HOW FAR CAN TECHNOLOGY HELP US REGARDING OUR STUDIES?

A Research Paper
Presented to Ma’am Quimque
Negros Oriental High School

Charmelane C. Lechido
October 27, 2023
Finished on: April 23, 2024

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 CHAPTER 1:

THE PROBLEM AND ITS BACKGROUND

Technology has revolutionized the way we approach education, offering a great number

of tools and resources to enhance our learning experience. From online research databases to

educational apps and interactive study platforms, technology has fortunately expanded the scope

of available study materials. These resources allows students to access a bundle of information at

their fingertips, facilitating a more comprehensive understanding of academic subjects.

Furthermore, technology has streamlined the process of organizing and managing study

materials. Digital learning apps, cloud storage, and online collaboration tools have simplified the

task of compiling and accessing study materials, making it trouble-free for students to stay

organized and efficient in their studies. In addition, the combination of virtual classrooms and

online learning platforms has provided greater flexibility and accessibility for students, allowing

them to engage in educational pursuits regardless of geographical limitations. As technology

continues to advance, the potential it has to support and enhance our studies is boundless,

offering new opportunities for academic growth and achievement.

In the rapidly evolving landscape of education, technology has emerged as a

transformative force, promising to revolutionize the way we learn and engage with knowledge.

From virtual classrooms to interactive simulations, the integration of technology in our studies

presents opportunities for enhancing our academic experiences. In this article, we will dive into

the transformative potential of technology in the realm of education, exploring how far it can

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extend our capabilities and empower us to reach new heights in our pursuit of knowledge and

personal growth.

STATEMENT OF THE PROBLEM

The main purpose of the proposed study is to share knowledge and enhance

knowledgeable skills about the abilities of technology regarding our educational learning.

Specifically, this study will attempt to answer the following questions:

1. How does technology affect our studies?

2. What can technology do to improve our educational system?

3. How far can technology help us to improve our studies?

4. How significant is technology to us, students?

HYPOTHESIS

In this research, “HOW FAR CAN TECHNOLOGY HELP US REGARDING OUR

STUDIES?”, the following null hypothesis made by the researcher are as follows:

1. Technology can significantly enhance and improve students' academic performance and

learning outcomes, enabling them to study more efficiently, access a vast range of

educational resources, collaborate with peers, and receive personalized feedback and

support.

2. Technology can significantly enhance students' learning and academic performance by

providing access to a vast array of educational resources, facilitating interactive and

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 personalized learning experiences, promoting collaboration and communication, and

improving organizational skills and time management.

SIGNIFICANCE OF THE STUDY

STUDENTS – This study is very much and more specifically helpful to students

especially if they have trouble understanding their lessons then they can go right to technology

with the use of the internet. Students can take it to their advantage the use of technology as part

of their journey through learning.

TEACHERS – This study can be also important to teachers. Technology can improve

their teaching skills in a much more easier and suitable ways. Teachers often use old style

teaching but nowadays, technology is used.

SCOPE AND LIMITATIONS OF THE STUDY

The purpose of this study is not limited to anyone, rather, the methods said can be freely

used by the readers or more likely anyone.

This research is not with coordination of panellists, rather, it is a performance taks that is

just meant to be graded by the researcher’s teacher, Ma’am Quimque, and is just meant to be

presented infront of SPA 8- Sipalay, the researcher’s grade and section.

None of the research materials are used to harm or offend human beings, animals, or

nature. This study is used to share knowledge about technology’s abilities.

Another researcher/s may use this study if permitted by the original author and her

adviser.

Conclusions are therefore true, proven, accurate, and tested.

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 CHAPTER 2
RELATED LITERATURE REVIEW

This chapter presents the related literature and related studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art, theoretical

and conceptual framework to fully understand the research to be done.

RELATED LITERATURE:

Technology in Education

Lee (2012) discusses the potential of augmented reality in education and training, highlighting

the benefits of immersive experiences in enhancing learning outcomes. The study emphasizes the

role of technology in creating engaging and interactive educational environments. Similarly,

Dichev and Dicheva (2017) delve into the concept of gamifying education and its impact on

learning. The research points to the potential of gamification in promoting student engagement

and motivation.

Adherence to Web-Based Interventions

Kelders et al. (2012) evaluate the impact of persuasive system design on adherence to web-based

interventions. The study underscores the importance of effective design in promoting user

engagement and commitment to online educational platforms. This finding highlights the

potential of technology to enhance the effectiveness of educational interventions through

persuasive design strategies.

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Ripple Effect and Supply Chain Risk Analytics

Ivanov, Dolgui, and Sokolov (2018) explore the impact of digital technology and Industry 4.0 on

the ripple effect and supply chain risk analytics. While the study focuses on industrial

applications, the insights derived from this research can be extrapolated to educational contexts.

The findings suggest that technology can contribute to enhancing ripple effect control and risk

management, which may have implications for educational processes and resource allocation.

Managerial Innovation and Educational Practices

Damanpour and Aravind (2012) examine the conceptions, processes, and antecedents of

managerial innovation. Although the study does not directly address educational innovation, the

conceptual framework and insights derived from this research can be applied to educational

practices. The findings underscore the importance of fostering a culture of innovation and

change, which is relevant to the integration of technology in educational settings.

Factors Influencing E-Health Implementation

Ross et al. (2016) provide a systematic review of factors influencing the implementation of e-

health initiatives. While the focus of the study is on healthcare, the identified factors, such as

organizational readiness and user acceptance, are pertinent to the adoption of educational

technologies. This research highlights the importance of addressing barriers to technology

implementation in educational institutions.

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The integration of Information and Communication Technology (ICT) has shown significant

effectiveness for both teachers and students in educational settings. Davies, Dean, and Ball

(2013) found that well-equipped preparation with ICT tools and facilities is a key factor in the

success of technology-based teaching and learning. Moreover, technology has been identified as

a mitigating factor for the disruptions caused by the Covid-19 pandemic in the educational

system (Ghavifekr & Rosdy, 2015). This indicates that technology can compensate for the

inconveniences caused by external factors such as a global health crisis.

Today, online education has become a mainstream practice, posing new challenges and

opportunities for academic institutions and faculty members (Semanticscholar). Despite this, it

has been observed that beginning teachers utilize a wide range of technological applications,

particularly for structured learning approaches (Hwang & Wu, 2012). This implies that

technology might play a crucial role in shaping the learning experiences of new teachers,

ultimately impacting students' education.

The acceptance of mobile learning systems by students is influenced by several factors, including

perceived information quality, compatibility, trust, awareness, availability of resources, self-

efficacy, and perceived security (Semanticscholar). This suggests that addressing these factors

could enhance the effectiveness of technology integration in education.

Teacher efficacy and motivation have been linked to significant impacts on academic

achievement in science education (Tadesse & Muluye, 2020). This highlights the importance of

considering the motivational aspects of teachers when implementing technology in educational

settings.

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However, it is important to recognize that teacher educators play a critical role in preparing

beginning teachers for technology integration in education. Tondeur et al. (2017) found that

these educators can be grouped based on their attitudes toward ICT, self-efficacy, competencies,

and strategies for technology integration, suggesting that a targeted approach to training and

development is essential.

The use of technology in educational settings also presents opportunities for personalized

feedback, increased accessibility, and interactive conversations, which can positively impact

students' learning experiences (Bal-Taştan et al., 2018). This implies that technology can

enhance the quality of education by providing new ways of engaging with students.

On the other hand, central examinations have been found to hold schools accountable for their

performance and mitigate the impact of parental status on children's performance in tracked

educational systems (Tondeur et al., 2019). This suggests that technology integration in

education should be balanced with traditional assessment methods to ensure accountability and

equity.

Finally, augmented reality technology has been identified as a valuable tool for improving spatial

understanding in education (Rahman & Watanobe, 2023). This indicates the potential for

technology to enhance learning experiences by providing innovative ways to interact with

educational content.

Overall, while technology offers numerous benefits for educational systems, there are still gaps

in our understanding of the most effective ways to integrate technology and support teachers and

students through training and development. Future research should focus on identifying the most

critical factors for successful technology integration and developing targeted strategies to address

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these factors effectively. Additionally, investigating the long-term impacts of technology on

educational outcomes and student learning experiences is crucial for shaping the future of

technology in education.

RELATED STUDIES

Technology has significantly transformed the way we study and learn. This literature review

aims to explore the impact of technology on education and identify potential future research

directions. The review integrates and synthesizes several research findings in the field of

technology and its influence on learning.

Barber (2012) discusses the significance of Bayesian reasoning and machine learning in the

context of educational technology. The author suggests that machine learning algorithms can be

leveraged to personalize learning experiences, thereby enhancing students' understanding and

retention of academic material.

In a related study, Han, Jentzen, and Weinan (2017) present a method for solving high-

dimensional partial differential equations using deep learning. This finding is particularly

relevant to the field of mathematics and engineering education, where complex problem-solving

skills are essential. The integration of deep learning techniques into educational platforms may

help students tackle advanced mathematical concepts more effectively.

Furthermore, Barrett et al. (2010) highlight the role of data archives in functional genomics and

its implications for educational research. Educational technology can benefit from the analysis of

large-scale genomics data to develop personalized learning modules based on students' genetic

predispositions for certain subjects or cognitive abilities.

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Greenhalgh et al. (2017) propose a new framework for evaluating the adoption and sustainability

of health and care technologies. While this study focuses on healthcare, the framework's

principles can be applied to educational technology to assess the long-term impact of digital

learning tools on students' academic performance and overall educational experience.

Zhang, Patras, and Haddadi (2018) provide a comprehensive survey of deep learning in mobile

and wireless networking, emphasizing the potential for mobile learning applications. Integrating

deep learning algorithms into mobile educational platforms can enable adaptive learning

experiences that cater to students' individual needs and preferences.

Kelders et al. (2012) conducted a systematic review of adherence to web-based interventions,

shedding light on the persuasive design of digital learning platforms. Future research could

explore the application of persuasive system design principles in educational technology to

enhance student engagement and motivation.

Ivanov, Dolgui, and Sokolov (2018) discuss the impact of Industry 4.0 on supply chain risk

analytics. While this study is rooted in the context of manufacturing and logistics, the findings

can be extrapolated to educational technology to mitigate risks associated with the integration of

digital tools in the classroom.

Nelson, Dhimolea, and Reichert (2010) examine the development trends for human monoclonal

antibody therapeutics. Although this study pertains to the healthcare industry, it underscores the

potential of biotechnological advancements in the field of education, such as personalized

learning pathways based on students' cognitive profiles.

Pence and Williams (2010) present ChemSpider as an online chemical information resource,

highlighting the growing accessibility of scientific databases. Educational technology can

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leverage such resources to facilitate interactive and immersive learning experiences in science

and technology-related disciplines.

Finally, Li et al. (2018) offer a survey on deep learning for named entity recognition,

emphasizing the relevance of natural language processing in educational technology. Integrating

deep learning models into educational platforms can improve language learning and

comprehension through personalized language processing tools.

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 CHAPTER 3

METHODOLOGY

Research Method:

The researcher conducted a survey on 50 participants, all from the junior high level of

Negros Oriental High School. The respondents are free to choose their answers and were guided

by the researcher while answering. No respondent was offended with the copy of survey they are

given.

Materials, Equipment, and Utensils:

The following materials used in this study are as follows: (1) Printed survey, (2) 50

respondents from NOHS Junor High, (3) Printed questionnaire.

Equipment and Untensils Unit

Printed survey/questionnaire 50 pieces of paper

Respondents from NOHS Grades 7-10 50 selected junior high

The survey includes the following questions with the following choices:

1. GRADE & SECTION

2. How often do you use your gadgets in a day?

- 1-3 hours only

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 - 2-5 hours only

- 4-6 hours only

- More than 6 hours

3. How often do you approach technology when answering your assignments?

4. How often do you neglect asking help for your parents and just go search in the internet?

5. On a scale of 1-10, rate how technology has helped you in times of studying.

6. How often do you ask AI to do your homework?

7. How often do you get inspired for your studies because of the internet?

8. Lastly, how often do you think the internet helps you?

The questions 3, 4, 6, 7, and 8 have the same choices:

- Always

- Often

- Sometimes

- Rarely

- Never

Procedure:

The procedures for this study are:

1. The researcher approached 50 available students either male or female (doesn’t matter) to

answer the survey made.

2. The chosen and participative respondents were then asked if it was okay with them.

3. All participants then answered okay and started to answer the survey with the researcher

guiding them.

4. The names of the participants are anonymous to protect their own identity.

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5. After having collected the answers from the students, the researcher now made a pie

graph, bar graph, and line graph to see the percentages of the majority answers and least

answers.

6. These graphs of each question made the researcher conclude its conclusion.

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 CHAPTER 4

RESULTS AND DISCUSSIONS

Presentation of data:

The research entitled, “HOW FAR CAN TECHNOLOGY HELP US REGARDING

OUR STUDIES?”, presents the following data that helped the researcher conduct a conclusion.

QUESTION 1: Grade & Section

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QUESTION 2:

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QUESTION 3:

QUESTION 4:

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QUESTION 5:

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QUESTION 6:

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QUESTION 7:

QUESTION 8:

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 With these data collected through survey, we can now have our conclusions to be

discussed in the next chapter.

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 CHAPTER V

CONCLUSIONS AND REFERENCES

Conclusion:

The study in title of “HOW FAR CAN TECHNOLOGY HELP US REGARDING OUR

STUDIES?” can now be concluded with the given results and discussion. I, the researcher,

therefore conclude that technology has a great impact on the educational studies of students from

NOHS Junior High School. According to America University School of Education Online,

technology provides students with easy-to-access information, accelerated learning, and fun

opportunities to practice what they learn. It enables students to explore new subjects and deepen

their understanding of difficult concepts, particularly in STEM. Through the use of technology

inside and outside the classroom, students can gain 21st-century technical skills necessary for

future occupations. Thus, we can conclude that technology has a great impact in terms of

education because of its great advance thinking especially with the AI. Though, technology is not

at all free and not at all the controller of our minds, it is important to take note that we can learn

by ourselves without leaning on technology. Technology can help us in many ways but we shall

not take it over our natural lives.

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 REFERENCES:

Barrett, T.., Troup, D. B.., Wilhite, S. E.., Ledoux, Pierre., Evangelista, Carlos., Kim, Irene F..,

Tomashevsky, Maxim., Marshall, K. A.., Phillippy, Katherine H.., Sherman, Patti M.., Muertter,

Rolf N.., Holko, Michelle., Ayanbule, Oluwabukunmi., Yefanov, A.., & Soboleva, Alexandra.

(2010). NCBI GEO: archive for functional genomics data sets—10 years on. Nucleic Acids

Research , 39 , D1005 - D1010. http://doi.org/10.1093/nar/gkq1184

Pence, Harry E.., & Williams, Antony J.. (2010). ChemSpider:: An Online Chemical Information

Resource. Journal of Chemical Education , 87 , 1123-1124. http://doi.org/10.1021/ED100697W

Greenhalgh, T.., Wherton, Joseph P.., Papoutsi, C.., Lynch, J.., Hughes, G.., A'Court, C..,

Hinder, S.., Fahy, N.., Procter, R.., & Shaw, S.. (2017). Beyond Adoption: A New Framework

for Theorizing and Evaluating Nonadoption, Abandonment, and Challenges to the Scale-Up,

Spread, and Sustainability of Health and Care Technologies. Journal of Medical Internet

Research , 19 . http://doi.org/10.2196/jmir.8775

Li, J.., Sun, Aixin., Han, Jianglei., & Li, Chenliang. (2018). A Survey on Deep Learning for Named

Entity Recognition. IEEE Transactions on Knowledge and Data Engineering , 34 , 50-70 .

http://doi.org/10.1109/TKDE.2020.2981314

Zhang, Chaoyun., Patras, P.., & Haddadi, H.. (2018). Deep Learning in Mobile and Wireless

Networking: A Survey. IEEE Communications Surveys & Tutorials , 21 , 2224-2287 .

http://doi.org/10.1109/COMST.2019.2904897

Han, Jiequn., Jentzen, Arnulf., & E, Weinan. (2017). Solving high-dimensional partial differential

equations using deep learning. Proceedings of the National Academy of Sciences , 115 , 8505 -

8510 . http://doi.org/10.1073/pnas.1718942115

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Nelson, A.., Dhimolea, Eugen., & Reichert, J.. (2010). Development trends for human monoclonal

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http://doi.org/10.1038/nrd3229

Kelders, S.., Kok, R.., Ossebaard, H.., & Gemert-Pijnen, J. V. van. (2012). Persuasive System Design

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