i

UTILIZATION OF WEB-BASED EARLY ALERT SYSTEM

AT TRACE COLLEGE

A Research Paper
Presented to the Faculty of
Basic Education Department
TRACE College
Los Baños, Laguna

In Partial Fulfillment of the Requirements

For Practical Research 2 and
Inquiries, Investigations, and Immersions

FRANCINE DENISE PREGONERO ACUÑA

JEAMUEL AÑORA AMADO
ENRICO JIAN ARDEZA BLANCO
JASMENE CATHE PEÑAFIEL CATEDRILLA
JOSHUA HATE DE VERA
JOANA MAY SATURINAS GABRIEL
REUEL GILEAD HIBEK GLORIOSO
WILHELM HIRAO LANCERAS
GIAN CARLO BAUTISTA MENDOZA
JUSTIN CARL PESIGAN PELEÑO
MARCO JAY VIDAL REYES
MATTHEW AMISTAD SUAREZ

JUNE 2024
 ii

TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna

APPROVAL SHEET

In partial fulfillment of the requirements for Practical Research 2 and Inquiries,

Investigations, and Immersions, this Research Paper entitled: “UTILIZATION OF
WEB-BASED EARLY ALERT SYSTEM AT TRACE COLLEGE” has been
prepared and submitted by FRANCINE DENISE P. ACUÑA, JEAMUEL A.
AMADO, ENRICO JIAN A. BLANCO, JASMENE CATHE P. CATEDRILLA,
JOSHUA H. DE VERA, JOANA MAY S. GABRIEL, REUEL GILEAD H.
GLORIOSO, WILHELM H. LANCERAS, GIAN CARLO B. MENDOZA,
JUSTIN CARL P. PELEÑO, MARCO JAY V. REYES, and MATTHEW A.
SUAREZ who are hereby recommended for approval and acceptance.

MARLENE C. PANAGLIMA, LPT

Research Adviser

Approved in partial fulfillment of the requirements for Practical Research 2 and

Inquiries, Investigations, and Immersions, by the committee on Final Defense with a
grade of ___.

NAME OF PANELIST
Chairman

ROCEL VIDAL SHEIRLEY ANN DELAS ALAS

Member Member

Accepted in partial fulfillment of the requirements for Practical Research 2 and

Inquiries, Investigations, and Immersions.

______________ MARLA ANNIE M. MAGCALAYO, MA-EML

Date Vice President for Academic Affairs
 iii

ACKNOWLEDGEMENT
The researchers extend their profound gratitude and utmost appreciation to the
individuals whose invaluable contributions were instrumental in ensuring the success
of this research endeavor.
Mr. John Marvin S. Canaria, principal and statistician, we would like to
extend our gratitude for sharing his experience and insights, which have greatly aided
us in developing our research, particularly in relation to key areas like obtaining
statistically significant data and providing a comprehensive analysis of our research.
Ms. Marlene Panaglima, research adviser, we want to take this opportunity to
thank her for her guidance and assistance with our research, through this well-deserved
acknowledgement. Her invaluable advice and expertise enabled us to reach our goals
and establish the situation we are in now. The success of the study has been greatly
attributed to her excellent guidance, provided from the very start to the end.
Mr. Kerwin R. Morcilla, research instructor, we want to express our
appreciation to him for sharing with us the necessary resources and knowledge we
needed to learn the basics of writing research. His perceptive contributions helped and
aided our research journey. We are grateful to him for investing a great deal of time
discussing everything, whilst it was tremendously helpful to our growth.
Ms. Altheya P. Comia, language critic, we would like to thank her for her
significant contributions to our research which helped us with the relevant and right
use of language. Her feedback helped us fix the grammatical errors we had and
maintain a precise understanding of the appropriate research language.
Mr. Gene Marck Catedrilla and Mr. Mico Corcuera, external validators, we
would like to give our big thanks for providing the biggest and most helpful feedback
and insights into our research. These ensured the accuracy of our research study and
helped us fully understand our research better.
Student Respondents, we would like to give our special thank you to our
fellow students who have helped us immensely with the research. Providing their
precious time to answer and give feedback on our website. This is an acknowledgment
of the crucial role you've played in our research. Thank you for being such essential
contributors to our research journey.
 iv

Teacher Respondents, we would like to give our heartfelt thanks to our

teachers who participated and helped us with our research. We are extremely grateful
for their constant support and feedback. They have helped us and provided us with an
invaluable contribution to our journey.

F.D.P.A.
J.A.A.
E.J.A.B.
J.C.P.C.
J.H.D.V.
J.M.S.G.
R.G.H.G.
W.H.L.
G.C.B.M.
J.C.P.P.
M.J.V.R.
M.A.S.
 v

DEDICATION
To our research adviser, Ma'am Marlene Panaglima, thank you for helping us.
We are so grateful to have the opportunity to learn from you. Thank you for the extra
time and effort you put in to help us succeed.
To our group leader, Gilead Glorioso, thank you for being our leader in this
research. Your patience and understanding are truly amazing. Thank you for the proper
and clear explanation of our questions.
I am thankful for the support of my friends throughout this research process.
Your words of encouragement and belief in me have been a constant source of
motivation. Thank you for understanding when I had to prioritize this project and for
giving me the space and time to work on it.
I am also grateful to my mother for helping me with this research. I know you're
doing a lot, but you give me time to help, especially when due dates are over and we
need to wait for unfinished tasks. You're not just a mother; you're also a teacher and a
friend to me.

F.D.P.A.
 vi

DEDICATION
I am profoundly grateful to my parents, whose unwavering support has been
pivotal in my journey. Their financial assistance, including schooling expenses, has
empowered me to pursue education with determination. Without them, I wouldn't have
been able to attend school.
I also want to express my deep appreciation to my friends, who have been pillars
of strength and companionship, motivating me to persevere. Their unwavering moral
support and encouragement encourage me to do my best.
Special thanks to our leader, who has shown remarkable patience and support
even when our group dynamics weren't ideal. Your endurance and backing are truly
appreciated.
Furthermore, heartfelt thanks to the respondents to our research, whose
participation and cooperation are indispensable for our success. Their contributions
have enriched our research with invaluable insights.
Lastly, I am indebted to our beloved teachers, Sir Kerwin and Ma'am Marlene,
whose guidance and mentorship have shaped our research endeavors. Their dedication
to our academic growth is truly commendable, and I express my sincere gratitude to
them from the bottom of my heart.

J.A.A.
 vii

DEDICATION
This research is the result of many and immeasurable efforts and sacrifices. This
work is wholeheartedly dedicated to the people who have served as a source of
inspiration from the beginning until now.
To Our God Almighty who is always there when I am in need. Thank you for
guiding me and giving me strength in my everyday life. Thank you for all the
knowledge and wisdom. Thank you for making all of these happen and ended it with a
good outcome.
To my beloved parents, Michelle A. Ardeza and Jerico D. Blanco. Thank you
for supporting me in achieving my goals. Accomplishing this will hopefully make you
as proud of me as I am of having you as parents. Mi and di, I love you.
To Erika, my number one enemy and best friend, thank you for always believing
in me. You are truly the best sister a brother could have.
To my mama Olen and daddy Bonet, as my second parents, you are always there
to guide and remind me of the good and bad.
To Lola Laura, my critic. Thank you for telling me to focus on my study and
believing in me. To all my friends who believe in me. Thank you for all the messages
of support. To all my classmates. Thank you for all the happy memories.
To all my very diligent teachers and also our adviser, I also dedicate this to all
of you, for you have shared your knowledge and effective teachings with me. Thank
you very much.

J.A.B.
 viii

DEDICATION
Firstly, I would like to thank my groupmates as they have given so much
dedication and hard work to make this research possible, especially to the ones who are
encoding our website Matthew Suarez and Marco Reyes, and to our leader Gilead
Glorioso who has been very understanding and patient to the group members.
I would also like to thank my mother Darlene Dimapilis, who has been giving
and helping me with our research funds and giving me motivation every day.
I would also like to thank our research adviser Ma'am Marlene Panaglima and
Sir Ryan who helped us to make this project possible. I would also like to thank the
respondents who have participated in our research.

J.C.P.C.
 ix

DEDICATION
I would dedicate this research to my beloved Mother. Who has been my source
of inspiration and gave me strength when I thought of giving up. Who continually
provide their moral, spiritual, emotional, and financial support.
And to my beloved friends who become my supporters and help me when I face
any problem. And sometimes they encourage me to finish my research task on time.
I’m so thankful though to the teacher who helped us with our research because
if it wasn't for the teachers who helped us, we wouldn't have finished our research
properly and the result wouldn't have been good.

J.H.D.V.
 x

DEDICATION
I dedicated our research to our Lord who always guided me in my journey and
never let anything bad happen to me, Thanks to my parents, my mother Nilfa Gabriel,
and father Ruldan Gabriel who always encouraged me and my siblings to study hard
for our bright future. I'm also thankful for my Tito Val and Tita Ems, who support our
education too, and support us no matter what happens. And I would like to thank
Spencer (my lover) for cheering me up when I'm down because of my acads and
especially when I'm dealing with emotional and mental health, for not being tired to
remind me to fight always, for not giving me up even though he is struggling to deal
with my attitude. Thank you and I love you all.

J.M.S.G.
 xi

DEDICATION
This research is wholeheartedly dedicated to my mother and father. They are
always there to help me overcome difficulties and challenges I face, especially when
academic problems are like a large wall obstructing you from your goals. They are
always supportive and always give me the strength to move and carry on.
This research is also dedicated to our instructor and research adviser Mr. Kerwin
Morcilla and Ms. Marlene Panaglima as they became our stepping stones to accomplish
the goal and achieve this accomplishment. They taught us to do research properly and
to persist despite obstacles and challenges along the way.
This research is also dedicated to my friends Brent and Orlando. They became
foreign helping hands and partners coming all the way from the opposite groups.
Generously sharing their thoughts and comments despite being out-bounded by our
group.
Lastly, I dedicate this research to my groupmates who kept their perseverance
along this year-long journey. As a whole, we worked together day and night with
positivity in our minds that we could accomplish and succeed with this project.
R.G.H.G.
 xii

DEDICATION
This is dedicated to the individuals who have significantly influenced my
academic journey, providing constant support, unconditional love, and selfless actions,
which have been crucial in my success.
I want to express gratitude to my beloved mother, Evelyn Lanceras, and father,
Ronaldo Lanceras, for their unwavering support and sacrifices. They demonstrated
their love and value for our family by making sacrifices across countries and oceans.
Their dedication, hard work, and sacrifices abroad have made my future possible. The
values of selflessness and determination shaped by my parents have significantly
influenced my character and morals, shaping me into the person that I am today.
I want to express my gratitude to my siblings, grandmother, and extended
family for their unwavering support, inspiration, and belief in this journey of mine. I
dedicate this work to them with heartfelt appreciation.
I want to give special thanks to my girlfriend, Ghia Althea C. Reyes, for always
believing in me and supporting me. Reminding me of my potential and the heights I
could achieve, and for sending me a ray of sunshine during this adventure. Her love,
belief, and gentle push have always been a driving force behind me, inspiring me to
keep trying my hardest. I thank her for being my pillar of support, and confidante, and
for being my biggest believer throughout our lives. I dedicate this work to my partner
as a token of my love and gratitude for her unwavering encouragement and support.
Lastly, to the one true God above who has blessed me with everything.
W.H.L.
 xiii

DEDICATION
First of all, I would like to thank the teachers who helped to finish this research,
especially our major teacher, Sir Ryan, our head teacher in computer programming,
and Sir Kerwin Morcilla for guiding us in our research study. and I would like to thank
our respondents who helped without a doubt and supported our research study and our
principal, Mr. John Marvin S. Canaria, we would like to thank you very much for being
approved and for what should be done in our research we will not be able to achieve
this without you to guide and teach us the right things to do to my fellow members and
our leader. get along with other students I would like to thank my parents and family
who never tire of supporting me either financially or because they believed in me that
I could finish and pass this test, thank you very much.

G.C.B.M.
 xiv

DEDICATION
Firstly, I want to express my gratitude to God for providing me with the strength
and resilience needed to complete this thesis.
I am thankful to my parents for their immense support, particularly in terms of
financial assistance, as I am aware of the significant costs associated with thesis work.
I am also appreciative of my siblings' hard work in meeting our daily needs.
I extend my appreciation to my close friends at school, especially Gilead
Glorioso for motivating me to excel academically. Their encouragement and
understanding have been invaluable to me during difficult times.
To my fellow group members, I am grateful for their collaboration and
assistance throughout the thesis process. Their contributions have been crucial to our
collective success.
Together, each of you has played a vital role in my academic journey, and I am
deeply thankful. This thesis reflects not only my dedication and effort but also the
support and encouragement of those around me. Thank you."

J.C.P.P.
 xv

DEDICATION
I want to dedicate this heartfelt message to everyone who played a part in our
research journey. It's important for me to express my gratitude to each person who
contributed, as each of you made a difference, no matter how big or small.
First and foremost, I owe a huge debt of gratitude to our research adviser,
Ma’am Marlene C. Panaglima. Her guidance and expertise were like a guiding light,
showing me the right path and teaching me how to conduct our research properly.
Without his support and knowledge, I wouldn't have been able to accomplish what I
did.
To my amazing group mates Matthew, Francine, Gian, Ian, Justin, Joana, Cath,
and Wilhelm I extend my sincerest thanks. Each of you brought something special to
the table, and your hard work and dedication were crucial to the success of our project.
Whether it was brainstorming ideas, conducting experiments, or analyzing data, your
contributions were invaluable.
I want to give a special shoutout to our leader, Gilead, for his exceptional
leadership skills. Gilead kept us motivated and focused, even when things got tough.
His guidance and encouragement helped me stay on track and work towards our goals.
And to Hemwel, our assistant leader, thank you for always being there to lend a helping
hand and offer words of encouragement.
Together, we are a team united by a common goal to contribute to the world of
knowledge and make a difference. This research is not just mine; it belongs to everyone
who helped make it possible. I hope that our work will benefit others and inspire future
generations to pursue their passions and dreams. Thank you all for being a part of this
incredible journey.

M.J.V.R.
 xvi

DEDICATION
I would like to express my gratitude to everyone who contributed to making
this research project possible and for the support they provided. I want to thank our
research adviser Ma’am Marlene Panaglima for providing us with valuable advice to
ensure the quality of our study.
To our Research Leader, Gilead Glorioso, I am thankful for his dedication and
for providing us with assistance, encouragement, and support, even when it's difficult
at times.
To our Assistant Leader, Hemwel Amado, I am grateful for his being always
active, despite all of the challenges, he continued to encourage and assist our fellow
members.
And I want to thank my parents, especially My Mother Lily, who never stops
encouraging me to complete our research study by giving me their whole support every
day. I also want to thank my sister for her assistance with our research project, which
included helping us purchase the tools we needed for our website.
I want to thank all of my research team members for completing their assigned
jobs, despite the numerous tasks that always come up. Even when their work is wrong,
they never give up, instead, they always find a way to finish it.
I want to express my gratitude to my development team for their significant
contributions to the development of the project, including ideas and continuous
encouragement despite many problems and errors with our website, they are always
there to motivate me and provide the assistance I need.

M.A.S.
 xvii

ABSTRACT
Title of the Research : UTILIZATION OF WEB-BASED EARLY ALERT
SYSTEM AT TRACE COLLEGE

Researchers : FRANCINE DENISE P. ACUÑA

JEAMUEL A. AMADO
ENRICO JIAN A. BLANCO
JASMENE CATHE P. CATEDRILLA
JOSHUA H. DE VERA
JOANA MAY S. GABRIEL
REUEL GILEAD H. GLORIOSO
WILHELM H. LANCERAS
GIAN CARLO B. MENDOZA
JUSTIN CARL P. PELEÑO
MARCO JAY V. REYES
MATTHEW A. SUAREZ

Adviser : Marlene C. Panaglima, LPT

This study aimed to analyze the Level of Usefulness of the Web-Based Early Alert
System in TRACE College as rated by teachers and students, and if there is a significant
difference in their responses. The researchers developed a web-based early alert system
to be utilized by teachers and students of TRACE College. The study aimed to test and
observe the effectiveness of a web-based early alert system for Grade 12 Humanities
and Social Sciences (HUMSS) and Technical Vocational Livelihood – Information
Communication Technology (TVL – ICT) students at TRACE College. A quantitative
approach was used to analyze data from student and parent surveys. The study involved
thirty-six students and nine teachers. The respondents were chosen purposively to
provide insights into the effectiveness of the system. Results revealed that the Average
Weighted Mean of teachers' responses for efficiency (3.79), convenience (3.77), and
effectiveness (3.87) prove that teachers strongly agree that the web-based early alert
system is useful and functional. While the students’ AWM for efficiency (3.16),
convenience (3.19), and effectiveness (3.30) show that the students agree with the
website’s usefulness. The independent t-test indicates that there is a statistically
significant difference between how teachers and students perceive the usability and
functionality of the Trace College web-based early alert system.

Keywords: academic early alert, web-based system

 xviii

TABLE OF CONTENTS

PRELIMINARIES

TITLE PAGE ……………………………………………………………... i

APPROVAL SHEET ……...……………………………………………… ii
ACKNOWLEDGEMENT ……………………………………………………... iii
DEDICATION ……………………………………………………………..... v
ABSTRACT ……………………………………………………………………. xvii
TABLE OF CONTENTS ……...……………………………………………… xviii
LIST OF TABLES ………..…….……………………………………... xx
LIST OF FIGURES ……………………………………………………. xxii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………… 1

Theoretical Framework ……………………………………………... 3

Conceptual Framework ……………………………………………… 5

Statement of the Problem ……………………………………………… 5

Hypothesis …………………………………………………………...…. 6

Scope and Limitation of the Study ……………………………………… 6

Significance of the Study .…………………………………………….... 7

Definition of Terms …………………………………………………….... 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ……………………………………………… 12

Related Studies ……………………………………………… 54

3 RESEARCH METHODOLOGY

Research Design ………………………………………………103

 xix

Research Locale ………………………………………….......104

Population and Sampling …………………………………………...... 105

Respondents of the Study ………………………………………..........105

Research Instrument …………………………………………….. 106

Validation of the Instrument …………………………………………….. 106

Statistical Treatment …………………………………………….. 107

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

…………………………………………….. 111

5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary …………………………………………………………….. 127

Conclusion …………………………………………………………….. 129

Recommendation …………………………………………………….. 130

BIBLIOGRAPHY

…….………………………………………. 131

APPENDICES

Letter of Request …………………………………………………….. 145

Validation of Instrument ……………………………………………….. 150

Survey-Questionnaire ……………………………………………………. 151

Data Matrix ……………………………………………………………. 158

Documentation …………………………………………………………. 162

Result of Turn-It-In …………………………………………………….. 166

CURRICULUM VITAE …………………………………………………… 167

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LIST OF TABLES

Table

1 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Efficiency ………………….………………... 111

2 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Convenience ……………….………………... 113

3 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Effectiveness …………….…………………... 116

4 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Efficiency ………………….………….……... 118

5 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Convenience ……………….………….……... 120

6 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Effectiveness ……..……….………….……... 123

7 Test on the significant difference between the level of usability and functionality

of the TRACE College Web-Based Early Alert System as rated by teachers and

students ……..…………………………………………...………….……... 125

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LIST OF FIGURES

Figure

1 Research Paradigm …….…………………………….………… 5

2 Registration of ICT students ……….………………………….………… 162

3 Logging in of ICT students …..…….………………………….………… 162

4 Registration of HUMSS students ..….………………………….………… 163

5 Registration and logging in of teachers …..…………………….………… 163

6 Recording students with received alerts ……………………….………… 164

7 Surveying ICT students …….……….………………………….………… 164

8 Surveying HUMSS students ..……….………………………….………… 165

9 Surveying teachers ………………….………………………….………… 165

 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a prominent issue in one’s life. It is the key to success for the future to

have many opportunities in a person’s life. In addition, it also benefits people in a lot of

ways. For instance, it illuminates a person’s mind and thinking. It also helps students in

making plans for or their post-university careers or further study (Al-Shuaibi, 2014).

In line with this, school compliance is particularly important for academic success. Failure

of compliance may lead to unfortunate circumstances for the students. According to

NASET (2011), teaching defiant or noncompliant students can be very challenging. They

may not be very motivated to learn, frequently disrupt lessons, and often perform

poorly academically. There are no magic strategies for managing the behaviors of defiant

students. This leads to the policy of issuing the traditional early alert.

According to an article written by Tampke (2013), the early alert referral system

developed at a large public university in the Southwest, was intended to identify students

who were at risk of academic failure and provide them with necessary interventions. The

system seamlessly integrates with the university's student information system, making it

simple for faculty and staff to use and get started. The study also presents recommendations
 2

for other institutions considering the introduction of Early Warning Systems, concerning

their challenges and success in doing so.

Furthermore, in today's digital era, educational institutions need to adapt to fulfill

the needs of parents, teachers, and students. The implementation of an online early warning

system was spurred by the need for a more efficient and environmentally responsible

replacement for conventional paper systems. As mentioned by Obatuase and Ositelu

(2022), early alert systems are communication advocacy tools used for identifying

academically at-risk students and improving student retention. These systems are intended

to provide wrap-around services to students and help institutions make data-driven

decisions to improve their retention and completion rates.

For this reason, TRACE College implemented an early alert system to help its

students in managing their academic challenges. It was helpful in quickly identifying

students who might be at risk of academic failure. However, the system was implemented

through conventional paper. With this, the researchers innovated a web-based early alert

system. This system enables teachers to send an alert to their students through the use of a

website, e-mail, and telecommunication. By facilitating early intervention and providing

the required tools and support, this system assisted educators and administrators in

improving student performance. It encouraged preventative actions, which enhanced the

 3

effectiveness and personalization of the learning environment. The purpose of this study

was to examine whether the use of a Web-Based Early Alert System in TRACE College

was effective in alarming students and their parents about the need for better academic

attention. The researchers embarked on the journey towards more digitalized and student-

oriented training environments, taking these objectives into account.

Theoretical Framework

This study was supported by the Epstein Model (2009) by Joyce Epstein. This

theory explains that parenting involves the provision of things such as health, housing, a

home environment to support their studies, parental skills in parent-child associations, and

the provision of information to assist schools in knowing more about their children.

In the Epstein model theory, the presumed things that could be done by parents to

help in the development of their kids in school will be shown. The researcher created a

web-based early alert system as a way for parents to be aware of what is happening in their

children's studies, and this in turn will help guide children to support their studies.

Another theory that supports this study is the Technological Determinism Theory.

It states that media technology shapes how we, as individuals in a society, think, feel, act,

and how society operates as we move from one technological age to another (tribal, literary,

print, and electronic). Technological determinism suggests that the nature of media
 4

technology shapes not only how individuals function cognitively and behaviorally but also

how societies are structured and operate as they transition through different technological

epochs. Each technological age introduces new tools that, in turn, become influential forces

in shaping the fabric of human society (Mcluhan, 2001). Nowadays, with the help of

technology, our lives is easier, especially in education. In relation to this theory, the

researchers developed a web-based early alert system, streamlining communication

between educators and students to identify potential challenges promptly and enhance

academic support mechanisms.

 5

Conceptual Framework

The focus of this study was undertaken by the research paradigm shown in Figure

1. The illustration below illustrates the paradigm which includes the input, process, and

output that deals with the utilization of web-based early alert systems.

INPUT PROCESS OUTPUT

Respondent’s Profile • The researchers developed • TRACE College

• TRACE Domain a web based Early alert Web-Based Early

• E-mail of Students system through the use of Alert System

PHP, MySQL, JavaScript,
and Teachers
HTML, CSS, SMS
• Teacher’s name
gateway and Bootstrap5
• Student name and
• Data entry
Grade Level and
• Before launching, the
Section
researchers conducted
• Guardian’s Contact usability testing
Number
• Conducted Survey to
• List of Subjects assess the usability of
• Previous Record of Web-Based Early Alert
Students with Early System in terms of:
Figure 1. Research Paradigm
Alert - Effectivity
- Convenience
Statement of the Problem
- Efficiency

This study utilized the TRACE College Web-Based Early Alert System and aimed

to answer the following questions.

1. What is the level of usability of the TRACE College Web-Based Early Alert System

as rated by teachers in terms of:

 6

1.1 Efficiency;

1.2 Convenience; and

1.3 Effectiveness?

2. What is the level of usability of the TRACE College Web-Based Early Alert System

as rated by students in terms of:

2.1 Efficiency;

2.2 Convenience; and

2.3 Effectiveness?

3. Is there a significant difference between the level of usability and functionality of

the TRACE College Web-Based Early Alert System as rated by teachers and

students?

Hypothesis

There is no significant difference between the level of usability and functionality

of the TRACE College Web-Based Early Alert System as rated by teachers and students.

Scope and Delimitation

This study was focused on improving the early alert system to overcome the

student’s academic difficulties and make it easy for faculties and staff to identify

academically at-risk students through the early alert website. The study was conducted at
 7

TRACE College, El Danda Street, Los Baños, Laguna. The primary respondents of the

study were the Grade 12 students taking Humanities and Social Science (HUMSS) and

Technical Vocational Livelihood – Information Communication Technology (TVL-ICT)

strand. The respondents consisted of 36 students and 9 teachers. The questionnaire had

sections consisting of the level of usability of TRACE College’s Web-Based Early Alert

System in terms of efficiency, convenience, and effectiveness.

Significance of the Study

The significance of the study "Utilization of Web-Based Early Alert System at

TRACE College" lies in its potential to enhance student success and academic support

mechanisms. By investigating the effectiveness of this system, the study aimed to

contribute valuable insights into how technology can be leveraged to identify students at

risk of academic challenges early on. The findings may inform educational institutions

about the benefits of implementing such systems, fostering a proactive approach to student

support and improving overall academic outcomes.

Additionally, the study holds significance for teachers, parents, students, and future

researchers.

Teachers. The research may shed light on how the implementation of a web-based early

alert system can streamline communication, allowing for timely intervention and
 8

personalized support to address students' academic needs. This insight could contribute to

more effective teaching strategies and improved student-teacher collaboration.

Parents. The study offers the prospect of increased involvement in their child's education

through a transparent and accessible platform. Understanding the impact and benefits of

the web-based early alert system can empower parents to actively engage in their child's

academic journey, fostering a collaborative environment between educators and parents

for the betterment of student success.

Students. The web-based system could mean personalized support to address academic

challenges promptly for the students, fostering a conducive learning environment.

Educational Institutions. By analyzing data from the early alert system, schools can tailor

academic support services to address specific challenges faced by students, eventually

leading to improved academic performance. Understanding the effectiveness of the web-

based early alert system allows the school to allocate resources efficiently, focusing on

areas that have the most significant impact on student success.

Future Researchers. Future researchers can build upon this study to explore the broader

impact of web-based early alert systems on student success, institutional effectiveness, and

the evolving landscape of educational technology.

 9

Definition of Terms

For clarity of the study to guide and enlighten the readers, the following

terminologies are hereby defined both conceptually and operationally:

Bootstrap. According to Rouse (2017), bootstrap is the program that starts the operating

system (OS) from scratch. In the early 1950s, the phrase "bootstrap" or "bootstrapping"

first appeared. It was a reference to a bootstrap load button, which was used to start a

smaller program that ran a larger program, such as the operating system, or a hardwired

bootstrap program. The researchers used Bootstrap for the website design and

responsiveness on computer platforms and mobile phones.

CSS. As indicated in the Cambridge Dictionary (2023), CSS is an abbreviation for

Cascading Style Sheet. It is a software on a computer that lets you specify and manage how

a webpage or set of web pages should appear to the user. Giving users more flexibility is

one of CSS's objectives. The researchers used CSS to design the page particularly in adding

pictures, logos, and colors.

Early Alert. As stated by Arkansas State University (2010), early alerts sometimes known

as “early warning systems,” are recognized tools for improving student retention. It

addresses a variety of issues that a student may encounter during the whole term. In this
 10

study, the researchers used early alerts to inform academically vulnerable students and help

them with their academic needs.

HTML. As stated by Hemmendinger (2023), HTML is an arrangement for presenting

content that has been retrieved from the Internet. Every retrieval unit is referred to as a

Web page (from the World Wide Web), and these pages often have hypertext links that let

users obtain similar pages. The markup language used to encode Web pages is called

HTML. The researchers used HTML to create the structure of the website including

headings, paragraphs, and buttons.

JavaScript. According to Munro (2023), JavaScript is a computer programming language

that is essential to web development and allows for the creation of interactive and

sophisticated features for websites, online apps, and other use cases. The researchers used

this language to collect and retrieve data for students, faculties, classrooms, functions, and

data tables.

SQL. According to the Editors of Encyclopedia Britannica (2023), SQL, or Structured

Query Language is a computer language intended to extract data from databases. The

researchers used SQL to store data including the student and teacher’s name, email,

password, section, etc.

 11

PHP. As mentioned by Toal (2023), PHP is a server-side programming language that is

free and open-source and can be used to make apps, websites, customer relationship

management systems, and more. It is a general-purpose language that is often used and

may be integrated into HTML. The researchers used this scripting language to code the

backend of the website and connect it to the database with the use of MySQL.

Web-based. According to the Cambridge Dictionary (2023), it is relating to or done using

the web or the network of documents that are connected to the internet. It can include web-

based software and training. The researchers used this to create a web-based Early alert

system that is different from the traditional system.

 12

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature perused to gather insights for the study.

This chapter introduces the studies considered to strengthen the concepts, as well. The

topics presented below discuss the facts on Academic Early Alert Utilization, Parent

assistance in student learning, Teacher’s assistance in student learning, Technological aid

on academic monitoring, Web-based communication, and Efficiency and effectiveness of

the digital approach. This helped the researchers to see the methods used by other academic

institutions in early alert utilization, the advantages of using an early alert in a student’s

learning, and how technology helps work to be more effective and efficient in academic

and non-academic fields.

Related Literature

Academic Early Alert Utilization

In today's higher education context, institutions around the world prioritize student

achievement and retention. Several techniques and interventions have been developed and

applied to address this issue. This introduction serves as a preface to a more in-depth

investigation of early alert systems in academics, spanning a variety of topics and

perspectives. From community colleges to flagship universities, academics have

 13

investigated the influence of various systems on student retention, academic development,

and institutional success. By combining findings from numerous studies, we hope to shed

light on the varied character of early alert activities and their importance in contemporary

higher education.

According to Poole (2015), When evaluating the student population that received

early alert intervention, 137 of the 279 were considered successful, or 49%. One hundred

and thirty-one (47%) did not demonstrate positive academic progress and 11 (4%) were

considered neutral. The population of students who did not respond showed an increased

level of negative academic progression. Of the 672 referred students, 393 did not respond

to a request for intervention, and 52%, or 204, did not demonstrate positive academic

progress. Additionally, only 41%, or 161, were considered successful and 7% (28) were

considered neutral. In contrast, the student population that received an intervention had a

49% success rate; a success rate difference of 8%.

Poole’s studied a medium-sized public liberal arts institution in a rural setting. They

implemented a student success initiative, using early alerts and interventions to support at-

risk students. Over a period excluding summer sessions, 732 intervention requests were

made, resulting in 42% of referred students receiving interventions. Among those who

received interventions, 49% showed academic progress, compared to 41% of non-

 14

responsive students. This highlights an 8% difference in success rates, suggesting the

effectiveness of the intervention program in improving student outcomes.

According to Dwyer (2017), Student attrition, especially in community colleges,

has been a long-standing issue in higher education. From Fall 2013 to Fall 2014, only

59.3% of first-time postsecondary students and 46.9% of two-year college students were

retained. To address this, institutions often invest in early alert systems. A study examined

the impact of such a system in the Virginia Community College System (VCCS) on student

persistence, focusing on developmental education and college-level courses. Using

existing data, they found a significant positive effect of the early alert system on

developmental mathematics students' persistence, while the impact on developmental

English and college-level courses was more modest. This suggests prioritizing early alert

resources for developmental mathematics students and exploring alternative retention

strategies for others, emphasizing the value of early alert systems in retention plans.

Dwyer noted the ongoing problem of student dropout rates, especially in

community colleges. A study in the Virginia Community College System (VCCS) assessed

the impact of an early alert system on student persistence. It found a significant positive

effect on developmental math students, suggesting prioritizing resources for them. Other
 15

areas saw more modest effects, prompting a need for alternative retention strategies. This

underscores the importance of early alert systems in addressing dropout rates.

According to Gammon (2017), Central Piedmont Community College is looking

into ways to help at-risk students succeed academically by using an early-warning system

known as Success Through Academic Reporting (STAR). All first-time, full-time degree-

seeking students (FFD) are eligible for follow-up services that support a centralized

strategy, which has the potential to establish a more engaging approach to communicating

and tracking student academic progress. This approach, when implemented in partnership

with teachers, advising, and student support personnel, has the potential to help students

achieve academic achievement.

Gammon discusses Central Piedmont Community College's use of the Success

Through Academic Reporting (STAR) early-warning system to support at-risk students.

All first-time, full-time degree-seeking students are eligible for follow-up services aimed

at improving communication and tracking academic progress. Implemented with faculty,

advisors, and support staff, this approach aims to enhance student academic achievement.

According to Tudor (2019), Community colleges often deploy early academic alert

systems to enhance student retention rates. These systems proactively notify struggling

students, aiming to prompt corrective actions. While the efficacy of such systems is widely
 16

acknowledged, existing research predominantly focuses on quantifiable outcomes,

overlooking the qualitative aspects of student responses. Exploring the nuanced responses

of students and considering factors that may influence the effectiveness of early alert

systems, this aimed to provide valuable insights for educators and administrators seeking

to optimize retention strategies in community college settings.

Tudor investigates the use of early academic alert systems in community colleges

to boost student retention rates. Unlike previous research focusing on quantifiable

outcomes, this explores qualitative aspects of student responses. Conducted at a rural

community college in Washington state, it interviews nine students who received academic

alerts. Using Leximancer software, the study categorizes students' reactions and subsequent

actions, offering insights for educators and administrators to optimize retention strategies.

According to O’Malley (2019), As government involvement in higher education

has grown, accountability measures have increased alongside funding. Despite a more

diverse student body, bachelor's degree completion rates have remained steady for nearly

four decades. Theories on student retention and departure shed light on factors influencing

students' decisions to persist. In response to performance funding initiatives, institutions

have implemented early alert systems like the IU FLAGS system to foster student

engagement and support success. This shift underscores two principal-agent relationships:
 17

between the state and public institutions, and between institutions and faculty. Notably,

higher utilization correlated with greater proportions of female, out-of-state, traditional-

aged, White students, as well as adjunct or lecturer instructors and certain course types.

Course completion and fall retention were positively linked to FLAGS usage. This

highlights the potential of early alerts, particularly in general education courses with

dedicated teaching staff, to enhance student success

O'Malley discusses the rise of accountability measures in higher education,

prompting the implementation of early alert systems like IU FLAGS to support student

success. A study found that increased utilization of FLAGS by faculty correlated with

positive outcomes such as course completion and fall retention, particularly among certain

student demographics and course types. This highlights the potential of early alerts,

especially in general education courses with dedicated teaching staff, to enhance student

success amid government funding pressures.

According to Hyatt (2023), Early academic intervention programs are crafted to

bolster struggling students, aiding them in surmounting obstacles and enhancing their

prospects for sustained success in their academic endeavors. The research underscores that

deficiencies in foundational skills, particularly those linked with reading difficulties, are

most prevalent in low-income communities of color (Ramey & Ramey, 2004). This
 18

scrutinized the impact of early academic intervention services, commonly known as

response to intervention (RtI), on students from low socioeconomic backgrounds,

alongside evaluating teachers' perceptions and expectations regarding the special education

classification process. The findings proffered insightful recommendations for educators

regarding the implementation of academic intervention services, alongside illuminating the

impact of teachers' perceptions and expectations on the academic performance of students

exhibiting promise. Notably, a significant positive correlation was observed between the

faithful implementation of academic interventions and the utilization of highly effective

programs, as evidenced by a correlation coefficient of r(77) = 0.67, with a p-value < 0.001

among low SES minority students.

Hyatt investigates the impact of early academic interventions, such as response to

intervention (RtI), on low socioeconomic status students. It examined the effectiveness of

these interventions and teachers' perceptions of special education classification. Findings

highlight the importance of faithful implementation of interventions and the correlation

with improved outcomes, particularly among minority students.

Borcherding (2023) investigated the effectiveness of academic interventions

provided by a university for conditionally admitted (CA) students amidst the COVID-19

pandemic. The aim was to understand the alterations in academic interventions for CA
 19

students and their utilization during the pandemic at a four-year institution. They aimed to

comprehend the distinct challenges faced by CA students in pursuing higher education

during the pandemic and identify factors contributing to their success. It also offered

recommendations for universities to enhance student learning, retention, and institutional

enrollment goals. While some positive impacts of the pandemic were noted by students, it

exacerbated other issues. While students now anticipate more flexibility in deadlines, work

hours, and course formats, instructors and administrators are inclined toward reinstating

stricter policies, boundaries, and deadlines. Practical implications advocate for continued

support for academic interventions for CA students post-COVID-19 normalization,

adapting the delivery of some interventions from in-person to online or hybrid formats, and

further exploration of students' experiences with these educational interventions.

Borcherding assesses academic interventions for conditionally admitted (CA)

students during COVID-19 at a four-year university. It aims to understand changes in

interventions, student challenges, and factors contributing to success. Recommendations

include ongoing support for CA students, adapting intervention delivery, and exploring

student experiences. Participants included CA students, university administrators, and

instructors. The themes identified include the importance of interventions and connections,

and adapting to flexibility in coursework

 20

Rogers et al. (2020) address the needs of students who are significantly lagging.

Rogers et al. created a handbook that provides comprehensive guidance on implementing

rigorous intervention. These handbooks are tailored for elementary school educators. It

explores effective practices and techniques to intervene effectively when students

encounter difficulties with core subject matter, as well as with fundamental skills from

previous academic years. The inverted pyramid model of RTI at Work is crafted to

consistently direct a school's collective efforts and resources towards a central focus: the

individual student. Tier 1 involves access to a vital grade-level curriculum with ongoing

monitoring for all students. Tier 2 encompasses immediate and targeted behavior and

academic interventions systematically applied and monitored for students not proficient in

the core curriculum. Tier 3 is dedicated to intensive interventions and remedial actions

aimed at bridging learning gaps.

Rogers, Smith, Buffum, & Mattos study provides guidance for elementary

educators on implementing Tier 3 interventions within the RTI at Work™ framework. This

handbook covers effective practices for intervening when students struggle with core

subjects or foundational skills. It emphasizes the importance of addressing the needs of

students who are significantly behind, with a focus on bridging learning gaps through

intensive interventions at Tier 3.

 21

According to Sonju., Kramer, Mattos, & Buffum (2019) Extensive research affirms

that response to intervention (RTI) stands as the optimal approach for addressing student

struggles in educational settings. Referred to also as a multi-tiered system of support

(MTSS), the RTI process guarantees that each student receives the additional time and

assistance necessary for achieving academic success.

Sonju, Kramer, Mattos, & Buffum advocate for response to intervention (RTI) as

the optimal approach for addressing student struggles. They created a manual that provides

essential strategies for implementing Tier 2 interventions in secondary schools, focusing

on understanding challenges, receiving empirical strategies, exploring educational

principles, recognizing educator roles, assessing student learning, evaluating support

structures, and utilizing teacher teams and the PLC at Work® framework.

According to Williams (2022), Over the past two decades, the prevalence of

academic early alert technology has risen in colleges and universities, prompting numerous

rigorous studies on their effectiveness and the perspectives of various stakeholders. He

examined how academic advisors perceive the usefulness of early alert technology in

fulfilling their job responsibilities.

Williams explores professional academic advisors' perceptions of the efficacy of

academic early alert technology at a Midwest university. Despite its widespread use, little
 22

research focuses on advisors' views. This aimed to bridge this gap by investigating how

advisors perceive the usefulness of early alert technology in their roles.

In conclusion, the body of research surrounding early alert systems in higher

education underscores their pivotal role in fostering student success and institutional

effectiveness. These pieces of literature collectively highlight the diverse applications and

outcomes of early alert initiatives across different academic settings. From rural

community colleges to flagship universities, these studies demonstrate a common goal: to

identify at-risk students early and provide timely interventions to support their academic

journey. While the specific strategies and outcomes may vary, the overarching theme of

leveraging data-driven interventions to enhance student success remains consistent. As

institutions continue to grapple with challenges related to student retention and persistence,

the insights provided by these studies offer valuable guidance for shaping effective

intervention strategies. By embracing early alert systems and integrating them into

comprehensive student support frameworks, higher education institutions can strive

towards creating more inclusive and supportive learning environments conducive to

student success.
 23

Parent Assistance in Student Learning

Various literatures focused on understanding the complex connections between

students, parents, and the educational system have had an impact on the environment for

learning. These literatures provide helpful insights into improving educational outcomes,

from looking into the challenges faced by student-parents to figuring out the importance of

parental involvement in education. This introduction provides an overview of a wide range

of research projects that brought light on key elements of education in the Philippines.

According to Beruin and Laurence Cruz (2022). Nine main categories of poor

experiences were identified in a study on the opinions of former STEM students in grade

12 regarding online learning during the COVID-19 pandemic. In general, the study—which

took place in a private school in Laguna, Philippines—found that students were not

enthusiastic or supportive of online learning; the most common finding was that "online

learning provided aberrational learning experiences." The results can be used to guide

future interventions and policy changes aimed at enhancing online education and offering

the educational system a more potent pandemic response.

According to Bartolome et al. (2020), parental involvement is important in

education. The authors highlighted its role in improving teacher skills and promoting

effective home-school communication for better student outcomes.

 24

According to Lenon et al. (2020) Using ten psychology students from Bestlink

College of the Philippines, it was discovered that students handle household chores,

discipline their kids, and deal with money and time management issues. The authors

recommended that students avoid having children while they are in school and produced a

guide to help with these areas.

As stated by Kilag et al. (2023), better academic students selected academic tracks,

while struggling students selected technical/vocational/livelihood tracks. The results could

guide the creation of policies and programs that enhance SHS education and support

students in making wise decisions.

As indicated by Jabar (2021), parental involvement strategies are important in

Philippine public elementary education, particularly when it comes to addressing financial

difficulties. It also recommends that indirect methods be used in future quantitative

research. Melvin Allena Jabar also stated that in a study of 3153 students from 29 public

schools in the Philippines, low-income Filipino parents typically have little control over

their children's academic performance. Parental involvement increased with factors such

as academic achievement, frequent meals, and internet skills. The study highlights how

crucial it is for low-income families to have opportunities for at-home parental involvement.

This research highlights the critical importance of parental participation in influencing

 25

academic achievements, particularly for economically disadvantaged Filipino households.

By equipping parents with tools and assistance, we can promote active involvement and

significantly enhance their children's academic performance.

According to Manuel and Vargas (2022), there was increased support for home-

supported learning when there were fewer children and higher education levels. Parents

being involved in their child's education is important. This is particularly true for highly

educated moms with only a few kids. It shows why help with home learning is needed.

As stated by Pagulayan et al. (2021), those with lower incomes and less education

are not prepared for college. Higher levels of cultural and economic capital relate to greater

readiness for college. Because they lack the competencies required for higher education,

students' lack of college eagerness may be explained by low economic and cultural capital.

According to Roldan et al. (2020), parents who prioritize their family over their

education, known as student-parents, find it difficult to balance their multiple

responsibilities. Their academic performance is significantly impacted by problems with

money and time management. Most of them are single, 30-year-old females with one child.

Having no support networks and dealing with family matters add to these difficulties. On-

campus support groups can lessen feelings of loneliness and stress brought on by juggling
 26

work and family responsibilities. Student-parents must manage their time and finances, but

they can reduce their stress and feelings of loneliness by joining on-campus support groups.

Gina Madrigal Sapungan and Ronel Mondragon Sapungan (2014) stated that

parental effort is associated with higher achievement levels; however, the most common

obstacle is parents' pessimistic attitude toward supporting their children's school and a "we-

don't-care-attitude." Parental involvement in education is crucial for a child's success

because it has been attributed to increased academic performance and morale. Despite the

benefits that have been shown, many parents face obstacles that prevent them from being

involved in their children's education, like unfavorable attitudes.

Finally, the wide range of literature given in this compilation emphasizes the

complex nature of education and the critical role played by different parties involved, such

as students, parents, and educators. These not only emphasize the challenges and obstacles

that were encountered but also provide helpful suggestions as well as insights for

overcoming them.

Teacher’s Assistance in Student Learning

The term "technological support for learners" describes the application of

computer-based technology to get around obstacles and improve learning. These tools can

be applied to remote and in-person learning environments. The technologies encompassed

 27

in these are electronic meeting systems, audience response systems, blended learning

environments, computer simulations, modeling software, microworlds, probes for real-

time data acquisition, virtual communities and collaborative websites, virtual laboratories,

remote instrument access, software to support and structure student investigations, and

learning environments that integrate these tools with an inquiry-based curriculum. It has

been demonstrated that concept-effect relationship-based technologically customized

learning environments are successful in enhancing student learning outcomes, identifying

learning challenges, and offering tailored remedial learning assistance. When compared to

in-person instruction, technology-assisted learning can be more successful for certain

types of knowledge, such as abstract conceptualization and reflective observation, but less

effective for knowledge that requires concrete experience

According to Hui et al. (2007), The evolution of Technology‐assisted learning has

transformed various aspects of our lives, enhancing efficiency, communication, and access

to information. Peer-assisted learning (PAL) is a widely recognized pedagogical approach

in health professional education that involves a socialization process for students. PAL

exercises offer a structure that allows students to hone and improve their teaching and

healthcare abilities. The "agency" of each student, or their willingness to engage, and, more

crucially, the "affordance" of the activity, or the invitational quality offered by the clinical
 28

school, are the two main components that determine the effectiveness of PAL activities.

This study aims to support healthcare educators and administrators who are in charge of

course coordination, curriculum design, and educational research in creating their PAL

activities.

According to Burgess et al. (2020). Peer-assisted learning is an effective method,

fostering collaboration and knowledge exchange among peers. The term personalized

learning (and related synonyms) has become more widely used by online schools and

companies selling online learning programs. It should be noted that “personalized

learning,” as it is typically designed and implemented in K–12 public schools, can differ

significantly from the forms of “personalized learning” being offered and promoted by

virtual schools and online learning programs. In some schools, however, personalized

learning may take the form of blended learning” or the practice of using both online and

in-person learning experiences when teaching students. When investigating or reporting on

personalized learning, it is important to determine precisely how the term is being used in

a specific context.

According to Sabbott. (2013), The goal of instructional support is to maximize each

student's potential while also acting as a screening tool for pupils who might require special

education assistance. A positive, goal-oriented approach called Instructional Support

 29

employs targeted evaluation and intervention strategies to help all kids in the regular

classroom overcome behavioral or academic obstacles. A team must collaborate to

determine the student's requirements, establish objectives, and create an intervention plan

to help the student reach those objectives. Members of the Instructional Support Team

include parents, teachers, administrators, and instructional facilitators.

Instructional Support is a process to maximize individual student success, while at

the same time serving as a screening process for students who may require specialized

education services. Instructional Support is a positive, success-oriented program that uses

specific assessment and intervention techniques to help remove educational or behavioral

stumbling blocks for all students in the regular classroom.

In a few public special education schools in Cebu, Philippines, teachers'

impressions of and readiness for including hearing-impaired (deaf and hard-of-hearing)

pupils in mainstream classes were investigated using a descriptive correlational

methodology. To uncover skill gaps and training requirements for inclusive practices for

deaf pupils, the research contrasted the perspectives of special education instructors and

ordinary educators using stratified convenience sampling. Equal chances for all kids were

the goal of inclusion, but its successful execution hinged on the attitudes, abilities, and

support of the instructors. The results of a descriptive correlational analysis were used to
 30

inform changes that would optimize inclusive education's capacity to foster involvement

and learning in all students, regardless of aptitude. According to recent studies conducted

in the Philippines, educators embrace inclusion but encounter challenges.

The findings from this study can potentially inform policy decisions and

educational interventions aimed at enhancing inclusive practices in schools. By addressing

gaps in skills and training, educators can be better equipped to support the diverse needs

of their students, ultimately fostering a more inclusive learning environment. Overall, this

research has the potential to contribute positively to the advancement of inclusive

education in the Philippines.

According to Cagalitan et al. (2023), instructors used a fairly authoritative style of

classroom management, and students showed a moderate level of anxiety and familiarity

with their teaching strategies. The years of teaching experience, marital status, and

educational attainment of the teachers all had an impact on how differently they approached

classroom management.

According to Magulod, Capili, & Pinon (2019), The development of teaching teams

within schools and school systems is receiving more attention to enhancing teaching and

learning procedures. Therefore, establishing the framework for teachers to collaborate to

 31

enhance teaching and learning in the classroom has come to be associated with effective

school leadership. Serving as an intermediary between senior leaders and teachers, middle

leaders are educators with official appointments to leadership positions. They are often in

charge of managing teacher teams and creating a conducive environment for

communication so that teamwork improves both student learning and teacher practice.

Nevertheless, little conceptual knowledge exists regarding the little actions middle leaders

do to support teacher teams and how facilitation influences novel or unconventional

methods of instruction and teamwork. We examine data by utilizing the notion of practice

architecture.

According to Harris (2004), school reform calls for leadership committed to

teaching and learning that extends beyond a single school leader and consists of leaders in

various roles and spheres of influence who collaborate to enhance student learning.

According to research, senior leaders—principals included—can and do indirectly impact

student learning by fostering high-performance cultures and mediating the circumstances

that allow teachers to have a good impact on their students' learning (Leithwood et al.,

2020). By leading from the classroom (Grootenboer, 2018) and working with teachers

(Lipscombe, et al., 2019), middle leaders can directly impact teaching and learning

(Bassett, 2016; Bryant, 2019; Gurr, 2019) with the support of principals, according to
 32

research on another type of leadership, middle leadership (De Nobile, 2017; Lipscombe, et

al., 2021). "Middle Leaders' Facilitation of Teacher Learning in Collaborative Teams"

suggests a study or investigation focused on the role of middle leaders within educational

institutions, such as department heads, team leaders, or coordinators, in facilitating teacher

learning within collaborative team settings.

According to Tarrayo (2023), Previous studies conducted in the Philippines have

demonstrated the inadequate implementation of gender mainstreaming in education.

Moreover, there exists a deficiency in the scholarly literature about informed accounts of

educators' endeavors to include gender and development (GAD) instruction in Philippine

schools, specifically for English language teachers. Through a qualitative survey of 124

senior high school English teachers in the Philippines and follow-up focus groups, this

study explores the perspectives of English language instructors on the advantages,

approaches, and challenges of incorporating gender elements in ELT. The findings indicate

that instructors are ready to include a gender perspective in their lessons; however, because

gender consideration can bring up sensitive moral issues with students, teachers, and other

stakeholders, concrete frameworks, curriculum materials, teacher education, and

institutional support are necessary.

 33

Perceptions of Senior High School Teachers in the Philippines" suggests a research

study that explores the beliefs, attitudes, and viewpoints of senior high school teachers in

the Philippines regarding the integration of gender dimensions into English Language

Teaching

Technological Aid on Academic Monitoring

Technological aids in academic monitoring refer to tools and software that help

educators and administrators track and analyze student progress and performance in an

academic setting. These aids can include student information systems, learning

management systems, data analytics platforms, and communication tools that provide real-

time updates on student attendance, grades, behavior, and other academic metrics. By

utilizing these technological aids, schools can identify areas for improvement, provide

targeted interventions, and ensure that students are on track to meet their academic goals.

According to Montoya and Barbosa (2020). Almost 191 countries had closed their

schools to deploy social distancing measures by the World Health Organisation (WHO)

recommendations. More than 1.5 billion students from pre-primary to university level have

been affected by these closures, with classroom-based learning interrupted for indefinite

periods. While some education systems, teachers, students, and parents were somewhat

prepared to adapt to existing distance learning programs and platforms, millions were not.
 34

Pandemic-induced school closures have highlighted the urgent need for all

countries to invest in digital infrastructure, teacher training, and resources to ensure

continuity in education during times of crisis. Moving forward, policymakers need to

prioritize the development of comprehensive distance learning strategies that are accessible

to all students, regardless of socio-economic background. This crisis has shown that

education systems must be equipped to quickly pivot to online learning to prevent further

disruptions in student learning and development.

According to Walker (2019). Student safety is one of the biggest concerns for

school administrators, and there are multiple ways to address it. One is by hardening

buildings through facility upgrades, including bullet-proof glass and metal detectors.

Administrators can also implement less-visible preventative measures, such as mental

health services and social-emotional learning programming. Lastly, they can use

technology to help keep an eye on students’ online activity so they can identify potential

threats or safety concerns early.

Ensuring student safety in schools involves a comprehensive approach that includes

physical security, mental health support, social-emotional learning programs, and

technological monitoring. Collaboration with community stakeholders is essential for

developing comprehensive safety plans.

 35

According to Diaz (2019), Progress monitoring assessments are increasingly

important to district administrators, teachers, and students’ families. They allow a more

frequent look at what’s happening with students’ learning. With fast, reliable results, digital

progress monitoring tools provide assessment data that can be used in several ways:

The study emphasizes the importance of digital tools in education for tracking students'

learning progress, enabling educators to make informed decisions, support academic

growth, and ensure success.

According to Fuller (2019), Software exists that allows instructors or school

administrators to monitor which websites and social media platforms students are visiting

while on the school network — and what they are doing on those sites and platforms. If

school staff discovers a student is visiting sites associated with self-harm, or is having

conversations in chat rooms about bullying, they can take appropriate action to address

these concerns.

Monitoring software aids schools in identifying and addressing online student

behavior issues, enabling timely intervention and support, but requires ethical use and

respect for student privacy.

According to Pandria and Bamidis (2023), Children’s behavior is indicative of

adaptation to early-age development. Adaptive difficulties linked to behavioral difficulties

 36

are frequent among school-aged children having a multi-level impact. Five key approaches

have been used therapeutically while systematic behavior monitoring has been used to

evaluate the efficacy of different interventions. The inherent barriers of traditional

monitoring tools have led to the need to design and implement new approaches. Research

indicates that therapeutic interventions and behavior monitoring are crucial for children's

adaptive development. Technology-based monitoring tools can enhance intervention

effectiveness. Collaboration between caregivers, educators, and healthcare professionals is

essential for successful implementation.

According to Lara (2022), The implementation and usability of a technology-based

web system and the available evidence on educational engagement’s predictive capacity to

influence students’ educational trajectories in Chilean schools. The web-based system was

developed through collaborative work between universities, the information technology

team, school communities, and stakeholders (government institutions). It is an online

system composed of six steps whose axis is centered on a decision-making space between

teachers-students-parents (School Engagement Board) tasked with applying online and

scientifically validated school engagement and contextual factors measurement

instruments, checking specific report results for each actor involved in the system (teacher,

School Engagement Board coordinator, school) as well as reviewing promotion strategies

 37

relevant to the school context and managing the implementation of strategies supported by

the management datasheets that the model offers to schools. This suggests that a

technology-based web system in Chilean schools can enhance student engagement and

academic performance by fostering collaboration between teachers, students, and parents,

and identifying areas for improvement.

According to Ganesh (2020), An Academic Monitoring System, at its most basic,

entails government officials conducting visits and inspections to schools in an attempt to

ensure the delivery of quality education and allied processes like the implementation of

Mid-Day Meals. This is a system that exists, at least on paper, in all states: Block and

District officials are expected to conduct regular visits and inspections of government

schools. However, in practice, these visits do not take place regularly, and when they do,

they are not conducted in a structured manner that is meant to identify and resolve

challenges specific to academic performance. Most visiting officers limit themselves to

verifying teacher attendance and infrastructural concerns such as the presence of

functioning toilets, cleanliness of school premises, etc. This emphasizes the need for

structured academic monitoring in schools, involving active engagement with teachers,

students, and administrators to address the root causes of poor performance and improve

education quality.
 38

According to Oerlemans (2021), The task can be mediated at every level by

technology. Placed on the school’s Learning Management System (LMS), facilitated by

Microsoft Teams, it is broken into smaller steps as part of a scaffolding strategy for those

with additional learning support needs. These students, even Gifted and Talented (GAT)

students, generally dislike working in teams, though for different reasons. Students with

additional needs they can feel left out, do not know how to contribute, or may be perceived

as not contributing enough by other team members (Ball, 1994); whilst GAT students often

feel they are heavily relied on by their team to do much of the work.

This suggests that technology can effectively mediate group work tasks in

educational settings, breaking down tasks into smaller steps, facilitating communication,

and addressing challenges like feeling left out, thus creating a more inclusive and effective

learning environment.

According to Ahmad (2021), A major problem an instructor experiences is the

systematic monitoring of students’ academic progress in a course. The moment the students,

with unsatisfactory academic progress, are identified the instructor can take measures to

offer additional support to the struggling students. The fact is that modern-day educational

institutes tend to collect enormous amounts of data concerning their students from various

sources, however, the institutes are craving novel procedures to utilize the data to magnify
 39

their prestige and improve the education quality. This research evaluates the effectiveness

of machine learning algorithms to monitor students’ academic progress and informs the

instructor about the students at risk of ending up with unsatisfactory results in a course.

This suggests that machine learning algorithms can help instructors monitor

students' academic progress, identify those at risk, and provide targeted support, improving

performance and enhancing educational quality by leveraging vast data.

According to Matheo (2019), The Department of Education (DepEd) has vowed to

monitor the use of tablets and other devices by public school students to mitigate the risks

and dangers of technology misuse. In a statement issued yesterday, the DepEd said it had

taken into consideration various research on technology use in schools before the

implementation of its computerization program. The DepEd is dedicated to responsible and

beneficial use of technology in schools, ensuring continuous monitoring and regulation to

protect students from potential harm.

Web-based Communication

Web-based communication refers to the exchange of information and interactions

over the Internet using platforms such as email, messaging, social media, and video calls,

allowing for quick and convenient contact between individuals or groups regardless of

location. According to Tim Berners-Lee, the World Wide Web's inventor, web-based
 40

communication has fundamentally changed human interaction by democratizing access to

information and promoting worldwide connectivity. He feels that the internet has enabled

people to share knowledge, express themselves, and engage in meaningful discourse

despite geographical boundaries. Berners-Lee underlines the need for an open and

decentralized web architecture to maintain its integrity as a platform for free expression

and collaboration. He advocates for ongoing innovation and responsible management to

ensure that web-based communication is inclusive, secure, and useful to all users.

According to Factor et al. (2023), technology is being used more often in academic

institutions—including libraries—to enhance teaching, research, and information sharing

as a result of the COVID-19 epidemic. With the help of content management systems

(CMSs), libraries can now effectively develop and maintain content-rich websites without

the need for in-depth programming experience. The CMSs used were WordPress and

Drupal, with additional platforms including Adobe Muse, Microsoft ASP.Net, and

Springshare. Due to their adaptability and user-friendliness, these CMSs improve contact

with library users; nonetheless, just one library offers a specific guide for utilizing library

services in the "new normal."

According to Urbano et al. (2021), the Philippines is recognized for having a high

risk of natural catastrophes such as earthquakes, typhoons, volcanic eruptions, and floods
 41

given its geographic location. The health, lives, properties, livelihoods, and living

conditions of the people were all negatively impacted by these catastrophic disasters.

Because of the unpredictable and inevitable nature of these natural disasters, the developers

created a web-based application called Post Disaster Needs Assessment (PDNA), which is

an efficient post-disaster response that may help save more lives and lessen the negative

effects of the disaster for the National Capital Region (NCR). The objective is to give

Filipino individuals access to a web-based application system that provides real-time

catastrophe monitoring information, enabling them to make crucial decisions in the wake

of a calamity. The Agile Software Development cycle, an iterative approach to system

design and development, was employed by the developers to construct the web-based

application PDNA-NCR, as explained in this article. Agile testing has been used to test the

web application. It is a continuous procedure that consists of four stages: acceptance,

system, integration, and component testing. The tests yielded positive results based on the

generated data and test situations.

According to Gadong & Chavez (2016), since the Internet's inception,

asynchronous and synchronous online communication technologies have been utilized to

enhance training and learning. According to computer-supported collaborative learning,

the Internet provides learners with a venue for collaborative interactions, which may lead
 42

to the development of socially contextualized ideas and culturally proximate experiences

that are necessary for meaning-making and, as a result, learning. However, many learners

from a developing country like the Philippines still face the challenges of affordable access

to technology, so one must not be hasty in immediately integrating or rejecting the use of

network technologies as an add-on to traditional instruction, especially at the beginning of

the development phase of e-learning as a "transformative medium." The results show that

the ODF was generally appealing to students since it gave them time to investigate and

consider their replies owing to its asynchronous nature. Furthermore, the ODF encouraged

everyone to join in the conversation, resulting in a more dynamic learning environment

even outside of the classroom. However, learners stated that their inability to organize their

time, as well as a lack of consistent internet access, are important reasons why they are

unable to meet the deadlines established for responding to the ODF. Users also provided

feedback on how to improve the platform and the overall user experience. These data

indicate that students like the implementation of an ODF in a web-based LMS to help in

learning as long as dependable internet access is ensured and posting criteria are reasonable.

According to Yang-Handy & Angela Kathryn (2013), in this survey, LIS

professionals at Columban College, Inc. were asked about their training requirements and

favorite training styles. The researcher used a descriptive cross-sectional study design. The
 43

survey instrument was issued to all LIS professionals throughout the academic year 2022-

2023. It was administered via a Google Form invitation. Participants were informed about

their decision to participate in the study. LIS professionals' training needs are defined as

personal and professional competency development. Leadership skills, lifelong learning

and personal development, interpersonal competencies, and cultural competencies are all

important areas of training for personal competencies. LIS practitioners' professional

abilities are organized into categories based on how they manage information resources

and services. In managing information resources, collection management, e-resources

management, preservation, indexing, and abstracting is a skill that requires training. At the

same time, there is a modest need for selection and acquisition, as well as cataloging and

categorization. Furthermore, patron training, information literacy, public services/outreach,

and children's services are all important skills for LIS workers to have.

According to Cerezo et al. (2022), access services, reader's advisory, and

reference/information are fairly important. In terms of hardware, system units, and input

systems are critical, whereas storage is fairly important. In terms of software, operating

systems, utilities, applications, communication software, and the use of information tools

and technologies are critical. LIS professionals require extensive training in managing

information organizations, strategic planning/policy formulation, financial

 44

management/budgeting and funding, project management/research, personnel

management, public relations/marketing and promotion, collaboration/networking, and

facilities management. Furthermore, the most popular training techniques among LIS

professionals include face-to-face teaching, online/webinars, practical hands-on training,

web-based training and computer tutorials, books and references, and self-learning.

According to Peñalvo et al. (2023), the Proceedings of the TEEM 2022 Conference

(International Conference on Technology Ecosystems for Enhancing Multiculturality)

highlight the most significant advancements in technology ecosystems that promote the

establishment and growth of the Knowledge Society, as seen from a multidisciplinary

viewpoint. TEEM, with its learning technology-based focus and transversal approach, is

separated into thematic and highly coherent tracks, each geared to a distinct community of

interest, including academics, professionals, and students. The conference tracks focus on

informatics and education, with broad research areas such as Educational Assessment and

Orientation, Human-Computer Interaction, eLearning, Computers in Education,

Communication Media and Education, Medicine and Education, Learning Analytics,

Engineering Education, Robotics in Education, Diversity in Education, Gamification, and

Games for Learning.

 45

According to Elisa (2020), digital media and information and communication

technology (ICT) are becoming increasingly prevalent in international university settings.

Elisa Bruhn's English-language dissertation investigates how this technology potential

might be strategically applied to increase internationalization. The thesis's data comes from

a content analysis of contributions to international conferences on university

internationalization, online and remote learning, university administration and research,

and ICT and internationalization. The selected abstracts were examined using the

"Comprehensive Internationalization" model (CI). Based on the findings, Bruhn develops

a model for Virtual Internationalization (VI) that takes into account curriculum,

international collaboration, distance learning, and the responsibilities of university strategy,

administration, management, and teaching staff. The highly topical dissertation addresses

a need in university research and provides universities with beneficial beginning points for

study and practice in internationalization.

According to Looi, Chee-Kit, Ed et al. (2020), with rising global issues, the Belt

and Road Initiative appears to provide one feasible platform for considering many options

and approaches to encourage international collaboration and development in Asia, Europe,

Africa, and other nations. As a significant emphasis, information and communication

technology (ICT) in education gives useful insights for governments, inter-governmental,

 46

and non-governmental organizations looking to develop and improve both ICT and

education independently and collectively. This book examines the growing use of ICT in

education in eleven nations, with a focus on the Belt and Road Initiative. ICT is playing an

increasingly vital role in education, including improving teaching and learning quality and

promoting educational fairness. The important authors discuss the state-of-the-art of ICT

in education in eleven nations, organized around six primary themes. We hope that the in-

depth debates in this book will spark new scholarly and policy ideas throughout the world.

According to Milheim, Karen L. (2018), higher education programs are increasing

internationally, and students enrolled in online courses can now study from anywhere in

the globe. As a result of this phenomenon, institutions are being pushed to adjust to better

serve their distant students. "Cultivating Diverse Online Classrooms Through Effective

Instructional Design" presents new information on developing online courses that

acknowledge cultural variations, creating successful learning settings and forums, and

incorporating classroom aesthetics. While highlighting the obstacles of online education

and intercultural learning, readers will get useful insights into how to enhance student

communication, learning, and other culturally varied classroom resources. This journal is

a significant resource for instructional designers, graduate students, academics, and other
 47

higher education professionals looking for the most up-to-date information on how to

extend online higher education internationally.

According to Yoon, Jiyoon, Ed. & Semingson, Peggy, Ed. (2019), as more

classrooms transition to online education, there is a need for studies demonstrating the

efficacy of synchronous learning. Educators must lead students through the usage of these

new learning technologies, as well as become aware of the research trends and possibilities

that exist within these growing online and hybrid courses. "Educational Technology and

Resources for Synchronous Learning in Higher Education" outlines evidence-based

practices for introducing synchronous teaching tools and practice into online courses to

improve subject mastery and community growth. Furthermore, the book provides a

thorough theoretical review of the subject, allowing readers to gain a more nuanced

knowledge of the benefits and limitations of synchronous learning. Covering subjects such

as game learning, online communication, and professional development, it is meant for

online teachers, instructional designers, administrators, students, researchers, and

instructors in higher education, as well as the private, military, and public sectors.

In conclusion, web-based communication is vital because it allows for quick

connectivity, effective collaboration, and access to a multitude of information, ultimately

 48

breaking down geographical borders and improving communication across personal and

professional realms.

Efficiency and Effectiveness of a Digital Approach

Efficiency in a digital approach refers to maximizing output while limiting input or

optimizing processes to meet goals quickly and economically. Meanwhile, effectiveness

entails accomplishing desired outcomes through the use of digital tools and techniques,

ensuring that objectives are satisfied and stakeholders receive useful results. According to

Elon Musk, CEO of Tesla and SpaceX, the digital approach has transformed companies by

increasing efficiency and effectiveness in a variety of disciplines. He underlines that digital

technologies provide quick iteration, automation of repetitive jobs, and real-time data

analysis, resulting in more efficient procedures and better outputs. Musk believes that

adopting a digital-first approach enables businesses to develop more quickly, adapt to

changing market circumstances, and provide superior products and services to customers.

He believes that embracing digital tools and platforms is critical to remaining competitive

in today's fast-paced business climate and seizing new chances for growth and innovation.

According to Noroozi, Omid, Ed. & Sahin, Ismail, Ed. (2022), education, science,

and technological disciplines are inextricably linked in all forms and degrees. The breakout

of COVID-19 has exacerbated this interconnectedness, making the delivery of instruction

 49

in many scientific disciplines of study at all educational levels nearly impossible without

the presence of technology. Educational leaders and policymakers should understand the

prerequisites for effective teaching and learning in the post-COVID-19 age (for example,

the significance of culture and educational governance). Teachers and researchers must be

adept in conveying information through the efficient and innovative use of technology (e.g.,

online peer feedback) to the young generation known as "digital natives".

According to James, Jonathan D. & Ed (2014). "The Internet and the Google Age"

honors the Internet's 25th anniversary in March 2014, celebrating its accomplishments and

advantages while also emphasizing its limitations and risks. It outlines the general

characteristics of the Internet age and contains several studies outlining the educational

advantages of the Internet and social media platforms like as Facebook, which link diaspora

families. "The Internet and the Google Age" also examines the role of faith and religion on

the Internet. It illustrates how living in the digital age is both fascinating and hard. An

excellent introduction to Internet Studies, the book forecasts that life will become

increasingly digitalized and that the present division between private and public domains.

As the Internet grows more integrated into our lives, the distinction between home and

office, human and nonhuman (robot) will become increasingly blurred.

 50

According to Pracana, Clara, Ed. & Wang, Michael, Ed. (2019), Modern

psychology has a wide range of scientific applications. The ultimate purpose of this

academic and practical scientific field is to improve society by better understanding

individuals and groups (mental functioning and behavioral perspectives). The International

Conference aims to provide solutions and examine various areas of psychology, new

research discoveries, and recommendations for future scientific projects. The purpose is to

provide a global network for psychologists, researchers, and lecturers from various

academic sectors who are interested in investigating and contributing to psychological

concerns. This is undoubtedly one of the reasons for the representation of other countries

and cultures, which encourages multidisciplinary collaboration and fosters intellectual

contact and development. InPACT 2019 received 322 entries from over 35 countries

worldwide, which were examined using a double-blind approach. Submissions were

provided in the form of oral presentations, posters, virtual presentations, and workshops.

107 submissions (33% acceptance rate) were accepted for presentation at the conference.

According to Singh (2015), this book discusses the importance of recognition,

validation, and accreditation (RVA) of non-formal and informal learning in education,

training, the workplace, and society. It explores RVA's strategic policy objectives and best

practice elements, as well as the problems and next steps highlighted by Member States.
 51

The analysis focuses on the institutional and political requirements that place a genuine

value on the recognition of non-formal and informal learning; the role of RVA in education,

working life, voluntary work, and social inclusion; and the interests and motivations of all

stakeholders, as well as the importance of their cooperation and acceptance. The

overarching goal of this book is to share experience, expertise, and lessons learned about

RVA of non-formal and informal learning across UNESCO Member States. Global

Perspectives on Recognising Non-formal and Informal Learning: Why Recognition

Matters addresses issues that will be of interest to a wide range of education policymakers,

researchers, and practitioners as they look for ways to re-engineer education for change to

improve learning relevance, effectiveness, and quality. Indexes for authors and subjects are

included.

According to Mobo, Froilan D. & Garcia, Ana Liza R. (2023), the mode of learning

in the Philippines was heavily altered during the commencement of the global pandemic,

which affected the entire economy and education sector, with disastrous consequences.

Universities and Basic Education developed an alternate style of learning that adheres to

the Inter-Agency Task Force on COVID-19 (IATF) guidelines. Students enjoy the in-

person hybrid learning technique because it allows them to easily understand and catch up

on the subject being taught. The majority of students continue to prefer limited in-person
 52

or face-to-face classroom discussions. The most common obstacles faced by students, as

rated, are a lack of appropriate equipment and connection with teachers and peers.

According to Kohnke and Moorhouse (2021), utilizing various elements of video-

conferencing software and other digital tools was deemed critical to the effectiveness of

the HyFlex Learning Modality. That is why colleges must closely monitor and strengthen

hybrid learning practices, as well as adhere to the compliance standards established by

national government agencies.

According to Samantha M. Curle Ed. & Mustafa Tevfik Hebebci (2023), the

International Conference on Academic Studies in Technology and Education (ICASTE)

covers a wide range of educational and technological subjects, such as the function of AI

helpers, gamification, and teaching the Nature of Science. It covered topics such as

emotional labor among instructors, upskilling engineering teachers, and ethical

considerations in the digital age. The conference also included sustainable development,

family principles, and smart wheelchairs. Other themes covered include cyanogenic

reflection, small group conversation frameworks, risk management, teenage reflection, and

the ADDIE model implementation. The conference also addressed English conversational

learning, design, and critical language awareness.

 53

According to Keengwe, Jared, Ed. (2023), LeeDigital practices are becoming

increasingly common in the 21st-century learning environment, necessitating an emphasis

on student preferences and active learning pedagogies. In higher education, the careful use

of digital tools and active learning pedagogies is critical for meaningful student learning.

"Innovative Digital Practices and Globalization in Higher Education" investigates how

these practices can improve academic achievement and prepare students for a global digital

workplace. This resource is vital for instructors, educators, and researchers.

According to Ed. Yi-Fang Lee & Ed. Lung-Sheng (2023), digital learning (DL) has

transformed traditional education by providing both opportunities and problems. This book

intends to improve understanding between Taiwan and other countries with high digital

competitiveness in terms of developing digital literacy in elementary and secondary

schools. It also allows countries to share their expertise in advancing digital learning,

worldwide reference, and common prosperity.

According to OECD Publishing (2021), the COVID-19 epidemic has encouraged a

change toward online teaching and learning in higher education systems, emphasizing the

importance of effective digital technologies. A report by the European Commission, the

Hungarian Ministry of Innovation and Technology, and the OECD's Directorate for
 54

Education and Skills evaluates Hungary's digital transformation, makes policy

recommendations, and proposes the creation of a monitoring system to track digitalization.

According to Tour et al. (2022), The book investigates the use of digital literacies

in adult English language instruction for migrant and refugee adults. It takes readers inside

Langfield, an adult community-based center, and delves into the educational methods,

attitudes, and practices of adult learners, teachers, and the organization's CEO. The book

delves into the strengths and requirements of this unique and complicated educational

sector, with implications for practice, policy, and research.

To summarize, the efficiency and efficacy of a digital strategy are critical because

they streamline operations, maximize resource utilization, and increase production,

eventually driving innovation and competitiveness in today's quickly changing digital

market.

Related Studies

Academic Early Alert Utilization

According to the studies conducted by Jessica Groomer Smith (2018), The Early

Alert Warning system, implemented for incoming freshmen enrolled in core curriculum

courses at West Texas A&M University, enables faculty to submit referrals to Advising

Services. Upon receiving these referrals, Advising Services reaches out to the students to
 55

provide support services. Although the system is accessible to students and faculty across

all undergraduate levels at the University, the study aims to assess whether the timing of

an Early Alert warning impacts its effectiveness. The study focuses on incoming freshmen

enrolled in core curriculum courses, with the Early Alert Warning system enabling faculty

to refer these students to Advising Services for assistance. While accessible to all

undergraduate students and faculty, the research seeks to determine if the timing of these

early alerts influences their ability to effectively support students.

According to a study that was conducted at The University of Missouri (2022),

research is scarce on the efficacy of academic early alert technology in higher education,

and there is a lack of insight into the viewpoints of academic advisors regarding these

systems. The majority of studies prioritize examining student outcomes over understanding

the experiences of academic advisors who interact with the systems. Commonly used

statistical measures such as First Time in College students and retention rates are utilized

to evaluate effectiveness. Although some studies investigate the perspectives of instructors

or students, there remains a noticeable gap in comprehending academic advisors' attitudes

toward early alert technologies.

There is a noticeable lack of research on the effectiveness of academic early alert

technology in higher education and a limited understanding of academic advisors'

 56

perspectives on these systems. Most studies focus on analyzing student outcomes rather

than exploring the experiences of advisors who use these systems

According to the studies that Sue Ann Cecilia Curran (2022) conducted, some early

alert interventions may involve personal outreach by college staff through phone calls or

text messages (Choi et al., 2018). At Care Community College, when faculty issue an early

alert, the system automatically sends an email to students at risk of failing a course. This

email intervention can help establish a connection between the student and either the

faculty member or an advisor. This study focuses on understanding how students perceive

the early alert system and how interactions and relationships are developed between

students, faculty, and advisors through this phenomenon.

According to the studies conducted by Chris R. Patterson, Emily York, Danielle

Maxham, Rudy Molina, and Paul Mabrey (2023) titled, Applying a Responsible Innovation

Framework in Developing an Equitable Early Alert System, the retention of students in

higher education is a pressing issue in the United States, with implications that go beyond

academic achievement to encompass equity concerns. Despite education being a pathway

to economic and social progress, there are enduring disparities, notably among Black,

Indigenous, and first-generation students compared to their white and continuing education

peers (National Center for Education Statistics, 2022). Although some historically white
 57

institutions may have retention rates surpassing the national average, disparities persist

across various social dimensions, including race, gender, socioeconomic status, and first-

generation status. It is essential to tackle these inequities to combat the marginalization

faced by students of color and first-generation students. Therefore, disaggregating retention

data is vital for institutions committed to examining and remedying disparities across

diverse segments of the student population.

According to the study conducted by Leah Marcal (2023), Nearly 60 % of

respondents who received an early alert agreed that the early alert system helped them

improve their grades in ECON 160. However, the early alert pilot does not seem to enhance

exam performance. On average, students who receive early alerts achieve midterm scores

that are 7.1 points lower than those who do not receive alerts. Furthermore, students with

early alerts tend to have lower CSUN GPAs, take more developmental math courses, and

possess lower math SAT scores.

Getting an early alert doesn't seem to help students who are struggling in ECON

160. Students who received early alerts in fall 2018 achieved midterm scores similar to

those of students in fall 2014, despite both groups having similarly low average Aplia quiz

scores before the midterm. Except for total units completed and verbal SAT scores, both

groups of struggling students have similar characteristics.

 58

According to the studies conducted by Mydin and Surat (2021), Doctoral education

aims to develop graduates skilled in research, publishing, and academic ethics, beyond just

thesis completion. However, there's a lack of research on how early-career academics

perceive doctoral-level research. This qualitative study aimed to fill this gap by examining

factors influencing the research capability of early-career academics. Through interviews,

it explored research, publication, supervision, and networking among 19 academics in

Malaysia. The analysis highlighted the role of supervision, individual scholarly

engagement, and institutional support in enhancing research capabilities. It emphasized the

need for doctoral programs to recognize the phased nature of skill development, stressing

the importance of research courses and supervisor guidance in fostering independent

scholarship.

According to Dwyer (2017) of the University of Wisconsin-La Crosse, student

dropout rates have posed a major issue in higher education, especially in community

colleges for many years. Specifically, data from Fall 2013 to Fall 2014 shows that only

59.3 percent of first-time postsecondary students were retained, with even lower rates (46.9

percent) observed in two-year colleges (National Student Clearinghouse, 2015a). In efforts

to improve student retention, institutional leaders commonly turn to early alert systems as

a crucial component of strategies aimed at enhancing student success. In 2013, The

 59

Virginia Community College System (VCCS) introduced an early alert system. This

quantitative study aimed to investigate the correlation between the adoption of this system

and student retention rates among those enrolled in developmental education and college-

level courses within the VCCS. Utilizing pre-existing data supplied by the VCCS Office

of Institutional Research and Effectiveness, the study employed a quasi-experimental,

nonrandomized research design with matched-control groups to assess the system's impact

on student persistence.

According to studies by O'Malley (2019), Theories on student retention and

departure have provided valuable insights into how specific characteristics can influence

students' decisions to stay enrolled. Colleges and universities have turned to early alert

systems like the IU FLAGS system to engage with students meaningfully, guiding them

toward success, especially as more states adopt performance-based funding and formalize

accountability measures. The relationship between key stakeholders in student success,

including the state and public institutions, as well as institutions and faculty, forms the

basis of change theory in this context. Course completion and retention to the fall semester

showed statistically significant and positive relationships with faculty use of FLAGS early

alerts. While the research design limits generalizability to the sampled student population,

it still holds meaningful implications for future research and practice. The main takeaway
 60

from this study is that early alert systems, particularly when utilized by faculty focused on

teaching in general education classes, can effectively contribute to student success.

The study found positive relationships between faculty use of early alerts and

course completion and retention in the fall semester. While the research design limits

generalizability, it offers valuable insights for future research and practice, emphasizing

the effectiveness of early alert systems when utilized by faculty focused on teaching in

general education classes.

As stated by Campbell (2022), There is a scarcity of non-invasive tools for

identifying high academic potential in early childhood education and care, and the

complexity of cognitive development suggests that using combinations of screening

instruments may be necessary. This research examines the reliability and validity of three

different instruments, both individually and in combination, in a longitudinal study

involving 136 Norwegian children from kindergarten through 8th grade. The study aims to

answer three research questions: (1) Can children's scores on screening instruments

accurately pinpoint high academic potential in kindergarten? (2) Are children's scores on

kindergarten screening instruments consistent with high academic achievement in 8th

grade? (3) Is early screening for high academic potential influenced by factors such as the

child's gender, family income, birth semester, or the mother's education level? While a
 61

combined mean score of the instruments proved to be the most reliable and valid screening

method, it's important to note that systematic errors related to gender and the mother's

education level were identified. Therefore, caution is advised when using similar

instruments.

This research investigates the shortage of non-invasive tools for identifying high

academic potential in early childhood education and care. It explores the reliability and

validity of three screening instruments, both individually and in combination, through a

longitudinal study involving 136 Norwegian children from kindergarten to 8th grade. The

study addresses three key questions: the accuracy of these instruments in identifying high

academic potential in kindergarten, their consistency with academic achievement in 8th

grade, and potential biases influenced by factors such as gender, family income, birth

semester, or maternal education level. While a combined mean score of the instruments is

deemed the most reliable and valid screening method, caution is warranted due to identified

systematic errors associated with gender and maternal education level.

According to Cai, Lewis, and Higdon (2015), a new early-alert system called

MavCLASS was created and tested in a large introductory math class attended by 611 first-

year students. It aimed to identify students at risk academically and send alert messages

accordingly. The study discovered a notable link between the alert messages students
 62

received and their subsequent visits to the university's tutor center. Additionally, students

who utilized the tutoring center showed signs of academic improvement throughout the

semester. The findings suggest that an early alert system that provides personalized

feedback from instructors is associated with increased assistance-seeking behaviors among

at-risk students in large introductory classes.

This study discusses the development and implementation of an early-alert

system, known as MavCLASS, within a large introductory math class attended by first-

year students. The study found a significant correlation between the alert messages sent to

students and their subsequent visits to the university's tutor center. Moreover, it observed

that students who availed themselves of the tutor center's services showed improvement in

their academic performance for the semester. This suggests that early-alert systems that

offer personalized feedback from instructors can effectively encourage at-risk students to

seek assistance, leading to better outcomes in their academic endeavors.

Parent Assistance in Student Learning

In the ever-changing world of education, parents' support of their children's learning

is more important than ever. Beyond conventional ideas of involvement, parental support

for students' education signifies a cooperative collaboration between the home and the

school, with the common objective of ensuring that every kid has a successful educational
 63

journey. This proactive involvement acknowledges the significant influence parents have

on a student's general well-being, personal growth, and academic achievement. Parents

have a major role in a child's learning process because they are their child's first and most

permanent teachers. The inclusion of family involvement in the educational process

highlights the significance of fostering an atmosphere in which parents and teachers

collaborate to help each student reach their greatest potential. Helping with homework,

creating a positive learning environment at home, attending school events, and utilizing

cutting-edge educational tools are just a few of the many activities that make up this

collaborative approach. To give children a complete support network that goes beyond

conventional academic bounds, we want to seamlessly integrate the efforts of parents and

educators into the home and classroom.

As stated by Abdul-Adil et al. (2008), Strong parental participation, in particular,

has been linked to favorable attitudes towards education, a child's preparedness and success

in school, attendance at school, and enrollment into post-secondary education (Epstein &

Dauber, 1991; Henderson & Berla, 1994; Reynolds, Weissberg, Zellman & Waterman,

1998; Stevenson & Baker, 1987; & Kasprow, 1992). Parental participation is currently

regarded as a potential strategy for improving children's effective school performance,

despite limitations in the available studies.

 64

As mentioned by Barnard (2009), There's little evidence that parent participation in

elementary school helps kids through high school. Parent involvement in school was

strongly associated with decreased rates of high school dropout, greater on-time high

school completion, and highest grade finished, even after controlling for background

characteristics and risk factors. The results of this study indicate that early childhood

education should prioritize parent involvement in the classroom.

According to Green C et al. (2008), This study looked at a theoretical model's

capacity to forecast the kinds and intensities of parental participation in elementary and

middle school. Parental motivating ideas about involvement, how people interpreted

invitations to get involved from others, and perceived life environment characteristics were

all predictor variables. Even after adjusting for family socioeconomic status, analyses of

the responses from 853 parents of first- through sixth-graders enrolled in a multicultural

metropolitan public school system in the mid-southern United States showed that model

constructs predicted a sizable portion of the variance in parents' involvement at home and

school. For parents of children in elementary and intermediate schools, the predictive

effectiveness of particular model constructs varied. The findings are examined by studies

on school practices and family participation.

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As mentioned by the National Clearinghouse for English Language Acquisition

(2020), Family and community engagement is an essential part of student success. With

COVID-19 related school closures and the transition to distance learning, many schools

are working to sustain engagement with English learner (EL) families and communities

and to ensure two-way communication to build school and community capacity.

Policymakers view parental involvement as a crucial component of school reform

efforts. School-based parental involvement is effective but also suggests a need for schools

to explore more effective ways to leverage the social capital of low-SES families.

(PsycINFO Database Record (c) 2017 APA, all rights reserved)

In terms of role expectations, parents and teachers agreed that they should support

each other’s roles, parents should have more responsibility than schools for teaching social

skills, and families and schools should have shared responsibility for children’s academic

success. Teachers had higher expectations than parents for parent engagement, which in

turn was greater when parent-teacher communication was more frequent and the school

climate was more welcoming.

In a study by Ross (2016), he examines the influence of various dimensions of

parental involvement on high school completion and postsecondary attendance (with

particular interest in dropouts who later earned GEDs and went on to college). Results
 66

show that parents’ educational expectations for their children play a significant role in

whether students from all backgrounds persist toward completion of high school and

whether they attend a postsecondary institution. This study also finds parent participation

in school functions to be a significant positive predictor of both high school completion

and postsecondary enrollment, while communication between parents and schools about

children’s school problems is negatively associated with both outcomes. The implications

for expanding developmentally appropriate and culturally sensitive policies for family and

school engagement are discussed.

Although family–school engagement is important across child and adolescent

development, most research, programs, and policies have focused primarily on elementary

students and contexts. The current study extends beyond elementary settings by exploring

the unique and shared contributions of developmental context on family–school

engagement (i.e., across and within elementary- and middle-school settings). Data were

drawn from two randomized controlled trials that evaluated the efficacy of teacher training

in universal classroom management practices.

Family-school partnership (FSP) interventions capitalize on connections between

families and schools, as parents and teachers jointly promote child development through

activities that bridge both settings. The current meta-analysis assessed the effects of FSP
 67

interventions on children’s academic and social-emotional competencies. Certain Family-

school partnership intervention components were more effective for older students. No

significant moderation effects were found in race/ethnicity, indicating that FSP

intervention components were effective across participants. Overall, the findings provide

further support for the use of FSP interventions to support youth outcomes. Future meta-

analyses should include single-case design studies and explore unique combinations of FSP

intervention components.

According to Berger, et al. (2015), Parents as Partners in Education, covers the

history of family/school collaboration, contemporary concerns, and demographic trends

impacting American communities and schools, a variety of family structures, and strategies

for building relationships with parents and promoting parental involvement in their child's

education (PreK–Grade 4). The relevance of knowledge funds for children's growth and

for successful relationships with families—the information that children learn from their

families—is one of the book's many themes. To help educators better understand

themselves, this version now includes the idea of finances of identity. The authors link

these ideas throughout the book to demonstrate how children develop within the framework

of education and to assist educators in understanding child development.

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The findings of the study revealed that parents’ contribution to their children's

education has a consistent and positive effect on academic achievement and self-concept.

Parents have increasingly taken the view that schools must answer to them and that they

have a right and obligation to involve themselves in the management and leadership of

schools. Parental involvement in education is a modern parenting practice that is potentially

valuable for children and schools but also potentially contentious.

Mental health problems among young people have increased in recent decades,

particularly among middle-class youth, a development often related to increasing

achievement pressure. This paper explores how young people from the financial and

cultural middle classes in Norway experience school stress and their parents’ values and

practices concerning school achievement. Based on interviews with 53 boys and girls, aged

15–17, the study identifies 2 narratives. The first narrative is told by youth from the

financial middle classes. They talk about their parents’ explicit demands and tie the

parental pressure to their achievement-related mental health problems. The second

narrative describes a ceaseless self-drive, told by youth mainly from the cultural middle

class. They portray their parents’ expectations as implicit rather than explicit, and they see

mental health problems as achievement-related – but not related to their parents. In both

narratives, however, self-worth relies on achievement.

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Parental engagement in children's learning in the home makes the greatest

difference to student achievement. Most schools are involving parents in school-based

activities in a variety of ways but the evidence shows that this has little, if any, impact on

subsequent learning and achievement of young people.

Teacher’s Assistance in Student Learning

Teacher Support for Student Learning" involves the guidance and interventions

teachers provide to improve students' comprehension, skills, and overall academic success.

This encompasses tailored instruction, small group activities, constructive feedback,

tutoring, and the integration of technology. The goal is to meet diverse student needs while

cultivating positive teacher-student relationships.

As stated by Langdon and Wittenberg (2019) a study exploring the impact of

supportive training on Graduate Teaching Assistants (GTAs) in a college/university

physical activity program. Given the unique challenges faced by GTAs in instructing

undergraduate students, the study aimed to provide in-depth perspectives through the

reflections of GTAs on the training process, aligning with the principles of self-

determination theory.

The study investigates the impact of need-supportive training on graduate teaching

assistants in a university's physical activity program, aiming to understand their

 70

perspectives and challenges in teaching undergraduates, aligning with self-determination

theory principles. The research provides valuable insights into enhancing the effectiveness

of instruction within the unique context of physical activity courses in higher education.

According to Thanaporn and Neil (2020) To scale on-demand assistance for online

learning, the study implemented Teacher Assist within Assessment. This system

empowered teachers to create on-demand assistance for assigned problems, resulting in

40,292 instances of assistance for 25,957 different problems over three years. Large-scale

experiments demonstrated that students receiving crowd-sourced on-demand assistance

from one teacher exhibited significant improvement in subsequent problem performance,

confirming the effectiveness of this approach for enhancing student learning.

The effort to scale on-demand assistance for online learning through the

implementation of Teacher Assist within Assessments is noteworthy. Allowing teachers to

create on-demand assistance resulted in a substantial number of instances for a diverse

range of problems over three years. The observed significant improvement in student

performance following the utilization of crowd-sourced on-demand assistance underscores

the effectiveness of this approach, providing valuable insights for enhancing student

learning in online education.

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According to Rafael Santos et. Al. (2015), This paper addresses the challenge of

developing an effective teaching-learning process that accommodates individual learning

paces within a group of students. The authors introduce a web-based assisted learning tool

named e Tutor, designed to monitor and report students' learning behavior to the teacher. e

Tutor also executes pre-configured actions, such as displaying videos or text, based on the

current state of student learning. The tool was tested in two topics with two student groups,

and the evaluation demonstrated its efficacy in promoting student assistance, enabling

teachers to better engage with and support their students.

The e-Tutor tool, designed to address individual learning paces within student

groups, stands out for its ability to monitor and report students' learning behavior. By

incorporating preconfigured actions based on students' learning states, the tool enhances

teacher support. Testing showed improved student assistance and closer teacher-student

engagement, indicating the tool's promising potential to enhance the teaching-learning

process.

According to Wilson and Danette (2022), This qualitative phenomenological study

explores K-1 teachers' perceptions of technology supporting literacy development for

children with reading disabilities. The research aims to understand the influence of these

technologies on reading comprehension and low test scores. The study reveals that teachers
 72

find technology beneficial in efficiently instructing students, providing tailored teaching,

monitoring progress, fostering confidence and motivation, and aiding students in achieving

target test scores. Themes arising from interviews and shared experiences highlight the

positive impact of technological tools and activities in supporting literacy development,

emphasizing their role in enhancing learning for students with reading disabilities or delays.

This study highlights K-1 teachers' positive views on technology's effectiveness

in supporting literacy development for children with reading disabilities. Teachers find it

beneficial for tailored instruction, progress monitoring, and boosting confidence and

motivation, ultimately improving test scores. The findings underscore technology's

valuable role in enhancing literacy skills for students facing reading challenges.

Eleni's (2022) case study involved 50 multilingual and multicultural ESL student-

teachers engaged in Educational Digital Storytelling (EDS) using Canva to create stories

incorporating text, images, videos, podcasts, and infographics. The goal was to enhance

academic performance and motivation while exploring attitudes toward this dynamic

instructional strategy. Results from quantitative and qualitative analyses indicated

improvements in writing, critical thinking, self-confidence, and intercultural awareness.

Despite challenges for some non-traditional students, overall, learners expressed pride in

their digital stories and found EDS rewarding, expressing a desire to explore it further in
 73

other modules. The study highlights the potential of EDS for inclusive and integrated

learning, suggesting implications for higher education teaching practices.

In this case study, the integration of Educational Digital Storytelling (EDS) using

Canva demonstrated positive outcomes for multilingual ESL student-teachers, fostering

improvements in writing, critical thinking, self-confidence, and intercultural awareness.

Despite challenges faced by non-traditional students, the overall enthusiasm expressed by

learners underscores the potential of EDS as a rewarding and inclusive instructional

strategy, with implications for enhancing higher education teaching practices.

According to Catherine et al (2016), the Every Student Succeeds Act (ESSA)

introduces significant changes to the role of tests in state education systems, emphasizing

a broader set of factors in school accountability beyond test scores. This report suggests

principles for developing effective assessment systems, conducting alignment studies,

supporting districts in selecting high-quality tests, ensuring timely delivery of test results,

and increasing the overall value of tests for schools, parents, and students. The

recommendations aim to refine testing systems under ESSA, acknowledging the continued

importance of standardized testing while emphasizing usefulness and value for educational

improvement.
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The recommendations provided in this report offer a thoughtful approach to

refining testing systems under the Every Student Succeeds Act (ESSA), recognizing the

need for comprehensive assessments while addressing concerns related to their

effectiveness and value. By emphasizing principles, alignment studies, timely delivery of

results, and increased test value, the report advocates for a balanced and improved testing

framework that aligns with the evolving landscape of education policy

According to Dazhi and Sally (2020), The paper reviews technology-use

strategies for supporting student learning in integrated STEM (Science, Technology,

Engineering, and Mathematics) learning environments. It identifies four key strategies,

including providing authentic learning contexts, offering web-based inquiry environments,

utilizing immersive and interactive technology, and transforming students into creators.

The study addresses challenges and offers practical implications and research directions

for technology-supported learning in integrated STEM settings.

The paper emphasizes crucial technology-use strategies for enhancing student

learning in integrated STEM environments. By focusing on authentic contexts, web-based

inquiries, immersive technology, and student creativity, it provides valuable insights for

educators navigating the challenges of integrated STEM learning.

 75

According to Rebecca (2021), The document provides a comprehensive review of

research, evaluation, resources, and stakeholder knowledge concerning "Remote Learning

Support for Students with Disabilities." Utilizing databases such as Google Scholar and

EBSCO, the review covers literature from peer-reviewed journals, conference papers,

reports, and resources from education research centers, with a focus on studies and sources

published from 2000-2020. Findings reveal that challenges in remote learning for students

with disabilities are not new, and the last five years have seen the development of numerous

resources, with emerging themes detailed in the review.

The document presents a valuable overview of the research landscape on

"Remote Learning Support for Students with Disabilities," drawing from a variety of

reputable sources. By summarizing findings and categorizing resources, it provides a useful

reference for educators, researchers, and stakeholders involved in addressing the

challenges of remote learning for students with disabilities.

According to Colleen and Iverson (2022), The study explores the implementation

of digital story assignments in social work courses, assessing undergraduate and graduate

students' perceptions and learning outcomes. Findings indicate high satisfaction, positive

impacts on social work competencies, and challenges related to technology learning curves

and group projects. The study suggests that digital story assignments offer a valuable tool
 76

for enhancing engagement, fostering advocacy skills, and building digital literacy in social

work education.

The study underscores the positive impact of digital story assignments in social

work education, enhancing key competencies and fostering creativity. While

acknowledging challenges, it highlights the potential of such assignments in preparing

students for the digital demands of 21st-century social work practice.

According to Marinenko and Olga (2021), international students studying abroad

face challenges, leading universities to offer extra help. However, not much is known about

the support teachers provide. The study aimed to find out what kind of help teachers give

and which ones are more likely to help. They surveyed a quarter of the teachers at

Belarusian-Russian University. They found that popular ways to help international students

included simplifying assignments, using interactive projectors, and encouraging personal

guidance. Teachers also understood the problems international students face and tried to

create friendly classrooms. Middle-career teachers were most active in helping. The study

suggests that universities should give more support to international students and train

teachers accordingly

This study found that international students often need extra help while studying

abroad. Teachers use various methods like simplifying assignments and encouraging
 77

personal guidance to support them. Middle-career teachers are particularly active in this.

The study suggests that universities should provide more support and training for teachers

to assist international students better.

Technological Aid on Academic Monitoring

According to Angelo (2018), Maintaining a thorough comprehension of course

material while staying up to date with contemporary digital developments is crucial for

students as the workforce and educational system change to become more technologically

literate. Introducing technology into the classroom gives teachers a priceless chance to

improve student participation and academic achievement. Through the use of digital

platforms, students can work together with peers, explore creativity through technical

features, engage in higher-order thinking skills, take part in inquiry-based learning,

synthesize data from many sources, and create an online social presence. While integrating

technology into the curriculum makes the classroom more student-centered, teachers are

still crucial in guiding comprehension, providing support, and making the required

arrangements to guarantee that students are there and making progress. In general,

educators and students view technology integration favorably and believe it enhances

student pleasure, encourages engagement, and helps kids succeed academically. One

example of an educational social media network that works to improve learning is Edmodo,
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which enables students to accomplish learning objectives, work with peers and teachers

after school, and improve their technological proficiency. This is only one of the numerous

technological tools that can be used to improve teaching and learning across the

curriculum.

The study emphasizes the significance of integrating technology into education to

improve student learning experiences and prepare them for a tech-driven workforce. It

highlights the role of teachers in guiding students, and leveraging digital platforms for

collaboration, creativity, and critical thinking. The statement also highlights the positive

views of educators and students towards technology integration, highlighting the

transformative potential of technology in education.

According to Gorra (2016) who conducted a study from different state colleges and

universities in the Caraga region of the Philippines, the issue of unexpected outcomes from

using technology in the classroom is crucial because consequences have the potential to

disturb learning environments and undermine institutional guidelines about strategic

guidance and assistance during the teaching and learning process. The most recent research

on using e-learning for While teachers focus on elements that boost e-learning efficiency,

there isn’t much study on the unexpected effects of online learning, especially as it relates

to underdeveloped nations. The majority of the benefits that were seen were immediate
 79

emailing and receiving, research, lesson inquiry on homework, and messaging through chat

through using the internet to browse, collect data, download information, and exchange

cultural experiences via the internet with other people. One of the detrimental effects that

students mentioned was using social media while in class, using social media sites like

Facebook and Twitter, playing games, listening to music, responding to calls,

downloading, and using copyrighted materials. It is further observed that the incidence of

positive and negative consequences varies with the use of technology.

In this study, the researchers learned about the importance of considering both

positive and negative consequences when implementing technology in the classroom,

particularly in higher education institutions in the Philippines. The study aimed to fill a

research gap by investigating the impact of technology use on classroom activities,

focusing on both benefits like immediate communication and access to information, as well

as drawbacks such as distraction from social media and copyright infringement. The

findings suggest that the effects of technology use vary among students and can have

significant implications for learning environments.

Sena et al. (2023) stated that the science I teachers at Letran Calamba presently use

PowerPoint presentations for discussions and lectures, and pen and paper for quizzes and

assessments. Unfortunately, the Grade 5 pupils’ interest in the subject was not sustained
 80

nor engaged by these instructional resources. The students were struggling to keep up with

the material, which made their activity scores below average. The suggested system is a

multimedia learning tool that can provide accurate reports, make assessments, and upload

and download educational content. While taking an evaluation, the user can engage and

have fun on the system’s game-based platform. Its goal is to encourage more active

learning among the students in the science course. A pre-assessment survey was used to

find out what obstacles the fifth-grade science students faced. However, a post-assessment

survey was also carried out to find out what the customer thought of the system that was

designed. The researchers discovered that the system might improve traditional teaching

methods, increase accessibility to learning, and make learning more engaging for students.

It might solve the issue of students losing interest in and motivation to learn the material

as a result of inadequate and ineffective learning resources.

Sena et al.’s study reveals that science teachers at Letran Calamba primarily use

PowerPoint presentations and pen and paper for discussions and quizzes, which fail to

sustain interest in Grade 5 students. To address this, they propose implementing a

multimedia learning tool with accurate reporting, assessment functionalities, and a game-

based platform. Surveys show potential improvements in traditional teaching methods,

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increased accessibility, and enhanced student engagement, addressing issues of lost interest

and motivation due to inadequate resources.

The need for an industry with a workforce that is both skilled and equipped is

expanding in tandem with the rapid improvements in technology. While many nations

throughout the world have addressed this gap between academic curricula and business

needs through programs like the K–12 educational system, some, like the Philippines, have

just recently begun to adopt it (Almerino, 2020). By employing a standardized method to

assess K–12 student performance, this research aims to address these issues. In this study,

scholastic abilities are measured using the Scholastic Abilities Test for Adults, a

standardized test for assessing adults’ academic competency. The paper’s descriptive

analysis could be useful in creating stronger foundations for strategies aimed at aligning

the current K–12 educational system with business and global demands. Furthermore, the

findings of this study will help stakeholders supervise plans aimed at filling existing

deficiencies in the nation’s K–12 educational system.

From the excerpt provided, the study focuses on evaluating the effectiveness of the

K–12 educational system in the Philippines, particularly in addressing the gap between

academic curricula and the needs of the industry. The study utilizes a standardized

assessment method, specifically the Scholastic Abilities Test for Adults, to measure the
 82

scholastic abilities of K–12 students. The aim is to understand the current state of the

educational system and identify areas for improvement to better align with business and

global demands. The findings of the study are expected to inform stakeholders in

developing strategies to address deficiencies in the K–12 system and ensure that students

are equipped with the necessary skills and competencies for the workforce.

The primary objective of this study conducted by Barinova et al. (2018) is to gather

feedback on the computer science lessons to implement a series of adjustments in the

curriculum that will improve the effectiveness of the teaching process. Using information

and communication technology to help find a solution for increasing efficiency is one

potential technique to solve such a challenge. The current study aims to implement a

process for teachers’ intentional acquisition of monitoring abilities and to develop

monitoring of the educational process of Computer Science lessons through the use of

information and communication technologies. The key strategy is monitoring, which can

raise the standard of instruction in computer science classes by spotting issues and

encouraging focused individual work. The paper discusses the detailed methodology used

for the monitoring system in computer science lectures. The introduction and motivational,

reproductive, productive, and final stages are all included in this algorithm. The traceability

of the educational process, the phased examination, and the progress assessment during
 83

computer science sessions are the unique aspects of monitoring. Phased monitoring is being

implemented in Computer Science lessons with the goals of improving classroom

management, creating instructional materials, and conducting an unbiased assessment of

students’ progress.

In the study conducted by Barinova et al. (2018), the primary focus is on enhancing

the effectiveness of computer science teaching through the implementation of adjustments

in the curriculum. They propose using information and communication technology to

facilitate this process. The study emphasizes the importance of monitoring as a key strategy

to elevate the quality of instruction in computer science classes by identifying issues and

promoting focused individual work. The paper outlines a detailed methodology for

implementing a monitoring system in computer science lectures, which includes various

stages such as introduction, motivational, reproductive, productive, and final stages. The

unique aspects of this monitoring system include traceability of the educational process,

phased examination, and progress assessment during computer science sessions. The

ultimate goal of implementing phased monitoring is to improve classroom management,

develop instructional materials, and provide an unbiased assessment of students’ progress.

This descriptive study examined by Monserate (2018) shows how students and

teachers use computers and what impact it has on the student’s performance in both public
 84

and private education. The elements influencing one’s own technological efficacy, use, and

emphasis were on teaching proficiency and students’ academic success. Survey

instruments, focus groups. Interviews with key informants and discussions were

conducted. 436 kids and 97 teachers were among the respondents made up of the 19

secondary public and private schools located in District VI, Division of Negros Occidental.

The results showed that there are substantial correlation between pupils’ technological and

digital literacy and academic achievement usage as well as their family’s income. Data

indicated that a student’s academic achievement is significantly impacted both by the

teacher’s proficiency with technology and their ability to educate effectively. Grade 7

students of private and public schools utilize technology the least while fourth-year

students utilize technology the most. Regarding self-efficacy, there was no discernible

variation across year levels

Monserate’s study (2018) investigates the impact of technology on students’ academic

performance in both public and private schools. The research involved surveys, interviews,

and discussions with students and teachers from 19 secondary schools. Statistical analyses

revealed a strong correlation between students’ technological literacy, academic

achievement, and family income. Teacher proficiency with technology also significantly
 85

influenced student success. While technology usage varied among grade levels, self-

efficacy remained consistent across the years.

Recently, technology has become more and more integrated into daily life,

providing access to a large volume of information is now easily accessible. The students

of today have matured with technology permeating every aspect of their lives. To create a

twenty-first-century classroom that fits the needs of the pupils, a modern teacher must

consider the impact of technology on inclusionary education and the drive to learn.

As stated by Francis (2017), A technological solution was developed to meet this

growing demand. The investigation was finished at a 348-student urban charter school

during the technological intervention by use of data examination. Surveys of students were

given out to assess student-specific education programs for each student were examined,

such as perception and motivation, and classroom.

In this study, technology plays a significant role in shaping modern classrooms to

meet the needs of today’s students. The integration of technology aims to enhance

inclusionary education and foster students’ motivation and perception of learning. The

study conducted at a 348-student urban charter school utilized data examination, surveys,

and assessment of individualized education programs to evaluate the impact of

technological interventions on student learning experiences and classroom dynamics.

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As stated by Martin (2022), Our technological advancements must keep up with the

world around us. Technology has been included in education, particularly in the last few

years. This instrument offers an avenue for learner acquisition. Several people have found

that the use of technology in the classroom has impacted students’ development in both

positive and negative ways. In addition to the compromises that come with integrating

technologies. In addition, technology offers as a tool and as the instructor, two roles to

watch. In conclusion, it is critical to comprehend the external elements influencing the

secondary education system, such as social media, diversions, and attitudes.

The study discusses the importance of technological advancements in education,

particularly in secondary education. It highlights that technology can impact student

development both positively and negatively. The study aims to explore the impact of

technology on student learning in secondary education, as well as the challenges associated

with integrating technology into the classroom. Additionally, it acknowledges the dual role

of technology as both a tool and an instructor. The study also emphasizes the importance

of understanding external factors such as social media, distractions, and attitudes that

influence the secondary education system.

According to Haleem (2022), One of the fundamental components of the United

Nations’ Sustainable Development 2030 agenda is quality education. It seeks to guarantee

 87

all students receive a high-quality, inclusive education. Digital technology has become a

vital instrument in accomplishing this objective. With the use of these technologies, one

may easily identify the sources of emissions, stop further harm from occurring by using

energy-efficient alternatives to fossil fuels and reducing their carbon footprint, and even

eliminate excess greenhouse gas emissions from the atmosphere. Digital technologies aim

to increase productivity and efficiency while reducing or eliminating waste and pollution.

The educational system has been significantly impacted by these technologies. The current

COVID-19 pandemic has solidified the use of digital tools in education even further. The

entire educational system has undergone a paradigm shift as a result of these digital

technologies. It serves as a mentor, an assessor, and a co-creator of information in addition

to imparting knowledge. For pupils, technological advancements in education have made

life easier. These days, students prepare presentations and projects utilizing a variety of

software and tools rather than pen and paper. An iPad is rather light in comparison to a

stack of notebooks. It’s simpler to navigate an e-book than a thick book. These techniques

support raising research interest. This study addresses the main uses of digital technology

in education as well as their problems. It concludes with a brief discussion of their

necessity.
 88

From the study by Haleem (2022), The researchers learned that digital technology

plays a crucial role in achieving the United Nations’ sustainable development goal of

quality education by 2030. It aids in identifying emissions sources, promoting energy-

efficient alternatives, and reducing carbon footprints and greenhouse gas emissions. The

COVID-19 pandemic has further accelerated the integration of digital tools in education,

leading to a paradigm shift in the educational system. These technologies serve various

roles, including mentorship, assessment, and co-creation of information, ultimately making

learning more accessible and efficient for students. While digital advancements ease

students’ lives by replacing traditional tools like pen and paper with software and e-books,

the study also addresses the challenges associated with their use and emphasizes their

necessity in modern education.

The study conducted by Carstens et al. (2021) set out to examine how technology

affects students’ ability to learn. Given the dynamic nature of technology, schools are

acquiring more equipment and must use it to enhance the educational experience for their

students. Technology has the potential to enhance student learning, but it can also have

negative effects on the educational process. While technology makes studying more

convenient for students and improves many learning possibilities, it can also be a tool that

excessive reliance may have an adverse influence on students’ ability to acquire fine motor
 89

skills and solve problems. To gather input on how technology affects K–12 educators, the

researchers polled in the classroom. This research helped determine how technology affects

student learning. The findings showed that more training for teachers and students is

necessary to better implement technology in the classroom. Furthermore, this research

pointed out that students are more engaged and comfortable with technology, yet they can

become a management concern.

In the study conducted by Carstens et al. (2021), The researchers learned that

technology has both positive and negative effects on students’ ability to learn. While it can

enhance learning possibilities and make studying more convenient, excessive reliance on

technology may hinder students’ fine motor skills and problem-solving abilities. The

research highlighted the importance of providing more training for teachers and students

to effectively implement technology in the classroom. Additionally, it revealed that

students are more engaged and comfortable with technology, but it can also pose

management concerns for educators.

Web-Based Communication

Web-based communication is any communication done through the use of the

internet such as websites, email, social media, blogs, live chats, video chats, and web

calling. Web-based communication aims to provide a more effective, convenient, and

 90

efficient mode of communication. According to Lucchi (2015) digital technologies such as

the Internet, present new opportunities to organize and access data and information more

efficiently. It has become an integral part of a human's everyday life and changes the way

how they communicate, learn, and conduct business. Web-based technology can be the

present and the future of our tech-based society.

According to Alehpour and Behjat (2016), older adolescents use the Internet for

communication more than younger adolescents. As they get older, they simultaneously use

the internet and offline communication. But due to the lack of social skills most adolescents

are more active in virtual space and less active in an offline environment. This explains

that web-based communication is a trend of today especially for young adults. The new

generation of citizens is inclined to use web-based communication which is why using it

can have a larger impact on a wider population in comparison to the traditional media.

According to Joe and Ramakrishnan (2015), the web communication architecture

that they integrated into Vehicular Ad hoc Network (VANET) provides better

communication. It reduces the overheads existing in the previous communication models.

This amplifies that web-based communication can have a larger impact and a better

outcome for a Vehicular Network in comparison to other modes of communication.

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Another project that uses web-based communication is the TRACE project or

“Tracing Food Commodities in Europe”. According to Vermuelen (2009), It uses tools

such as the Intranet and a public website to spread information about food authenticity and

traceability. It was stated that all of these tools are functional as long as all participants use

them and that continuous improvement and harmonization of these web tools is necessary

to improve their use and shorten the project's learning curve for the researchers involved.

This shows that a web-based tool can be effective and efficient. It can help in disseminating

information across the web but constant work needs to be done to keep it operational and

convenient.

Despite the advantages utilizing web-based communication can be challenging and

inconvenient. According to a study conducted by Williamson and Parolin (2012) using

interactive tools for responsive dialog and mutual discourse communication proved to be

a challenge for the Local governments. The main cause of the difficulty is the lack of

technical expertise. The public was also putting a lot of pressure on US planning

departments to improve the functionality of their websites making it tougher for the

departments. This shows that utilizing web-based communication can pose a lot of

problems and difficulties. That is why careful consideration is needed before using such

systems.
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In a study conducted by Francisco and Barcelona (2020), they utilized a web-based

classroom called Eliademy and measured its effectiveness. A qualitative interview is

conducted at La Consolacion University Philippines to achieve this goal. Based on their

perceptions of the benefits and drawbacks of the platform, the students majority agreed that

Eliademy may be utilized as an alternative teaching and learning tool. The study discovered

that while Eliademy demands reliable internet connections and time constraints, it is

accessible, and can help users improve time management, promptness, and challenge

themselves.

According to Oducado and Estoque (2021), Online communications can pose a

major challenge. Their study focuses on determining undergraduate nursing students'

stress, satisfaction, and academic performance during their online learning. According to

the findings, undergraduate nursing students found online learning to be both very stressful

(47.2%) and stressful (44.4%) during the COVID-19 pandemic. Furthermore, during the

COVID-19 outbreak, undergraduate nursing students reported moderate satisfaction

(46.3%) and low satisfaction (37%) with their online education. Stress related to online

learning was significantly inversely correlated with both academic achievement (p=0.012)

and satisfaction with online learning (p=0.000). This indicates another downside of web-
 93

based communication where it can be a cause of stress and low satisfaction in terms of

learning and studying through this medium.

As stated by Buan (2010), Students perceived Web 2.0 to be user-friendly for

conducting research and communicating with instructors and peers. They say that these

tools help with online collaboration, social connection, information access, self-direction,

and the development of critical thinking and communication skills. These Web 2.0 tools

include wikis, blogs, media sharing, online collaborative documents, and social networking

sites. Although learning online can be difficult, web-based systems can help academically

in terms of disseminating information thus helping students with their research and

projects.

In a study by Esmaquilan et al. (2023), they aimed to determine the effectiveness

of an online approach to the pupil's academic performance. The degree of effectiveness

with which information and communication technology was employed in lesson design,

delivery, monitoring, and assessment was very high. When categorized based on the

previously indicated characteristics, the degree of effectiveness of the use of information

and communication technology was also very effective. Furthermore, the student's

academic achievements are satisfactory.

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According to Soso (2020), The use of an online method in the discussion had an

impact on the student's performance, as shown by the experimental group's better

performance on the post-test than the control group. Students who have been exposed to

the discussion web strategy have become proficient problem solvers, and it, therefore,

matters that they continue to practice and use this strategy in all areas of mathematics.

Although online methods can pose problems to some, this study shows that they can still

be effective and students can still have better performance despite using web-based

communication.

These examples show that web-based communication has proven to be effective

and convenient in many aspects. Web-based communication has helped families, patients,

companies, and organizations to communicate, prepare, transfer, and handling of data,

reduce time consumption, enhance coordination, and relieve mental stress. It also proved

to be efficient by simplifying the work and reducing the time needed to accomplish the

work. These studies help the researchers to see that even though web-based communication

can pose problems and difficulties it can still be effective and convenient.

Efficiency and Effectiveness of a Digital Approach

According to Abid Haleem (2022), one of the fundamental components of the

United Nations’ Sustainable Development 2030 agenda is quality education. It aims to

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ensure inclusive and equitable quality education for all. Digital technologies have emerged

as essential tools to achieve this goal. These technologies are simple to detect emissions

sources, prevent additional damage through improved energy efficiency and lower-carbon

alternatives to fossil fuels, and even remove surplus greenhouse gases from the

environment. Digital technologies strive to decrease or eliminate pollution and waste while

increasing production and efficiency. These technologies have shown a powerful impact

on the education system. The recent COVID-19 Pandemic has further institutionalized the

applications of digital technologies in education. These digital technologies have made a

paradigm shift in the entire education system. It is not only a knowledge provider but also

a co-creator of information, a mentor, and an assessor. Technological improvements in

education have made life easier for students. Instead of using pen and paper, students

nowadays use various software and tools to create presentations and projects. When

compared to a stack of notebooks, an iPad is relatively light. When opposed to a weighty

book, surfing an E-book is easier. These methods aid in increasing interest in research. This

paper is brief about the need for digital technologies in education and discusses major

applications and challenges in education.

According to Kumi-Yeboah and Kim (2020), digital technologies, multimedia

presentations, and social network tools facilitate the educational experiences and
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achievements of participants in asynchronous online learning environments. Participants

applied digital technologies to navigate the Learning Management Systems (LMS) to

engage and contribute to knowledge creation to achieve better academic success in an

online context. Findings support the need for online instructors to incorporate digital

technologies to facilitate academic engagement and achievements of students from diverse

backgrounds in online learning. Keywords: digital technologies, diverse learners,

constructivism, collaborative online learning, social network tools.

According to Zhylin et al. (2024), significant transformations are observed at the

level of interaction between mentors and students, in the process of shaping the content of

education and using tools for knowledge transfer. Until now, the focus of digital

technologies has been on the interaction between teachers and students, but in the modern

context, this approach has evolved into comprehensive horizontal communication within

the educational community. The use of digital tools is a productive and useful measure,

which is recognized by most respondents. At the same time, a significant number of

respondents use digital tools regularly, even daily, or several times a week. This indicates

a high level of integration of digital technologies into the work of teachers and

psychologists in general. It is important to note that, unlike European and American

colleagues who actively introduce elements of artificial intelligence into the educational
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process and activities of psychologists, Ukrainian respondents mainly focus on the use of

online platforms such as Zoom, Microsoft Teams, Google Meet, Moodle, Google

Classroom, etc. This is in line with current trends in assessing the impact of digitalization

on the professional activities of teachers and psychologists. The conclusions indicate that

it is equally important to further develop research in the direction of using foreign

experience that actively implements the capabilities of artificial intelligence.

According to Tulinayo, Sentume, and Najjuma (2018), digital technologies offer

opportunities that facilitate blended, online and mobile learning. However, little is known

regarding their usability and acceptance in resource-constrained higher institutions of

learning. The original TAM’s constructs and embedded in the external constructs are;

students’ access, students’ awareness, student capacity, and lecturer characteristics. From

this, a model is derived. Findings have led to relevant theoretical and practical implications.

The extent to which students integrate digital technologies into their learning processes has

been explored. We have tackled this from two angles: student’s usability of digital

technologies and student’s acceptance of digital technologies. The primary area of

application of the principles presented has been the TAM model and higher institutions of

learning in a resource-constrained setting, where the selection of students used to study

different aspects very much depends on the specific concerns that need to be addressed.
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Rather than providing ’yet another model with dissimilar reasoning’, this paper aimed to

lay a foundation that enables researchers to reason about the many models of viewpoints

that are already available.

According to Timotheou et al. (2022), digital technologies have brought changes to

the nature and scope of education and led education systems worldwide to adopt strategies

and policies for ICT integration. The latter brought about issues regarding the quality of

teaching and learning with ICTs, especially concerning the understanding, adaptation, and

design of the education systems following current technological trends. These issues were

emphasized during the recent COVID-19 pandemic that accelerated the use of digital

technologies in education, generating questions regarding digitalization in schools.

Specifically, many schools demonstrated a lack of experience and low digital capacity,

which resulted in widening gaps, inequalities, and learning losses. Such results have

engendered the need for schools to learn and build upon the experience to enhance their

digital capacity and preparedness, increase their digitalization levels, and achieve a

successful digital transformation. Given that the integration of digital technologies is a

complex and continuous process that impacts different actors within the school ecosystem,

there is a need to show how these impacts are interconnected and identify the factors that

can encourage effective and efficient change in the school environments. The findings
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suggest that ICT integration in schools impacts more than just students’ performance; it

affects several other school-related aspects and stakeholders, too. Furthermore, various

factors affect the impact of digital technologies on education. These factors are

interconnected and play a vital role in the digital transformation process. The study results

shed light on how ICTs can positively contribute to the digital transformation of schools

and which factors should be considered for schools to achieve effective and efficient

change.

According to Trecene (2021), the strategic plans of the Philippine e-Government

Master Plan of 2012, and the current Philippine digital transformation strategy of 2022

focused on the Information and Communications Technology (ICT) infrastructure

development, transforming the government's operations and policies online, direct digital

engagement among citizens, ICT policies and laws, and bridging digital gaps. However,

the policy developments of the government should recognize the interconnection between,

digital literacy, availability of affordable connectivity, and ICT infrastructures.

According to Nueva (2019), the translation of technology to society has been an

object of interest for most researchers since the 1980s. More and more studies have been

produced that show various perspectives on how this phenomenon can be examined. There
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were opposing views that explain how technology is cascaded to its end users. Results of

this review of literature reveal that technology is used in the classroom for instructional

support, information referencing, and, communication and collaboration platforms.

Teachers experienced digital inequality due to their digital competency gap, belief, and

institutional perception of the function of technology in the classroom. The digital

inequality in schools based on the student's capacity to use technology for academic

purposes is associated with teachers’ technological capacity and interventions

According to Abella and Dela Rosa (2023), it came to light that teachers with less

than ten years of experience have higher levels of digital literacy. Pre-service education,

having access to ICT resources, and a favorable attitude about using ICT were all strongly

associated with DL and DC. The research's essential contribution is its findings affirming

the value of DL and DC, which can be utilized to approach new technologies critically and

use them as a part of digital pedagogy. Novelty: The critical contribution of the research is

the result claiming the positive status of DL and DC, which can be used to approach new

tools from a critical pedagogical perspective and apply them as part of digital pedagogy. It

came to light that teachers with less than ten years of experience have higher levels of

digital literacy. Pre-service education, having access to ICT resources, and a favorable

attitude about using ICT were all strongly associated with DL and DC. The research's
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essential contribution is its findings affirming the value of DL and DC, which can be

utilized to approach new technologies critically and use them as a part of digital pedagogy.

Implications:

As stated by Lagas II and Isip (2023), the lack of staff, dedicated physical space,

and inadequate equipment and funding were barriers to implementing a digitization

program. Most of the respondents’ digitization initiatives began in response to external

triggers rather than as a part of a comprehensive strategy to provide digital library services.

The project-based approach to these activities affects the sustainability of digitization

programs. The study recommends organizing more consultancy programs in digitization,

teaching digitization ICT applications in LIS schools, information companies offering

digitization services, digitization communities of practice, and consortia for sharing

facilities and expertise. With the requirements of a more robust digital framework to

provide flexible access, Philippine academic libraries must review their short- and long-

term goals and figure out where digitization can be integrated within said goals.

del Mundo (2022) stated that the level of 21st-century digital skills and the level of

technology integration in instructions of the SHS teachers was very high. Teachers highly

use video conferencing software such as Zoom, Microsoft Teams, GoogleMeet, Cisco,

WebEx, and others as the technology they integrate for their instructions. The challenges
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experienced by teachers in integrating technology in instructions were the following; poor

internet connection, students' lack of support system, limited electronic materials and

equipment, and lack of technological support from the school experts. Senior high school

teachers aged 40 to 49 have higher skills in the information of 21st-century digital skills

than teachers aged 50 and above. And, female senior high school teachers have higher skills

in communication, collaboration, and problem-solving in 21st-century digital skills than

male senior high school teachers. Meanwhile, the teachers’ level of technology integration

in instruction and the challenges encountered in integrating technology were the same

regardless of teachers’ profiles. The result further revealed that the higher the 21st-century

digital skills of the teachers, the higher the teachers’ level of technology integration in

instructions. And, the more challenges teachers encounter in integrating technology into

instructions, the higher their level of technology integration into instructions.

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Chapter 3

RESEARCH METHODOLOGY

This chapter provides the research design and statistical treatment used in the study.

Likewise, this identified the research locale, respondents, population, and sampling

techniques. Validation techniques for the instrument and data gathering complete the

procedures utilized.

Specifically, this chapter presents the methods used in the study “Utilization of

Web-based Early Alert System at TRACE College”. It aimed to measure the web-based

early alert system’s efficiency, convenience, and effectiveness compared to the traditional

early alert system.

Research Design

The researchers used the experimental method because it is best suited to the study's

goal of testing and observing the effectiveness of a web-based alert system for TRACE

College students. A quantitative approach was used to analyze the statistical data gathered

from the students and parents’ survey results to determine the effectiveness of a web-based

early alert system.

According to Mitchell (2015), the main objective of experimental research design

is to create studies with strong causal (internal) validity. Randomized experimental designs
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provide the highest levels of causal validity. There are several potential threats to the causal

validity of quasi-experimental approaches. The level of causal validity provided by new

quasi-experimental designs adapted from disciplines other than criminology is comparable

to experimental designs.

The research focused primarily on Grade 12 Humanities and Social Sciences

(HUMSS) and Technical Vocational Livelihood – Information Communication

Technology (TVL – ICT) students. The researchers employed the web-based early alert

system for the second semester - third quarter.

Three parts of the questionnaire were dedicated to efficiency, convenience, and

effectiveness. Thirty-six (36) pupils and nine (9) teachers were the respondents. After

sending and receiving the early warning, the researchers surveyed to evaluate the

effectiveness of the online early warning system.

Research Locale

The study was conducted at TRACE College, located in El Danda Street, Brgy.

Batong Malake, Los Baños, Laguna, Philippines- the main educational setting for this

study, which provided a suitable environment for putting the web-based alert system into

action. The TRACE students along with their respective teachers contributed to the

comprehensive gathering of information required to evaluate the system's effectiveness.

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Population and Sampling

The population of this study included students under the Technical Vocational and

Livelihood – Information Communication Technology (TVL – ICT) strand which consists

of fifty-seven (57) students and students under the Section A of Humanities and Social

Sciences (HUMSS) strand consisting of thirty-eight (38) students. This study’s repondents

also included the teachers of the Basic Education Department, in total, there are forty-eight

(48) teachers in the said department.

From the said population, the researcher used the Purposive Sampling Technique

to determine the main respondent for the study. As indicated by Creswell (2014), Purposive

sampling involves choosing participants thoroughly to see if they can shed light on your

research subject. Choosing participants for purposeful sampling entails doing so because

you think they could add value to your analysis.

The respondents were chosen purposively since the study is primarily focused on

students with early alerts. This is for the reason that they were the ones who could give

clear insights into the effectiveness of the Web-based Early Alert System.

Respondents of the Study

The targeted respondents of the study were composed of twenty-two (22) students

from the Grade 12 Technical Vocational and Livelihood – Information Communication

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Technology (TVL – ICT) and fourteen (14) students from the section A of the Humanities

and Social Sciences (HUMSS) strand of TRACE College for the Academic Year 2023 –

2024 and their respective subject teachers. The teachers were composed of nine (9) teachers

from the Grade 12 HUMSS-A and TVL-ICT. The respondents were chosen to offer their

perspectives on the use of a web-based early alert system. In total, the research had 45

respondents.

Research Instrument

Survey-style questionnaires were used by the researchers to collect data from the

students and teachers. The questionnaire was used as the main data-gathering instrument

for the study.

The questionnaire had three sections consisting of efficiency, convenience, and

effectiveness that will assess the website’s level of usability.

Validation of the Instrument

Before being administered, the questionnaire had been checked, assessed, and

scrutinized with the research adviser for validation purposes in order to gain feedback on

its layout, statement structure, and appropriateness for the intended respondents. The

researchers then sought the expertise of two external validators. Afterwards, the instrument

was then critiqued by a Language Critic. Lastly, the researchers consulted a statistician.
 107

The researchers sought valuable feedback to enhance the quality and depth of their study,

appreciating the validators' time and expertise in this matter.

Data Gathering Procedures

The researchers first secured the necessary permits through a Request Letter at the

Office of the Principal of TRACE College. After securing the necessary permits,

permission from the research adviser was sought to conduct instructional material used for

the questionnaire.

A. Development of Questionnaire. The questionnaire was prepared in three (3) sections

consisting the Level of Efficiency, Convenience, and Effectiveness

B. Validation of the Questionnaire. The research adviser, external validators, and

language critic then checked and evaluated the content of the survey in terms of the

distribution of questions, grammar, and accuracy of the survey before administration.

C. Administration of the Questionnaire. The instrument was administered to thirty-six

(36) Grade 12 HUMSS and TVL-ICT students and their nine (9) subject teachers.

D. Transcription, Analysis, and Interpretation. Afterward, transcriptions of the survey

and analysis of the results of the study were done using the quantitative method. This is

followed by the analysis and interpretation of the gathered data.

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Ethical Considerations

To ensure the success of this research, every respondent in this study was assured

of their safety and the confidentiality of their data. Each one understood the purpose of the

study and how it could support appropriate communication between parents, teachers, and

students and they voluntarily shared their knowledge and perspectives on the importance

of using web-based early alerts in contrast with the traditional early alert system.

Additionally, respondents were also considered during the process of conducting the

research giving them protection from any possible problems associated with this research.

Treatment of Quantitative Data

The researchers utilized the mean and standard deviation. According to Frost

(2023), in mathematics and statistics, the mean is a single number representing a dataset's

center point or usual value. It summarizes the entire dataset. The most often used indicator

of central tendency is the arithmetic mean, as it is also known. It's commonly referred to

as the "average”.

According to Cheung (2023), Standard Deviation is a measurement with respect to

the mean. If the standard deviation is small, it suggests that the data points are closely

packed around the mean. If the standard deviation is large, it suggests that the data points

are distant from the mean.

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A survey was conducted on students and teachers to determine the level of usability

of the TRACE College Web-based Early Alert System. The data collected were encoded

and analyzed. The weighted mean and standard deviation determined the level of

efficiency, convenience, effectiveness, and satisfaction. The following scale points and

adjectival interpretation were referred to for analysis.

Scale Points Range Adjectival Interpretation

4 3.51-4.00 Strongly Agree (SA)

3 2.51-3.50 Agree (A)

2 1.51-2.50 Disagree (D)

1 1.00-1.50 Strongly Disagree (SD)

The researchers also utilized an independent t-test. According to Bevans (2023),

A statistical test for comparing the means of two groups is called a t-test. It is frequently

employed in hypothesis testing to ascertain whether two groups are distinct from one

another or whether a procedure or treatment genuinely affects the population of interest.

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The independent t-test was used to determine if there is a significant difference

between the level of usability and functionality of the TRACE College Web-Based

Early Alert System as rated by teachers and students.

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Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents a comprehensive analysis and interpretation of gathered data

shown through tabular presentations and analyzed statistically to answer the problem stated

in the study.

Table 1. Level of usability of the TRACE College Web-Based Early Alert System as
rated by teachers in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work 3.89 0.33 Strongly Agree
and has no bugs.
2. The performance of the web-based system is fast 3.67 0.50 Strongly Agree
and reliable.
3. The web-based system helps in accessing the early 4.00 0.00 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in 3.67 0.50 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as 3.89 0.33 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve 3.67 0.50 Strongly Agree
issues promptly.
7. The mechanism of inviting and joining within 3.89 0.33 Strongly Agree
classes is well-systematized.
8. The early alert messages provide options for 4.00 0.00 Strongly Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms 3.33 0.71 Strongly Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much 3.89 0.33 Strongly Agree
information.
Overall Mean 3.79 0.44 Strongly Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
 112

Table 1 presents the Level of usability of the TRACE College Web-Based Early

Alert System as rated by teachers in terms of Efficiency.

The teachers' good response to the TRACE College Web-Based Early Alert System

is demonstrated by the examination of mean evaluations. High mean ratings were seen for

elements including the simplicity of accessing early alerts, the ability to customize alert

messages, and the flawless operation free of problems, with mean ratings of 3.89, 4.00, and

4.00, respectively. With mean scores of 3.33, 3.67, and 3.67, respectively, the lowest mean

values include the effectiveness of the parental reply slip system, system performance, and

the influence on reducing work time in issuing academic early notifications were noted as

areas for improvement. Despite these shortcomings, teachers thought the system did a great

job of supporting their pedagogical responsibilities overall.

Dwyer (2017) examines the impact of an early alert system on student persistence

in the Virginia Community College System, particularly focusing on developmental

mathematics students. Gammon (2017) discusses Central Piedmont Community College's

use of the STAR early-warning system to support at-risk students. These studies highlight

the importance of early alert mechanisms in fostering student achievement, echoing our

investigation into the efficiency of the TRACE College web-based early alert system as

rated by teachers.
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Johnetta Elishia Price's (2023) research at Keiser University delves into university

technology transfer efficiency, emphasizing the need to optimize educational systems.

Meanwhile, Matthew T. Liberatore's (2019) study at Concordia University Chicago

explores the effectiveness of district-embedded Early Warning Systems (EWS) in

enhancing counselor practices. These insights underscore the relevance of our web-based

system's efficiency in streamlining educational processes.

Table 2. Level of usability of the TRACE College Web-Based Early Alert System as
rated by teachers in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout are
3.78 0.44 Strongly Agree
organized.
2. The web-based system is easily accessible from various
3.78 0.44 Strongly Agree
devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are easy
3.89 0.33 Strongly Agree
and simple to navigate.
4. The website meets the needs and expectations of the user
3.67 0.50 Strongly Agree
in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based 3.56 0.53 Strongly Agree
system is easy and simple.
6. The web-based system can be easily navigated without
3.56 0.53 Strongly Agree
prior training or support.
7. It is easy and simple to log in on the web-based system. 3.78 0.44 Strongly Agree
8. The reply slip is easy and simple to fill up. 3.67 0.53 Strongly Agree
9. It is easy for students to check if they have current alerts. 4.00 0.00 Strongly Agree
10. The requirements for filling up the registration page are
4.00 0.00 Strongly Agree
easy to understand.
Overall Mean 3.77 0.43 Strongly Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
 114

Table 2 indicates the Level of usability of the TRACE College Web-Based Early

Alert System as rated by teachers in terms of Convenience.

It includes several convenience statements, mean ratings, standard deviations (SD),

and verbal interpretations. Among the statements, those with the highest mean ratings are

the convenience of availability from various devices, the ease of navigating if they have

current alerts, and the registration page are easy to understand, with mean scores of 4.00,

3.89, and 3.78. Statements with the lowest mean ratings, on the other hand, lower ratings

for aspects such as using the system without assistance or training indicate that teachers

may find certain aspects challenging without additional support. with mean scores of 3.78,

3.68, and 3.56. These evaluations suggest that students generally think the system is quite

usable in terms of accessibility, navigation, and organization, while features like logging

in and system navigation without training may need to be improved.

According to Joe and Ramakrishnan (2015), the web communication architecture

that they integrated into Vehicular Ad hoc Network (VANET) provides better

communication. It reduces the overheads existing in the previous communication models.

According to Zhylin et al. (2024), the use of digital tools is a productive and useful measure,

which is recognized by most respondents. These studies amplify that web-based

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communication can have a more convenient and better outcome than other modes of

communication.

In addition, as stated by Uzorka (2021), teachers use technology in their

communication according to their research’s concluding statements. Faculty members look

to early enablers to share the best technology practices. Furthermore, according to Haight

(2011), the quantitative data collected in their study revealed a strong correlation between

the self-efficacy and computer self-efficacy of the participating teachers. Those educators

who were optimistic toward their self-belief to perform a variety of tasks were also

optimistic in their self-belief to perform technology-related tasks. These studies explain

that educators really use technology and web-based communication. That makes

technology convenient and easy to understand for them.

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Table 3. Level of usability of the TRACE College Web-Based Early Alert System as
rated by teachers in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.89 0.33 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.89 0.33 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 4.00 0.00 Strongly Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.89 0.33 Strongly Agree
necessary information.
5. The usage of a web-based system is more cost-
3.89 0.33 Strongly Agree
effective compared to paper-form early alerts.
6. The web-based system is more effective in reaching
3.78 0.44 Strongly Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive 4.00 0.00 Strongly Agree
the information.
8. The web-based system effectively sends an early alert
3.89 0.33 Strongly Agree
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
3.56 0.53 Strongly Agree
in informing teachers about the parent's response.
10. The web-based system supports collaboration
3.89 0.33 Strongly Agree
among teachers in marking and sending early alerts.
Overall Mean 3.87 0.34 Strongly Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree

Table 3 shows the Level of usability of the TRACE College Web-Based Early Alert

System as rated by teachers in terms of Effectiveness

It includes several convenience statements, mean ratings, standard deviations (SD),

and verbal interpretations. Among the statements, those with the highest mean ratings are

the system that helps teachers connect with parents and students, resolving academic issues

effectively. Its effectiveness in alerting through website, email, and cellphone notifications,
 117

making communication easy and timely with mean scores of 4.0, 3.89, and 4.0. Statements

with the lowest mean ratings, on the other hand, the system surpasses paper-based methods

in both delivery speed and alert notifications to recipients. While there's room for

enhancing parental response efficiency, statistics validate its effectiveness in alert

communication and facilitating parent-teacher interactions with mean scores of 3.89, 3.78,

and 3.56. These evaluations suggest that teachers generally think the system is quite usable

in terms of effectiveness, while features like sending early alerts without using paper and

sending it directly to their parents.

According to Catherine et al. (2016) and Wilson and Danette (2020). emphasizing

a broader approach to school accountability beyond test scores and aiming to refine testing

procedures to enhance educational improvement. Additionally, Wilson & Danette reveal

the methodology of their study, which is a qualitative phenomenological study, reveals that

technology can help to illuminate reading boost comprehension, and achieve desired test

scores differentiate instruction monitor progress emotionally encourage the student, and

motivate. These findings together prove the benefits of the technology power in these two

directions.

Williams (2022) explores the perceived usefulness of early alert technology for

professional academic advisors at a Midwest flagship university, filling a gap in the

 118

literature concerning advisors' perspectives on such systems. Additionally, Halvorsen et al.

(2023) investigate the role of technology in educational interventions, using a web-based

fidelity application to measure the implementation fidelity of a social and emotional

learning intervention in Norway. Both studies highlight technology's potential to enhance

educational practices.

Table 4. Level of usability of the TRACE College Web-Based Early Alert System as
rated by students in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work
2.97 0.65 Agree
and has no bugs.
2. The performance of the web-based system is fast
3.00 0.68 Agree
and reliable.
3. The web-based system helps in accessing the early
3.42 0.55 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in
3.28 0.78 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as
3.25 0.50 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
3.00 0.68 Agree
issues promptly.
7. The mechanism of inviting and joining within
3.33 0.53 Strongly Agree
classes is well-systematized.
8. The early alert messages provide options for
2.94 0.53 Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms
3.22 0.59 Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much
3.17 0.74 Agree
information.
Overall Mean 3.16 0.64 Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree

Table 4 reveals the Level of usability of the TRACE College Web-Based Early

Alert System as rated by students in terms of Efficiency.

 119

The study analyzed the mean ratings provided by students to assess the efficiency

of the system. The aspects of the system that received high mean ratings, such as 3.42,

3.33, and 3.28, indicate that students strongly agreed that the system was efficient in terms

of providing easy access to early alerts and simplifying routine tasks. These ratings suggest

that students found the system to be effective and user-friendly. On the other hand, there

were aspects of the system that received lower mean ratings, such as 3.25, 3.22, and 3.00.

Although these ratings are slightly lower, they still fall within the "Agree" range. This

suggests that students found the system to be satisfactory overall in terms of efficiency.

Overall, based on the interpretation of the mean ratings, it can be concluded that the Trace

College Web Based Early Alert System performed well in terms of efficiency, according

to the feedback provided by the students.

In relation to this, Abid Haleem (2022) indicated that technological improvements

in education have made life easier for students. Additionally, Rapael Santos (2015) stated

in his study that technology provides easy access to resources, decreases work time, and

simplifies routine tasks for both teachers and students, based on the positive feedback from

students using the e-tutor tool, a web-based learning aid designed to monitor student

learning behavior and provide the instructor with reports. Furthermore, Karthik (2019),

demonstrates the efficiency of a web-based early alert system in identifying and responding
 120

to at-risk students in his study. Through this system, at-risk students were assisted and

monitored to prevent academic failure. Overall, this shows that using a web-based early

alert system can be efficient for students.

Table 5. Level of usability of the TRACE College Web-Based Early Alert System as
rated by students in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout are
3.36 0.54 Strongly Agree
organized.
2. The web-based system is easily accessible from
3.42 0.60 Strongly Agree
various devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are
3.39 0.55 Strongly Agree
easy and simple to navigate.
4. The website meets the needs and expectations of the
3.11 0.52 Agree
user in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based 3.14 0.54 Agree
system is easy and simple.
6. The web-based system can be easily navigated
3.03 0.65 Agree
without prior training or support.
7. It is easy and simple to log in on the web-based
2.78 0.80 Agree
system.
8. The reply slip is easy and simple to fill up. 3.19 0.58 Agree
9. It is easy for students to check if they have current
3.28 0.74 Strongly Agree
alerts.
10. The requirements for filling up the registration page
3.19 0.52 Agree
are easy to understand.
Overall Mean 3.19 0.63 Strongly Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree

Table 5 shows the Level of usability of the TRACE College Web-Based Early Alert

System as rated by students in terms of Convenience.

 121

The data presented includes several convenience statements, mean ratings, standard

deviations (SD), and verbal interpretations. Among the statements, those with the highest

mean ratings are the convenience of availability from various devices, the ease of

navigating different sections, and the structure of the system's classes' design and layout

with mean scores of 3.42, 3.39, and 3.36. Statements with the lowest mean ratings, on the

other hand, are about how easy it is to log in, navigate the system without prior training,

and match the needs and expectations for early notifications with mean scores of 2.78, 3.03,

and 3.11. These evaluations suggest that students generally think the system is quite usable

in terms of accessibility, navigation, and organization, while features like logging in and

system navigation without training may need to be improved.

According to Alehpour and Behjat (2016), as adolescents get older, they

simultaneously use the Internet and offline communication. But due to the lack of social

skills most adolescents are more active in virtual space and less active in an offline

environment. This explains that web-based communication is a trend of today and can be

more convenient, especially for young adults. In addition, Lara et al. (2022) discussed the

usefulness of a technology-based web system in Chilean schools, emphasizing its

importance in increasing collaboration among stakeholders and enhancing convenience by

simplifying communication while providing important insights into student performance.

 122

These findings show how the TRACE College Web-Based Early Alert System improves

convenience by enhancing communication and accessibility in educational settings.

Furthermore, Thaneshan, Mat Yamin, and Othman (2020) emphasize convenience

as a key factor guiding users to access websites through mobile devices. Their research

emphasizes the importance of convenience in improving user experience and influencing

user behavior, with a focus on the TRACE system's usability. Additionally, Yucha (2004)

discusses efforts at Virginia Commonwealth University (VCU) to provide web-based

services that reduce the need for physical presence on campus, indicating a commitment to

convenience and efficiency. These findings demonstrate the TRACE system's focus on

convenience to improve usability and user happiness.

 123

Table 6. Level of usability of the TRACE College Web-Based Early Alert System as
rated by students in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.33 0.68 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.33 0.48 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 3.19 0.62 Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.19 0.47 Agree
necessary information.
5. The usage of a web-based system is more cost-
3.17 0.74 Agree
effective compared to paper-form early alerts.
6. The web-based system is more effective in reaching
3.11 0.75 Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive 3.42 0.55 Strongly Agree
the information.
8. The web-based system effectively sends an early alert
3.47 0.51 Strongly Agree
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
3.36 0.59 Strongly Agree
in informing teachers about the parent's response.
10. The web-based system supports collaboration
3.42 0.50 Strongly Agree
among teachers in marking and sending early alerts.
Overall Mean 3.30 0.60 Strongly Agree
Legend:
Scale Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree

Table 6 shows the Level of usability of the TRACE College Web-Based Early Alert

System as rated by students in terms of effectiveness.

Based on the interpretation of the mean ratings, it is possible to state that the system

performed well in terms of effectiveness according to the students' feedback. The

components with high mean ratings of 3.47, 3.42, and 3.36 suggest that students strongly

agreed that the system was effective in delivering early alerts containing a subject of
 124

concern, assisting instructors with marking and sending early alerts, and notifying teachers

about parent concerns. While components with lower mean ratings of 3.11, 3.17, and 3.19

remained in the “agree” category, it appears that students judged the system to be good in

terms of overall performance.

In line with this, Dwyer (2017) examines the impact of an early alert system on

student persistence in the Virginia Community College System, particularly focusing on

developmental mathematics students. Gammon (2017) also discusses Central Piedmont

Community College's use of the STAR early-warning system to support at-risk students.

These studies highlight the importance of early alert mechanisms in fostering student

achievement, echoing our investigation into the efficiency of the TRACE College web-

based early alert system as rated by teachers.

In addition, Johnetta Elishia Price's (2023) research at Keiser University examines

university technology transfer efficiency using a multistage capital efficiency model.

Moreover, Liberatore's (2019) study from Concordia University Chicago focuses on high

school counselors' perceptions of district-embedded Early Warning Systems (EWS). These

findings emphasize the importance of assessing efficiency in educational systems and the

role of data systems in enhancing counselor effectiveness.

 125

Table 7. Test on the Significant Difference Between the Level Of Usability and
Functionality of The TRACE College Web-Based Early Alert System as Rated by
Teachers and Students
LEVEL OF Computed Critical p-
TRACE College Web-Based Early Alert System as rated by Analysis
USABILITY t-value t-value value
Teachers
Efficiency -7.073 2.063 0.000 Significant
Students

Teachers
Convenience 6.556 2.063 0.000 Significant
Students

Teachers
Effectiveness -7.143 2.063 0.000 Significant
Students

Alpha level at 0.05

Table 7 reveals the Test on the significant difference between the level of usability

and functionality of the TRACE College Web-Based Early Alert System as rated by

teachers and students.

There is a significant difference between teachers and students in their ratings of

certain aspects of the system's usability and functionality. This is evidenced by the

computed t-values either being lower than the critical t-value of -2.063 or higher than 2.063

across all three categories, which are efficiency, convenience, and effectiveness. Overall,

the research suggests that the system is effective, efficient, and convenient for both teachers

and students but there is a significant difference in their perception of the website.

According to Gan et al. (2021), teacher feedback is often perceived as more

favorable than student feedback due to the perceived authority, expertise, and structured
 126

nature of teacher feedback. According to Thompson (2019), teacher feedback in

educational scholarship is considered more valuable than student feedback due to its role

in providing expert guidance, constructive criticism, and personalized support tailored to

individual student needs. Thompson highlights that teacher feedback offers a deeper

understanding of curriculum goals and learning objectives, ensuring alignment with

academic standards and facilitating meaningful academic progress.

 127

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study conducted. This also presents the

findings derived from analysis and interpretation of the results. Moreover, this imparts the

conclusions framed and the recommendations thereafter.

Summary

This study sought to determine the level of usability of the web-based early alert

system at TRACE College according to teachers and students and if there is a significant

difference in their responses. There were thirty-six (36) Grade 12 students from the section

A of the Humanities and Social Sciences (HUMMSS) and Technical Vocational

Livelihood – Information Communication Technology (TVL-ICT) strands and nine (9)

teachers from the Basic Education department that were purposively chosen in this study.

The researchers utilized a survey questionnaire to assess the performance of the web-based

system as rated by teachers and students. The researchers let the students and teachers

create an account and utilize the web-based system. The researchers then handed the

students and teachers the survey questionnaires afterward. The researchers used the

average weighted mean and standard deviation to analyze the results. An independent t-
 128

test was used to analyze if there was a significant difference between the level of usability

as rated by teachers and students.

Summary of Findings

From the interpretations and analysis of the data collected, the following findings

are presented:

1. The web-based early alert system at TRACE College had a high level of usability

according to teachers in terms of:

1.1. Efficiency with 3.79 average weighted mean,

1.2. Convenience with 3.77 AWM, and

1.3. Effectiveness with 3.87 AWM.

2. The web-based early alert system at TRACE College had a great level of usability

according to students in terms of:

2.1. Efficiency with 3.16 average weighted mean,

2.2. Convenience with 3.19 AWM, and

2.3. Effectiveness with 3.30 AWM.

3. There was a significant difference between the level of usability and functionality of

the TRACE College Web-Based Early Alert System as rated by teachers and students

with a Critical t-value of 2.063.

 129

Conclusion

1. Teachers had rated the web-based early alert system at TRACE College highly in terms

of efficiency. The teachers viewed the system to be efficient in terms of helping them

to recognize and solve concerns with students more rapidly, allowing them to intervene

when necessary.

2. The teachers also found the system simple and convenient. It fitted seamlessly into their

workflow and required little extra effort to use efficiently.

3. The teachers believed that the system was effective in accomplishing its goals. It aided

them in accurately identifying pupils who may require more assistance or intervention.

4. The students found the system efficient and simple to navigate and interact with. This

suggests that the system's design helped to a seamless user experience.

5. The students concluded that the system was convenient and easy to use. This indicates

that the system is available from a variety of devices and locations, allowing students

to access information.

6. Students believed that the approach was effective in identifying and supporting pupils

who were struggling academically or otherwise. This means that the system provided

significant information and tools to help teachers support children more effectively.
 130

7. There is a statistically significant difference between how teachers and students

perceive the usability and functionality of the Trace College web-based early alert

system.

Recommendations

Based on the conclusions, the following recommendations are offered:

1. Instead of deleting, the researchers must have an archive button to keep the previous

early alert records of the students to help the teachers better recognize students with

additional academic attention needs.

2. The website can utilize a drop-down button for subject selection instead of typing it

manually.

3. A Select All button can be used to make early alert sending more efficient for teachers,

instead of checking the students with alerts one by one.

4. The researchers can make the parental reply slip simpler and more user-friendly to

make it more convenient for parents.

5. The One-Time Password (OTP) can be simplified to make it more convenient for

students to log in.

6. Future researchers can replicate this study using other locales and with an increased

number of respondents.
 131

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 145

APPENDIX A

LETTER OF REQUEST
 146

APPENDIX A

LETTER OF REQUEST
 147

APPENDIX A

LETTER OF REQUEST
 148

APPENDIX A

LETTER OF REQUEST
 149

APPENDIX A

LETTER OF REQUEST
 150

APPENDIX B

VALIDATION OF INSTRUMENT
 151

APPENDIX C
SURVEY QUESTIONNAIRE

To our Dear Respondents,

Greetings of Peace and Goodwill!

We the Grade 12 TVL-ICT students of Senior High School in TRACE College Inc., are
currently working on our research paper entitled “UTILIZATION OF WEB-BASED
EARLY ALERT SYSTEM AT TRACE COLLEGE” as part of our requirements for
our Practical Research 2 and Inquiries, Investigation, and Immersion subjects. In
connection with this, we prepared this survey questionnaire in order to gather information
and data needed for our study. Kindly answer the following questions with honesty. Rest
assured that the information and data obtained will be used for the purpose of this study
only.

Your cooperation will be a great contribution for our study. Thank you and God bless!

- The Researchers

SURVEY-QUESTIONNAIRE

Name (Optional):
 152

DIRECTION: Read the following questions carefully. Put a check ( / ) in the box
that corresponds to your responses for each statement. Kindly answer the questions
honestly for the researchers to be able to gather reliable data for this study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
A. Efficiency 4 3 2 1

1. The web-based system helps create seamless work and

has no bugs.

2. The performance of the web-based system is fast and

reliable.

3. The web-based system helps in accessing the early

alert more easily.

4. The web-based system decreases the work time in

sending academic early alerts.

5. The web-based system turns routine tasks, such as

individual message sending, to just a few clicks.

6. Log in failure messages are clear and help resolve

issues promptly.

7. The mechanism of inviting and joining within classes is

well-systematized.

8. The early alert messages provide options for

customization depending on user preference.

9. The parental reply slip system is efficient in terms of

uploading and submitting signatures.

10. Signing up is fast. It does not require too much

information.

B. Convenience 4 3 2 1

1. The web-based system's classes' design and layout are

organized.
 153

2. The web-based system is easily accessible from various

devices (e.g. desktops, cell phones).

3. The various sections of the web-based system are easy

and simple to navigate.

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.

5. Finding the necessary information such as student

information and alert notifications within the web-based
system is easy and simple.

6. The web-based system can be easily navigated without

prior training or support.

7. It is easy and simple to log in on the web-based system.

8. The reply slip is easy and simple to fill up.

9. It is easy for students to check if they have current

alerts.

10. The requirements for filling up the registration page

are easy to understand.

C. Effectiveness 4 3 2 1

1. The web-based system effectively sends the early alert

on time.

2. The web-based system sends precise and accurate

early alerts.

3. The web-based system effectively promotes

communication between teachers, parents, and students
in resolving the academic difficulties of students.

4. The registration form is effective in acquiring necessary

information.

5. The usage of a web-based system is more cost-

effective compared to paper-form early alerts.

6. The web-based system is more effective in reaching

the intended recipients than the paper-form early alerts.
 154

7. The triple alert mechanism (website, email, cellphone

number) helps to make sure that the recipients receive
the information.

8. The web-based system effectively sends an early alert

containing the subject of concern.

9. The web-based system's parent's reply slip is effective

in informing teachers about the parent's response.

10. The web-based system supports collaboration among

teachers in marking and sending early alerts.
 155

Dear Ma’am/Sir,

Greetings!

We, the undersigned, are student researchers from Grade 12 TVL – ICT and are
currently conducting a study entitled “UTILIZATION OF WEB-BASED EARLY
ALERT SYSTEM AT TRACE COLLEGE.”

The survey would last only about 15-20 minutes and would be arranged at a time convenient
to the teachers’ schedule (e.g. during break). Participation in the survey is entirely voluntary
and there are no known anticipated risks to participation in this study. All information provided
will be kept in utmost confidentiality and will be used only for academic purposes. The names
of the respondents will not appear in any thesis or publications resulting from this study unless
agreed to.

We will ask our respondents to utilize our website in marking, sending, or viewing students
with early alert in the Grade 12 TVL-ICT Enthusiasm and answer the questionnaire afterwards.
In this regard, we guarantee you that we will not disturb your precious schedule. We will highly
appreciate the time you may allot to us upon conducting our use. Your response to this letter is
crucial in providing the necessary information for our study to help us achieve the factual result.

Your response and time are greatly appreciated. We are hoping for your kind approval and
support regarding this undertaking

Sincerely,

REUEL GILEAD H. GLORIOSO JEAMUEL A. AMADO JASMENE CATHE P. CATEDRILLA

FRANCINE DENISE P. ACUÑA ENRICO JIAN A. BLANCO JOSHUA H. DE VERA

JOANA MAY S. GABRIEL WILHELM H. LANCERAS GIAN CARLO B. MENDOZA

JUSTIN CARL P. PELEÑO MARCO JAY V. REYES MATTHEW A. SUAREZ

Noted by:

MARLENE C. PANAGLIMA
Research Adviser
 156

DIRECTION: Read the following questions carefully. Put a check ( / ) in the box
that represents your responses for each statement. Answer the questions honestly
for the researchers to be able to gather reliable data for this study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

A. Efficiency 4 3 2 1
1. The web-based system helps create seamless work and
has no bugs.
2. The performance of the web-based system is fast and
reliable.
3. The web-based system helps in accessing the early alert
more easily.
4. The web-based system decreases the work time in
sending academic early alerts.
5. The web-based system turns routine tasks, such as
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
issues promptly.
7. The mechanism of inviting and joining within classes is
well-systematized.
8. The early alert messages provide options for
customization depending on user preference.
9. The parental reply slip system is efficient in terms of
uploading and submitting signatures.
10. Signing up is fast. It does not require too much
information.

B. Convenience 4 3 2 1
1. The web-based system's classes' design and layout are
organized.
2. The web-based system is easily accessible from various
devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are easy
and simple to navigate.
 157

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based
system is easy and simple.
6. The web-based system can be easily navigated without
prior training or support.
7. It is easy and simple to log in on the web-based system.
8. The reply slip is easy and simple to fill up.
9. It is easy for students to check if they have current
alerts.
10. The requirements for filling up the registration page
are easy to understand.

C. Effectiveness 4 3 2 1
1. The web-based system effectively sends the early alert
on time.
2. The web-based system sends precise and accurate early
alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students in
resolving the academic difficulties of students.
4. The registration form is effective in acquiring necessary
information.
5. The usage of a web-based system is more cost-effective
compared to paper-form early alerts.
6. The web-based system is more effective in reaching the
intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive the
information.
8. The web-based system effectively sends an early alert
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
in informing teachers about the parent's response.
10. The web-based system supports collaboration among
teachers in marking and sending early alerts.
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APPENDIX D

DATA MATRIX
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160
161
 162

APPENDIX E

DOCUMENTATION

Figure 2. Registration of ICT students.

Figure 3. Logging in of ICT students.

 163

Figure 4. Registration of HUMSS students.

Figure 5. Registration and logging in of teachers.

 164

Figure 6. Recording students with received alerts.

Figure 7. Surveying ICT students.

 165

Figure 8. Surveying HUMSS students.

Figure 9. Surveying teachers

 166

APPENDIX F

RESULT OF TURN IT -IN

 167

CURRICULUM VITAE

ACUÑA FRANCINE DENISE P.

Address: 210 Purok 1 Brgy. Tadlak, Los Baños,
Laguna 4030

Contact number: 09927343117

Email: fdeniseacuna@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake

Los Baños, Laguna

2018 - 2022 : Castor Alviar National High School

Brgy. Masili, Calamba City, Laguna

Elementary 2012 - 2018 : Tadlac Elementary School

Brgy. Tadlak, Los Baños, Laguna

B. Skills

Collaboration

Communication

Creativity

Adaptivity

Analytical
 168

CURRICULUM VITAE

AMADO, JEAMUEL A.
Address: 539 Purok 3 Brgy. Bucal, Calamba City,

Laguna 4028

Contact number: 09669072388

Email: ajeamuel@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,

Los Baños, Laguna

2018 - 2022 : Calamba City School for the Arts

Chipeco Ave, Calamba, 4027 Laguna

Elementary 2012 - 2018 : Bucal Elementary School

Manila S Rd, Calamba, 4027 Laguna

B. Skills

Collaboration

Communication

Editing photos and videos

Multitasking

Multitasking
 169

CURRICULUM VITAE

BLANCO, ENRICO JIAN A.

Address: Purok 4 Masapang Victoria Laguna 4011

Contact number: 09150643602

Email: eblanco.f2f@tracecollege.edu.ph

A. Educational Background

Secondary 2023 - 2024 : TRACE College

El Danda St., Brgy. Batong Malake, Los

Banos, Laguna 4030

2019 – 2021 : MCA of Calo Bay Inc.

Calo Bay, Laguna 4033

Elementary 2011 - 2018 : MCA of Masapang

Brgy. Masapang Victoria, Laguna 4011

B. Skills

Computer Literate

Athletic/Sports

Good Communication

C. Honors and Awards

2018 3rd Honor

Recognition Rites

Brgy. Masapang Victoria, Laguna 4011

 170

CURRICULUM VITAE

CATEDRILLA, JASMENE CATHE P.

Address:1618 Lower Dampalit Lalakay Los Baños,

Laguna, 4030

Contact number: 09774736792

Email: keikei10305@gmail.com

A. Educational Background

Secondary 2022 – 2024 : TRACE College

El Danda St. Brgy. Batong Malake,

Los Baños, Laguna

2018 – 2022 : Los Baños National High School

Jamboree Road, Brgy. Timugan,

Los Baños, Laguna

Elementary 2016 – 2017 : Lalakay Elementary School

Brgy. Lalakay, Los Baños,

B. Skills

Illustration making

Graphic design

Character and story design

Film and picture editing

Digital / Traditional
 171

C. Trainings/Workshops/Seminars Attended

2019 Art Workshop

Municipal Government of Los Banos
2019 Science Camp
Los Baños National High School (Poblacion)
2018 Math Camp
Los Baños National High School
2017 GSP Encampment

Los Banos Central Elementary School

2016-2018 Journalism (Editorial Cartooning)

Lalakay Elementary School

D. Honors and Awards

2024 2nd Place

National Arts Month On the spot Painting

Municipal of Los Baños

2023 “People’s Choice Award”

National Arts Month Painting

Municipal of Los Baños

2019 1st Place

Poster Making “National Children’s Month”

Municipal of Los Baños

2018-2020 With Honors

Recognition

Los Baños National High School

 172

CURRICULUM VITAE

DE VERA, JOSHUA H.
Address: Purok 5 Extension, BLIPAI, Barangay

Bambang Los Baños, Laguna 4030

Contact number: 09514054532

Email: deverajoshua951@gmail.com

A. Educational Background

2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,

Los Baños, Laguna

Secondary 2018 - 2022 : Eduardo Barretto Senior National

High School

Jalandoni St., Brgy. Pansol, Calamba

Elementary 2012 - 2018 : Jose Rizal Memorial School

Brgy. 2, Calamba, Laguna

B. Skills

Computer Literate

Crafting

Photography

Film and Picture Editing

 173

C. Trainings/Workshops/Seminars Attended

2023 Festival Dance (Bañamos Festival)

Los Baños, Laguna

2023 Festival Dance (Anilag Festival)

Sta Cruz, Laguna

2019 Festival Dance (Buhayani Festival)

Calamba, Laguna

2018 Math Camp

Eduardo Barretto Sr Nation High School

D. Honors and Awards

2023 2nd Place

‘Anilag Festival’

Sta. Cruz, Laguna

2019 Grand Champion

‘Buhayani Festival’

Calamba, Laguna
 174

CURRICULUM VITAE

GABRIEL, JOANA MAY S.

Address: Blk 99, Lot 2 Site 1 NHA, Dayap,

Calauan, Laguna 4012

Contact number: 09922648283

Email: joanamaygabriel@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,

Los Baños, Laguna

2018 - 2022 : Dayap National High School Main

Purok Ilaya, Brgy. Dayap, Calauan, Laguna

Elementary 2012 - 2018 : Dayap Elementary School Annex

Brgy. Dayap, Calauan, Laguna

B. Skills

Self – motivation

Creativity

Communication

Customer Service

Interpersonal
 175

C. Trainings/Workshops/Seminars Attended

April 27, 2019 Computer Literacy Training Program

3a Hermanos Belen St. San Pablo City, Laguna

January 11-12, 2019 Astro Camp

Dayap National High School- Main

February 22, 2017 GSP Councilwide World Thinking Day Camp

Dayap Elementary School Annex

January 21, 2017 GSP Council Wide Trip-out

Binakayan Kawit, Cavite

August 12-13,2016 GSP Council Wide Troop Camp

Dayap Elementary School- Annex

D. Honors and Awards

2021-2022 With Honors

Graduation S.Y. 2021-2022

Dayap National High School Main

2018-2021 Achiever

Moving-up and Recognition Day

Dayap Elementary School- Annex

2014-2015 Achiever

Moving-up and Recognition Day

Dayap Elementary School- Annex

2011-2012 Outstanding Award

Moving-up Kindergarten and Recognition Day

Dayap Elementary School- Annex

 176

CURRICULUM VITAE

GLORIOSO, REUEL GILEAD H.

Address: Rosario Cortez St. Brgy. Batong Malake,

Los Baños, Laguna 4030

Contact number: 09081314524

Email: gloriosoreuel.cdlb@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El danda St., Brgy. Batong Malake,

Los Baños, Laguna 4030

2018 - 2022 : Colegio de Los Baños

Lopez Ave., Brgy. Batong Malake,

Los Baños, Laguna 4030

Elementary 2012 - 2018 : Colegio de Los Baños

Lopez Ave., Brgy. Batong Malake,

Los Baños, Laguna 4030

B. Skills

Computer Literacy

Intermediate Skills in Java Programming

Basic Skills in HTML, PHP, and SQL

Proficient in MS Word, MS Excell, MS PowerPoint, and MS Visio

Communication and Public Speaking

 177

Collaboration

Driving 2-wheeled and 4-wheeled vehicles

C. Trainings/Workshops/Seminars Attended

March 8, 2018 Envirobot 2018: Robotics for a

Greener Society

Joy in Learning School Inc., Los Baños, Laguna

D. Honors and Awards

2023 With Honors

Recognition Rites

TRACE College

2021 With Honors

Recognition Rites

Colegio de Los Baños

2017 With Honors

Recognition Rites

Colegio de Los Baños

 178

CURRICULUM VITAE

LANCERAS, WILHELM H.
Address: 418 Purok 4 Barangay Calo, Bay, Laguna

Contact number: 09060080954

Email: willanceras@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake Los

Baños, Laguna

2018 - 2022 : Maranatha Christian Academy of Bay

507 Calo, Bay, Laguna

Elementary 2012 - 2018 :

2016 - 2018 : San Agustin Learning Center of Bay

F Arieta, Bay, Laguna

2013 - 2016 : Maquiling School Inc.

College, Los Baños, Laguna

2012 - 2013 : Father Angelico Lipani School

Asiaville Subdivison, Masaya, Bay,

Laguna

B. Skills

Communication

Computer Literate

Collaboration
 179

CURRICULUM VITAE

MENDOZA, GIAN CARLO A.

Address: Purok 5 Brgy. San Benito,

Victoria, Laguna

Contact number: 09649834460

Email: mendozagiancarlo390@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,

Los Baños, Laguna

2018 - 2022 : Masapang Integrated National High

School

Brgy. Masapang, Victoria, Laguna

Elementary 2012 - 2018 : San Benito Elementary School

Brgy. San Benito, Victoria, Laguna

B. Skills

Collaboration

Communication

Creativity
 180

CURRICULUM VITAE

PELEÑO JUSTIN CARL P.

Address: El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
Contact number: 09516019466
Email: jpeleno.f2f@tracecollege.edu.ph

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
2018 - 2022 : Batong Malake National High School
Brgy. Batong Malake, Los Baños, Laguna

Elementary 2012 - 2018 : Maahas Elementary School

Brgy. Maahas, Los Baños, Laguna
B. Skills
Creativity
Problem Solving
Active Listening
Computer Literacy
Adaptability

D. Honors and Awards

August 30, 2014 With Honors
Recognition
Maahas Elementay School
 181

CURRICULUM VITAE

REYES, MARCO JAY V.

Address: Brgy. Tagumpay, Bay, Laguna 4033

Contact number: 09670312025

Email: marcojayreyes98@gmail.com

A. Educational Background
Secondary 2022 – 2024 : TRACE College
El Danda St, Brgy. Batong Malake,
Los Baños, Laguna
2018 – 2022 : Nicolas L. Galvez Memorial
Integrated High School
Brgy. San Antonio, Bay, Laguna

Elementary 2012 – 2018 : Tagumpay Elementary School

Brgy. Tagumpay, Bay, Laguna

B. Skills
Adaptability
Communication
Collaboration
 182

CURRICULUM VITAE

SUAREZ, MATTHEW A.
Address: Arieta St. Brgy. San Antonio Bay,
Laguna 4033
Contact number: +63 965 368 2649
Email: mathewsuarez20@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy Batong Malake,
Los Baños, Laguna
2018 - 2022 : Nicholas L. Galvez Memorial Integrated
National High School
Brgy. San Antonio, Bay, Laguna

Elementary 2012 - 2018 : San Antonio Elementary School

Brgy. San Antonio, Bay, Laguna
B. Skills
Basic Computer Programming
Effective Communication
Computer Literate
Problem Solving
Logical & Critical Thinking
1