ICCT COLLEGES FOUNDATION INC.

V.V. Soliven Ave. II, Cainta Rizal

Senior High School Department

“ The Comparison of the Technological background

between the ICT strand to other strand as
perceived by the 200 Grade 11 SHS
students of ICCT Colleges Cainta
A.Y. 2018 – 2019”
CHAPTER I
 INTRODUCTION

Background knowledge about technology has sometimes a problem of every

students even though they are surrounded by technology, Not every students knows

the true knowledge about technology. This is the problem that in every strand, students

have a specialization or skills that are connected to their strands. The comparison of

the technological background of the students in every strands has a big factor in their

knowledge to technology other than ICT strand. The researcher wanted to know the

technological background of every strand or the deepest knowledge about the

technology nowadays. Because technology done a big role in every one, it makes our

work done in a fastest and easiest way that people could. Of course the edge of a

certain strand in technological background, many people especially students know only

how to use the technology but not all the people know what is a real essence of

technology in our lives.

BACKGROUND OF THE STUDY

Technology is first robustly defined by Jacob Bigelow in 1829 as:

“principles, processes, and nomenclatures of the more conspicuous arts,

particularly those which involve application of science, and considered useful,

by promoting the benefit of society, together with the emolument

[compensation] of those who pursue them”. The simplest form of technology

is the development and use of basic tools. The prehistoric discovery of how to

control fire and later Neolithic Revolution increased the available sources of

food, and the invention of the wheel helped humans to travel in and control

their environment.

Developments in historic times, including the printing press, the

telephone, and the internet, have lessened physical barriers to

communication and allowed humans to interact freely on a global scale.

Technology has many effects.it has helped develop more advanced

economies (including today’s global economy) and has allowed the rise of a

leisure class. Many technological processes produce unwanted by products

known as pollution and deplete natural resources to the detriment of Earth’s

environment. Innovation have always influenced the value of a society and

raised new questions of the ethics of technology. Examples include the rise of

the notion of efficiency in terms of human productivity, and the challenges of

bioethics.

The history of technology is the history of the invention of tools and

techniques and similar to other sides of the history of humanity. Technology

can refer to methods ranging from as simple as language and stone tools to
the complex genetic engineering and information technology that has

emerged since the 1980’s. The term technology comes from the Greek word

“techne”, meaning art and craft, and the word logos, meaning word and

speech. It was first used to describe advancements and changes which

affect the environment around us.

New knowledge has enabled people to create new things, and

conversely, many scientific endeavors are made possible by technologies

which assist humans in traveling to places they could not previously reach,

and by scientific instruments by which we study nature in more detail than

our natural senses allow, Technology is one of the very invention of human,

it done a lot of work just a minute, and many people has helped by using

technology.
 ICT is usually taught in the subject Home Economics and Livelihood

Education. The recent status of ICT education in the Philippines, along with

other Southeast Asian countries, was surveyed by the Southeast Asian

Ministries of Education Organization (SEAMEO) in 2011. Using the UNESCO

model of ICT Development in Education, the countries were ranked as

Emerging, Applying, Infusing or Transforming. The Philippines (with Indonesia,

Thailand, and Vietnam) were ranked at the infusing stage of integrated ICT into

existing teaching, learning and administrative practices and policies. This

includes components such us a national vision of ICT in education, national

ICT plans and policies, complementary national ICT and education policies,

professional development for teachers and school leaders, community of

partnership and teaching and learning pedagogies.

 If you are computer savvy or a technological freak, step right into the ICT

strand. Under this strand, you will be encouraged to utilize information and

communication technological tools to contextualize, Collaborate, and create

experiences for learning in this professional strand. Under this strand, you can

learn writing computer programs, illustrating, and designing websites. You will

also be taking up technical drafting, animation, and java programming that

would be essential if you are planning to work on creative technological field.

Other subjects in the strand are medical transcription and telecom installation

which are relevant to the telecommunications industry. You can take different

careers after taking the ICT strand. With the right set of skills and knowledge,

you can take a job as a call center agent, a web designer, a data encoder, a

radio technician, a graphic designer, or a junior programmer.

You can also take up sales positions such as online sales agent and IT sales

clerk.

STATEMENT OF THE PROBLEM

The study aim to focus on the comparison of technological background of

ICT strand as perceived by 119 SHS students of ICCT Colleges Cainta A.Y.

2018-2019. Specifically, the study will sought answer this following questions:

A. What is the profile of the:

1. Name

2. Age

3. Gender

4. Economic Status
 B. Background Knowledge

a. Do you think you have an edge in other strand if you have a

technological background?

b. Is your background knowledge may affect your knowledge using

technology?

C. Environment

a. Do you think if you have a technological background you can improve

your environment?

b. Is technology has a big factor in our environment?

D. Career Demand

a. Do you think you can get a good job if you graduated SHS with ICT as

a strand?
 b. Does ICT strand is more indemand in finding a job compare to other

strand?

E. Abusing Skills

a. Does ICT strand student can handle their improper using of

technology?

b. Is there a chance that the student in other strand will also abuse their

skills using technology?

F. Family

a. Can you help your family in terms of technology if you have

technological background?

b. Does one family need atleast one member having knowledge in

technology?
 THEORITICAL FRAMEWORK

Too many teachers still lack confidence in using ICT and this is often

made worse by a lack of appropriate software, unrealiable computers and

Internet connections, and insufficient technical support when things go wrong.

Effective use of ICT for teaching and learning in schools and universities is not

widespread, even though the technology is now almost ubiquitous. Some

teachers and lectures have been able to integrate ICT use into their teaching,

and most importantly engage students in making use of ICT as part of the

process of learning. However there are still many barriers and impediments in

the way of ICT becoming an integral part of teaching and learning. Some of

these impediments will be discussed, with a special focus on beginning

teachers and ICT. Throughout this paper, the term “beginning teachers” will
 be taken to include teachers who have recently entered the teaching

professions as well as teacher education students in universities and other

teacher education institutions. - Anthony J. Jones

Teachers need to know how ICT is used as a teaching and learning tool,

for their own purposes and to help students to use them. This module is about

the integration of ICT as tool in the classroom with the overall aim of

increasing of effectiveness of teaching and improving students learning. The

module outlines a program of objectives and related activities for an ICT

enhance learning environment in teaching and learning. –Pedagogical

principles and theories integration of ICT in education. Explore the expansive

world of information technology (IT) with this innovative book that will engage

as it educates.
 The purpose of information technology in theory is three fold: to provide

a comprehensive and engaging overview of cutting-edge information

technologies, to identify and discussed the fundamental principles

underlining this technologies, and to investigate the reciprocal relationship

between this technology and society. Unlike other books on the market that

focus exclusively on either the non-technical, business aspects of IT or the

technical, computer-focused aspects, this books presents technical

information along with discussions of how this information place a role in

everyday business, economic, and social life. Using state-of-the-art

technologies and real-world examples, coverage includes the fundamental

principles of how computers work, the mathematical and physical properties

underlying digital multimedia creation, networking technologies, and key

 social issues in networking security.- Pelin Aksoy and Laura DeNardis

In the current educational climate new promises of technology for

education and learning are widespread. Such prospects can lead to policy

decisions about technology adaptation being base on rhetoric are

assumptions about the effectiveness of technology. In addition the rapid

advancement and changing potential of technology further complicates the

value of such assumptions. Such policy decisions have far reaching

implications but we know little about the actual impact of this on teaching

and learning in higher education. Understanding the impact of technology-

enhanced learning for staff in higher education is important if better

informed decisions are to be taken about how and why certain technologies

can or should be adopted for teaching and learning.

 By understanding this aspect the process of technology implementation

and adaptation can take on a form that is more likely to be successful for those

that it is aiming to support (Namely the teachers and learners). Furthermore,

understanding impact informs us about the value of technology for teachers

(and learners), informs the design of technology, and suggests ways in which

technology implementation can be supported, both from a technical point of

view and for personal support. –Price,S.,& Oliver,.M

As we move into the 21st century, schools have to enculturate students to

be lifelong learners. Students need to be learn how to seek out new

information, think critically and show initiative to meet up challenges of the

fast-changing world. Research studies information and communication

technologies (ICT) in schools have established that ICT facilities the

 enculturation processes of lifelong learning (Sivin Kachala 1998;

Wenglinsky,1998; Mann, Shakeshaft, Beckerband Kottkamp,1999).

However, many of this studies lack detailed investigations of what actually

takes place in the ICT learning environment and its sociocultural context.

ICT does not exists in isolation; it is interwoven interests of the tools and

participants in the learning environment. Therefore, research studies in

ICT need to shift their attention towards the whole configuration of events,

activities, contents, and interpersonal processes taking place in the

context that ICT is used. Such studies are particularly critical to

educational research where the object of its inquiry is not simply

knowledge, but useable knowledge; knowledge that is “responsive to the

current or emerging needs of practitioners and ultimately to the solution of

 professional and social problems” (Richey,1998,7). –Cher Ping Lim

NULL HYPOTHESIS

Every student has a technological background so that they can abuse

their selves on how to use it through technology. Abusing skills may affect or

cause big impact to the students because they won’t able to understand how

important technological background is. It cause sick such as being depressed

and pressured because it may affect the mind of an individual to abusing

thinking if it is right or wrong so that they didn’t know how to limit and handle

their ability to have a technological skills.

SCOPE AND DELIMITATION

This study will go focus on the comparison of technological background

between ICT and other strands. The researchers will try to discover of the
 advantages in technology if it is useful nowadays and how it may

affect the ICT strand and the academic strand in terms of using technology,

the study entitled “The comparison of technological background between

the ICT Strand to other strands perceived by 119 grade 11 SHS students of

ICCT Colleges A.Y year 2018-2019”. The researchers will also investigate

about in the comparison of technological background between ICT and

other strands and the factors that can affect the title. The researchers will

not involve in the other learning skills of other strand compared to ICT

because we are only focusing on the comparison of the two strand. The

researchers will not involve of what the possible job in the future of ICT

students and other strands when they graduated.

 SIGNIFICANCE OF THE STUDY

The aim of this study is to know who are the people who will benefit in this

research. Its goal is to provide knowledge to the people or to the beneficiaries

between ICT strand to other strands as perceived by 119 SHS students of

ICCT Colleges Cainta A.Y. 2018 – 2019.

This study believes that it will beneficial to the following entities.

Students

This thesis will be useful to students because they gathered

information about technology can be used with their school activities.

School Administration

School admin will be able to have a knowledge about technology.

They can use these to school to create or compose another program that will
help them to make their work more efficient.

Teachers

The teachers will have another knowledge about technology. They

can use this knowledge in using gadgets and technology in their teaching.

Parents

Parents will also have a knowledge about technology because of their

children. They can share knowledge to their children and also parents can

adopt access to their children’s technological background.

Community

May use this thesis to upgrade the technology in one place so that

they will be more secured because technology can be used to help secured

the place.
Future Researchers

Future researchers may use this thesis as a basis to make their work

more effective. They will also discover more about technology, and some

techniques that may also use to their research

DEFINITION OF TERMS

Collaborate - to work with another person or group in order to achieve or do

something.

Compensation - something that is done or given to make up for damage,

trouble, etc. Something good that acts as a balance against something bad or

undesirable.
Conspicuous - very easy to see or notice. Attracting attention by being great

or impressive.

Contextualize - to think about or provide information about the situation in

which something happens.

Detriment - something that will cause damage or injury to something or

someone. The act of causing damage or injury to something or someone.

Emolument - the returns arising from office or employment usually in the

form of compensation or perquisites.

Endeavors - to seriously or continually try to do something.

Freak - a sudden and odd or seemingly pointless idea or turn of the mind. A

seemingly capricious action or event.

Nomenclatures - a system of names for things especially in science.

Notion - an idea or opinion about doing something. A sudden wish or desire.

.Savvy - having practical understanding or knowledge of something.

Valuable - very useful or helpful.

CONCEPTUAL FRAMEWORK

The conceptual framework presents the diagram that includes the

materials, methods to gather data and the thought of the respondents about

the factors that may affect to the comparison of the technological

background between the SHS ICT strand to the academic strand.

 INPUT PROCESS OUTPUT

·Profile ·Construction of survey ·Advantages and

questionnaires validity disadvantages of
Name
technological background
·Distribution validity
Age questionnaires ·Conclusion on the
Gender technological background
·Survey of the ICT strand and
Economic Status ·Data gathering academic strand
·Factors ·Discovery of the
technological background
Career Demand
·Giving recommendation
Abusing Skills that a beneficiaries can
Family use on the topic

Environment

Background -
Knowledge

·Google

·Internet

·Books

·Review of the
related study

·Review of the
related literature
Conceptual framework present how the researchers done the

study, in input the researchers put the basis or the tools that the

researchers use to gather information. The profile of the

respondents, books, internet, review of the related literature and

study that the researchers may use as a reference to have more

evidence that the researchers can use to prove our title. The

second one is the process, it is the things that the researchers do

to gather information of making a questionnaires or having a

survey test. The last one is the output, it is the aim of our study. It

answers the questions of the researchers to the introduction, and

it left a recommendation and conclusion about the study that the

respondents and beneficiaries can use in terms of the study.

CHAPTER II
 This chapter aim to know the references that can help and make our

research strong. This chapter also support our research in terms of giving

facts that we can relate to our topic, and to expand our knowledge about our

topic, this also aims to know the literature and studies that related to our topic

"The Comparison of the Technological Background between the ICT strand to

the other Strand as Perceived by the 119 SHS Grade 11 SHS Student of

ICCT Colleges Main Cainta Campus A.Y. 2018-2019".

FOREIGN RELATED LITERATURE

"Students whose parents are educated score higher on standarlized test than

those whose parents were not educated. Educated parents can better

communicate with their children regarding to school work, activities and the

information being taught at school. They can better assist their children in
their work and participate at school" -Fantuzzo & Tighe, 2000; Trusty,

1999.

"Students derive knowledge not about management but rather their

own capacities to take action"

"The most important technology skill that students need to learn in

the 21st century is learning how to learn. When students are equipped

with this skill, they will know what resources to seek out and what

methods to apply to help them gain the knowledge and skills they need" -

Mamzelle Andolphine

"Technology has advanced rapidly (perhaps more rapidly than many

in the field expected) over the last few years and there have been literally

hundreds of published studies investigating its educational effect“

 -Johnson, 1996

"The pedagogical paradigm needs to shift toward more student-

centered learning. This shift is not trivial or easily accomplished, particularly

in countries with teacher-centered educational traditions. The literature

suggests that four”

“Students now have numerous options available to them when it comes

to learning techniques. Furthermore discussed by Fabian, broad sets of

changes should accompany the integration of ICT and the move toward a

constructivist model of teaching and learning "

 LOCAL RELATED LITERATURE

"According to Fabian (2007), the world is changing fast. Technology

continue to advance at lightning speed and anyone who doesn't keep up is

in danger of being left behind. As a result, the way students study has changed

significantly. While books still remain a valuable tool, the need to spend hours

and hours sitting in the library has reduce dramatically. Students now have

numerous options available to them when it comes to learning techniques.

Furthermore discussed by Fabian. We cannot deny the fact that technology

can be a major distraction when studying. Using the internet itself can be

distracting because of all the social networking sites and the games that

are available with just one click. Of course there is the usual cell phone,

iPod and iPad which can really distract the students. This will all boil down
to the age and the self-discipline of the student." -Fabian

“As stated by Celeste (2010), "There is no doubt that modern

technology has an effect on the study habits on students today. The positive

side of modern technology is that it makes things easier for students to

research to their homework and projects. However, it is alright to mentions

that technologies are also a major distraction for student"

“Ma. Shiela Escuro (2009) says that, "Uses of this gadget can be

controllable. It's up to the parents to teach their child to be responsible on

their mobile phones, to ask them to pay up when their mobile runs out of

the money. Or to get some agreement from the mobile companies that

automatically cut off the usage when the child overuses their allowance for

the month."
 “The internet is an ever-changing entity and it is important that teaches

stay current on what is available to them.” According to Masley, Sweaney,

and Valente (2000)

“Technology allows faculty to build a bridge between the classroom in

the world” (Ward and Clark 2000).

FOREIGN RELATED STUDIES

Involvement ( participating in volunteer activities and attending parent -

teachers and school activities) and empowerment ( parents perception of

schools effort to accomudate parent participation in school activities to

communicate with parents) combined contributed most significantly to

student performance. (Griffith. J.(1996).

 “The impact of technology use on student’s academic performance

depends on various social factor. First, the academic motivation will be

crucial for how the students benefits from the access to laptop”.

“Some students can take advantage of previous knowledge with use of

home computers, as well as the fact that parental monitoring and

supervision might differ between students from different socioeconomic

background.”

“Research has shown both positive and negative effects on student

achievement through the implementation of technology. This area of

research is very significant due to the changing world of technology.

Teachers and administrators are constantly searching for new ideas to make

classrooms more technology friendly. Mastering technology can transform a

Classroom activities.” ( Davis,1997,49)

“This study provides evidence that students are more eager to learn due

to the presence of the laptop. All relationship between technology and

educational outcomes reported represented the value added by technology for

comparable groups of student with comparable teachers in comparable class

size.” (Wenglinsky,18998)

LOCAL RELATED STUDIES

“Technology is commonly thought of in terms of gadgets, instruments,

machines, and devices..... most (educators) will defer to technology as

computers". –Muffoletto

"The reason for this is that the newly hired teachers or just hired for last

10 years were exposed in the basic information technology so the entry level
of readiness in the use of technology was not new to these teachers".

"Technology is neither inherently good or bad". -Buckenmeyer and

Freitas

"If students of today are to be prepared for the workplace of

tomorrow, computers must become an integral part of the current

curriculum of the school system. Amparo Sison (1995 ) stated in his study

that computer programs are actually being used in school not to replace

the classroom teaching, but to increase the students understanding of a

specific topic."

Bring technology into the school setting demands that teachers and

administrators acquire new skill sets, and this cannot be done overnight.

The lack of training opportunities decried by survey respondents focuses

attention on the need to develop a comprehensive and sustained in

service training program for teachers and administrators.

CHAPTER

3
 RESEARCH DESIGN

The chapter presents the research design, methods employed to obtain

data, statistical treatments used to arrive a beneficial findings and

conclusions.

Research Method

This study used descriptive research design to identify, analyze and

describe the comparison of technological background between ICT strand to

other strand. As Martin Shuttleworth (2013) stated in his article he said that

the descriptive research design is a scientific method which involves

observing and describing the behavior of a subject without influencing it in

any way Descriptive research is method used to describe characteristics of a

population or phenomenon being studied and also used for frequencies,

 averages and other statistical calculations.

Sources of Data

The researchers have accumulated data from studies and literature

which are relevant to the present study. Thesis, Surveys, Research paper,

Articles and books from the Quezon City Public Library had given a great

contribution for the development of this study.

Herein, there were 119 Grade 11 SHS students for the questionnaire

survey. The respondents were given in 1 day to complete the survey

questionnaire upon request. After collecting the questionnaires, the responses

will be tallied, computed, analyzed, and recorded.

 Sampling Technique

The researchers employed the convenience sampling method, wherein

the respondents of this study are available and accessible during the time of

data gathering. This method is used because the participants are selected in

the most convenient way, and are often allowed to take part.

The data were gathered one hundred thirty two (132) Grade eleven

senior high students of ICCT Colleges 1st Trimester Academic year 2018-

2019.

Respondents Frequency Percentage

Students 119 100%

Above is the table which presents the respondents, their frequency and total

percentage.
Data Gathering Instrument

Data gathering refers to devices used to collect data such as

questionnaires, tests, structured interview schedules and checklists (Seaman

1991). Polit and Hungler (1997) define a questionnaire as “a method of

gathering information from respondents about attitudes, knowledge, beliefs

and feelings”. The questionnaire was designed to gather information about

the questionnaire was based on the literature review (chapter 2) and other

research instruments used in similar studies, the comparison of technological

background between ICT strand to other strands.

Data Gathering Procedure

The data for this research were collected using a survey questionnaire.

The survey was created using suitable questions modified from

related research and individual questions formed by the researchers. In the

questionnaires, Likert scale was used to determine if the respondent agreed

or disagreed / effective or ineffective in a statement. After professor

validated the questionnaire, these were distributed to the grade eleven

senior high student of ICCT Colleges Cainta Main Campus. The

researchers assured confidentially of their survey sheets. Respondents was

given time to respond and then the researchers collected the survey

questionnaires within that day. After that, the researchers used the finalized

results to arrive at reliable findings, conclusions and recommendations.

Statistical Treatment of Data

The collected data and intelligences by the researchers were organized

and classified based on the research design. Intelligences

 earned were accordingly tallied and tabulated before being analyzed in

order to come up with an authentic and genuine result. The following were

used in order to earn such genuine results.

1. Frequency Distribution

It was used in order to classify the respondents response accordingly

to their gender, economic status, age, their perceptions above the factors that

may affect their writing competence and the suggestions that may improve

their writing competency.

2. Percentage Distribution

It was utilized in order to come up with the percentage of the

responses on the gender, economic status, age, their perceptions about the

factors and suggestions given. The formula is:

 % = (f/n) X

3. Weighted mean

It is an average calculated by taking into account not only the

frequencies of the values of variable but also some other factor such as their

variance. The weighted mean was used to obtain the perception of the study.

The formula is:

WM = (∑WF)/N

4. The Likert Scale

Likert Scale The scale is name after its inventor, psychologist Rensis

Likert . It is the most widely used approach to scaling responses in survey

research, such that the term (or more accurately the Likert-type scale) is often

used interchangeably with rating scale, even though the two are not
synonymous.

The Research Instrument Characteristics

The questionnaire is a four-page document which contains the following:

• Profile of the Respondents

• Instruction

• Research Survey Question

1. Profile

1.1.Name

1.2.Age

1.3.Gender

1.4.Economic Status
2. Instruction – the instruction states the following:

Direction 1: Read each statement carefully. Put a check (√) as a response on

each of the following items. Observe the Five-point Likert Rating Scale as a

basis for your answer.

The research question included a, Instruction and b,

Guidance and supervision from the researchers themselves for the clearer and

better understanding of the

data-gathering instrument. These two factors are the determiners for the

reliability of the research instrument.

3. Research Question – the research questions consist of the following

inquiries.
The questions are in a first person perspective

3.1. Profile

3.1.1. Name

3.1.2. Age

3.1.3. Gender

3.1.4. Direction

3.1.5. Survey Question

a. Background Knowledge

b. Environment

c. Career Demand

d. Abusing Skills

e. Family
3.1.6. Direction

a. Suggestions and Recommendations

CHAPTER 4
 PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

In this chapter the results of the data analysis are presented. The

data were collected and then processed in response to the study. The

following tables show the accumulated data according to their respective

categories.

The first table indicated the information about the age of the respondents

according to the given range below.

 Table 4.1

Age of Group Breakdown of the Respondents

Age Frequency Percentage

15-20 yrs. Old 118 99%

21-25 yrs. Old 1 1%

26-30 yrs. Old 0 0%

31-35 yrs. Old 0 0%

36 yrs. Old and

0 0%
above

Total 119 100%

 Graph 4.1

Graphical Presentation of Age Breakdown

Sales

15-20 YRS. OLD

21-25 YRS. OLD

1% 26-30 YRS. OLD

99%

31-35 YRS. OLD

36 YRS. OLD AND ABOVE

Table 4.1 shows the age categories who took part in the completion of the

questionnaires, The percentage in this table shows that majority of the

respondents are within the range of 15-20 years old which holds the number of

98 students with the equivalent of 67%. It is followed by the range of 21-25

years old with where the 38 students were included and got the 21% of the

respondents. There are 14 students in the 26-30 years old with the

percentage of 10%. Lastly the 31-35 years old range including the students

who are 36 years old and above both got the 1% of the total number of the

respondents.

The next table shows the gathered information about the gender of the

respondents.
 Table 4.2

Gender of the Respondents

Gender Frequency Percentage

Male 59 50%

Female 60 50%

Total 119 100%

 Graph 4.2

Graphical Presentation of Gender

Sales

MALE
60% 59% FEMALE

Table 4.2 shows that the majority of our respondents in the Grade 11 SHS

are female with the 50% (60 students) of the total numbers and the male

respondents got the 50% (59 students) of the respondents.

The next table will show the data gathered about the economic status of

each respondents.
 Table 4.3

Economic Status of the Respondents

Economic Status Frequency Percentage

5,000-10,000 66 55%

11,000-15,000 24 20%

16,000-20,000 15 13%

21,000-21,000 7 6%

26,000 and above 7 6%

Total 146 100%

 Graphical Presentation of Economic Status
Sales

6%
6% 5,000-10,000
11,00-15,000
13% 16,000-20,000
21,000-25,000
55% 26,000 and above

20%

Table 4.3 stated the economic status of the respondents. The table shows that

most of the students have income that ranges between of 5,000-10,000 with

the percentage of 55% (66 students) 24 of the students are included in the

family that has an income ranging 11,000-15,000 with percentage of 20%. The

15 students have a family income of 16,000-20,000 which cover 13% of the

respondents.
The 7 students which have 21,000-25,000 as an income and the 7

students with a family income of 26,000 and above both cover the 6% of

the total number of the respondents.

Table4.4

Likert Rating Status

Rating or Weighted Mean (WM) Verbal Interpretation (VI)

4.1 - 5.0 ‘Strongly Agree (SA)

3.1 – 4.0 Agree (A)

2.1 – 3.0 Neutral (N)

1.01 – 2.00 Disagree (D)

0.01 – 1.00 Strongly Disagree (SD)

The table 4.4 that shows the Likert Rating scale together with the equivalent

verbal interpretations. It says 4.1 – 5.0 is interpreted as strongly agree, 3.1 – 4.0

are those for who agree, 2.1 – 3.0 if they no opinion about the given statement,

1.01 – 2.00 if they disagree and 0.01 – 1.00 is for those strongly disagree.

The succeeding tables and graphical representations present the analyzed and

interpreted data on the “The Comparison of the Technological Background

between ICT strand to other strands as perceived by 119 Grade 11 SHS

students of ICCT Colleges Cainta A.Y. year 2018-2019”.

 Table 4.5

Background Knowledge

5 4 3 2 1
Statement WM VI
(SA) (A) (N) (D) (SD)
1.1 When it comes to technology ICT
32 44 37 4 2 3.8 A
students already know how to use it.
1.2 ICT students have more background
29 59 27 3 1 3.9 A
knowledge in the technology.

1.3 ICT students have more experience

38 56 22 1 2 4.1 SA
using technology.
1.4 ICT students are good in using
35 45 33 4 2 3.9 A
Microsoft Office Application better than
other strand.
1.5 Having a background in knowledge in
51 51 16 1 0 4.3 SA
technology can improve your skills.

Total Weighted Mean 4.0

Verbal Interpretation Agree (A)

This table 4.5 is about the background knowledge of the respondents as a

factor shows that most of them agreed that the background knowledge can

learn more in education. Statement 1.3 and 1.5 both got the verbal

interpretation of “strongly agreed” while the remaining statements got

“Agree”.
 Table 4.6
Environment

5 4 3 2 1
Statement WM VI
(SA) (A) (N) (D) (SD)
2.1 ICT students use the computers and
25 53 31 9 1 3.8 A
gadgets carefully than other strands.
2.2 ICT students are more advance in
28 52 38 4 3 3.8 A
technology, like meeting or in terms of using
Microsoft Office Application.

2.3 People in government should be aware of

39 62 15 1 2 4.1 SA
importance of technology.
2.4 Technological background of ICT students
27 50 31 8 3 3.7 A
can affect the society.
2.5 ICT students can use their skills when it
38 56 22 2 1 4.1 SA
comes to technical problem in using
technology.

Total Weighted Mean 3.9

Verbal Interpretation Agree (A)

This table 4.6 is about the environment of the respondents as a factor shows

that most of them agreed that the environment could influence anyone

in modern technology. Statement 1.3 and 1.4 both got verbal interpretation of

“strongly agreed” while the remaining statement got “agree”.

 Table 4.7

Career Demand

5 4 3 2 1
Statement WM VI
(SA) (A) (N) (D) (SD)
3.1 The career/job related to technology have
41 50 25 3 0 4.1 SA
most famous job in our generation.
3.2 ICT students are more successful in
14 39 50 11 5 3.8 A
career than other strand.
3.3In this generation ICT students are more
17 50 49 3 0 3.7 A
helpful in our society.
3.4 Technological background of ICT strand is
18 49 42 8 2 3.6 A
more sufficient than other strand.
3.5 ICT strand can job faster than other
26 40 46 4 3 3.7 A
strand.

Total Weighted Mean 3.7

Verbal Interpretation Agree (A)

The table 4.7 is about career demand of the respondents as a factor shows that most of them agree

that the career demand could have a job faster in terms of technological background.
 Table 4.8

Abusing Skills

5 4 3 2 1
Statement WM VI
(SA) (A) (N) (D) (SD)
4.1 People who know more about technology
38 52 27 2 0 4.1 SA
have the possibility to be more abusive in
using technology skills.

4.2 The use of technology can threaten or

16 54 41 5 3 3.6 A
harm others.
4.3 You can ruin someone’s account if you
33 45 30 9 2 3.8 A
have skill on hacking, scamming etc.
4.4 ICT student have a lot of skills in terms of
24 55 29 7 2 3.8 A
technology that’s why they can abuse their
skills.

4.5 Abusing technological skills can affect

47 42 22 5 3 4.1 SA
your lives.

Total Weighted Mean 3.9

Verbal Interpretation Agree (A)

The table 4.8 is about abusing skills of the respondents as a factor shows most

of them agreed that the abusing skills could harm people in terms in hacking,

scamming, etc. Statement 4.1 and 4.5 both the got verbal interpretation

“strongly agreed”.
 Table 4.9

Family

5 4 3 2 1
Statement WM VI
(SA) (A) (N) (D) (SD)
5.1 Family argued most of the time because of
38 52 27 2 0 4.1 SA
the use of technology.
5.2 Your parents have more knowledge about
16 54 41 5 3 3.4 A
technology.
5.3 ICT students can help secure their families
33 45 30 9 2 3.8 A
identity when they using social media.
5.4 ICT students who have background about
24 55 29 7 2 3.6 A
technology can help families to be close to
each other.
5.5 ICT students can help their families in
47 42 22 5 3 3.9 A
using technology in terms in gadgets and
computers.

Total Weighted Mean 3.8

Verbal Interpretation Agree (A)

The table 4.9 is about family the respondents as a factor shows most of them

agreed that the family could influence oneself to use the gadgets, computers

carefully. Statement 5.1 only got “strongly agreed”.

Graph 4.5

Graphical Representation of “The Comparison of Technological background

between ICT strand to other strands as perceived by 119 Grade 11 SHS

students of ICCT Colleges Cainta A.Y. year 2018-2019”.

Family 3.8

Abusing Skills 3.9

Career Demand 3.7

Environment 3.9

Background Knowledge 4
3.55 3.6 3.65 3.7 3.75 3.8 3.85 3.9 3.95 4 4.05
 Table 4.10

Recommendation and Suggestions

5 4 3 2 1
Statements WM VI
(SA) (A) (N) (D) (SD)
6.1 You must take the course/strand that you easily want.
70 37 9 3 0 4.5 SA

6.2 You should share your background knowledge in

44 59 13 3 0 4.2 SA
technology to your family.
6.3 You must improve your learning skills in technology.
55 48 14 1 1 4.3 SA

6.4 ICT students must know the limitations of using the 53 46 17 3 0 4.3 SA
technology.
6.5 Be open minded in any ideas. 55 52 11 1 0 4.3 SA
6.6 You should have background knowledge about 53 54 10 1 1 4.3 SA
technology.
6.7 Enhance your background knowledge about technology. 49 56 11 2 1 4.3 SA

6.8 You must be stay safe in using technology and always be 53 55 10 1 0 4.3 SA
aware.
6.9 You should be practical in choosing strand. 58 48 10 3 0 4.4 SA

6.10 You should be aware that ICT strand has more edge 35 53 26 5 0 4.0 A
than other strands in terms of technology.

Total Weighted Mean 4.3

 Graph 4.10

Graphical Representation of Suggestions and Recommendation

4.4

4.3

4.3

4.3

4.3

4.3

4.2

Series1 4.5

3.7 3.8 3.9 4 4.1 4.2 4.3 4.4 4.5 4.6

CHAPTER
5
 SUMMARY, CONCLUSION AND RECOMMENDATION

The previous chapter deal with the analysis and interpretation of the data

obtained by the survey questionnaires. In this chapter, the summary,

conclusions and recommendation of the study entitled "The Comparison of

the Technological Background between the ICT strand to other Strand as

Perceived by the 119 Grade 11 SHS students in ICCT Main Cainta Campus

A.Y. 2018-2019".

Summary

This study was conducted to determine the comparison of the

technological background between the ICT strand to the other strand and

how these factors really affect the technological background of a student in

 survey technique was used in gathering data. To achieve the goal there

are some ways or steps that we should surpass, one is to determine the

target respondents and the significance of the study. Second is to research

for different resources that are related to the study that used as a reference .

Lastly, is to construct a valid questionnaire for the gathering of the data

needed. Once these steps were fully achieved, this study will go forward.

The questionnaire was carefully checked before pursuing the target

respondents which are the Grade 11 SHS students of ICCT Colleges Cainta

Campus.

Finding of the study

Based on the data presented, the following findings were drawn:

1. Majority of the repondents from grade 11 SHS students are include in

the range of 15 years old to 20 years old with a percentage of 99%.

2. The female and male dorminates when its comes to the gender are the

same with a percentage of 50%.

3. Most of the students have a monthly family income which ranges from

5,000-10,000 pesos.

4. Majority of the grade 11 SHS students agreed that all factors have an affect

on their technological background.

5. Among all the factors the background knowledge has the most total

weighted mean with a range of 4.0.

Conclusion

Based on established finding, the following conclusion were deduced:

1. Most of the students from grade 11 SHS are teenagers and most of them

are female.

2. The Career demand has strong influence in the students because they

confirmed that there are a lot of indemand job if you have technological

background.

3. Majority of the students confirmed that having technological background

can influence others.

4. Most of the student agreed that having technological background can

improved their skills in terms of technology.

5. It is very important for the student to have a technological background.

6. Most of the students agreed that ICT students have edge in technological

background.

7. The study show that there has a lot of people that can benefit the study.

8. There is a posibility that a student can abuse his/her skills if he/she has

technological background.

Recommendation

Based on the foregoing findings of the study, the following are recommended

for future enhancement of the students' technological background.

1. Students should take the course/strand that they really want.

2. Students must be mindful enough in new ideas.

3. Use technology in good ways, do not used in a way that can harm other

people.
4. Always stay safe online and avoid unnecessary websites.

5. Parents should always look upon their children while using technology.

6. People especially students should know the essence of technology.

7. People in the environment may use technology to be safe always and be

secured anytime.

8. Students can share their background knowledge in technology to their

family.

9. Students must not abuse their skills in technology.

10. Be aware in technology and know the limitations when using it.
BIBLIOGRAPHY

Theses

"Readiness of selected Quezon City Public High Schools and teachers in

integrating Technology in Teaching Inputs for an Action Program". The

author or researcher name is Jimmy G Buena and the date of submitted is

March 2007.

Books

Information Technology Education in the new Millennium -Mohammad

Dadashzadeh, Al Saber, Sherry Saber

Website

http://www.academia.edu/7729575/

CHAPTER_2_Review_of_Related_Literature_and_Studies_Foreign_Literat

ure_Student_Performance_Galiher

(Google https://www.eschoolnews.com/2012/09/04/five-technology-skills-

every-student-should-learn/3/)