EFFECTIVENESS OF DIGITAL

TOOLS TOWARDS THE

ACADEMIC PERFORMANCE
OF SENIOR HIGH SCHOOL
STUDENTS OF GREEN
FIELDS INTEGRATED
SCHOOL OF LAGUNA
 INTRODUCTION

 In this modern period, as the technology has become a way of life, advancements in
everything were introduced. One of the most influenced aspects of this advancement is the
education, where in technology specifically, digital tools were used to improve the quality
of education.
 Digital tools means software and platforms for teaching and learning that can be used
with computers or devices to work on texts, images, audios, and videos. Hundreds of
digital educational tools have been created with the purpose of giving autonomy to the
students, improving administration of academic processes, encouraging collaboration, and
facilitating communication between teachers and learners.
BACKGROUND
 Digital Tools was viewed as a key solution on improving
students’ academic performance. (Jonathan Martin)
 It is stated that with the help of digital tools:
1) student engagement happens to improve
2) students will gain self-efficacy
3) ownership of learning will be achieved
 According to Philippine Statistic Authority, Philippines
has a high dropout rate of 3 out of 10 students every year
which is equivalent to 3.3 million aged 16-24 years old who
are supposed to be in Senior High School and College.
 According to the past researchers’ study on academic
performance and motivation, students of GFIS lacks on what
it takes to have an ownership of learning due to the poor
engagement and efficacy of students.
STATEMENT OF THE PROBLEM
This study will find out the effectiveness of digital tools to the academic performance of students.

The study aimed to answer the following questions:

1) What are the demographic profile of the following respondents in terms of:

◦ Age

◦ Gender

◦ Strand

2) What are the benefits of using digital tools in terms of:

◦ Self-Efficacy

◦ Student Engagement

◦ Ownership of Learning

3) Is there any significance difference in the effectiveness of using digital tools to the students’ academic performance of Senior

High School?
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
 SIGNIFICANCE OF STUDIES

The study focused on explaining the effectiveness of using digital tools in the

learning system. Moreover, the results of the study will be beneficial to the following:

 Students – The students will have an awareness on the opportunities they will get

in this study, especially this study will provide a solution for the betterment of their

learning quality.

 Teachers/Faculty – The result of this study will provide an idea for the teachers on

how they will enhance their teaching quality in a more effective way.
 School Administration – The same with the teacher, the result of this study will also

provide an idea for them to improve the quality of learning their school might get.

 Parents – The result of the study will help the parents of the students to feel an ease

and worthiness on the sacrifices they made to give an education to their children as

this study will provide an idea for the betterment of the students’ learning quality

that the teachers and administration might consider.

 Future Researchers – This research will help the future researchers conducting a

study related to this research because they can use this in their background study

and review study.

 SCOPE AND DELIMINITATIONS

This study focuses about the effectiveness of digital tool towards the academic performance

of senior high school students of Green Fields Integrated School of Laguna, Inc. The experiment

will take hold in Green Fields Integrated School of Laguna, Inc. Senior High School Department

and expected to have an estimated number of 179 participants and it is focused on the students

of Grade 11 and Grade 12 for the population. Others that are not students of Grade 11 and

Grade 12 of Green Fields Integrated School of Laguna, Inc. is not part of the scope. The study

will create data through questionnaires and interviews with the participants. Using this,

researchers will be able to monitor and acquire raw results of the study.
DEFINITION OF TERMS
Digital tools – this is software and platforms for teaching and learning that

use on teaching aids, learning activities, assessments, data storing, etc. This

viewed as a solution to improve the engagement of the students, self-

efficacy, and ownership of learning.

Ownership of Learning – it means that a learner is motivated, engaged, and

self-directed. It means they can monitor their own progress and are able to

reflect on the knowledge they have learn. This is the product of having a

student engagement and self-efficacy.

 Self-Efficacy – defined as one’s belief in one’s ability to succeed in specific

situations or accomplish task. This is having a confidence on oneself, as he/she

knows that he/she can do a certain work.

 Student Engagement – it refers to the degree of attention, interest, and passion

that students show when they are learning.

 Vicarious Experience Information (VEI) – it is the information or knowledge

gained by experiencing a viewing of demonstration, hearing of information, or

reading about how a task must done rather by doing something yourself, it

comes from someone else or some tools.

 FOREIGN LITERATURE
SELF-EFFICACY
Natalie Wilde (2019)
Individuals with low general self-efficacy to find vicarious
experience information significantly less beneficial for their
self-efficacy in completing a set task when compared to others
with high general self-efficacy.
Those with low general self-efficacy were more likely to make
negative self-comparisons to the vicarious experience
information (VEI), restricting its potential to increase their
self-efficacy.
Participants with high general self-efficacy found many of
the VEI presented to be beneficial to their self-efficacy to
complete the set task as they were more likely to dismiss any
information they interpreted to be negative.
Levels of self-efficacy are not static and have the ability to
increase through exposure to influential information sources,
one of which is vicarious experience information (VEI).
It is suggested that to gain vicarious experience information
(VEI), educators should teach the students with visual aids,
demonstration, and exemplification so that students will get
an idea in the whole concept, on how to do a certain task.
It is also suggested that educators should focus on giving
students hands-on activities and practical test rather than
answer sheets.
Moreover, this suggestion will best utilize with the help
of digital technology or digital tools as the background
study of researchers stated that with the help of digital
tools, the learning visualization of a student will enhance.
Caroline Meriaux (2019)
 Teaching without technology is nowadays impossible, not only
because technology is part of people’s everyday life, but also
because digital tools can really improve learning, if used effectively.
 Research shows that digital tools increase attention and
engagement; discussion boards facilitate collaborative learning; and
digital media are an effective way of engaging students and support
their understanding.
However, the main problem school are facing now is how to
adapt to this fast-changing environment in education. Caroline
Meriaux suggested that there is a need to know first what the
school lacks, be informed about all of these new tools, and test
them if it is a solution that will add value to course.
And based on the statistic monitoring of student achievements,
technology-based schools has a high rate of student
achievements that made them globally competence.
Student Engagement
Jim Parsons (2015)
This generation’s students live in world that engages
them differently than the world their parents experienced.
Students have changed over the last twenty years;
perhaps because of a technology rich society upbringing,
they appear to have different needs, goals, and learning
preferences than students in the past.
Classroom practices reported to engage learners are
predominantly inquiry-based, problem-based, and
exploratory.
It is also stated that today’s learners ask for the opportunity
to explore and to find solutions and answer for themselves.
And based on the background study (Jonathan Martin), most
of the students prefer to explore with technology.
Linguist James Paul Gee and Educator Elisabeth Hayes
(2015)
On their recent Language and Learning in the Digital
Age suggests that digital technologies are reshaping
learning.
Gee and Hayes note that new forms of digital tools draw
student increasingly toward alternative ways of learning.
Their insightful work explores how alternative methods
of learning might create a paradigm shift for schools.
One common prerequisite for engaging learners is
“relevancy”. Today’s learners ask that their learning
apply to real-life scenarios whenever possible as opposed
to being theoretical and text-based. Working with
authentic problems or community issues engages students
and builds a sense of purpose to the learning experience.
However, the problem is how to simulate a scenario
where they gain experience. Now, this is where
technology will take place. Technology has a capability
of enhancing experiences through the digital media or
digital tools. It is suggested that digital tools can fill this
problem and improve the engagement of students, as the
relevancy will also not neglect.
Ownership of Learning
David T. Conley (2017)
Students with strong motivation, a desire to achieve
goals, a belief in their own capacity of success, the ability
to reflect on their learning strategies, and a willingness to
persist in the face of obstacles can overcome specific
shortcomings in content knowledge or obtain the
knowledge necessary to succeed.
Ownership of learning is one of the several key indicators of
college readiness that is not sufficiently taught or measured.
It is stated that ownership of learning is the summation of
having a belief on own capacity of success, desire to achieve
goals or strong motivation, and a knowledge on a subject that
will gain if a student is interested enough on the learning.
Ownership of learning will be gain if a student has an
engagement and self-efficacy. And to gain those two key
factors, the reviewed literature above suggested that digital
tools could be a solution because digital tools provide a
lesson that is more engaging to the students. If a student is
engaged enough there is a definite positive outcome which is
he/she will learn. And if he/she learns, his/her efficacy will
improve and improve as he/she achieved a task.
Richard Osborne (2019)
There are barriers to the effective use of digital
technologies in education from the fundamentals such as
stable and secure infrastructure, through the social such
as agreed and well-communicated policies, to the
pragmatic such as professional development and training.
It is given that digital technologies can make difference
in education, but the same research shows that it is
difficult to show precisely how to get the right alignment
between the needs of teachers, and the affordance
provided by the digital technologies.
It is also stated in the research that learning is recognized
as something that happens in a place, it is situated.
Learning and the environment in which learning takes
place are inextricably linked. So it is concluded that
implementing of digital technology is still depends on
what a school needed. It should always start in the
bottom and should adapt slowly to become effective.
 LOCAL LITERATURE
Self-Efficacy
Trisha Jean V. De Leon (2019)
 With the K-12 curriculum, graduates will be more confident with
whatever path they will choose since the curriculum continues to
adapt to the digitalization. The education system will be equipped
with information, media and technology skills. Considering how
fast digitalization is taking over society, these will help them cope
with the ever-changing world.
The Department of Education considered the use of digital
tools to improve self-efficacy as they also working on a
roadmap to fast-track the digital transformation of the
Philippine public school system.
At the National Information and Communications Technology
Summit, an ICT plan for schools unveiled. This plan will lean
toward the introduction of digital tools that make learning
more fun and convenient for students.
Philippines will adapt to the development that is known
as the solution for a better education. The government
sees digital tools to improve student performance as their
background study says that digital tools do really a factor
in student engagement and to their self-efficacy that is
why they introduced it in the curriculum of some public
schools.
Angelo Reyes Dullas (2018)
The some of the sources of self-efficacy are mastery
experiences and vicarious experiences or seeing the task on
how to manage it successfully. It is stated that of all sources
of information or learning experiences, personal performance
accomplishments has the most powerful influence on the
status of self-efficacy. This source leads to a development of
self-efficacy for a given behavior or domain of behavior.
Mastery of experiences or the results of one’s own
previous attainment are gained not only on easy
successes but in overcoming obstacle through perseverant
effort.
Vicarious experiences, on the other hand, serve as a
source of self-efficacy through interaction.
 In the academic context, seeing people sharing and demonstrating a way
to succeed by sustained effort raises observers’ beliefs that they may
possess the capabilities, master comparable activities to succeed.
 These students can get an engagement to an advance learning which will
showcase their mastery of skills. And with sources of self-efficacy can
relate to digital tools as the digital tools provide the platforms of
learning which the digital tools-based teaching, a vicarious experience
can develop with high possibilities and efficacy.
Ownership of Learning
Iva Kubickova (2019)
 These days’ classroom and learning practices are a world away from
those of grandparents knew. The use of digital tools is the key to
enhance the learning experience in a dynamic and accessible way.
 Digital Learning tools are important for Filipino students as it helps
them to access global education and enhance their potential. It is also
important for the Government as it brings students global opportunity
for national economies and helps them develop in-demand skills.
John Paul Espinosa (2016)
The convenience and effectiveness of digital tools had
long been recognized by educational institutions and
education officials. A number of schools in the country
have embraced with enthusiasm emerging education
technology in that lectures are boosted by computer-
based or gadget-based learning.
In correlation to the survey conducted by Pearson
Foundation in the United States which found out that 10
out of 10 college students and high school seniors agree
that they learn more efficiently with the teachers who
associate digital tools in their teaching, educational
institutions considered digital tools in improving
education quality in the country.
Teresa Umali (2019)
The Philippines’ Department of Education advocates
digital transformation in education ─ the Cyber Expo.
The Cyber Expo enhanced the (Information and
Communications Technology) Information and
Communications Technology (ICT) literacy and related
competencies of higher education.
 The Cyber Expo advocates digital transformation of education,
which is one of the K to 12 features that the Department is actively
promoting among its teachers and learners (Republic Act No. 10533).
 Industry experts and practitioners at the expo facilitate various
session, which covered the latest methods and approaches in
education technology. One of these sessions is to practice best ICT
innovations, strategies, and practices that will drastically improve the
learning and education quality (DepEd Imus 2019).
It is facilitated in the session that the innovative type of
teaching which is the teaching strategy associated with
digital tools is the key to enhance overall learning skill,
ICT literacy, and global competencies.
 FOREIGN STUDIES
Student Engagement
Simin Ghavifekr (2015)
 Technology-based teaching and learning is more effective in compare to
traditional classroom. The study concludes that using digital tools and equipment
will prepare an active learning environment that is more interesting and effective
for both teachers and students as the use of ICT as lesson designed are more
engaging. The results are in line with the findings of Jonathan Martin (2013) that
proved using ICT in education would enhance students’ engagement.
This study is closely related to the current study for it
directly stated that digital tools and equipment creates an
effective engagement of students even in teachers. An
active learning environment that is more interesting and
effective for both sides which is caused by the help of
digital tools can be the solution to a problem in overall
learning and students’ academic achievement.
James Francis (2017)
Technology as integrated into the daily life of the student,
giving that student connection to an immense amount of
information. The use of this technology, particularly
digital tools, in the classroom in the proper manner has the
benefit of helping to raise academic achievement from the
students as well as from the teachers from all levels of
skill.
 The author found out that students were more likely to engage in an
activity simply because technology is being used. The study
concluded that students enjoyed interacting to technology and
experienced increased motivation to learn. It is also observed in the
study that whenever students arrived at the computer lab, it was
noted that the students exhibited a marked change in behavior.
Students began to get excited about learning, and showed pride in
their work. All students reported enjoying the assignment and stated
that they feel more motivated.
SELF-EFFICACY
Ming-Hung Lin and Huang-Cheng Chen (2017)
Digital learning presents better positive effects on
learning motivation and learning outcome than traditional
teaching does; Learning motivation reveals significantly
positive effects on learning effect in learning outcome.
 The investigation reveals that students agree with the assistance of
digital learning in the subject learning. Particularly, the increasing
learning time for students with digital learning relatively enhances the
learning performance.
 Integrating digital tools and technologies into class teaching does not
simply benefit students, but teachers would also have different gains.
In addition to the promotion of personal professionalism, teachers
could perceive that students realize teachers’ efforts and passion on
teaching.
Anna Boiarchuk (2017)
 There is a statistically significant relationship between teacher self-efficacy
and student academic achievement. The result of the first hypothesis, which
proposed the impact of teacher self-efficacy on academic achievement of
secondary and high school students were found to be significant. A
moderate significant, positive relationship between teacher self-efficacy
and students’ academic achievement was found and further, it was revealed
that each dimensions of teacher self-efficacy (instructional strategies,
classroom management and student engagement) were significantly and
positively related to students’ academic achievement.
The positive correlations between teacher self-efficacy and
student achievement have been demonstrated by a number of
studies in the extant literature, the current findings are consistent
with the previous studies (Bietenbeck, 2011; Cardenas &Cerado,
2016; Gavora, 2010; Henson, 2001; Mojavezi&Tamiz, 2012;
Porter &Brophy, 2008; Rink, 2013; Rivkin et al., 2005; Wayne
&Youngs, 2003). Thereby, it is confirmed that either form of
teacher’s self-efficacy increase students’ academic achievement.
The findings of this study determined that learning
motivation of students as measured with their perceptions
of self-efficacy regarding classes, active learning
strategies, value given to learning, performance goals and
achievement goals had significant impact on academic
achievement in school.
The interactions of one’s social relationships, self-
evaluations and motivation reveals how his/her achievement
orientation is shaped. Moreover, since motivation refers to
reasons that underlie behavior that is characterized by the
students’ interests, willingness, and volition, the impact of
motivation in digital learning is accrued to be the factor that
adds to their achievements in school.
This study stated the teacher’s efficacy is one of the key for
the students’ academic achievement. As the teacher’s
efficacy present in the learning environment, the students
within its range will have an increase in their motivation.
This system of learning will help the students not to have a
motivation only, but to have a self-efficacy too. In addition,
this invested trait will lead to have an ownership of learning
which the main goal of education is.
Ownership of Learning
Wan Athirah Wan Rosdy (2015)
Teachers have positive attitude regarding the use of ICT
tools in education. They have well integrated internet into
teaching and learning so far. Teachers’ knowledge about
ICT and network technology may be limited. Likewise,
most of the teachers think that ICT integration for
students in learning is effective.
 Based on the findings, students can develop the confidence to have better
communication and able to express their thoughts and ideas; digital tools
helps to improve students’ ability in reading, writing, and speaking
English; students are more behaved and under control with the use of ICT;
with the help digital tools, students increases confidence in actively
participating in classes; digital tools helps students to be more creative
imaginative as their knowledge paradigm expend; and digital tools helps
students to possess all four skills in learning when they are able to acquire
necessary information and knowledge.
 LOCAL STUDIES
Self-Efficacy
Angelo Reyes Dullas (2017)
Self-efficacy is one of the strongest predictor of student’s
academic performance. Students’ self-efficacy beliefs
influence the choices they make and the effort they put in
their performance. In addition, self-efficacy plays an
important role in a student’s engagement in the classroom.
When facing need, students with high self-efficacy tend to
manifest high help seeking behavior; whereas students with
low self-efficacy are more reluctant to seek help.
Students who have positive and relatively high self-efficacy
beliefs will more likely engage in the classroom in terms of
their behavior, cognition, and motivation; and that the higher
academic self-efficacy the students have, the higher their
cognitive awareness.
Ownership of Learning
Chuchan Monserate, PhD (2019)
 One of the impacts of technology is to have a better student engagement
and self-efficacy as the students in this generation are more interested
and known to technology that will help enhance their academic
performance. There is also a correlation in this study to the effectiveness
of teaching as the data gathered results shows that most of the students
and teachers agree that with the help of technology such as digital tools,
the quality of education has a big difference than the education that not
bound in technology.
This shows in the gathered data of Department of
Education academic performance statistics as private
schools, which is more bound in the use of technology
has a better academic performance than the public
schools, which is recently adapting to the modernization
of education.
Jimson Mariano (2017)
Learning with technology devices made life changed and speed of
knowledge acquisition improved. The descriptive study explores
the experiences and insights of Senior High School (SHS)
students on how technology devices affect their learning process.
It was conclude in the study that with the parameter of 50 private
schools in the Philippines, through the help of technology
devices, the Filipino students’ learning process do really improve.
Patricia Arinto (2015)
Academics’ use of digital tools and resources relates to
the importance that they give to independent learning and
collaborative learning. Her qualitative study examines the
educators’ perspectives and priorities supporting the
curriculum practices of 10 academics engaged in
digitalization at the institution in the Philippines.
 However, the study also found that academics hold orientation to teaching
and learning with digital technologies that do not necessarily agrees with
the extremes identified in the literature. Rather than subscribing to either
an independent learning approach or a collaborative learning approach,
which are presented in some studies and theoretical discussions as
opposing approaches supported by contrasting orientations to learning,
some teachers adopt different educational approaches for different learning
contexts, and/or they attempt to balance seemingly oppositional
educational approaches.
 The study concluded that educators’ effective teaching approach still depend on
the contexts, there are circumstances that academics’ use of digital tools is more
effective, and there are also circumstances that they are less effective. In other
words, if a teacher is oriented on how to execute digital tools, it will become
effective. And if the subjects they teach are more likely should associate with
digital tools, they will also become effective. These factors should also be
considered in implementation of academics’ use of digital tools. The study
suggests that if a subject fits in the adaption of digital tools, then it should
associate with digital tools. And if it is not, it can stay at it is; the traditional way.
Student Engagement
Dr. Amado P. Delfino (2019)
findings on his study on behavioral engagement of
students in some State Universities in the Province of the
Philippines revealed that the majority of students were
working on how to get good grades and attained it by
focusing and staying up on the lesson.
 However, majority of the students cannot manage to stay up on
class as they get bored or lose interest frequently in class. No matter
how they want to learn, this obstacle is very difficult for them to
overcome. The study identified the rationale to this particular
problem, and the main cause, which builds up the 82% out of all the
factors, is the lack of engaging devices in the facilities. Since it is a
state university in the provinces of a third world country, it is given
that the access to the technological advancement is limited.
Dr. Delfino viewed this problem also as the cause of high
drop rate in state universities as he compare it to the drop
rate in prestigious college or universities in the capital
wherein 76% comes from colleges outside of Manila,
which 53% of those due to the poverty and the other 46%
is due to poor education approaches and poor
engagement.
One of the recommendations of Dr. Delfino in his study
is the use of technology in education, which is part of it is
the academic use of digital tools. He viewed this as a key
solution to the said problem as the technology in
education provide a drastically change in student
engagement based on his background study.
 Research Methodology
Introduction
This study explores the effectiveness of digital tools towards the
academic performance of senior high school students of Green Fields
Integrated High School. As has been mentioned in the previous sections,
digital tools have a huge role in improving self-efficacy, ownership of
learning, and engagement of student. The purpose of this research is to
the give an explanatory study on how effective digital tools in that three
factors of good education quality. The study was conduct using survey
design because the study intended to investigate the effectiveness of
digital tools in education and on how to improve the education quality of
the Green Fields Integrated High School of Laguna.
Research Instrument
The study was descriptive in nature, with the use of a survey to
gather the data. The research method selected for this study was a
survey approach because it allowed for a larger sample of survey.
The survey comes in different flavors, be it interviewing people
face to face or handling out questionnaires to fill out. The study
adopted the research design. Researchers considered this method
appropriate, as it is useful for the study of non-measurable events
such as opinions, experience and observations. In order for the
researchers to investigate the effectiveness of digital tools in self-
efficacy, ownership of learning, and engagement of students in
senior high school department of Green Fields Integrated School
of Laguna, researchers will be using handling out of surveys.
Sample Size
The sample size involves grade 11 and grade 12
students of Green Fields Integrated School of Laguna.
The total sample size was compute with the use of
Slovin’s Formula (With LOS 5%)
Validation of Instrument

The questionnaires were constructed by the researchers and validated by their teacher in

Research 1 who made face validation and ascertained the stability of the instrument. The

questions 1 to 7 of part A and part B questionnaires came from the study of Chuchan

Monsedate, Phd, titled “Impact of Technology on the Academic Performance of Students

and Teaching Effectives”. The questionnaire number 8 of part A came from “The Impacts

of Teachers’ Efficacy and Motivation on Students’ Academic Achievement” study of Anna

Boiarchuk. The questionnaire number 9 of part A came from James Francis’ study “The

Effects of Technology on Student Motivation and Engagement in Classroom-Based

Learning” while the question number 10 in part A was gathered in the surveymonkey.com.
Data Gathering Procedures

These are the steps or process in order to gather data needed in the research.

1. A researcher writes a letter to ask permission and approval to Grade 11 and Grade 12 students of

Green Fields Integrated School of Laguna.

2. A researcher explains the survey questionnaire to the Grade 11 and 12 students of Green Fields

Integrated School of Laguna.

3. A researcher gives the survey questionnaire to the Grade 11 and 12 students of Green Fields

Integrated School of Laguna.

4. A researcher collects the survey questionnaire after the respondents answer it.

5. A researcher interprets the collected data from Grade 11 students of Green Fields Integrated School

of Laguna.
6. A researcher interprets the gathered data from the respondents into
percentage form.

7. A researcher interprets the collected data by using his own words.

8. A researcher writes a conclusion to the collected data.

9. A researcher gives the recommendation to the Grade 11 and 12 students,

teachers and administration of Green Fields Integrated School of Laguna.

10. A researcher summarizes the gathered data from Grade 11 and 12 students
of Green Fields Integrated School of Laguna.
Statistical Treatment of Data

1. Percentage. In order for the researchers to gathered data in their research, they will be
using the percentage formula in order to get the ranking of the answers of the respondents.

Formula

% = F/n*100

Where:

% = percentage

F = frequency

n = total number of respondents

100 = constant value to convert decimal into percentage

2. Mean. In line with the formula above, researchers will be using the
mean formula in order to get the average of the profile of the
respondents. (age, course, gender, and average of each answer)
Formula:
Where:
% = mean
F = frequency
x = given
n = number of cases
3. Slovin’s Formula. Use to know the exact sample size needed in
the research.
Formula:
Where:
n = sample size
N = population size
e = LOS
1 = constant