shows that taking notes helps the students think critically and draw conclusions from what they

read.

With a mean of 3.51, the statement ‘I have a system for marking lessons" The statement shows
that students create an outline when distinguishing their lessons to identify the main
components of their topics or lessons.

1. Benefits of Technological Devices on Students’ Academic Performance Technology has

been a constant tool used in many academic endeavors; it has transformed every field of life

today, including education (21 Benefits of Technology in Education, 2022). The table below

shows the descriptions of the respondents based on their beneficial experiences with

technological devices on their academic performance.

Technology is a recent marvel in everyday life that has taken off. Technology allows the most

difficult tasks to become seamlessly easy and more efficient. In education, technology has

allowed the dissemination of knowledge to be dispersed instantly and it allows for quicker and

more effective communication. Also, technology has allowed students to be engaged and learn in

ways that they never have in a classroom setting before.

The role of technology in the world of education has been ever changing. Most recently,

technology has been a new phenomenon to help motivate, differentiate, and allow students to

achieve and excel in ways that they have never been able to before. According to Johnson (2003),

the computer and technology, if used correctly, has the ability to “invoke dream in the minds of

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visionary educators who saw endless potential for altering traditional notions of teaching and

learning” (p. 2).

Table 3

Benefits of Technological Devices on Students’ Academic Performance

Statements Mean Description

Engage students at a deeper level/more time to think before sharing. 4.15 Agree

Improves digital literacy 4.35 Strongly

Agree
 Offer flexibility (doing house chores while attending online 4.39 Strongly
classes, reading and do assignments in other subjects while Agree
listening to other classes, and the likes)

No need for an actual classroom. 3.38 Neutral

Get to know teachers better. 3.71 Agree

Improves technical skills. 4.43 Strongly

Agree

Provides multiple ways to learn. 4.40 Strongly

Agree

Makes students highly efficient. 3.82 Agree

Helps manage time. 3.90 Agree

Improve communication and collaboration. 4.04 Agree

Students are more motivated. 3.46 Agree

Grand Mean 4.00 Agree

Table 3 indicates the benefits of technological devices for the respondents’ academic

performance. The sixth statement is "improves technical skills.' Having the highest mean of 4.43.

Respondents improve their technical skills with the use of technology, as schoolwork, tasks, and

assignments are usually completed using gadgets. They can collaborate and ask questions in real

time, both at home and at school, through online discussion forums or group chats set up by their

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instructors or themselves. Technology allows students to help each other and work together to

better understand the material (How Technology Can Help Improve Education, Classcraft Blog,

2019). Due to this, the respondents improved their technical skills.

The second highest mean, 4.40, has the statement "provides multiple ways to learn."

Respondents are provided with unlimited access to the many pieces of information the internet

contains. Technology has opened up a faster exchange of information and a wider variety of
learning material. (21 Benefits of Technology in Education, 2022).

The following statement is ‘Offer flexibility (doing house chores while attending online

classes, reading and doing assignments in other subjects while listening to other classes, and the

like)’ with a mean of 4.39. Respondents are more flexible with opportunities for multitasking as

gadgets are multifunctional and can run applications and multiple tabs simultaneously while only

using one device. The offer of flexibility is also shown in doing other tasks while still being able

to listen to lectures and accomplish assignments, as such setups can be accessed anytime and

anywhere as gadgets may be the only tool or material used in the process.

The second statement, ‘Improves digital literacy," has a mean of 4.35, which may indicate

that the respondents are more aware of the uses of certain applications, websites, and technology.

Using such applications and websites regularly to accomplish academic-related tasks hones

individuals' digital literacy skills due to experience.

The first statement has a mean of 4.15 and has the statement, "Engage students at a deeper

level and give them more time to think before sharing.' Due to technology being widely

accessible,

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teachers, parents, and guardians have been keen on the saying "think before you click," which

poses as a factor in why students are engaged on a deeper level in thinking about what they share.

Technology offers more ways of extending communication. As such, statement 10, ‘Improve

communication and collaboration," has a mean of 4.04. Technology has aided communication

and collaboration by providing platforms where people are able to exchange information

comfortably (Schaffner, 2010).

 Following with a mean of 3.90 with a statement of "helps manage time.' Respondents are able

to manage their time by using time-management applications, such as digital calendars.

(hamayun, 2022). With the presence of time tracking software, prioritization and allocation of

time can be conveyed in a streamline of what applications are used the most and what hours are

the most productive on the device. Next is the statement "makes students highly efficient," with a

mean of 3.82. Productivity can be increased, as stated in the previous statement ‘help manage

time," with the help of time-management apps and other applications. Access to multitasking is

also a contributor to making students highly efficient, as multiple tasks can be accomplished

simultaneously.

The fifth statement, ‘Get to know teachers better, has a mean of 3.71. It implies that the

respondents have an easier time reaching teachers through means of technology, as

communicative exchange is faster and more approachable as compared to asking teachers or

instructors face-to face. Next is the statement, ‘Students are more motivated.' With a mean of

3.46. Due to information being more accessible, students grow more motivated as tasks become

easier. Technology has allowed information to be easily obtained at the tip of the finger.

24

The statement with the lowest mean in the table is ‘No need for an actual classroom.' With a
mean of 3.38. It implies that some students prefer to interact with their classmates and teachers
through face-to-face classes, while others prefer to reach out through online platforms. Since the
descriptor for the mean is neutral, it implies an unbiased and impartial tendency to need an actual
classroom.

2. Problems Encountered

The implementation of technology has barriers such as limited technical ability, lack of
funding, feelings of isolation when learning, difficulty communicating and connecting with
classmates and teachers, distractions, and setting boundaries between personal and academic life.
The following tables present situations where problems with technological devices are
encountered.
Table 4
Problems Encountered
Statements Mean Description

Poor internet connection 3.92 Agree

Lack of sleep and time to answer all the activities, quizzes due to a 4.02 Agree
great number of activities and poor connection/ no internet
connection.

Distractions 4.50 Strongly Agree

Lack of focus 4.40 Strongly Agree

Technological issues 3.95 Agree

Decreased motivation 3.92 Agree

Lack of available gadgets/equipment, insufficient load/data 3.30 Neutral

allowance, unstable mobile/ internet connection

Existing health condition/s difficulty in independent learning & 3.01 Neutral

conflict with other activities

Difficulty in independent learning 3.08 Neutral

Grand Mean 3.79 Agree

Table four contains the respondents’ experiences on the problems encountered with

technological devices. With the result of 4.50, statement the statement that got the highest mean

is

25

statement three ‘distractions’ with a description of strongly agree. This implies that multiple

distractions may arise as multitasking is easily done with gadgets, therefore multitasking may be

done simultaneously with random miscellaneous activities.

The second statement states ‘Lack of focus’, with a mean of 4.40 and has a description of

“Strongly Agree”. Due to multiple distractions as stated on the first statement, students are having

a hard time to concentrate with their study.

 With a mean of 4.02 and a description of agree. The third statement states ‘Lack of sleep

and time to answer all the activities, quizzes due to a great number of activities and poor

connection/ no internet connection’. It indicates that students more likely to experience issues

with attention and conduct, which can affect academic success in school, due to sleep deficiency.

The fourth highest mean with a result of 3.95 is the statement, ‘Technological issues’ The

statements demonstrate that students encounter numerous technological challenges when

completing or focus to their academic work.

With a mean of 3.92, the statement ‘Poor internet connection’. The statement indicated

that the students encounter difficulties accessing their school works. The poor internet

connection is a national problem since the Philippines has slow Internet connectivity (Chiu et al.,

2017). Sharing the same mean of 3.92, the sixth statement, ‘Decreased motivation’. Lack of

motivation are significantly affected by the problems they encountered.

Following with a mean of 3.30 and a description of neutral, the statement ‘Lack of

available gadgets/equipment, insufficient load/data allowance, unstable mobile/ internet

connection’ shows that some students encounters difficulty in having a device to use in doing

their academic related tasks. They also experience problems in terms of internet connection and

having inadequate load

26

or data. While some students have a stable internet connection and available device to use in

doing their academic related tasks.

With a mean of 3.08 and a description of neutral, the statement ‘Difficulty in independent

learning’. This impales the respondents often undergo with self-directed learning. With a

description neutral, not all students can control directed study. An independent learner, has the

confidence to direct their own learning, explore their interests, and ask meaningful questions.

The final statement with a mean of 3.01 is "existing health condition(s) that cause
difficulty in independent learning and conflict with other activities'. Some students who struggle

with their pre-existing medical illnesses may find it difficult to stay motivated to do well in class.

However, not everyone encounters the same issues.

27

CONCULSIONS AND RECOMMENDATIONS

Conclusions

The data gathered throughout the study proves and presents the:

1. In terms of description of the respondents according to effects of e-learning on the

students’ academic performance in terms of grades, the data gathered has a grand

mean of 3.90 with a verbal description ‘agree’. On the other hand, the results show

that the respondents have a verbal description of ‘agree’ with a grand mean of 3.71

on the effects of e-learning on the students’ academic performance in terms of

skills. The respondents also described the benefits of technological devise on

students’ academic performance with the verbal description ‘agree’ and the grand

mean of 4.00. Lastly, the description of the respondents according to the problems

they encountered with their technological device is ‘agree’ with a grand mean of

3.79. The findings showed self-perceived academic performance in accordance to

technological devices.

2. The data suggests that the current grade 12 learners’ benefit from innovative

devices but at the same time encounter numerous problems such as distractions

gaining the second highest mean of 4.50, but the desire to get good grades has the

highest mean with 4.58. Which implies that students may encounter distractions

with their gadgets but the aim and desire to maintain or get a good grade despite

all the problems encountered may encourage students to overcome setbacks.

 3. The data suggest that technology is beneficial to students’ academic performance

but it also possess difficulty such as neutrality on need for classrooms and

difficulty

28

in independent learning as students have neutrality on skills and agree on problems

they encounter with their technological devices.

Recommendations

Based on the conclusion above and based on the study that has been done, the researcher

would like to offer some recommendations to the following:

4. For administrators and teachers at Don Bosco Technical Institute - Tarlac the

researchers would like to share contributions for learning and teaching in order to

develop the process of teaching and learning to be successful. Educators need to

be better knowledgeable about the legal structure surrounding intellectual

property and technological advancements. To fully integrate and comprehend the

nature of this dimension, the school should incorporate these interesting topics

within its ICT classes. Provide training and support for students: While some

students may be tech-savvy, others may need support and training to use updated

technology effectively. Therefore, it is recommended that the school

administration provides training and support for students to ensure that they can

use the latest technology to enhance their academic performance.

5. The researchers recommend technology upgrades be prioritized in schools to

enhance the learning experience of students. As it is improving convenience and

advantageous edges of the students.

6. For students, the researchers influence individual students to participate on

seminars, workshops, webinars, trainings, and ICT classes to be knowledgeable

 and to assess regularly their technological skills. Proper usage of technology for e

learning is essential in engaging with school works and activities.

29

7. For future researchers, who may be interested in the same parameter of the study,

may use the result of this research as a basic way for conducting the research and

as an additional reference for further relevant research. Future studies should be

conducted to explore the long-term impact of the innovation of technology on the

academic performance of students. This will provide a more comprehensive

understanding of the role of technology in education and its implications for

teaching and learning strategies.

8. For the parents, the researcher suggests that parents check with their children about

whether or not their device interferes when they are doing their schoolwork. The

child's academic performance may suffer as a result.

30

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35
 APPENDICES
36

APPENDIX A
Effects of E-learning on The Students’ Academic Performance in Terms of Grades
Statement 5 4 3 2 1

f % f % f % f % f %

I make myself prepared for 39 40.21 38 39.18 1 18.56 0 0 2 2.06

all the subjects and attend 8
classes regularly.

I listen attentively to the 23 23.71 46 47.42 2 26.80 1 1.0 1 1.0

lectures of all teachers. 6 3 3

I actively participate in the 20 20.62 31 31.96 4 41.24 4 4.12 2 2.06

discussion, answering 0
exercises and/or clarifying
things I did not understand.

I want to get good grades 65 67.01 23 23.71 9 9.28 0 0 0 0

on tests, quizzes,
assignments, recitations
and projects.

I feel confident that I am 23 23.71 45 46.39 2 28.87 0 0 1 1.0

prepared for the exam 8 3

I do my assignments regularly. 38 39.16 42 43.30 1 13.40 3 3.09 1 1.0

3 3

I exert effort when I do 40 41.24 36 37.11 1 18.56 2 2.06 1 1.0

difficult activities or studying 8 3
my
lessons.

I study harder to improve 45 46.39 37 38.14 1 12.37 2 2.06 1 1.0

my performance when I 2 3
get low grades.

I spend my vacant time 17 17.53 26 26.80 3 30.93 20 20.62 4 4.12

doing assignments, 0
activities, and other tasks
in all subjects.

I spend less time with my 15 15.46 13 13.40 2 28.87 24 24.74 1 17.53

friends during school days to 8 7
concentrate more on my
studies.

37
Statement 5 4 3 2 1 Mean Description

f % f % f % f % f %

I have a 11 11.3 42 43.30 3 32.99 9 9.2 3 3.0 Agree

system for 4 2 8 9
marking
lessons.

I take notes 14 14.4 38 39.16 3 36.09 8 8.2 3 3.0 Agree

on 3 5 5 9
supplementa
ry reading
materials.

When 29 29.9 40 41.24 2 20.62 3 3.0 5 5.1 Agree

reading, I 0 0 9 5
mark or
underline
parts I think
are
important.

I review and 19 19.5 37 38.14 3 34.02 5 5.1 3 3.0 Agree

edit my 9 3 5 9
notes
systematical
ly.

I break 14 14.4 49 50.52 2 23.71 6 6.1 5 5.1 Agree

assignments 3 3 9 5
into
manageable
parts.

I try to 21 21.6 51 52.58 2 20.62 3 3.0 2 2.0 Agree

organize 5 0 9 6
facts in a
systematic
way.

I ask the 23 23.7 44 45.36 2 25.77 3 3.0 2 2.0 Agree

instructor 1 5 9 6
questions
when
clarification
is needed.

38
Statement 5 4 3 2 1 Mean Descripti
on

f % f % f % f % f %

Engage 3 34.0 4 49.4 14 14.4 2 2.06 0 Agree

students 3 2 8 8 3
at a
deeper
level/
more
time to
think
before
sharing.

Improves 4 48.4 3 39.1 11 11.3 1 1.03 0 Strongly

digital 7 5 8 8 4 Agree
literacy

Offer 4 50.5 3 39.1 9 9.28 1 1.03 0 Strongly

flexibility 9 2 8 8 Agree
(doing
house
chores
while
attending
online
classes,
reading
and do
assignmen
ts in other
subjects
while
listening
to other
classes,
and the
likes)

No need 2 25.7 2 21.6 24 24.7 20 20.6 2.0 Neutral

for an 5 7 1 5 4 2 6
actual
classroom.

Get to 3 31.9 2 25.7 25 25.7 14 14.4 2.0 Agree

know 1 6 5 7 7 3 6
teachers
better.

39
Statement 5 4 3 2 1 Mean Descri
pti on

Improves 4 49.4 4 44. 6 6.1 0 0 0 Strong

technical 8 8 3 9 ly
skills. 3 3 Agree

Provides 4 50.5 3 40. 8 8.2 1 1.3 0 Strong

multiple 9 2 2 5 ly
ways to 9 0 Agree
learn.

Makes 2 29.9 3 35. 24 24. 8 8.2 2.0 Agree

students 9 0 0 7 5 6
highly 4 5 4
efficient.

Helps 3 32.9 3 32. 26 26. 5 5.1 2.0 Agree

manage 2 9 9 8 4 6
time. 2 9 0

Improve 4 42.2 2 29. 19 19. 6 6.1 2.0 Agree

communi 1 7 9 5 9 6
ca tion 9 0 9
and
collabora
tio n.

Students 2 26.8 1 19. 34 35. 10 10. 8 8.2 Agree

are 6 0 9 5 0 3 5
motivated. 9 5 1

Statement 5 4 3 2 1

f % f % f % f % f %
 Poor internet connection 37 38.1 34 35.0 12 12.3 9 9.28 5 5.15
4 5 7

Lack of sleep and time 45 46.3 19 19.5 25 25.7 6 6.19 2 2.06

to answer all the 9 9 7
activities, quizzes due
to a great
number of activities
and poor connection/
no
internet connection.

Distractions 60 61.8 26 26.8 10 10.3 1 1.00 0 0

6 0 0 3

40
Statement 5 4 3 2 1 Mean Descri
pti on

Lack of focus 58 59.7 20 20.6 19 19.5 0 0 0 0

9 2 9

Technological issues 33 34.0 35 36.0 22 22.6 5 5.15 2 2.06

2 8 8

Decreased motivation 32 32.9 31 31.9 29 29.9 4 4.12 1 1.03

9 6 0

Lack of available 21 21.6 23 23.7 24 24.7 22 22.6 7 7.22

gadgets/equipment, 5 1 4 8
insufficient load/data
allowance, unstable
mobile/ internet connection

Existing health 19 19.5 15 15.4 26 26.8 22 22.6 1 15.4

condition/s difficulty in 9 6 0 8 5 6
independent learning &
conflict with other
activities

Difficulty in 20 20.6 17 17.5 26 26.8 19 19.5 1 15.4

independent learning 2 3 0 9 5 6

41

APPENDIX B
I.INSTRUCTION: Check (✔) the answer that best applies to you.
1. Effects of e-learning on the students’ academic performance.
1.1 Grade 5 4 3 2 1
Strongly Agree Neutra Disagree Strongly
Agree l Disagree

1. I make myself prepared for all 5 4 3 2 1

the subjects and attend classes
regularly.

2. I listen attentively to the lectures 5 4 3 2 1

of all teachers.

3. I actively participate in the 5 4 3 2 1

discussion, answering
exercises and/or clarifying
things I did not understand.

4. I want to get good grades on 5 4 3 2 1

tests, quizzes, assignments,
recitations and projects.

5. I feel confident that I am 5 4 3 2 1

prepared for the exam

6. I do my assignments regularly. 5 4 3 2 1

7. I exert effort when I do 5 4 3 2 1

difficult activities or studying
my lessons.

283.4 I study harder to improve 5 4 3 2 1

my performance when I get low
grades.

9. I spend my vacant time in 5 4 3 2 1

doing assignments, activities,
and other tasks in all subjects

10. I spend less time with my 5 4 3 2 1

friends during school days to
concentrate more on my studies.

42
1.2 Skills 5 4 3 2 1
Strongly Agre Neutral Disagre Strongly
Agree e e Disagree
1. I have a system for 5 4 3 2 1
marking lessons

2. I take notes on 5 4 3 2 1
supplementary reading
materials.

3. When reading, I mark or 5 4 3 2 1

underline parts I think are
important.

4. I review and edit my 5 4 3 2 1

notes systematically.

5. I break assignments into 5 4 3 2 1

manageable parts.

6. I try to organize facts in 5 4 3 2 1

a systematic way.

7. I ask the instructor 5 4 3 2 1

questions when clarification
is needed.

43

APPENDIX C

2. Benefits of technological devices on students' academic performance.

Benefits of Technological Devices 5 4 3 2 1
Strong Agree Neutral Disagree Strongly
ly Disagree
Agree

1. Engage students at a deeper 5 4 3 2 1

level/more time to think
before sharing.

2. Improves digital literacy 5 4 3 2 1

3. Offer flexibility (doing house 5 4 3 2 1

chores while attending online
classes, reading and do assignments
in other subjects while listening to
other classes, and the likes)

4. No need for an actual classroom. 5 4 3 2 1

5. Get to know teachers better. 5 4 3 2 1

6. Improves technical skills. 5 4 3 2 1

7. Provides multiple ways to learn. 5 4 3 2 1

8. Makes students highly efficient. 5 4 3 2 1

9. Helps manage time. 5 4 3 2 1

10. Improve communication 5 4 3 2 1

and collaboration.

11. Students are more motivated. 5 4 3 2 1

44

APPENDIX D

3. Problems Encountered
Problems Encountered 5 4 3 2 1
Strong Agree Neutra Disagree Strongly
ly l Disagree
Agree

1. Poor internet connection 5 4 3 2 1

2. Lack of sleep and time to answer 5 4 3 2 1

all the activities, quizzes due to a
great number of activities and poor
connection/ no internet connection.

3. Distractions 5 4 3 2 1

4. Lack of focus 5 4 3 2 1

5. Technological issues 5 4 3 2 1

6. Decreased motivation 5 4 3 2 1

7. Lack of available 5 4 3 2 1
gadgets/equipment, insufficient
load/data allowance, unstable
mobile/ internet connection

8. Existing health condition/s 5 4 3 2 1

difficulty in independent learning &
conflict with other activities
9. Difficulty in independent learning 5 4 3 2 1