2022 April 24

CALBAYOG CITY
NATIONALHIGH
SCHOOL

Effects of Education
Technology on the Processing
Skills of Grade 12 Students

Final Defense
Advisor Student

Full Name Full Name

 2022 April 24
I PROBLEM AND ITS SETTING

Technology has had a significant impact on the information processing skills of grade 12 students. With the
proliferation of digital devices and the internet, students now have quick access to an immense amount of
information, allowing for efficient research and learning. Additionally, educational software and tools can aid in
organizing and analyzing data. However, it’s crucial to ensure that students develop the ability to discern reliable
sources, critically evaluate information, and apply it effectively in their academic pursuits, given the ease of
information access in the digital age.

In the United States (U.S.), 42% of students spend most of their energy sharing short social messages, being
entertained and distracted away from deep engagement with people and knowledge. They lack deep-thinking
capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the internet and mobile devices
to function. The changes in behavior and cognition among the young are generally issues or problems that are also
encountered in Calbayog City National High School.

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 2022 April 24
I PROBLEM AND ITS SETTING

Moreover, the use of technology in Philippine schools has been on the rise, and it has been instrumental in helping
students learn and develop new skills. One of the most important skills that technology can help students develop is
information processing skills. A number of studies have shown that technology can have a positive impact on
student information processing skills. For instance, a 2022 study by the Department of Education (DepEd) found
that 85% of Grade 12 students in the Philippines have access to a smartphone, tablet, or laptop 1. This means that
the vast majority of students have the tools they need to access information and learn online. The DepEd study also
found that students who regularly use technology for educational purposes tend to have higher information
processing skills. For example, students who use technology to access online learning resources, collaborate with
peers on projects, and create digital content tend to be better at critical thinking, problem-solving, and information
synthesis.

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 2022 April 24
I THEORETICAL FRAMEWORK

Theory No. 1

The cognitive load theory by Sweller (1988), This theory suggests that there are limits to the amount of
mental effort an individual can handle effectively. This theory is relevant to our study because it can help
students by understanding the limits of cognitive load, educators can design instructional materials and
technology tools that are better suited to students' cognitive capabilities. This can lead to more effective and
efficient learning experiences.

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 2022 April 24
I THEORETICAL FRAMEWORK

Theory No. 2

The Information Processing Theory is a cognitive theory that compares how the human brain functions to
computer processing. The hypothesis, which was first put forth by American psychologists George A.
Miller and others in the 1950s, explains how humans concentrate and encode information into their
memories. According to the hypothesis, information is processed by the human mind in a manner akin to
that of a computer through a number of steps, including encoding, storage, and retrieval. These phases
show the processing and memory storage of information.

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I THEORETICAL FRAMEWORK

Theory No. 3

The Multimedia Learning Theory (MMLT) was originally developed by Richard Mayer in 19971. It falls
under the grand theory of Cognitivism. According to Mayer, multimedia learning theory consists of three
aspects that help students learn more effectively these are, Dual Channels, Limited Capacity, Active
Processing. Mayer also discusses the role of three memory stores: sensory (which receives stimuli and
stores it for a very short time), working (where we actively process information to create mental constructs
or ‘schema’), and long-term (the repository of all things learned). This theory proposes that the brain does
not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive
fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs.

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I STATEMENT OF THE PROBLEM

This study aims to assess the effects of modern education technology on information processing skills of
Grade 12 at Calbayog City National High School.
Specifically this seeks to answer the following questions:
I. What is the profile of the respondent in terms of:
1.2 Age;
1.2 Sex;
1.3 Strand; and
1.4 GWA?

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 2022 April 24
I STATEMENT OF THE PROBLEM

2. What is the effects of educational technology to the processing skills of Grade 12 students in terms of:
2.1 Accessibility;
2.2 Convenient; and
2.3 Communication?
3. Is there significant differences in the effects of educational technology & the respondent of the study?
4. What are the problem enumerated by the study?
5. Based on the findings of the study what recommendations can be proposed?

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 2022 April 24
I SIGNIFICANCE OF THE STUDY

A study's significance is determined through its purpose. Moreover, studies that contribute to other sectors and
fields through concepts, ideas, and pieces of information further define its significance. This study will benefit
the following:

Students. The primary beneficiaries of this study. The study will help them as it will show how educational
technology affects their processing skills. In addition, the study can help by providing a better cognizance that
may enable students to deal with the issue.
Teachers. This study will be of use for teachers as well. They will be able to recognize that there is such an
issue currently existing. The study could give an idea of what teachers may do to address it in order to assist
students facing such problem.

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 2022 April 24
I SIGNIFICANCE OF THE STUDY

Parents. The findings of this study will help parents understand the effects that one’s own children are under,
enabling parents to assist their kids in helping and overcoming the effects on their children’s processing skills.

Future Researchers. The result of the study will serve as a source of information for upcoming researchers
who will carry out a similar study or any investigation related to the effects of education technology on the
processing skills on student.

School. The findings of this study offer valuable insights for optimizing teaching strategies and curriculum
development. Understanding the impact of educational technology on processing skills can guide educators in
tailoring their approaches to enhance student learning experiences.

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 2022 April 24
I SCOPE AND DELIMITATION

The study aimed to assess the impact of technology on student learning within the context of evolving
educational practices. As classrooms increasingly integrate technology, providing both opportunities and
challenges, the research sought to understand its effects on the educational process. By surveying K-12
educators, valuable insights were gathered regarding the dynamics of technology in the classroom. The
findings emphasized the imperative for additional training for teachers and students to optimize the
integration of technology and highlighted the dual nature of student engagement and comfort, coexisting with
potential management concerns in the educational environment.

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 2022 April 24
I DEFINITION OF TERMS
The following terms are defined both operationally for better understanding
of the study.
• Information Processing refers to the cognitive activities involved in
receiving, interpreting, storing, and retrieving information. It encompasses
the mental operations that individuals undertake when interacting with
data, making sense of it, and utilizing it for problem-solving or decision-
making (Gagne, 1985).
• Educational Technology often abbreviated as EdTech, involves the use of
technological tools, resources, and strategies to enhance teaching and
learning processes. It encompasses the integration of various technologies,
such as computers, software applications, and multimedia, into educational
settings to facilitate and support educational goals (Roblyer & Doering,
2013).

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 2022 April 24
I DEFINITION OF TERMS
The following terms are defined both operationally for better understanding
of the study.
• Cognitive load refers to the mental effort and capacity required for
processing information during learning. It is divided into intrinsic (related
to the complexity of the material), extraneous (resulting from the
instructional design), and germane (contributing to meaningful learning)
loads (Sweller, 1988). Balancing cognitive load is crucial for effective
learning experiences.
• Communication involves the exchange of information, ideas, or feelings
between individuals or groups. In an educational context, effective
communication is essential for conveying instructional content, fostering
student-teacher interaction, and creating a conducive learning environment
(Hargie, 2011).

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 2022 April 24
I DEFINITION OF TERMS
The following terms are defined both operationally for better understanding
of the study.

• Convenient describes the ease and accessibility of a process or resource. In

education, convenient tools or methods are those that minimize obstacles
and facilitate straightforward access, contributing to a more efficient and
user-friendly learning experience.
• Accessibility refers to the extent to which educational resources,
technologies, or environments are available and usable by all individuals,
including those with disabilities. It emphasizes removing barriers and
ensuring inclusivity in education (Burgstahler, 2015).

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I RELATED LITERATURE

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I RELATED STUDIES

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IIIMETHODOLOGY

Method

• Unmoderated research
study.

Location

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 2022 April 24
NAME OF
INSTITUTION OR
UNIVERSITY

Thank you
for listening!

Final Defense
Advisor Student

Full Name Full Name