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Chapter 1

THE PROBLEM

Introduction

As the 21st century began, many changes have dominated the world.

Technology is one of these changes. Technology plays a vital role in people’s

lives nowadays. It affects how people live, think, work, and most importantly

learn. Teenagers today are very much lucky because they can easily do their

tasks particularly in school through the use of technology. As time passes by,

many technological tools were invented to make every task easier and faster to

most of the students. Computers, laptops, phones, television, and calculator are

some of the technological tools that most students use in gathering information.

Technology-assisted learning is one easy way to learn that most students do.

Technology-assisted learning is the use of technological tools that assists or

helps students in their studies especially in gathering information from the

internet. Using technology as a learning tool do not just make school tasks

easier, it also help students to become more engaged in every discussion that

teachers do. Using technology in the classroom helps students and even

teachers develop technological skills or properly know how to use them correctly

and responsibly. With the use of technology in learning, students will be able to

access the most up-to-date information easier and faster. Technology also

empowers students to be more creative and connected with each other.

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There is no denying that technology gives a lot of benefits to students. It

affects the students’ classroom participation in positive ways. However it also

gives negative effects. Since most of the students use technology in learning,

there are times that students are distracted by these. For an instance, instead of

searching for information in the internet for academic purposes, students tend to

go to social networking sites and forget about their school tasks. As a result,

students’ grade might drop resulting in poor classroom participation. However

technology also gives positive effects. Through the use of technology-assisted

learning, students’ tasks are easier and faster. For an instance, instead of writing

a very long essay, students can just type it down in a computer. With this, school

tasks are easily finished thus gives a positive impact on students’ class

participation.

As cited in the study of Garthwait and Weller (2005) about the effects of

one-to-one computing in constructing curriculum and delivering instruction, the

researchers aimed to know the effects of laptops in the classroom. The students

received more than 17,000 laptops and 243 laptops for the teachers. The

researchers discovered that students were more eager to think through

conceptual mistakes and make the requisite changes on their laptops. This study

shows that students are more eager to learn because of the presence of the

laptop. Through motivation, students’ ability to learn and promote academic

achievement increased.

In 1996, Deped started on a 10-year Modernization Program, wherein the

main constituent of this program were the computerization project and the School
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of the Future project. In order to improve the teaching and learning process,

educational management and operations, the modernization program introduced

the use of information technology. This program was assisted by other

government agencies and the private sector.

Technology plays a vital role in today’s generation specifically the

students, for its main function is to make everyone’s tasks easier and faster.

Technology-assisted learning impacts the students’ classroom participation in

both positive and negative ways.

The researchers’ main purpose is to know the effects of technology-

assisted learning on the class participation of students, particularly the grade 12

students in order for them to provide some recommendations regarding the use

of technology in the classroom. Another purpose of the researchers is to benefit

them at the said study. The researchers conducted this study in such a way that

they are also students who uses technology in learning thus aiming to know its

effects.

Statement of the Problem

This study aims to identify the effects of technology-assisted learning on

the class participation of selected Grade 12 students in Anislag National High

School in S.Y. 2018-2019. Specifically, it will seek answers to the following

questions:

1. What are the different technological tools used on the class participation by the

selected Grade 12 students in Anislag National High School?

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2. What is the extent of using technological tools on the class participation of the

selected Grade 12 students in Anislag National High School?

3. What are the effects of technology-assisted learning on the class participation

of the selected Grade 12 students?

4. What are the respondents’ preferences regarding the use of technology in

learning?

Scope and Delimitation

This study will focus on the effects of technology-assisted learning on the

class participation of selected Grade 12 students. This study aims to get

respondents from the students of Anislag National High School wherein the data

will be gathered from. Teachers and other school personnel are not included.

This study also depicts the extent of using technological tools on the class

participation of the selected Grade 12 students as well as the respondents’

preferences regarding the use of technology in learning.

Significance of the Study

This study is relevant and beneficial to the following people:

Students. This study can help students to be aware of the effects of

technology-assisted learning and how it impacts students’ class participation.

This study also gives recommendations regarding technology-assisted learning.

Teachers. This study is beneficial to teachers in a way that they will be

aware on how technology-assisted learning impacts students’ class participation.

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With this, teachers will be able to know what teaching techniques will help

students to be more engaged in every class discussion.

School. This study is advantageous to the school in a way that the

students’ class participation will be improved by the use of the recommendations

given by the researchers. In this way, the school’s academic performance will be

enhanced as well.

Parents. This study is favourable to parents in a way that they will be

aware on how technology affects their children. The given recommendations

would help them formulate some preventive measures to help their children from

experiencing the negative effects of technology-assisted learning.

Department of Education. This study is beneficial to the curriculum

makers in a way that DepEd officials will be aware on how technology-assisted

learning impacts students’ classroom participation. In this way, DepEd officials

will be able to implement laws regarding the said problem.

Community. This study is useful for the productiveness of the youth in the

community in a way that the youth will be aware of the effects of technology-

assisted learning. In this way, the youth in the community will be able to follow

the recommendations given by the researchers thus making the community

productive.

Future researchers. This study will serve as a basis for future

researchers, especially to those who will conduct the same topic.

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Researchers themselves. This study is beneficial to researchers

themselves because this will serve as their partial fulfilment of the requirements

in Inquiries, Investigation and Immersion.

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Notes

https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1259&co

ntext=ehd_theses

https://www.slideshare.net/Roan10379/ict-education-in-the-philippines
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Chapter 2

RELATED STUDIES AND LITERATURE

This chapter presents the review of related literature and studies which the

researchers found relevant to their study. It also includes the synthesis of the

state of the art, the gap bridged by the study, and the conceptual framework with

its paradigm.

Related Literature

As specified in the book of Kevin C. Costley, Ph.D. (2014) “The Positive

Effects of Technology on Teaching and Student Learning”, technology has a

positive effect on student learning expectations and outcomes. Technology is a

powerful contributor to learning as it is used to deepen students’ engagement in

school discussions as well as to increase students’ collaboration resulting to

good academic performance. Collaboration is a highly effective tool for learning.

Technology can be used as a tool for establishing meaningful projects to engage

students in critical thinking and problem solving. The significance of this related

literature to the present study is that it shows the effects of using technology in

learning or in the classroom that will serve as a foundation for the present study.

This will help the readers understand and have a bird’s eye view of what the

present study is all about.

Based on the book of Stine Victoria Stakkestad and Guro Fladvad Størdal

(2017) entitled “The Effects of Technology on Students’ Academic Performance”,

the technological tools, including individual laptops, are the foundation for a good
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digital learning environment. Laptop use in education will increase opportunities

for students on several dimensions and affect all subjects. First and foremost, it

will give students increased access to information which will increase available

literature, as well as challenge students’ judgment on reliability. Furthermore,

students will get access to programs that can enhance their learning outcome, for

example by using educational software that corrects grammar or software

helping students solve and understand mathematical problems. Overall, the use

of laptop in education can make students able to focus on more complex

problems, which in turn can increase students’ performance. This related

literature is significant to the present study in a way that it gives information

regarding the same topic as the present study discusses. It gives information

about technological tools that can be used for the formulation of the checklist.

The book entitled “The Effects of Technology on Academic Motivation and

Achievement in a Middle School Mathematics Classroom” of Andrea K. Olsen

and Elina Chernobilsky (2016), as technology has developed and education has

embraced technological tools, special education has also adapted to incorporate

new strategies. Web-based instruction and practices have become more

prominent in education. The internet also allows students to independently

engage in relevant, organized, and simplified research Web-based technologies

help learners in the acquisition of various skills, such as reading, writing, and

comprehension in language arts, as well as mathematical problem solving. The

importance of this related literature to the present study is that this will serve as a

supporting proof of the reliability and validity of the present study.

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As stated in the article published by Smarter Services (2017), increased

accessibility is one of the most important things technology has done for student

learning. Through technology, 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 because of

technology. This related literature discusses about how technology impacts

students’ positively. This is significant to the present study because it gives

information that can be used in creating the research instrument.

Based on an article published by Mohamed Faizudeen et. al. (2014),

technological impact on learning changes how students learn since students

have other sources to get information rather than books. Information comes in

handy whenever it is needed. They also stated that the use of technology in

learning makes learning faster since students understand the concept easily

resulting to high score marks. However the use of technology in learning impacts

students in a few negative ways. It deteriorates patience as well as declines

writing skills. The significance of this related literature to the present study is that

it also gives information about how technology impacts students as well as it also

locates the present study within the context of this related literature.

Related Study

In a study conducted by Vonda Burton n.d., it was stated that academic

progress showed due to computer technology in a variety of subject areas.

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Burton discovered that using technology in the classroom prepares students for

their futures. The students’ use of computer allows for better time on task. The

students show increased attentiveness for longer lengths of time when learning

through use of technology. Also, the students are more likely to be engaged in

learning during interactive multimedia technology. Another benefit is computer is

used as a tool for more individualized instruction for the student. Computers can

provide that individual instruction that students need. This study is similar to the

present study because both talks about the effects of technology-assisted

learning on students. It also discusses how technological tools particularly

computer helps students in school. It differs in a way that this study does not give

recommendations regarding the use of technology in learning.

In reference to a survey cited by Martin L. Kutscher M. D. (2018) regarding

the problem with technology in schools, nearly 90% of teachers felt technology

has created a distracted generation with short attention spans. 60% felt it

hindered writing and face-to-face communication. Almost 50% felt it hurt critical

thinking and homework ability. 76% felt students were conditioned to find quick

answers. In short, technology is changing the way students learn, and not always

for the better. This study is similar to the present study because both talks about

the effects of technology-assisted learning on students. The finding in this study

is that the use of technology in schools affects students negatively. It differs in a

way that this study does not give recommendations regarding the use of

technology in learning.
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Referring to a study conducted by Steven Higgins et. al. (2012), research

findings from experimental and quasi-experimental designs indicate that

technology-based interventions tend to produce just slightly lower levels of

improvement. The range of impact identified in these studies suggests that it is

not whether technology is used (or not) which makes the difference, but how well

the technology is used to support teaching and learning. There is no doubt that

technology engages and motivates students. However this benefit is only an

advantage for learning if the activity is effectively aligned with what is to be

learned. It is therefore the pedagogy of the application of technology in the

classroom which is important: the how rather than the what. This is the crucial

lesson emerging from the research. This study is similar to the present study

because both talks about the effects of technology-assisted learning on students.

However, this related study states that the effects of technology-assisted learning

depend on how the technological tool is used and what is to be learned. It differs

in a way that this study does not give recommendations regarding the use of

technology in learning.

In the study conducted by Bronzal, et. al. (2017) about the effects of

cellphone to the students of Senior High School of Anislag National High School,

findings revealed that one hundred percent of the respondents said that they use

cellphone primarily for communication and studying followed by Yahoo and

Facebook Messenger. The applications found in it help them to research faster.

However, too much use of it has also negative effects. The former study focused

on the effects of cellphone as a form of technology to the students of Grade 11

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Senior High School students of Anislag National High School. On the other hand,

the present research will deal with the effects of technology-assisted learning on

the class participation of Grade 12 students in Anislag National High School.

Pursuant to the study conducted by Dr. Lazar Stošić (2015) about the

importance of educational technology in teaching, the new generation of kids

comes ready to work with these new technologies. Technology plays an

important role in children’s learning and in acquiring various cognitive knowledge,

so educational technology must be incorporated into future curricula. The

application of educational technology enhances skills and cognitive

characteristics. With the help of new technology comes an explosion of learning

and receiving new information, especially on mobile devices. This study is similar

to the present study because both talks about the technological tools used by

students for learning as well as the effects of technology-assisted learning on

students. It differs in a way that this study does not give recommendations

regarding the use of technology in learning.

Synthesis of the State of the Art

According to Costley (2014) and Olsen & Chernobilsky (2016), the use of

technology in learning results to some positive effects such as deepen students’

engagement in school discussions, increase collaboration, and helps students in

acquisition of various skills. Based on Smarter Services (2017) and Stakkestad &

Størdal (2017), technology-assisted learning also results to some positive effects

to students: increased accessibility to information that enhances learning

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outcomes, and helps students to focus more. As stated by Faizudeen et. al.

(2014), the use of technology in learning results to positive and negative effects.

It helps students to collect information easily as well as it makes learning faster

that results in high score marks. For the negative effect, the use of technology

deteriorates students’ patience and declines writing skills.

Based on a study conducted by Burton n. d. and Higgins et. al. (2012),

technology increases students’ attentiveness, helps students to be engaged in

learning, and prepares students for their futures. According to Stošić (2015),

technology plays an important role in children’s learning and in acquiring various

cognitive knowledge as well as enhances skills. Based on Bronzal et. al. (2017),

the use of technology particularly, cellphone helps students to research faster.

According to Kutscher M. D. (2018), technology-assisted learning results to some

negative effects to students: distracted, hindered writing and face-to-face

conversation, hurts critical thinking and homework ability, and students were

conditioned to find quick answers.

Gap Bridged by Study

Several studies were conducted about the effects of technology-assisted

learning on the class participation of students and contributed significant findings

that contributed in the field of education. However, there are no studies done

about the effects of technology-assisted learning on the class participation of

Grade 12 students particularly in Anislag National High School. The present

researchers believe that they will be able to know the effects of technology-
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assisted learning on the class participation of the Grade 12 students in Anislag

National High School.

Conceptual Framework

By the use of the checklist, the effects of technology-assisted learning on

the class participation as well as the extent of using technological tools on the

class participation of the selected Grade 12 students in Anislag National High

School will be known. The present researchers will give recommendations

regarding the use of technology in learning based on the respondents’

preferences. The checklist will be distributed to the respondents that are part of

the study. This will serve as a guide that will give information in the interpretation

of the data.
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Effects of
Technology-Assisted
Learning on the
Class Participation of
Selected Grade 12
Students in Anislag
National High School
in S. Y. 2018-2019

1. The different
technological tools
used on the class Research The
participation by the
recommendations
selected Grade 12
students in Anislag Preparation of regarding the use
National High School checklist
2. The extent of of technology in
using technological
learning of the
tools on the class Distribution of
participation of the checklist Grade 12 students
selected Grade 12
students in Anislag in Anislag National
National High School
Interpretation of High School
3. The effects of data
technology-assisted
learning on the class
participation of the
selected Grade 12
students

4. The respondents’
preferences
regarding the use of
technology in
learning

Figure 1. Conceptual Paradigm of the Study

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Definition of Terms

Technology is the use of science in industry, engineering, etc., to invent

useful things or to solve problems.

Technological tools are instruments used for doing work that helps you

accomplish a goal.

Students are the ones who attends school and studies.

Technology-assisted learning is the study and ethical practice of

facilitating learning and improving performance by creating, using, and managing

appropriate technological processes and resources.

Class participation is an important aspect of student learning. When

students speak up in class, they learn to express their ideas in a way that others

can understand. When they ask questions, they learn how to obtain information

to enhance their own understanding of a topic.

Internet is an electronic communications network that connects computer

networks and organizational computer facilities around the world.

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Notes

Costley, K. C. Ph. D. (2014). The Positive Effects of Technology on Teaching

and Student Learning. USA: n.p.

Stakkestad, S. V., & Størdal, G. F. (2017). The Effects of Technology on

Students’ Academic Performance. Norway: n. p.

Olsen, A. K. & Chernobilsky, E. (2016). The Effects of Technology on Academic

Motivation and Achievement in a Middle School Mathematics Classroom.

USA: n. p.

Smarter Services. (2017). Retrieved on July 24, 2018, from the website:

http://www.smarterservices.com/blog/impact-technology-student-learning/

SlideShare. (2014). Retrieved on July 24, 2018, from the website:

https://www.slideshare.net/faizudeen5zu/impact-of-technology-on-learning

Burton, V. n.d. Retrieved on July 24, 2018, from the website:

www2.muw.edu/~vbb/PORTFOLIO/paper.doc

Psychology Today. (2018). Retrieved on July 24, 2018, from the website:

https://www.psychologytoday.com/us/blog/your-childs-brain-and-

behavior/201612/the-effects-digital-technology-learning

Higgins, S. et. al. (2012). The Impact of Digital Technology on Learning:

 19

A Summary for the Education Endowment Foundation. UK: n. p.

Bronzal, C.A. et. al. (2017). The effects of Cellphone usage to the Senior High

School students of Anislag National High School. Albay: n. p.

Dr. Stošić, L. (2015). The Importance of Educational Technology in Teaching.

Aleksinac Serbia: n. p.

https://www.merriam-webster.com/dictionary/technology

https://eduscapes.com/tap/topic101.html

https://www.merriam-webster.com/dictionary/student

https://en.wikipedia.org/wiki/Educational_technology

https://www.educationworld.com/a_curr/shore/shore056.shtml

https://www.merriam-webster.com/dictionary/Internet
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Chapter 3

METHODOLOGY

This chapter shows how the problem will be investigated and it discusses

the following elements: research design; locale of the study; sources of data;

instrument; and the respondent of the study. To test the proposed research

model, and to analyze the effects of technology-assisted learning on the

students, an empirical study will be conducted to the selected Grade 12 students

from Anislag National High School, Anislag, Daraga, Albay, as the respondents

of the study. A checklist will be designed to address this particular focus.

Research Design

This paper is a quantitative type of research. Therefore, the researchers

will focus on numerical and statistical data. The said research is descriptive type

that uses scientific method which involves observing and describing the behavior

of a subject without influencing it in any way. Therefore, the effects of the

independent variable on the dependent variable are collected and analyzed for a

relationship.

The checklist is a tool for the collection of data which consists questions

that identified the extent of using technological tools on the class participation;

the effects of technology-assisted learning on the classroom participation of the

selected Grade 12 students; and the respondents’ preferences regarding the use

of technology in learning. To determine the effects of technology-assisted

learning on the class participation of Grade 12 students in Anislag National High

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School, the researchers concluded four questions that could determine their

study:

1. What are the different technological tools used on the class participation by the

selected Grade 12 students in Anislag National High School?

2. What is the extent of using technological tools on the class participation of the

selected Grade 12 students in Anislag National High School?

3. What are the effects of technology-assisted learning on the class participation

of the selected Grade 12 students?

4. What are the respondents’ preferences regarding the use of technology in

learning?

Slovin’s Sampling of the Respondents

The researchers will use the slovin’s formula to get the sample size of 187

with margin of 5% from the total number of population of 349 of Grade 12

students of Anislag National High School.

Locale of the Study

The place where the researchers chose to conduct their study is at

Anislag National High School located at Anislag, Daraga, Albay. It is a large

campus with a large population.

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Sources of Data

The study will have two sources of data, the primary and secondary

sources. The primary source will be taken from the responses of the selected

Grade 12 students in Anislag National High School and the secondary source are

taken from the different books related to the research topic and the internet.

Instrument of the Study

This section describes the specific type of research instrument to be used

in the study. The instrument of this study is a checklist which is composed of

three parts. The first part deals on the extent of using technological tools on the

class participation of the selected Grade 12 students. The second part deals on

the effects of technology-assisted learning on the classroom participation of the

selected Grade 12 students. The third part deals with the respondents’

preferences regarding the use of technology in learning. The type of

questionnaire that the researchers will use is the structured type which provides

possible answers, and the respondents will select from the possible answers

provided by the researchers.

Likert Scale will be used in the checklist in which the respondents will be

asked to indicate their level of agreement and frequency. The said scale will be

used in all parts of the checklist.

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Scale Interpretation

5 Always/Strongly Agree

4 Frequently/Agree

3 Sometimes/Neutral

2 Seldom/Disagree

1 Never/Strongly Disagree

Respondent

The respondents of this study will be the Grade 12 students particularly

the Academic and Technical Vocational Livelihood students of Anislag National

High School. The researchers chose the Grade 12 as the respondent of the

present study because they are more exposed to technology when it comes to

learning compared to other grade levels. The Grade 12 students are more aware

on how technology-assisted learning affects class participation. The results of the

data gathering will be more accurate and reliable since it will be from the Grade

12 students who are already have comprehension regarding the drills in

conducting a study. Another reason is it will be more convenient to the

researchers when it comes to data gathering.

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RESPONDENTS

Table 1

Respondents
Number of Respondents
Track/ Strand

Accountancy, Business and Management 29

(ABM)

General Academic Strand A 29

General Academic Strand B 29

General Academic Strand C 27

Humanities and Social Sciences (HUMSS) 19

Agri-Fishery Arts (AFA) 9

Electronics Product Assembly Servicing 16

(EPAS)

Carpentry 3

ICT 25

TOTAL 186

N=186

Statistical Treatment

The researchers will use the following statistical tool to treat the problems

stated:
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Percentage is a useful way of making comparisons. It will be used to treat

specific problem number 1 which provides the different technological tools used

by students on class participation.

The formula is:

𝑓
𝑃= 𝑥100
𝑛

Wherein:

P = percentage

f = frequency

n = total no. of respondents

100 = constant

Weighted Mean is an average calculated by taking account the

frequencies of the values of variables but also some factors such as variance.

The weighted average of observed data is the result of the sum of the product of

each observed value, the number of times it occur, and the other factors by the

total number of observations. This will be used to treat specific problem number 2

which deals on the extent of using technological tools on the class participation of

the respondents; problem number 3 which deals on the effects of technology-

assisted learning on the class participation of the respondents; and problem

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number 4 which deals on the respondents’ preferences regarding the use of

technology in learning.

The formula is:

𝑓(𝑤)
𝑊𝑀 =
𝑁

Wherein:

WM = Weighted Mean

f = frequency

w = weight

N = total number of respondents

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Notes

Center for Innovation in Research and Teaching. n. d. Retrieved on August 7,

2018,

from the website:

https://cirt.gcu.edu/research/developmentresources/research_ready/quant

research/approaches
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EFFECTS OF TECHNOLOGY-ASSISTED LEARNING ON THE CLASS

PARTICIPATION OF SELECTED GRADE 12 STUDENTS IN

ANISLAG NATIONAL HIGH SCHOOL IN S.Y. 2018-2019

A research presented to

The faculty of Senior High School Anislag National High School

Anislag, Daraga, Albay

In partial fulfilment of the requirements in Inquiries, Investigation and Immersion

by

Krisha Ann Barce

Shaina Mae M. Llanera

Maylyn M. Madriñan

Rico L. Oliveros

Brian L. Penillos

February 2019