THE EFFECTS OF USING TECHNOLOGY IN LEARNING ACADEMIC SUBJECTS OF GRADE

12 MORNING STUDENTS OF MONTERSSORI PROFESSIONAL COLLEGE OF ASIA

MARIKINA BRANCH

A THESIS PRESENTED TO THE FACULTY OF MPCA, MARIKINA BRANCH

In partial fulfillment for the requirements in Practical Research 2

By:

Balinoyos, Cayla

Briones, Jessa Mae

Capili, Mia Carryl

Flores, Jhon Zedric

Lazo, Emmanuel

Tresmilla, Rica
 ACKNOWLEDGMENT

The completion of this undertaking could not have been possible without the

participation and assistance of so many people whose names may not all be enumerated. Their

contributions are sincerely appreciated and gratefully acknowledged. This research cannot be

completed without the effort and cooperation from our group members, Group members Cayla,

Jessa, Mia, Zedric, Emmanuel and Rica. However, the researchers would like to express their

deep appreciation and gratitude to the following:

Mrs. Lourdes F. Torre our Professor in Practical Research 2 for the guidance and

encouragement in finishing this research study and also for teaching us in this subject.

To all relatives, friends and others who in one way or another shared their support, either

morally, financially and physically, thank you.

Above all, to the Great Almighty, the one who gives the researches some strength to go

further for his countless love.

We thank you.
CHAPTER 1: THE PROBLEM AND IT’S BACKGROUND

1.1 INTRODUCTION

The technology takes many forms in today's world. The introduction to the technology

education while broadening awareness about the pervasiveness of technology can help us in

business, communication and human relationships. According to Sadhaya “It makes lives

connected with other people in modern time”. (2015)

There is no questioning that the way people live, interact, communicate and conduct

business is undergoing a rapid change. This change referred to as the digital revolution, which

is the advancement of technology from analog, electronic and mechanical tools to the digital

available tools today.

Thierer state that “The digital revolution has changed in the way that people obtain

information. There is more information that any one person could acquire. However having

information easily available has negative effects. For example, not all of the information

available on the internet is reliable accurate.” Technology in education has not any affected the

amount of information available to the students, but it has also transitioned the type of skills

students’ needs to identify quality information and where learning take place.

1.2 BACKGROUND

Many people think Technology refers only to machine such as computer, television,

videos and the like. All these forms part of me technology but educational technology is not just

a machine. It is a planned systematic, a process not a product.

Thierer said that “As we go back to the old time, the evolution of classroom technology

has come and what was considered. The hornbook and the pointer looked more like the tools of

corporal punishment rather than teaching aids. The progression of the magic Lantern, to the

ipad was a great timeline of the visual aids used in the classroom. These devices eventually led

to the PowerPoint and now to the info graphic.” (2016)

1.3 CONCEPTUAL FRAMEWORK

Motivates
Learners
It can be
It is timely
anywhere
and
and
reliable
anytime

The Effects of
Health
Laziness
Using Technology Problems

in Learning
Academic
Subjects It ease
It focuses learning
on skils teaching
process

It has a big
Obesity/
Malnutrition
impact on
educators

The Effects Using Technology in Learning Academic

Subjects
INDEPENDENT DEPENDENT

 Lack of Physical Activities  Communication

 Develop Critical Thinking  School works

 Laziness  Finances/Budgeting
1.4 STATEMENT OF THE PROBLEM

This study aims to evaluate how technology system helps students in learning academic

subjects.

1. What is the Socio Demographic of the respondent?

Age:

Gender:

2. Why should schools integrate technology?

3. Will technology help all students think and learn deeply?

4. How will technology empower students to control their own learning?

5. What is the best way to prepare students for the modern world?

6. What is the specific use of technology that would help Grade 11 students of Montessori

Professional Collage of Asia Marikina to improve their academic performance?

H1- The use of technology helps students do their research, homework’s and activities

easier and faster.

7. How does the school management accept, adapt and interpret data produced by information

they get with the use of technology?

H2- The use of technology sourcing information and data has a big impact in school

management of MPCA Marikina to accept, adapt and interpret data.

1.5 SIGNIFICANCE OF THE STUDY

Researchers know that students learn at their own pace, but sometimes the traditional

classroom make it difficult to do so, with the integration of technology in education students

have the ability to slow down and go back over the lessons and concepts and more advanced

student go ahead. In learning process students will get excited and catch up the lesson easily.

This study will give benefit to the following,

Student, as the students read this study. It can help to understand the importance of

technology to their study by the means of engaging and using technology when they are

searching for information and answers that they are searching for information and answers that

they will actively participate themselves in learning process. As they use technology in studying

they have gathered more advanced knowledge to improve their strategies in learning academic

subjects.

Teachers, as they study push the student to appreciate technology. Teacher's will think

of several ways on how they will incorporate technology in teaching students in modern strategy

by using some instruments to help them share their knowledge and to explain their lesson in a

specific way.

Community, this study will serve as the eye - opener that as the world changes rapidly,

education should be with the revolution so that citizens in our community can obtain information,

it can help to obtain news easier and faster in something’s or events.

1.6 SCOPE AND DELIMITATION

The scope of the study involves the time and money spent the tools and materials and

techniques use and the number of respondents needed for the research to be complete. This

study compile with the researchers’ started last July up to October 2019.Grade 12 morning

students of Montessori Professional College of Asia Marikina are the respondents of this

research. This research is all about using technology in learning academic subjects. It stated

here in the research paper about the teenagers do to use technology properly in education. It

involves the different perception of the respondents. The main source of data was the

researchers and statistically treated by the use of descriptive such as frequency, percentage

means and graphical analysis.

1.7 DEFINITION OF TERMS

CONCEPTUAL OPERATIONAL

1. Aggression  Behavior that is intended  Intensity of stock

someone (supposedly)
to injure someone gives to a partner
physically or

psychologically

2. Self Esteem  The degree to which  Answers to questions

someone feels that they on a well-designed self-
are worth while esteem questionnaire
 Products or services  The event which a
3. Accessibility
accessible product or service is
accessible

4. Love  feelings of intense  Number of times

positive emotion toward someone glances
another individual toward their love one

5. Technology  It is about recognizing

and embracing the  It is the application of
change that naturally science
occur in our lives in the
world at large
 The quality of
6. Pervasiveness  Being present throughout
spreading widely
an area or a group of
people
 It is used to emphasize
7. Mere  Repeated exposure to a
how unimportant or in
neural stimulus
adequate something is

 Moving gradually
8. Progression  The process of
towards a more
developing
advanced state
 Forming a necessary
9. Fundamental  The needs of central
base or core
importance

10. Awareness  Perception of a situation  Added knowledge or

or fact sensibility
 CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 LOCAL RRL

As stated by (Abadines 2017) the effective use of technology in teaching has re-defined

education. Technology has created many learning opportunities for both teachers and students.

Teachers are learning how to integrate technology in teaching, whereas students are more

engaged and interested in the lessons every time iPads, Chrome book, or any educational

gadgets are to be used. Technology is a significant part of our lives. It affects our day-to-day

routines like buying groceries, doing some shopping, communicating and socializing with

colleagues and friends. With its increasing demands in our lives, it is no wonder that using

technology in teaching has also become a fad.

In addition technology liberates education boundaries because of using technology in the

classroom; teachers have evolved to being the sole authority of knowledge to being facilitators

of learning in the classroom. Educators and students work collaboratively so that the learning

experience will be more meaningful for all. Technology has also helped distant education.

Students can participate in classroom activities and submit requirements for the course with just

a laptop and the Internet. Materials have been made more accessible to students since

teachers can just upload the materials for their subjects online and let students download them

as needed. More than that, the world web is a vast database of materials which students and

teachers can use to supplement their learning.

There are limited studies that technology sparks students’ interest in learning. Using

technology in the classroom also adds students’ participation and excitement to the lesson.

Students now are so adept at using different gadgets like smartphones, iPads, and others. If

these technologies are used during lessons, students are likely to be more engaged because

they are using their much-loved gadgets to facilitate their learning. They can take ownership and

be in charge of their learning. Moreover, students are also able to think more critically because

of the extensive information available online.

 The various educational software or apps have been designed to make learning easy

and fun to the students. Through these apps and online resources, students can learn subjects

that are difficult to them independently. Since students learn at their pace, understanding these

concepts are made easier to them. They are free from the pressures and prejudices of others if

they do not learn as fast as others do. Through the various activities designed by the teachers

to integrate technology in their teaching, students become more innovative and creative so that

they can always do the tasks given to them well. Through independent research and

manipulation of the different applications designed for learning, students can exercise

their creativity and innovativeness. So if you are still hesitating in taking a step a forward and

use technology in your teaching, you better wait no more. When we incorporate technology in

our classroom, we not only motivate our students to be more participative during lessons and

independent in their learning, we are also preparing them to the outside world where knowledge

in technology has become more of necessity rather than a passing leisure.

2,2 FOREIGN RRL

As eloquently stated by (Frost and Sullivan 2015) “The widespread availability of

technology and devices has become an inevitable part of the way they live and work. Using

technology is already second nature to today’s young people, and many schools have already

adopted the use of personal devices as a teaching tool.” This project aims help kids to use and

explore objects with a technology that can make it easier for them to learn without the help of

others by using their own mind and bodies.

In addition “Intel Education believes that a transformative education initiative starts from

a vision of student success where goals—and an understanding of how information

communications technology (ICT) can help schools achieve those goals—drive change. From

improving student achievement and bridging equity divides, to increasing student engagement

and aligning skills with workforce needs, these goals are the beginning of global transformation

Our partnership with Felta is part of our vision of helping education leaders and visionaries

redefine today’s education system.” (Subido 2015)

As mentioned by (Mae Rivera-Moreno 2015) “Programs for education promote effective,

immersive learning experiences to inspire teachers and students to realize their full potential.
We believe that by giving students technology we help enrich their minds today, and by

equipping and supporting a teacher with technology, we enrich students for a lifetime.”

There is more information than anyone person could ever acquire available at one’s

fingertips via the Internet. Although disparities in technology access still exist today, the vast

majority of students in technology access still exist today, the vast majority of students access

the Internet from home or school (Pearson 2013) meaning that the most students have access

to vast amounts of information. However having information easily available has its caveats; for

example, not all of the information available on the Internet is reliable and accurate.

Learning outside of the classroom has also been made possible because of technology.

Students are no longer limited to face-to-face learning, since technological advancements have

made it possible for students to choose whether they want to attend class either face-to-face or

via online or both. With the significant increase in Internet access and computers in and out of

classrooms

(Gray, Thomas, & Lewis, 2010), there are numerous options for learning to take place in out of

the classroom.

This is due to that Learning outside of the classroom has also been made possible

because of technology. Students are no longer limited to face-to-face learning, since

technological advancements have made it possible for students to choose whether they want to

attend class either face-to-face or via online or both. With the significant increase in Internet

access and computers in and out of classrooms (Gray, Thomas, & Lewis, 2010), there are

numerous options for learning to take place in out of the classroom.

 However, studies conducted on the most current instructional strategies that are being

used to integrate technology into K-12 classrooms show mixed results. For example, meta-

analyses con-ducted on effects online learning found moderate effects for student achievement

and student satisfaction in favor of online learning (Shachar & Neumann, 2003). The USDOE

found that “Students who took all or part of their class online performed better, on average, than

those taking the same course through traditional face-to-face instruction” (Stansbury, 2009,).

The correct use of tools and resources nevertheless does have the potential to change

education. Very often these change phenomena are general rather than specific. For example,

the influence of the printed word is gigantic, but this influence—like so many other tools and

resources—is anchored in society as a whole. You need to come down to the level of something

like the book or the blackboard if you want to consider a resource that has specifically changed

education. (Clark 2016) mentioned that “The technological gap between the students and the

teachers is not enormous, and certainly not so large that it cannot be bridged. In fact, the

relationship is determined by the requirements teachers place their students to make use of new

technologies.” Students who need or are required to use these technologies in their courses are

unlikely to object to them, but there is not a natural demand among students for any such use.

(Woodley 2014) indicated that Educators can use technology in the classroom in many

different ways. These can range from using smart boards to show simple PowerPoint slides or

videos during a lesson and providing online support material such as teaching aids, to the

spectacular massive open online courses that universities are currently using to allow tens of

thousands of students worldwide to follow the same studies through video lessons, self-testing,

and discussion forums Much research has been carried out to investigate the best way to make

use of technology for learning purposes both inside and outside of the classroom.
2.3 REVIEW OF RELATED SUMMARY

The review or the two literatures for this research focuses on the advantage and

disadvantage of using technology in education to identify if it is effective in modern way teaching

style. The review focuses on the different hypothesis that we found in different cited works

international and local. The chapter begins with the findings or researcher using various

instrument to follow the producers and to know more between the different effects in using

technology in education while learning style is complex for those students and teachers who

can't balance their time and they can't afford to buy (time) instruments. Technology is good

because is simplifies the way we do things in our daily lives. However if technology is wrongly

applied, it can be harmful in so many ways. Technology is developed by humans, so we can

use it to accomplish almost every task, if makes the impossible look possible.

CHAPTER 3: METHODOLOGY

This chapter presents a description of the research design selection and description of

respondent’s research instrument, data collection procedure and statistical treatment used.

3.1 RESEARCH DESIGN

In order to see the general pictures of the Effects of Using Technology in Learning

Academic Subject of Grade 12 Morning Students of Montessori Professional College of Asia

Marikina Branch. The descriptive correlational survey was used. As a descriptive study it

collected detailed in factual information describe existing phenomena. It is systematically

described the situation or areas of internet factually and accurately. It allows understanding the

effects of using it. This study was correlational for it demanded. The degree which the variables

were related to each other using statistical instruments.

3.2 SAMPLING TECHNIQUE AND POPULATION

The study used simple random sampling in determining the sample of this study Grade

12 Morning Students of Montessori Professional College of Asia Marikina Branch were the

respondents of this study. The researchers considered the Grade 12 Morning Students because

their generation is evidently more dependent of technology than thaw way people use to before.

3.3 RESEARCH LOCALE

This study was conducted at the Montessori Professional College of Asia Marikina

Branch since the chosen respondents are the student of said branch.

3.4 RESEARCH INSTRUMENTS AND TECHNIQUES

A questionnaire was used in gathering data. The questionnaire consisted of items that

determined the effects of using technology in learning academic subjects.

3.5 DATA GATHERING PROCEDURE

The researchers personally administered the research instruments to the respondents.

They conferred and discussed the significant of the study and accomplished the distribution of

the instruments properly. The respondents were given 3 minutes to accomplish the forms to

prevent them from giving hastily response. The researchers went from one sector to another on

collecting the accomplished questionnaire. After the questionnaire have been accomplish the

result were tallied and tabulated. These data has become the basis of analysis and

Interpretation.
 QUESTIONNAIRE

Montessori Professional
College of Marikina
Marikina Branch

Name:
___________________________________
Grade and Section:
________________________

INTRODUCTION: In order to gather data 6. The use of technology in class

and to continuously improve this research ________?
study. This questionnaire has been A. Helps me stay focused
developed to gather data regarding the B. Does not affect my learning
researchers’ topic which is The Effects of C. Seems to distract me
Using Technology in Learning Academic
Subjects. We value your detailed and 7. I generally _________ learning in
honest responses. The questionnaire class when technology is
should take approximately 3minutes to incorporated.
complete. Your responses are completely A. Enjoy
anonymous. B. Feel Neutral
C. Dislike
DIRECTION A: Encircle the letter that
corresponds to your best answer. 8. One of the effects that I’ll get in
incorporating technology in learning
1. What is the socio demographic of academics is ______.
the respondent? A. It helps me to think critically
Age: B. It makes me lazy
Gender: C. It helps to empower and control
their own learning
2. What is the specific use of gadgets
that you are using? 9. As a student, what is the most effect
A. For relaxation of using technology in teaching
B. For entertainment academic subjects?
C. For learning A. It helps me to stay focused
B. Does not affect my teaching
3. What is the benefit that you’ll get in C. Seems to distract me
using gadgets in learning academic
subjects? 10. As a student, what is the least effect
A. It helps to collect more of integrating technology in learning
information academic subject?
B. It makes work easier A. It makes me lazy
C. It helps gather accurate and B. Seems to distract me
reliable answers C. Does not affect my learning

4. What is the effect of using technology

in learning academic subjects for you
as a student?
A. It makes work easier
B. It provides rich and accurate
information
C. It makes the class active

5. What is the most important reason

why student needs to adapt the
modern learning style in education? ___________________________
A. It makes work easier Mrs. Lourdes F. Torre
B. It makes the class active Class Adviser
C. Helps me stay focused
3.6 DATA ANALYSIS AND PROCEDURE

This chapter presents the approach used to develop and validate the Effects of Using

Technology in Learning Academic Subjects; it describes the research design, the sampling

technique and population, research locale, research instruments and techniques and data

analyses that were used in this research study.

In order to validate the conceptual model and provide responses to the hypotheses of

this study, Correlational Design and multiple data were used. The methods include the

construction of the Survey Questionnaire. The survey focused on the Effects of Using

Technology in Learning Academic Subjects wherein questions that is connected to the

researchers hypotheses.

Chapter4, presents the data gathered, result of the survey that the researchers have

done and interpretation of findings. These are presented in tables following the sequence of the

specific research questions regarding the Effects of Using Technology in Learning Academic

Subjects.
CHAPTER 4: THE RESULT, ANALYSIS AND INTERPRETATION OF DATA

TABLE1. Demographic Profile of Grade 12 Morning Students of Montessori Professional

College of Asia Marikina Branch regarding their age.

AGE FREQUENCY PERCENTAGE

17 20 33%

18 28 47%

19 9 15%

20 3 5%

TABLE2. Demographic Profile of Grade 12 Morning Students of Montessori Professional

College of Asia Marikina Branch regarding their gender.

GENDER FREQUENCY PERCENTAGE

MALE 26 43%

FEMALE 34 57%

TABLE3.

QUESTION X FREQUENCY PERCENTAGE

1 19 32%

What is the specific use of

2 27 45%
gadgets that you are using?

3 14 23%

DATA ITEM DEVIATION SQUARE OF DEVIATION

19 -1 1

27 7 49

14 -6 36

86

√86 = 9.27
Table 3 indicates that that there are 19 students were using gadgets for relaxation while 27

students are using it for entertainment and then there are 14 students who operate gadgets for

their learning purposes. Most respondents were reasonably using it for relaxation.

TABLE4.

QUESTION X FREQUENCY PERCENTAGE

1 31 52%

What is the benefit that you'll

2 18 30%
get in using gadgets in
learning academic subjects?

3 11 18%

DATA ITEM DEVIATION SQUARE OF DEVIATION

31 11 121

18 -2 4

11 -9 80

205

√205 = 14.32
TABLE5.

QUESTION X FREQUENCY PERCENTAGE

1 28 47%

What is the effect of using

2 28 47%
technology in learning
academic subjects?

3 4 6%

DATA ITEM DEVIATION SQUARE OF DEVIATION

28 8 64

28 8 64

4 -16 256

384

√384 = 19.60
TABLE6.

QUESTION X FREQUENCY PERCENTAGE

1 28 47%

What is the most important

reason why student needs to
2 9 15%
adapt the modern learning
style in education?

3 23 38%

DATA ITEM DEVIATION SQUARE OF DEVIATION

28 8 64

9 -11 121

23 3 9

194

√194 = 13.93
TABLE7.

QUESTION X FREQUENCY PERCENTAGE

1 19 32%

2 24 40%
The use of technology in class
____.

3 17 38%

DATA ITEM DEVIATION SQUARE OF DEVIATION

19 -1 1

24 4 256

17 -3 9

266

√266 = 16.31
TABLE8.

QUESTION X FREQUENCY PERCENTAGE

1 35 58%

I generally ____ learning in

class when technology is 2 22 37%
incorporated.

3 3 5%

SQUARE OF
DATA ITEM DEVIATION
DEVIATION

35 15 225

22 2 4

3 -17 289

518

√518 = 22.76
TABLE9.

QUESTION X FREQUENCY PERCENTAGE

1 24 40%

One of the effects that I'll

get in incorporating
technology in learning
academics is __. 2 11 18%

3 25 42%

DATA ITEM DEVIATION SQUARE OF DEVIATION

24 4 16

11 -9 81

25 5 25

122

√122 = 11.10
TABLE10.

QUESTION X FREQUENCY PERCENTAGE

1 31 52%

As a student, what is the most

effect of using technology in
teaching academic subjects? 2 20 33%

3 9 15%

DATA ITEM DEVIATION SQUARE OF DEVIATION

31 11 121

20 0 0

9 -11 121

242

√242 = 15.60
TABLE11.

QUESTION X FREQUENCY PERCENTAGE

1 25 42%

As a student, what is the

least eff
ect of integrating technology
in learning academic 2 19 32%
subjects?

3 16 26%

DATA ITEM DEVIATION SQUARE OF DEVIATION

25 5 25

19 -1 1

16 -4 16

42

√42 = 6.48
CHAPTER5: SUMMARY, CONCLUSION AND RECOMMENDATIONS