TABLE OF CONTENTS

CONTENTS PAGES

Title Page …..………………………………………………………………. i

Acknowledgement …………………………………………………………………... ii

Table of Contents ………………………………………………………………….. iii

Abstract ………………………………………………………………….. iv

CHAPTER I: Problem and its scope

Rationale of the study …………………………………… 1

Framework of the study .………………………………...… 3

Conceptual framework ..………………………………….. 7

Statement of the problem ...………………………………... 8

Assumption of the study .………………………………..… 8

Scope and delimitations of the study ………………………………...…. 8

Significance of the study .………………………………...… 9
Definition of terms ……………………………………. 9

CHAPTER II: Review of related literature

Technology ………………………………..… 10

The Use of Technology in Education …………………………………… 11

Impact of Technology on Students ..…….……………………………. 12

CHAPTER III: Research Methodology

Research design ……………………………………… 14

Research locale ........................................................... 14

Research subjects ……………………………………….. 14

 Research instruments …………………………………………………… 14

Validity and reliability ………………………………………………….. 15

Statistical statement …………………………………………………….. 16

CHAPTER IV:

CHAPTER V:

Bibliography

Internet Sources

Curriculum Vitae
THE USE OF TECHNOLOGY IN RESEARCH CLASS:
GRADE 11 STUDENT’S PERCEPTION
PHENOMOLOGICAL

By:

Lyzzah Albarida

Sheina Fien R. Codilla

Frances Ellain A. Gazo

Pamela Monique G. Cruz

Andrea Mae Patricio

Philip Vincent D. Sainz

San Lorenzo Ruiz College of Ormoc, Inc.

Ormoc City

MARCH, 2019
THE USE OF TECHNOLOGY IN RESEARCH CLASS:
GRADE 11 STUDENT’S PERCEPTION
PHENOMOLOGICAL

A Practical Research
Presented to
(teacher name)
Research Teacher

San Lorenzo Ruiz College Of Ormoc, Inc.

Senior High School Department
Ormoc City, Leyte

In Partial Fulfillment

of the Requirements in Practical Research I

For School Year 2018-2019

Researchers:

Lyzzah Albarida
Sheina Fien R. Codilla
Frances Ellain A. Gazo
Pamela Monique G. Cruz
Andrea Mae Patricio
Philip Vincent D. Sainz

March, 2019
 ACKNOWLEDGEMENT

Through cooperation, “even a little body of men, working in unison, can more lift a

heavy load” (Anonymous). This signifies the beauty of a collaborative effort with great

satisfaction and thanksgiving.

We, the researchers, owe our deepest gratitude to the Almighty God for His countless

blessings, gifts of patience and perseverance for the completion of this work.

Words are insufficient to manifest our immense appreciation to our parents, whose

unfathomable love and persistent confidence motivated us.

To (teacher name), our research teacher, for being generous in extending her time and

resources in the fulfillment of this project/research.

It is hoped that this study will inspire others to discover new things, new ideas and new

ways to conduct other research that can further the knowledge of mankind.

That in all things, God may be glorified!

THE RESERCHERS

Lyzzah Albarida Pamela Monique G. Cruz

Sheina Fien R. Codilla Andrea Mae Patricio

Frances Ellain A. Gazo Philip Vincent D. Sainz

 ABSTRACT

The use of technology has become an important part of the learning process in and out of

the class. Every research class uses some form of technology. Technology has been used to both

help and find more information of the study. It enables teachers to adopt classroom activities and

enhance the language learning process.

Technology continues to grow in importance as a tool to help teachers facilitate language

learning for their learners. In modern American high schools, technology has changed the way

students there view education and the teaching of literature.

In this research, we do not seek to argue completely in support or against technology in

education. Rather, our objective is to explore the consequences of a technologically rich

classroom on the teaching of practical research.

In today’s classrooms, teachers must work in a state of constant change and adjustment

when it comes to technology. But the question should be asked: in the face of all of these

changes, has teaching in school shifted for good or for ill?

 The Use of Technology in Research Class: Grade 11 Student’s Perception

CHAPTER I

PROBLEM AND ITS SCOPE

I. RATIONALE OF THE STUDY

People may well agree that we live in a technological society even while they actually do
not know the meaning of technology and its extent. The term “technology” has been used for a
long time. Pytlik, Lauda, and Johnson (1985) defined technology as “a study of the technical
means undertaken in all cultures which involves the systematic application of organized
knowledge and tangibles for the extension of human acuities that are restricted as a result of the
evolutionary process.” Based on this definition, technology has existed for a long time even if
people generally refer to present times as a “technological society” due to the fact that
technology is much more pronounced and critical to society.

Technology is a body of knowledge devoted to creating tools, processing actions and the
extracting of materials. The term ‘Technology” is wide and everyone has their way of
understanding its meaning. We use technology to accomplish various tasks in our daily lives. In
brief, we can describe technology as products and processes used to simplify our daily lives.

We use technology to expand our abilities, making people the most crucial part of any
technological system. Technology makes our life easier and help us understand things easily
(Ramey, 2013).

According to Spacey (2017), there are many types of technologies such as information
technology, a broad class of technology based on machines that process data and perform
calculations at high speed known as computers. Most modern technologies have some
relationship with information technology. Network links allow devices to share data.

1
 Networks are connected to networks to create larger networks such as the Internet.
Internet of things, a term for the practice of embedding computers, sensors and networking
capabilities into everyday objects such as infrastructure or a bottle of water.

Technology has led to easy access to information. Search engines such as Google and
Bing are all what you need to access just about any form of information across the world.
Technology has created an environment that encourages innovation and creativity by providing a
platform on which all advances can be anchored.

Technology has led to the improvement and creation of better platforms to access
technology. This allows people access to education online without going to class.

On the flipside, technological advancement has led to reduced human competency

especially to those who are overly dependent on gadgets. Users no longer put in any effort on
research because all the answers are on the Internet.

Technology has also led to crimes such as intellectual property theft wherein ideas or
inventions can be stolen and can be presented by the culprits as their own to the disadvantage of
the real creators.

As technology continues to advance, there is the threat of loss of human touch in nearly
all facets of human life. Today, technology is being used in almost all industries such as
driverless cars and artificial intelligence (Admin, 2018).

With all the reasons mentioned relating to the use of technology, the researchers will
investigate the perception of the Grade 11 students in the use of technology in research class.

2
II. FRAMEWORK OF THE STUDY

Constructivism is a theory of learning whose key concept is that learning is an active

process of creating, rather than acquiring, knowledge (Woo & Reeves, 2007). Constructivism
basically explains that learning and understanding occurs when practices and experiments are
activated and reflected upon. It promotes the usage of real-world, real-time and active techniques
to create and influence new ways of thinking and learning (Educational Broadcasting, 2004).

Constructivism differs as it tends to shift the role from student-to-teacher, as opposed to

the traditional lecturing and notetaking methods from teacher-to-student. John Dewey, an
educational reformer, used the theory of constructivism as one of his foundations to explain
learning and how learning occurs.

As cited by Liu, Chui, & Chen, (2010), John Dewey, in 1938, originally wrote, “there are
sources outside an individual which gives rise to experience” (pg.64). As such, learning can be
derived from authentic tasks, physical actions and thoughtful reflections.

Additionally, constructivism was greatly influenced by Jean Piaget and Lev Vygotsky.
Both share the common belief that classrooms must be constructivist environments; however,
they have overlapping views or theories of constructivism. Piaget explains the learning process
by schemes, assimilation, and accommodation (Driscoll, 2000; Fosnot, 1996). Schemes are the
organization of information on how things work (Driscoll, 2000; Fosnot, 1996). Assimilation is
the placing of new 10 information into schemes, and accommodation is transforming existing
schemes or creating new ones (Driscoll, 2000; Fosnot, 1996). Finally, the constructivism theory
was also one of Maria Montessori’s explanation to a student’s self-direction. In her elucidation,
teachers were to minimize the traditional deskwork and allow students to interact structurally,
peaking curiosities, and facilitating independent work. Montessori’s theory specifies that this
independence of educational choices allow students to generate inner disciplines, develop
problem-solving skills, while decentering the teachers’ role (Ultanir, 2012).

3
 Social activism is another form of constructivist learning discovered by John Dewey
(1859-1952). Dewey believed that “learning is individual growth that comes through social
experiences” (1897). Social activism promotes the belief that students learn best with hands-on
activities connected to real-world issues and problems. Students learn through social
experiences, their interests, cooperation, and integrated topics. John Dewey (1859-1952) is the
main contributor of social activism. “I believe that the social life of the child is the basis of
concentration, or correlation, in all his training or growth. The social life gives the unconscious
unity and the background of all his efforts and of all his attainments" (Dewey, 1897). Children
learn best when lessons are connected to their interests. “Dewey deplored standardization and
believed that curriculum should arise from students’ interests” (Roblyer, 2006). He also believed
curriculum topics should be integrated, not isolated. Isolating topics prevents students from
learning topics as a whole. Students learn best working with others with similar interests and
experiences. According to Roblyer, Dewey would approve of technologies like the Internet to
help students communicate with each other and learn more about their society, which also
meshes well with technology-based group projects and presentations (2006). Teachers should
focus on the students’ interests. The use of technology should support collaboration among
classmates as well as promote alternative ways in which students can present their work and
findings.

Multiple Intelligence Theory, this study also aligns with the concepts of the multiple
intelligence theory. Howard Gardner developed the theory of multiple intelligences. The theory
posits that individual students possess strengths within the identified intelligences. Gardner
(1993) theorizes students should possess seven criteria for intelligence and all seven should be 12
evident in good instruction. Although, there is no particular style affixed to one student, students
can perceive information in at least seven different ways, and one can then develop a dependency
on a specified style (Shearer & Luzzo, 2009). Gardner's Theory of Multiple Intelligences
provides a theoretical foundation for recognizing the different abilities and talents of students.
According to McCoog (2007), the seven intelligences by Gardner can be used to design a
technologically rich classroom environment that will cater to every learning style. The seven
intelligences and suggested uses of technology are:

4
Aural (auditory-musical): Auditory learners comprehend and retain knowledge through hearing
and recognizing sound. Students of this particular learning style are prone to benefit
academically through oral directives and vociferous lectures (Fleming, 2010). Technology usage
should entail speakers, headphones, and programs with sound effects and voice enhancements.
Today’s generation of auditory learners can access podcasts as an advantageous assistant to
learning (Ralph, Head, & Lightfoot, 2010). A podcast is an Apple brand audio and/or video
broadcast made available online with playback features (Kim, Rueckert, & Hwang, 2008).
Logical (mathematical): Logical thinkers tend to master content through deductive reasoning
and procedural methodologies. This system of obtaining knowledge is more prevalent when
students tend to recognize patterns, and are presented with inquiry-based questions and solutions
(McCoog, 2007). Logicallearning pupils maybe intrigued with arduous technology that promotes
mathematical software programs, mapping, and establishing relationships in 13 presented
materials utilizing their own initiated freedom to create a systematic way of obtaining content
mastery (Chu, Lee, & Tsai, 2011). Physical (kinesthetic): Kinesthetic pupils are those that value
an action-based hands-on approach to the curriculum. This ubiquitous process entails
experiencing the physical aspects of performing to acquire and retain knowledge (Martin, 2011).
These pupils may utilize technology components that promote touch-screen, three- dimensional
interactions, and hand-held devices (Potter, Llie, & Schofield, 2011). Social (interpersonal):
Interpersonal students are susceptible to heightened learning by interacting with others. Students
tend to verbalize objectively and subjectively with their peers to ascertain content proficiency
(Berkes, 2009). Sociable students discover curriculum blogging, social networking, instant
messaging, and web cams as more productive components of technology (Saeed, Yang, &
Sinnappan, 2009). Solitary (intrapersonal): This intrapersonal quality encourages isolated
learning and moments in distant areas to create a mode of solitude for in-depth thinking and
processing. A student of this nature engages by watching and observing silently (Fountain &
Alfred, 2009). Solitary learning can be augmented and easily observed through utilizing
technology programs with instantaneous feedback, immediate scoring and minimal collaborating
(Ke & Carr-Chellman, 2006). Verbal (linguistic): Linguistic based learners are predisposed to
speech and writing. They are more apt to be involved in public speaking, debates, politics, and
journalism.

5
Verbal students are more expressive and creative (Hajimirzayee 14 & Abadi, 2012). According
to Jackson, Gaudet, McDaniel, and Brammer, (2011) students with verbal linguistic intelligences
can easily access information through worldwide databases and computer networks. Any subject
content can be enhanced, enriched, and updated from a variety of easily accessed sources, which
allow students to master the use of technology to access and share information. (p. 71). Visual
(spatial): Visual-based students gravitate to illustrations, reflections, colors, and graphic
organizers to preserve academic content. This categorical learner also easily visualizes objects
and outcomes with his or her vivid imagination. The interactive white-board would be an
attractive component for the spatial learner (López, 2010).

Discovery learning is a constructivist learning theory that includes inquiry based

integration strategies. Constructivists believe that all knowledge is constructed in an individual's
mind by participating in certain experiences (Roblyer, 2006). Discovery learning encourages
active engagement, promotes motivation, autonomy, responsibility, and independence in
students. Students are guided to manipulate objects and perform experiments to help create new
knowledge building from prior knowledge. Coffey, a Ph.D. graduate in Culture, Curriculum and
Change from UNC-Chapel Hill, defines discovery learning as “an active process of inquiry-
based instruction that encourages learners to build on prior knowledge through experience and to
search for new information and relationships based on their interests” (Coffey, 2007).

6
Conceptual Framework

TEACHER
III. STATEMENT OF THE PROBLEM

This study is aimed to determine the Perception of the Grade 11 Students’ in the Use of
Technology in Research Class

Specifically it sought to answer the following questions:

1. What is your perception on the usage of technology in Research Class?

2. How important is the technology in making your Research?
3. How does the technology help in the interaction of the students and teacher in Research
Class?
4. How does the usage of technology helped the Students in their Research Class?
5. What are the students feedback on the use of technology in Research Class by their
teacher and by themselves?

IV. ASSUMPTION OF THE STUDY

The research study is anchored on the assumption that respondents are honest on their
perception on the use of technology in Research Class. It also shows how well the students
understand and productive in Research Class with the help of technology.

V. SCOPE AND DELIMITATIONS OF THE STUDY

This study will be concern in determining the students’ perception on the use of technology
in Research Class. Their perception depends on the usage of technology by them or by their
teachers in their Research Class if the use of technology can help them understand and work well
with their task through the help of technology. This study specify that the research respondents
are Grade 11 students of San Lorenzo Ruiz College in any strands.

8
VI. SIGNIFICANCE OF THE STUDY

The purpose of this study is to give insight on how the student percept their use and the
use of their teachers on the usage of technology in Research Class. The use of Information
and Communication Technology (ICT) in teaching and learning has become very common
these days. Access to information increases the awareness of students, help them in
increasing thinking and creativity in learning tasks, provide quick access to subject material
and engage them in adopting strategies which can help in maximizing the quality of learning.
The knowledge of this can help both the student and teacher to have a complex relationship
in their class.

VII. DEFINITION OF TERMS

Technology- is a device used to make people’s lives fast and easy.

Research- is a step by step study using scientific method.

Use- how a person utilize an object.

Perception- Insight about something they see, use, hear or touch.

Grade 11- a first year learner in Senior High School

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

TECHNOLOGY

People may well agree that we live in a technological society even while they actually do
not know the meaning of technology and its extent. The term “technology” has been used for a
long time and is similar to everybody. Pytlik, Lauda, and Johnson (1985) defined technology as
"a study of the technical means undertaken in all cultures, which involves the systematic
application of organized knowledge and tangibles for the extension of human Acuities that are
restricted as a result of the evolutionary process". According to this definition, technology has
existed for a long time. However, most people generally prefer to call the present a 'technological
society' because the role of technology is much more pronounced and critical to society.

Technology is a body of knowledge devoted to creating tools, processing actions and the
extracting of materials. The term ‘Technology” is wide, and everyone has their way of
understanding its meaning. We use technology to accomplish various tasks in our daily lives, in
brief; we can describe technology as products and processes used to simplify our daily lives. We
use technology to extend our abilities, making people the most crucial part of any technological
system. Technology is part of our lives nowadays, it makes our life easier and help us understand
things easily (Ramey, 2013).

10
THE USE OF TECHNOLOGY IN EDUCATION

The use of technology in an educational setting has sparked considerable interest on the
part of researchers. In addition to articles providing “how-to” technical advice on the use of
PowerPoint and other teaching tools, a number of studies have focused on the pluses and
minuses of technology use. While many of the claimed advantages are perceptual in nature,
empirical findings regarding the existence of a positive or negative technology impact on student
learning have been mixed. Results from the second line of works are summarized below.
According to Szabo and Hastings (2000), the use of presentation graphics such as PowerPoint
increases student interest in the subject matter, making the classroom experience more enjoyable.
PowerPoint is perceived as adding structure to a presentation, aiding in the order and pacing of a
lecture (Hlynka and Mason, 1998). This enables the lecturer to present clear summaries (Lowry,
1999), which can impact how much students learn from the presentation (Miller and McCown,
1986), as well as their retention (Garner, 1992). Students believe that they take better notes
during lectures aided with PowerPoint slides, and the notes tend to be more organized, easier to
understand, and useful when studying for tests (Susskind, 2005, 2008). Further, Szabo and
Hastings, as well as Susskind, reported that PowerPoint presentations motivate students to attend
class, albeit a finding contrary to what was found by Frey and Birnbaum (2002). Several studies
have also reported benefits accruing to the instructor who uses computer based technology.
Atkins-Sayre et al. (1998) found that the use of technology enhances an instructor’s delivery and
adds to his/her credibility. Lecturers can manage class time more efficiently as less time is spent
writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus
lectures may flow better. Students may also like the professor more, be more inclined to take
additional classes from him or her, and evaluate instructor behaviors more highly even though
such actions are unrelated to the use of technology (e.g., perceived more timely return of
assignments including helpful feedback, or assignments being viewed as involving higher-order
tasks needing critical or creative thought.) (Apperson, et al., 2006.) At least some of these
findings have been attributed to technology’s claimed ability to generate positive attitudes and
enhanced self efficacy in students.

11
Despite these positive reviews, technology usage has not always resulted in better teaching
evaluations for faculty. In the study conducted by Lowerison, et al, the authors found no
significant relationship between actual computer use in general or perceived effective computer
usage on course evaluations (2006). Several explanations were proffered for this unexpected
outcome, including that students may now view technology use in the classroom as being
commonplace. In addition, students may have reached the point where effective technology use
is expected and no longer seen as something that promotes learning. It may also be the case that
technology is not being used in an appropriate manner, that is, as a transformative, student
centered tool for learning.

IMPACT OF TECHNOLOGY ON STUDENTS

Technology plays the role of facilitator in educating a student. It enriches the educational
experience providing options that can accommodate students in their quest to learn. According to
a study released by Educause in 2004, technology has impacted student learning via
communications, convenience, and control. The report represents over 4300 traditionally-aged
college students and defines how they use technology. Even though the report is 13 years old,
ironically the information has remained accurate.

One of the most important things technology has done for student learning is to increase
accessibility. That means the borders have expanded for disabled students (ADA and 504
compliance) and rural communities. Not having a local college in close proximity to a student’s
home is no longer a challenge. Having to work a full-time job during business hours and being
unable to attend traditional classroom hours can still be a challenge, but is no longer a roadblock
to getting a degree. Even high school students who are chronically ill or seriously injured and
unable to attend classes can easily access coursework. In addition, they can watch recorded video
instruction or interact live with a teacher and classmates.

12
Using technology to facilitate student learning has come with many positive benefits. Students
can pick and choose what mediums they prefer to learn content and maximize their study time.
Students have immediate access to anything they do not understand or want to learn more about.
Students are no longer solely dependent on teachers, parents, or other educated people to be their
only source of information. Students are in charge of their own learning and technology has
leveled the playing field in many ways.

13
 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

The descriptive and survey method will be used in this study. Descriptive because its
main concern is to know the Grade 11 students of San Lorenzo Ruiz College Perception on the
use of technology in Research Class. The survey design can help in assessing opinions and
concerns of the respondents.

RESEARCH LOCALE

The researchers conducted their study in San Lorenzo Ruiz College, Brgy. San Pablo
Ormoc City where our target participants are the students studied in SLRC (San Lorenzo Ruiz
College).

RESEARCH SUBJECTS

In this study each section of grade 11 in San Lorenzo Ruiz College of Ormoc there will
be 5 selected students to participate in the process. The subject and the respondents of this study
are the Grade 11 students in any strand a total of 30 respondents.

RESEA5RCH INSTRUMENTS

The following instruments used in conducting the research:

1. Interview- The interview will help in letting the respondents freely express their
perception on the usage of technology in Research Class.
2. Survey- The survey will help to gather information about the respondents demographic
profile and

14
Validity And Reliability

Introduction Advancements in technology have led to a revolution in assessments. No longer

limited to the bubble-and-booklet approach of the 20 th century, today's assessments may
involve rich, interactive exercises, assess new and complex constructs, and automatically record
and score evidence of skills. Still, the inferences drawn from technology-rich assessments must
adhere to the same principles of good measurement as do traditional assessments. In other words,
the inferences or claims made about test-takers (e.g., " this learner is ready to move on to the
next unit ") must be valid: having sufficient empirical, theoretical, and logical backing. The
process of collecting evidence that supports a particular interpretation of assessment results, in
the context of a particular use of those results, is called validation. Few fields of educational
research have such a rich diversity of valid, economical and widely-applicable assessment
instruments as does the field of learning environments. This article describes nine major
questionnaires for assessing student perceptions of classroom psychosocial environment (the
Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom
Environment Questionnaire, My Class Inventory, College and University Classroom
Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory
Environment Inventory, Constructivist Learning Environment Survey and What Is Happening
In This Class) and reviews the application of these instruments in 12 lines of past research
(focusing on associations between outcomes and environment, evaluating educational
innovation, differences between student and teacher perceptions, whether students achieve
better in their preferred environment, teachers' use of learning environment perceptions in
guiding improvements in classrooms, combining quantitative and qualitative methods, links
between different educational environments, cross-national studies, the transition from primary
to high school, and incorporating educational environment ideas into school psychology,
teacher education and teacher assessment)

15
Statistical Treatment

The researchers will use a descriptive type of statistics specifically the percentage. It
means the researchers want to know the amount of students answers in each question.

Formula: no. of respondents agreed ÷ the total number of respondents × 100 = The total
percentage

16
CHAPTER IV
BIBLIOGRAPHY
INTERNET SOURCES:

file:///D:/Downloads/Megan_Danner_HonorsThesis.pdf

http://www.cs.ucsb.edu/~bultan/publications/ese.pdf

http://blogs.worldbank.org/edutech/new-research-hub-use-technology-education-developing

countries

https://www.citejournal.org/volume-7/issue-1-07/editorial/editorial-research-on-the-

effectiveness-of-technology-in-schools

https://study.com/academy/lesson/research-on-technology-in-the-classroom.html

https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
 CURRICULUM VITAE

Name: Lyzzah Liz Patrixia Albarida

Address:

Birth Date:

Birth Place: Ormoc City

Experience during Research:

Name: Sheina Fien R. Codilla

Address: Brgy. Bagong Buhay Ormoc City

Birth Date: June 17, 2002

Birth Place: Ormoc City

Experience during Research:

It was really hard because you have to be present always, you have to focus on the
study. I realized that this thing is not for the pessimistic people.
Name: Frances Ellian A. Gazo

Address: Brgy. Mabato Ormoc City

Birth Date: January 27, 2002

Birth Place: Ormoc City

Experience during Research:

Name: Pamela Monique G. Cruz

Address: Brgy. Camp Downes Ormoc City

Birth Date: November 5, 2001

Birth Place: Ormoc City

Experience during Research:

I realize that it was really hard while doing our research because you need to focus on
your study.
Name: Philip Vincent D. Sainz

Address: 4th Street Silver Hills Luna Subdivision Ormoc City

Birth Date: June 30, 2000

Birth Place: Ormoc City

Experience during Research:

I had fun even if it’s challenging because I learned something from it.