CHAPTER 1
INTRODUCTION
Technology has become a ubiquitous aspect of modern society, and it has affected
various aspects of our lives, including education. High school students’ academic
performance has been influenced by technology, and it is essential to understand the impact
of technology on their academic performance. This report provides a review of related
literature, methodology, time frame, and bibliography on the impact of technology on
academic performance of high school students.
CHAPTER 2
REVIEW OF RELATED LITERATURE
Research studies have explored the impact of technology on academic performance of
high school students. According to a study by the National Bureau of Economic Research, the
introduction of computers in schools has not significantly improved academic outcomes, and
it has even been associated with lower test scores in some cases (Fuchs & Woessmann,
2004). However, other studies have found that technology can have a positive impact on
academic performance. For example, a study conducted by the National Education
Association found that the use of technology in the classroom can improve students’
engagement and motivation, which can lead to better academic performance (NEA, 2015).
Another study conducted by the University of Michigan found that the use of
technology can improve students’ critical thinking skills, which can lead to better academic
performance (Moses & Cobb, 2001). Additionally, technology has been shown to improve
students’ collaboration and communication skills, which are essential for success in both
academic and professional settings (Johnson, Adams, & Cummins, 2012).
CHAPTER 3
METHODOLOGY
To investigate the impact of technology on academic performance of high school
students, a mixed-methods research approach will be used. The study will involve both
quantitative and qualitative data collection methods. The quantitative data will be collected
through surveys administered to high school students, and the qualitative data will be
collected through focus group discussions with students and teachers.
The surveys will be designed to collect data on the frequency of technology use, the types of
technology used, and the impact of technology on academic performance. The focus group
discussions will be designed to explore students’ and teachers’ perceptions of the impact of
technology on academic performance.
TIME FRAME
The study will be conducted over a period of one and a half month from April 2023 to
June 2023. The first 25 days will be dedicated to the design and development of the survey
instrument and the focus group discussion guide. The next 25 days will be used for data
collection, and the final two months will be used for data analysis and report writing.
CHAPTER 4
BIBLIOGRAPHY
Fuchs, T., & Woessmann, L. (2004). Computers and student learning: Bivariate and
multivariate evidence on the availability and use of computers at home and at school.
IZA Discussion Papers.
Johnson, L. J., Adams, S., & Cummins, M. (2012). Technology in the classroom: How it can
improve student learning. Journal of Educational Technology Development and
Exchange, 5(1), 1-14.
Moses, A. M., & Cobb, C. D. (2001). Educational technology: The effect of its use on
teaching and student achievement. Journal of Research on Technology in Education,
33(2), 109-119.
National Education Association. (2015). NEA policy statement on technology in education.
Retrieved from https://www.nea.org/assets/docs/PB11_Tech_in_Education.pdf.
