ANALYSIS OF THE

INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON

ICT EDUCATION

GROUP 4
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

A Practical Research Paper

Presented to the Senior High School Department

St. Robert’s International Academy

Jaro, Iloilo City

In Partial Fulfillment

of the Requirements for Senior High School

Joana Mae A. Ajeno

John Lester S. Alvarado
Jen May L. Casquite
John Rey M. Collado
Shiela Mae S. Gascon
Pinkle Rose S. Pastrana
Chrysthelle L. Pecayo
Jonaima Sheen P. Pineda
Frecious L. Quitor
Pearl Anne G. Sobrevega

November 2023
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

CHAPTER 1

Introduction to the Study

This chapter consists of six parts: (1) Background of the Study, (2) Statement of the

Problem, (3) Theoretical Framework and Conceptual Framework of the study, (4) Definition of

Terms, (5) Delimitation of the Study and (6) Significance of the Study.

Part One, Background of the Study, gives the current situations and rationale of the chosen

problem.

Part Two, Statement of the Problem, identifies the major and specific problems that the

research hoped to answer and gives the hypothesis of the research.

Part Three, Theoretical Framework that gives the philosophical background, theories and

related framework to which the study is anchored and Conceptual framework that illustrates what

the study expects to find.

Part Four, Definition of Terms, defines the important terms used in the research, both

conceptually and operationally.

Part Five, Scope and Delimitation of the Study, specifies the scope and coverage of the

study.

Part Six, Significance of the Study, states the benefits of the study.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Background of the Study

ICTs are the information and communication technologies that surround our daily lives

and companies, businesses, industries, schools, etc. Some examples are computers, cell phones,

notebooks, Wi-fi, Bluetooth, and Artificial Intelligence (AI). ICT is a set of integrated

technological resources that provide, through hardware, software, and telecommunications

functions, the automation and communication of business processes, scientific research, and

teaching and learning. Information and communication technologies are an expression that refers

to the role of communication in modern information technology. It is understood that ICTs consist

of all the technical means used to process information and assist in communication, which includes

computer hardware, network, and mobile phones Therefore, they consist of technological

resources that aim to facilitate access to information and optimize company processes/flows,

among other things (Betsoftware, 2022). Information & Communication Technology (ICT) is a

vast and ever-evolving field that encompasses various technologies and tools used to manage,

process, communicate, and exchange information. It plays a pivotal role in modern society,

influencing almost every aspect of our lives, from how we work and learn to how we interact with

others and entertain ourselves. ICT has transformed the world, revolutionizing industries,

economies, and communication channels, bringing both opportunities and challenges. The impact

of ICT on education has been transformative, reshaping the learning landscape and empowering

students and educators with innovative tools and resources. By facilitating access to information,
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

promoting personalized learning, and fostering collaboration and global connections, ICT has

enriched the educational experience for learners worldwide. Moreover, the integration of

interactive teaching methods, efficient assessment tools, and inclusive practices has made

education more engaging, effective, and accessible to all. As technology continues to advance, the

potential for ICT to revolutionize education further is boundless, offering new opportunities for

learners to thrive in the dynamic and interconnected world of the 21st century.

Danovitch (2019) believed the exposure of technology could impact the cognitive

development of children in regard to memory, concentration, seeking information, and thinking.

The team’s recent research provided insight into how technology could affect cognitive

development in early childhood. From birth to age 8, children’s social and cognitive skills have

developed quickly through exploring and learning in their environment. Danovitch stated most of

the concern and information around cognitive development centered around if technology helped

or hindered memory (Werling, 2020). Early exposure to technology teaches children the digital

literacy skills they will need for future success in school and as adults (Safes.so, 2023).

Early exposure to technology has been proven to have major impacts throughout a kid’s

growth. A kid who has been exposed to such technologies at a young age tends to understand more

and know more regarding social media and the norms. As it is stated in the above statement, this

signifies that this study will engage in analyzing the influence of early technology exposure on
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

ICT students and inform parents and teachers as well. In this study, we will determine the effect

of early technology introduction to students’ learning outcome especially on ICT students.

Statement of the Problem

This study aims to determine the impact of early technological exposure to students’

learning outcome on ICT education among ICT students.

This study aims to answer the following questions:

1. How does cognitive development mediate the relationship between early technology

exposure and academic performance?

2. What is the correlation between early technology exposure and students’ academic

performance in ICT subjects?

3. How does early technology exposure affect the digital literacy and ICT skills

development of children?

4. What are the potential positive and negative effects of early technology exposure on

ICT education?
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Theoretical Framework

This study is supported by the theory of ICT in Education, a range of ICT based learning

activities are underpinned by constructivist learning theory. Seymour Papert has argued that by

learning computer programming, students learn how to think and learn for themselves. Effective

use of ICT for teaching and learning in schools and universities is not widespread, even though

the technology is now almost ubiquitous. Some teachers and lecturers have been able to integrate

ICT use into their teaching, and more importantly engage students in making use of ICT as part of

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

becoming an integral part of teaching and learning (Keller, 2020).

This study is also founded on the theory of cognitive development. Miller (2011) wrote

that the Theory of Cognitive Development by Jean Piaget, the Swiss psychologist, suggests that

children’s intelligence undergoes changes as they grow. Cognitive development in children is not

only related to acquiring knowledge, children need to build or develop a mental model of their

surrounding world (Main, 2021). Base on this theory, when children are exposed to technology

early on, it can have a positive effect on their cognitive development. Engaging with technology

at a young age can improve their problem-solving, critical thinking, and creative skills, which are

crucial for ICT Education.

Constructivist Theory is also underpinned in this study. The constructivist theory is

based around the idea that learners are active participants in their learning journey; knowledge is
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

constructed based on experiences. As events occur, each person reflects on their experience and

incorporates the new ideas with their prior knowledge. Learners develop schemas to organize

acquired knowledge. This model was entrenched in learning theories by Dewey, Piaget, Vygotsky,

Gagne, and Bruner (Kurt, 2021).

The theory of constructivism in early technological exposure suggests that young children

learn and grow by actively participating and exploring their surroundings, which includes being

exposed to technology. This theory highlights the child's role as an engaged learner who builds

their knowledge through hands-on experiences and interactions with digital tools. Rather than

being passive receivers of information, children are viewed as active participants in their own

learning process. They learn by actively using technological tools like computers, tablets, and

smartphones. Technology is considered a valuable resource that can support and enhance children's

learning, fostering problem-solving, creativity, collaboration, and critical thinking. The

constructivist theory also emphasizes the significance of social interaction and collaboration in

learning. It suggests that children can benefit from working with peers and adults in meaningful

technology-based activities such as teamwork on projects, exploring and discussing digital media,

and collaboratively creating content using technology.

This study is also anchored on the Digital Native Theory. The term ‘digital native’ was

coined in 2001 by the US author Marc Prensky. In his article “Digital Natives, Digital Immigrants”

Prensky defined ‘digital natives’ as young people who grew up surrounded by and using
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

computers, cell phones and other tools of the digital age. The author claimed that a digital

environment dramatically changes the way that young people think and process information – it

possibly even changes their brain structures. Prensky opposed ‘digital natives’ to ‘digital

immigrants’ i.e. people who were born before widespread use of digital technology and who

adopted it to some extent later in life. According to Prensky, in the USA all people born after 1980

are ‘digital natives’. In later years Prensky revised his approach to ‘digital natives’ by adding a

concept of ‘digital wisdom’. A ‘digitally wise’ person not only knows how to use digital

technologies but also has a capacity to critically evaluate them, make ethical choices and more

pragmatic decisions. By changing his discourse around ‘digital natives’, Prensky acknowledged

the fact that in order to use digital technologies critically and effectively, young people need to

acquire digital skills (icdleurope.org, 2023). This theory proposes that individuals who have been

exposed to technology from a young age, commonly referred to as digital natives, possess an

inherent inclination and proficiency in utilizing technology. Being exposed to technology at an

early stage can improve their competence and comprehension of ICT, enabling them to become

more skilled in utilizing digital tools for educational purposes.

The theories stated above will provide guidance and reference needed to explain in order

to know the effect of technological integration and early exposure to technology to the ICT

students’ studying at St. Robert’s International College.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Conceptual Framework

Figure 1. Conceptual Framework of the Study

The conceptual framework that was used in the study is the IV-DV model as shown in

figure 1. The framework was used to illustrate the independent and dependent variables of the

study. Figure 1 shows the dependent and independent variables of the study. The independent

variables includes age, grade level and the time of technology exposure while the dependent

variable of this study is the students’ learning outcome which is composed of students’ academic

performance and technical skills.

Figure 1, early technology exposure as the independent variable refers to the introduction

of young children to technology and their interaction with it, including using computers, tablets,

smartphones, and educational apps or programs. It entails giving kids access to technology that is

suitable for their age and encouraging them to use it for fun or educational purposes. Early

technology exposure includes age, access to technology, and the period of exposure to technology.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Another variable is the ICT Education which refers to the term used to describe the process

of educating people about many facets of technology, such as computers, software, networks, and

electronic communication tools. It comprises the theoretical understanding and practical abilities

required for people to use technology wisely and effectively in a variety of spheres of life. ICT

Education involves students’ academic performance, an assessment of how well a student is

performing in their academic pursuits, and technical skills which refers to specific abilities and

knowledge required to perform tasks related to a particular field or profession.

Definition of Terms

For better understanding and clarity, these are the terms in our study, given its conceptual

and operational meanings:

Cognitive Development Theory - Miller (2011) wrote that The Theory of Cognitive

Development by Jean Piaget, the Swiss psychologist, suggests that children’s intelligence

undergoes changes as they grow. Cognitive development in children is not only related to acquiring

knowledge, children need to build or develop a mental model of their surrounding world (Main,

2021).

In this study, the cognitive development theory can help in understanding the cognitive

impact of early technology exposure on ICT Education.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Constructivist Theory- Constructivism is the theory that says learners construct

knowledge rather than just passively take in information. As people experience the world and

reflect upon those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge (schemas) (buffalo.edu, 2023).

In this study, Constructivism Theory supports the study about the influence of early

technology exposure on ICT education.

Digital Native – A digital native is a person who grew up with the presence of digital

technology or in the information age. Having grown up in IT’s presence, digital natives are

comfortable with and fluent in technology (Gillis, 2023).

In this study, the concept of “digital native” can be utilized to categorize individuals who

have grown up with technology from an early age.

Effectiveness – Cambridge Advance Learner’s Dictionary and Thesaurus define

effectiveness as the ability to be successful and produce the intended results.

In this study, effectiveness refers to early technological exposure to be effective in terms

of students’ learning outcome especially on ICT students’ literacy and technical skills.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Exposure – If you place someone or something in an environment that causes them to

experience something, you can call this exposure (vocabulary.com)

In this study, exposure refers to ICT students being exposed to technology.

ICT – Information and Communications Technology (ICT) is the use of computing and

telecommunication technologies, systems and tools to facilitate the way information is created,

collected, processed, transmitted and stored. It includes computing technologies like servers,

laptop computers and software applications, as well as the wired and wireless communication

technologies that support telephones, the Internet, the Internet of Things (IoT) and the metaverse.

The goal of ICT is to improve access to information and make human-to-human, human-to-

machine and machine-to-machine (M2M) communication easier and more efficient (Rouse, 2023)

In this study, ICT refers to a strand offered under Technical Vocational Livelihood Track

that upcoming senior high school students can choose which mainly a technology related strand

and prepare students for a career in ICT.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Scope and Delimitation of the Study

The scope of this study aims to analyze the influence of early technology exposure on ICT

Education in St. Robert’s International College. The research will focus on understanding the

impact of early technology exposure on students' ICT literacy, digital skills, and their overall

academic performance in their ICT major. The study will explore the use of various technological

tools, such as computers, tablets, software applications, and online resources, in the classroom and

how they contribute to students' learning outcomes in ICT Education. It will also investigate the

influence of various aspects of early technology exposure, such as duration, frequency, and types

of devices used, on students’ ICT skills and learning outcomes.

The primary subjects of this study will be the senior high school learners enrolled in school

year 2023-2024. The respondents of this study will be the learners, specifically Grade 11 and 12,

studying at St. Robert’s International College – Province taking the strand of ICT under TVL track.

The participants will be 30 randomly selected learners. They will be given a survey questionnaires

regarding about their technological experience and their recent academic performance, specifically

their technical skills in their strand which is ICT.

This study is limited to Grade 11 and 12 ICT learners of St. Robert’s International College

from province, specifically from Lambunao, Iloilo and Brgy. Tuyongan Calinog, Iloilo which may

restrict generalizability of the findings to a broader population. The research will be conducted

within 10 days, focusing on the short-term effects of early technology exposure on ICT Education.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

The study may not consider other external factors that could potentially influence students' ICT

skills, such as home environment, access to technology outside of school, or the role of parental

involvement. The research will primarily rely on self-reported data from students which may

introduce certain biases or limitations in terms of reliability and objectivity.

Significance of the Study

The researcher believes that this study will not only yield data that will be helpful to her,

more so to the following groups of people:

Students will be informed about how early introduction to technology could affect them

academically especially in their technical skills which important when it comes to their strand.

Teachers will know the effective techniques of teaching and how important is technology

integration to class setting.

Schools will know the effect of early technology exposure to the technical and literacy skills

of their ICT students.

Future researchers could get some insights and information related to their research topic.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

CHAPTER 2

Review of Related Literature

Chapter Two is divided into five parts as follows: (1) Early Technology Exposure, (2) ICT

Education, (3) Foreign Studies, (4) Local Studies, and (5) Literature Synthesis. This chapter

presents literature relevant to the study, discussing the important points of two major topics.

Part One, Early Technology Exposure, explains the importance and effects of early

technology exposure on children.

Part Two, ICT Education, explains the impact of early technology exposure to learner’s

academic performance and technical skills.

Part Three, Foreign Studies, describes the relationship of early technology exposure to ICT

education in international setting

Part Four, Local Studies, describes the relationship of early technology exposure to ICT

education in local setting.

Part Five, Literature Synthesis, provides summary of the key points or ideas of the variables

related to the study.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Early Technology Exposure

In today’s increasingly digital world, technology has become an integral part of our daily

lives. From smartphones and tablets to computers and smart devices, technology permeates our

society, transforming the way we work, learn, communicate, and entertain ourselves. With this

rapid technological advancement, the concept of early technology exposure has gained

significance, sparking debates and discussions about its benefits and potential drawbacks.

Early technology exposure refers to the introduction and interaction with technology at a

young age. It involves allowing children to access and use various technological devices and tools,

providing them with opportunities to explore, learn, and engage with digital content. This exposure

can occur through educational programs, digital media, interactive toys, and parental guidance,

shaping children’s understanding and relationship with technology from their formative years.

In early childhood education, technology can be a tool to facilitate learning. In conjunction

with interactive media, it plays a large role in guiding the development of young children. It

enables them to play, express themselves, and cultivate their skills in a safe, engaging way. Still,

concerns are typically raised regarding technology, interactive media, and early childhood

education. Some public health organizations and child advocacy groups concerned with child

development and health issues, such as obesity, have recommended that passive, non-interactive

technology and screen media not be used in early childhood programs. With parents and guardians
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

playing a significant role in early childhood education, there are additional concerns with the

passive use of screen media in the home. An example is keeping the television on and playing in

the background. It can cause irregular sleep patterns, focus and attention problems, and an increase

in screen time. However, the findings on the value of technology in children’s development can

be confusing as they’re divided. While many are likely to agree that too much screen time—the

amount of time spent using a device with a screen—can be detrimental, technology, when used

right, can be helpful to the educational and developmental success of young children

(mybrightwheel.com, 2023).

The study of Nouf Abdullah Al saeed (2021) states that Plowman, et al. (2012) proposes

that the use of technology can have a beneficial impact on children’s learning, provided that

families make appropriate choices regarding the technology used and implement effective

practices at home. Conversely, when children engage in negative technological activities, such as

excessive TV watching, it can lead to unfavorable outcomes, affecting both their health and

learning abilities. Furthermore, the study suggests that children also acquire knowledge by

observing and imitating others, highlighting the importance of fostering a culture within families

that promotes positive learning through technology. Embracing a constructive approach to

technology usage can yield numerous advantages, including enhanced knowledge acquisition,

improved practical skills, and the cultivation of a receptive learning environment.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Hwang’s (2021) paper explores the impact of digital devices on the social and emotional

development of children, which subsequently plays a role in shaping their brain development.

Numerous studies in the realm of social science have long emphasized the importance of human

social interactions in fostering well-rounded individuals. Concurrently, neuroscience

investigations have illuminated the significance of human interaction with peers for the healthy

development of the brain. The domain of social neuroscience has conducted comprehensive

research into how social cues, activities, and circumstances influence various brain functions. In

fact, several neuroscience inquiries have pinpointed specific brain regions closely linked to the

healthy development of human social interactions.

The work of Monteiro et al. (2022) delved into the repercussions of screen-time exposure

on children's language development and play habits within the preschool context. Through a

meticulous analysis of data gathered from interviews and questionnaires, the study unearthed

significant insights into the impact of screen time on young learners. The study's findings

illuminated a concerning trend: children's exposure to screens, particularly cartoons, had a

discernible effect on their language development. The research indicated that the content

consumed during screen time was influential, shaping children's language skills in noteworthy

ways. Specifically, preschool teachers observed that screen-time exposure was linked to language

problems among the children, indicating a direct correlation between the two variables. Moreover,

the study highlighted a broader shift in children's play habits and behaviors attributed to their
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

screen-time exposure. Preschool teachers, the frontline observers of these changes, noticed

alterations in how children engaged in play, suggesting that screen time was restructuring their

cognitive and social development. This transformation in play habits was accompanied by a surge

in language-related challenges, emphasizing the intricate connection between screen time, play

behaviors, and language development. In response to these findings, the study's authors

recommended proactive measures to address this evolving scenario. They proposed a twofold

approach: revisiting pedagogic strategies and integrating specialized training on educational

technology. By adapting teaching methods to accommodate the changing needs of children in the

digital age, educators could create a more responsive and effective learning environment.

Additionally, offering specialized training in educational technology would empower teachers to

harness the potential of digital tools, ensuring that they align with the interests and developmental

requirements of their young students. The study, therefore, not only identified the challenges

arising from increased screen-time exposure among preschoolers but also provided practical and

actionable recommendations for educators and policymakers.

In the study of Aaqib Nisar Bhat, et al. (2023), they identified a profound and

transformative shift within the contemporary digital landscape. Their research has shed light on

the significant impact resulting from the widespread proliferation of smart devices, fundamentally

altering the way our society accesses, communicates, and engages with information and

entertainment. This paradigm shift isn't a mere incremental change; it represents a profound
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

evolution that necessitates a more thorough examination, particularly in its implications for the

youngest members of our society. The increasing prevalence and accessibility of smartphones,

tablets, and various electronic gadgets in our modern age have brought about a fundamental

transformation in how children interact with digital technology. In this digital era, children are

encountering these smart devices at an earlier stage of their development than ever before. Aaqib

Nisar Bhat and their research team's study delves into this captivating phenomenon, with the aim

of comprehending the intricate dynamics that unfold when children, particularly in their formative

years, are exposed to these digital devices. This research is founded on an ambitious objective: to

investigate the diverse effects of smart devices on young children. It seeks to uncover the various

facets of this interaction, exploring both the potential advantages and disadvantages that arise from

these early and intimate engagements with digital technology. This multifaceted exploration

encompasses cognitive development, social integration, and emotional well-being. The surge in

the utilization of smart devices among young children has raised a chorus of concerns among

stakeholders deeply invested in the well-being of the rising generation. These concerns have

resonated across various sectors, affecting parents, educators, and researchers alike. Their

collective apprehension centers on the profound and occasionally enigmatic impact of these smart

devices on the cognitive, social, and emotional development of our children. The omnipresence of

these devices has thrust this issue to the forefront of both public discourse and scholarly inquiry.

As we continue to witness the unfolding of the digital age, the influence of smart devices on our
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

youngest generation takes on paramount significance, necessitating further research and thoughtful

consideration. The study conducted by Aaqib Nisar Bhat and their colleagues represents a pivotal

step in our ongoing pursuit to comprehend the intricate relationship between smart devices and

early childhood development. It constitutes a significant contribution to our collective

understanding of how these technological marvels mold the experiences and potential of our

youngest citizens.

ICT Education

ICT education is vital in the modern era, influencing how we teach, learn, and engage with

the world due to technology’s widespread integration. It covers a diverse range of subjects, skills,

and tools, all aimed at preparing individuals to excel in a technology-driven society. This education

ranges from basic computer skills to advanced programming, focusing on equipping people to

navigate, innovate, and succeed in a digital world.

ICT Education, also known as Information and Communication Technology Education, is

a comprehensive educational domain that encompasses a wide array of computer-related topics

and proficiencies. Its primary objective is to furnish individuals with the understanding and skills

essential for effectively employing, overseeing, and capitalizing on technology in both personal

and professional spheres. This educational spectrum spans from fundamental computer
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

competencies to more advanced domains such as programming, cybersecurity, and data analysis,

with the ultimate aim of equipping individuals to succeed in a technology-driven society.

In the study of Hurwitz and Schmitt (2020), the primary focus was to delve into the intricate

relationship between young children’s access to technology, their digital proficiency, and their

subsequent academic performance. This study was particularly noteworthy given the prevailing

belief among educational policymakers that providing young learners with access to technology

could be a potent tool for enhancing their academic accomplishments. However, the findings of

this investigation challenged conventional wisdom by shedding light on a more nuanced

perspective. To gather their data, the researchers engaged with a cohort of 101 U.S. parents when

their children were approximately 5 and 11 years old, embarking on a multifaceted exploration of

children’s internet usage patterns, digital aptitude, and academic achievements. This meticulous

data collection process unveiled some intriguing insights into the impact of technology exposure

and digital skill development during the formative years of childhood. The study revealed that the

time spent by children online during their early years had a marginally adverse effect on their

academic performance during middle childhood. However, it is the additional findings of this

research that provide a more complete picture of the relationship between technology and

academic success. Of paramount significance was the revelation that possessing digital skills in

early childhood exhibited a slight yet discernible positive impact on middle childhood academic

performance. This counterintuitive result implies that it is not merely the access to technology that
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

holds the key to academic excellence but the mastery of digital skills that is of crucial importance.

The most intriguing aspect of this study’s findings was the demonstration of how early childhood

digital proficiency indirectly influenced middle childhood academic performance through its

profound impact on the development of middle childhood digital skills. This intricate interplay

between these variables underscores a critical insight: allowing young children to engage with

digital technologies can indeed be beneficial, but only if they utilize this time effectively to acquire

and hone their digital skills. In summary, the study by Hurwitz and Schmitt not only challenges

conventional assumptions about the relationship between technology access and academic

achievement but also highlights the pivotal role of digital skills in shaping a child’s educational

journey. It encourages educators, parents, and policymakers to recognize the importance of

fostering digital literacy in young learners, as this appears to be the key that unlocks the potential

benefits of technology in the educational realm.

The study conducted by Adeyanju Oluwafunmilade Joel and Gbenga Olaniyi Efunwole

(2022) stated that the utilization of information and communication technology (ICT) in education,

research, and administration continues to be crucial for the growth of the education sector and the

development of a sustainable national knowledge-based economy. Integrating ICT into classroom

learning and educational development poses challenges, compounded by diverse and unmet

training needs of teachers. This complexity heightens the demands on teachers, drawing significant

attention to their role in facilitating effective teaching and learning. ICT has become ubiquitous,
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

transforming various aspects of human life and work on a global scale. Embracing ICT is

inevitable, given its pervasive impact. Their study explores researched ICT policies, strategies,

and guidelines.

In the paper of Adel Ben Youssef et al. (2022), in our modern environment, information

and communication technologies (ICTs) have become an indispensable component of our daily

lives. Their usage varies among different generations and individuals. Presently, the student

population is predominantly comprised of “digital natives,” individuals who have grown up in a

world saturated with digital technologies. For these students, the use of ICT is a commonplace

aspect of their lives, and their daily activities revolve around digital media. The primary objective

of their study is to scrutinize the influence of ICT utilization and digital proficiency on the

academic performance of students while also investigating the existence of a digital disparity

within the educational landscape of France. To accomplish this, data were collected through in-

person questionnaires administered to 1323 students enrolled in three French universities. The

analysis of this data involved the application of principal component analysis, a non-hierarchical

k-means clustering approach, and multilevel ordered logistic regression. These analytical methods

yielded four principal findings: Firstly, insufficient investment in ICT negatively impacts students’

academic outcomes. Secondly, the ICT training provided by universities exerts a limited influence

on the academic performance of students. Thirdly, student achievements exhibit improvement

when ICTs are used innovatively and collaboratively. Fourthly, the acquisition of digital skills is
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

associated with heightened academic performance among students. These findings underscore the

persistent existence of the digital divide and prompt questions concerning the efficacy of

educational policies in France. Additionally, they highlight the necessity for organizational

adjustments within universities to fully harness the potential of ICT for educational purposes.

Foreign Studies

Digital devices and the internet have become integral to ICT education, providing students

with a familiar foundation and easier adaptability to digital learning environments. Early exposure

to technology can spark interest in ICT-related subjects, leading to more sustained engagement.

However, challenges arise from disparities in technology access, exacerbated by existing

educational inequalities. Addressing these disparities and ensuring equitable access to technology

resources are crucial steps in harnessing the full potential of early technology exposure in ICT

education on an international scale.

The works of Dash and Kuddus (2020) stated that in the age of pervasive artificial

intelligence and technology, incorporating Information and Communication Technology (ICT)

into English language and literature education is a vital step forward. Today's students are

immersed in the digital world, making the use of advanced digital tools an effective way to engage

them and promote active learning while minimizing distractions. Utilizing audio and video tools

can greatly improve language skills teaching, while digital innovations can make English literature
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

classes more interesting and engaging. The rising preference for e-books over traditional books

highlights how students of this generation have embraced ICT. Embracing ICT in English

education is not just beneficial; it's essential. It aligns with the digital reality of today's students,

enhancing their learning experiences and preparing them for a technology-driven world. This can

positively impact students’ literacy skills. Meanwhile the paper of Kusaka, Satoshi (2021)

concluded that Information and Communication Technology (ICT) education has gained

widespread adoption across the globe. Schools have incorporated ICT curriculum not to simply

transform students into programmers, but to enhance their programming-oriented thinking skills.

At the heart of ICT education lies the concept of ‘computational thinking,’ an approach that

involves problem-solving, system design, and understanding human behavior through

fundamental concepts. Despite its global implementation, there is a lack of standardized structure

in ICT curriculum unlike traditional subjects. The study delves into the distinct features of ICT

education curricula by comparing and contrasting those of the United Kingdom (UK), the United

States, and Australia. Additionally, while ICT education is commonly viewed from a science and

technology perspective, there is a growing recognition of the need for a social science perspective.

As expressed by Li and Petersen (2022), in a comprehensive study on the global education

reform landscape, they have observed a pervasive emphasis on introducing technology into

schools. However, their investigation into the matter reveals a nuanced picture. Large-scale

international assessments have unveiled that the integration of information and communication
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

technology (ICT) into students' educational experiences yields varied effects on their academic

accomplishments. They contend that the multifaceted nature of these outcomes stems from a

critical oversight – the indirect influences of ICT use mediated by other ICT-related variables. To

explore this complexity, they applied a sophisticated approach, employing multilevel structural

equation modeling. Drawing from the rich dataset of PISA 2015, they embarked on an in-depth

exploration of the intricate relationship between students' use of ICT and their academic

performance. The findings unveiled a set of critical insights. Firstly, students' autonomy in ICT

use and their personal interest in ICT were identified as significant factors, with direct positive

impacts on academic achievements. These effects extended across both within-school and

between-school levels. Moreover, these two variables played a crucial role in mediating the

indirect impacts of ICT use beyond the school environment, particularly concerning school-related

tasks and access to ICT resources. Contrarily, the provision and use of ICT resources within the

school setting did not necessarily translate to academic success. ICT resources and in-school ICT

utilization exhibited either negligible or adverse direct effects on students' academic performance.

Additionally, these practices were found to negatively influence students' perceived autonomy

related to ICT use, indicating that the mere availability of resources within the school did not

guarantee improved student performance. Zooming out to the school level, the researchers

identified that a school's transformational leadership and the cultivation of a collaborative

atmosphere played pivotal roles in promoting students' autonomy in utilizing ICT. These insights
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

contribute to a more comprehensive understanding of the intricate dynamics surrounding the

impact of technology on academic achievements, emphasizing the multifaceted nature of

technology's role in the modern educational landscape.

The works of Dash and Kuddus (2020) and Kusaka, Satoshi (2021) both address the

significance of Information and Communication Technology (ICT) in education. Dash and Kuddus

highlight its importance in English language and literature education, emphasizing its effectiveness

in engaging students immersed in the digital world. They point out the benefits of using audio and

video tools and the preference for e-books among students. In contrast, Kusaka’s study discusses

the global adoption of ICT education, the concept of ‘computational thinking,’ and the absence of

standardized curriculum structures, with a growing recognition of the need for a social science

perspective.

Additionally, Li and Petersen (2022) provide a comprehensive view of the integration of

technology into schools. They reveal that ICT’s impact on academic achievements is multifaceted.

Students’ autonomy in ICT use and their personal interest in ICT have positive effects on academic

performance. However, the mere provision of ICT resources within schools doesn’t necessarily

lead to improved student performance. School-level factors like transformational leadership and a

collaborative atmosphere play pivotal roles in promoting students’ autonomy in utilizing ICT. This

research underscores the complex nature of technology’s influence on academic achievements.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Ali Nouri et al. (2022) embarked on a comprehensive study aimed at unraveling the

intricate influence of information and communication technology (ICT) access and utilization on

both academic achievement and motivation. Their research focused on a cohort of 300 students,

aged between 12 and 16, with 160 of them being male, hailing from Sanandaj, Iran. To delve into

the students' engagement with ICT, the researchers harnessed the ICT Familiarity Questionnaire,

a valuable tool that allowed them to gauge the extent of students' interaction with ICT, both within

the school premises and outside. Academic performance was quantified using students' Grade

Point Average, while their academic motivation was scrutinized through their scores on the

Academic Motivation Scale. The outcomes of their study uncovered several salient patterns.

Notably, it was found that students possessed more substantial access to and made more frequent

use of ICT in their home environments compared to their experiences within the school setting.

Additionally, a significant majority of the participants shared that their initial exposure to digital

devices occurred between the ages of 7 and 10. On weekdays, students allocated a significant

portion of their time to using the Internet outside the school premises. It was also noteworthy that

students predominantly employed digital devices for general purposes rather than academic

pursuits. A pivotal finding from the research was the substantial correlation between ICT-related

factors and academic performance. Among these factors, access to and usage of ICT within the

school environment emerged as the most influential in terms of academic achievement.

Furthermore, the study underscored the importance of access to ICT within the school and the
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

early initiation of digital device usage as major contributors to academic motivation. Ali Nouri and

his team found that students had more access to and used ICT more frequently at home compared

to at school. Most students were exposed to digital devices between the ages of 7 and 10 and used

the Internet for general purposes, rather than academic pursuits. This highlighted a strong

correlation between ICT factors and academic performance, with school-based ICT access and

usage having a significant impact. Additionally, access to ICT at school and early exposure to

digital devices were linked to increased academic motivation.

According to Cher Ping Lim et al. (2022), in today’s knowledge economy, information and

communication technologies (ICT) have had a substantial impact on numerous sectors. ICT has

improved equity, quality, and efficiency in the education sector in developing and emerging

countries. However, the adoption of ICT in the education sector in South Asian countries has been

slow and has had limited impact. Several gaps and difficulties are impeding widespread use of ICT

and restricting its influence in the education sector. The study addresses the gaps and challenges

to be addressed in order to better harness ICT to improve education fairness, quality, and efficiency

through case studies of ICT adoption in Bangladesh and Nepal. This discussion is led by the

authors’ ICT in education framework, and it may provide insights into the state of ICT in education

as well as recommendations for better leveraging ICT for the education sector of other nations in

South Asia and the region.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Local Studies

Early technology exposure in the Philippines has undergone a significant transformation

over the years. In the past, access to technology was limited, and many Filipinos were introduced

to it through traditional means such as radio and television. However, with the rapid advancement

of digital technology and the widespread availability of smartphones and the internet, young

Filipinos today are exposed to technology from a very early age. Mobile devices and the internet

have become integral parts of their daily lives, providing them with access to a wealth of

information, entertainment, and educational resources. This early exposure to technology has not

only shaped their communication and entertainment habits but also created opportunities for

learning and skill development, contributing to the digital literacy and technological proficiency

of the younger generations in the Philippines.

Digital skill in early childhood indirectly influenced middle childhood academic

performance via middle childhood digital skill. Early childhood digital skill significantly predicted

middle childhood digital skill, which was significantly and positively associated with school

performance. These findings suggest that allowing young children to engage with digital

technologies for some amount of can be beneficial, provided that children use that time fruitfully

to acquire digital skill (Hurwitz and Schmitt, 2020).

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

According to the study of Berondo and Dela Fuente (2021), in the modern era, technology

plays a crucial role in various aspects of life, particularly in education. It acts as a fundamental tool

for educators and students, enhancing the delivery of effective teaching and learning.

Countless studies have established that technology is a beneficial supplement to the

education system. One such study, done by Sean M. Corcoran, Ed.D, focuses on the effects that

tablet apps have on reading instruction of first-grade students. The students using tablet apps

performed better than the ones without these apps. Thus, Corcoran’s research concludes that “the

use of tablet apps during reading instruction had a statistically significant impact on student

achievement.” Technology has a positive impact on education, and the people of the Philippines

have taken notice. An article published by The Manila Times highlights a study done by Houghton

Mifflin Harcourt in California. This study “showed that students using iPads performed better in

math compared to students using traditional textbooks.” The article goes on to list even more

convincing evidence by citing an Oklahoma State University study which “found that 75 percent

of students said use of gadgets enhanced their learning experience.” With so many advantages, it

is easy to understand why the Philippines is looking to increase its use of technology for improving

education (Klaudia Kondakciu, 2020).

The study of Brasileño & Bidad (2021) that was conducted in Junior High Schools within

the Department of Education (DepEd) in The Division of General Santos City during the 2019-

2020 academic year, aimed to assess the state of ICT integration in the educational system. Key
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

findings highlighted the significant role of ICT teachers in implementing the program and

encouraging student engagement, despite challenges related to facility maintenance and internet

connectivity. Notably, not all students had equal access to computers, revealing disparities in

system accessibility. The study also noted a lack of a systematic approach, efficient resource

utilization, and comprehensive teacher training, which hindered program progress. Although the

administration expressed support, budget constraints limited effective implementation. The

involvement of stakeholders had minimal impact, being utilized on an as-needed basis. The study

emphasized the need for consistent and organized support, particularly in monitoring and

evaluating the ICT program. Major flaws included insufficient budget allocation and a lack of a

clearly defined ICT infrastructure. The system relied heavily on teachers' initiative, rather than a

well-established framework. While teachers saw the value of ICT, they called for a more

comprehensive intervention to enhance ICT development and address educational system gaps.

Early technology exposure can significantly influence a student's preparedness for ICT

(Information and Communication Technology) education. It helps develop digital literacy, fosters

interest, and enhances problem-solving skills. Access to educational resources and responsible

digital use are important aspects, but addressing the digital divide is crucial for equity. Balancing

technology exposure with the development of non-digital skills is essential. Parents and schools

play key roles in guiding children's technology use and integrating ICT into curricula. This

exposure also prepares students to adapt to the ever-evolving field of technology.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Synthesis

ICT education is a crucial aspect of education, involving the use of technology to enhance

cognitive development, digital literacy, and motivation in students. Early exposure to technology,

such as computers, tablets, and interactive applications, can stimulate critical thinking, problem-

solving skills, and spatial awareness, providing a solid foundation for further engagement in ICT

education. However, a digital divide persists in many societies, characterized by unequal access to

technology, significantly influenced by socioeconomic factors. Addressing this divide is vital to

ensure equitable access to technology and its educational benefits.

Technology is a powerful tool for engaging and motivating young learners, making

learning more enjoyable and engaging. This, in turn, fosters a heightened interest in ICT-related

subjects and fields. However, excessive or unguided exposure to technology during early

childhood can have negative consequences, such as digital addiction, reduced face-to-face social

interaction, and a decline in outdoor activities.

Educators play a pivotal role in shaping the impact of early technology exposure on ICT

education, striking a balance between traditional teaching methods and technology integration.

They must design age-appropriate and purposeful technology experiences that align with

educational goals and provide guidance on responsible and ethical technology use to ensure

students develop digital citizenship skills and are equipped to navigate the digital world

responsibly.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

CHAPTER 3

Research Design and Methodology

Chapter Three consists of 6 parts namely: (1) Research Design, (2) Research Locale, (3)

Respondents, (4) Data-gathering Instruments, (5) Data Collection Procedure, and (6) Data

Analysis Procedure. In this chapter, the research methodology and the methods that were used by

the researcher to collect and analyse the data that are discussed in detail.

Part One, Research Design, describes the research methodology and variables of the study.

Part Two, Research Locale, specifies the location as to where the study will be conducted.

Part Three, Participants, gives detailed information on the participants of the study and the

sampling method that will be used in choosing them.

Part Four, Data-gathering Instruments, describes the data-gathering instruments that will

be used. The process on how the instruments will be constructed is also discussed.

Part Five, Data Collection Procedure, traces the procedure of collecting the data.

Part Six, Data Analysis Procedures, describes the process on how the data will be analyzed

as well as the statistical tools that will be used to answer the research questions.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Research Design

In order to satisfy the objectives of the research study, a descriptive-correlational will be

used. Descriptive-correlational research involves the collection of data on multiple variables,

which is then analyzed to identify connections or associations between them. Instead of

establishing causal relationships, the main objective is to provide a description of the relationships

between the variables. This research design is especially valuable when researchers aim to examine

the extent and direction of relationships, make predictions about outcomes, or generate hypotheses

for future investigation. Lappe, (2000) & Salkind, (2010) defines descriptive correlational design

as a research design that seeks to find relationships among variables in situations where the

researchers have no control over the independent variables (Akosua Tachie-Menson et al., 2022).

According to Sirisilla (2023), descriptive research design is a powerful tool used by

scientists and researchers to gather information about a particular group or phenomenon. This type

of research provides a detailed and accurate picture of the characteristics and behaviors of a

particular population or subject. By observing and collecting data on a given topic, descriptive

research helps researchers gain a deeper understanding of a specific issue and provides valuable

insights that can inform future studies.

Correlational study is a type of research design that looks at the relationships between two

or more variables. Correlational studies are non-experimental, which means that the experimenter

does not manipulate or control any of the variables. A correlation refers to a relationship between
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

two variables (Cherry, 2023). Also, Cresswell (2012) states that correlation is a statistical test to

determine the tendency or pattern for two or more variables or two sets of data to vary consistently

In this study, a descriptive-correlational research design was used to determine the

relationship between early technology exposure and the ICT Education of senior high school

learners of St. Robert’s International College taking the strand of Information and Communication

Technology.

Methodology

Research Locale

This study was conducted during school year 2023-2024 at St. Robert’s International

College – Province learning centers, which are located at Lambunao National High School –

Annex, Old Iloilo – Capiz Rd., Lambunao, Iloilo; and Tuyongan Integrated School which is

located at Barangay Tuyongan, Calinog Iloilo

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Figure 2. The vicinity of the research locale of Lambunao National High School – Annex

at Lambunao, Iloilo.

Figure 3. The vicinity of the research locale of Tuyongan Integrated School at Calinog,

Iloilo.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Respondents of the Study

The respondents of the study are thirty (30) learners, fifteen (15) learners will be randomly

selected for each learning centers of St. Robert’s International College, fifteen (15) learners from

Tuyongan Integrated School and fifteen (15) from Lambunao National High School. The

researcher used a sample sized introduced by Gay (1976), suggest 10% will be used in large

population. The learners were selected through random simple random sampling. A simple random

sample is a randomly selected subset of a population. In this sampling method, each member of

the population has an exactly equal chance of being selected (Thomas, 2020). This method is the

most straightforward of all the probability sampling methods, since it only involves a single

random selection and requires little advance knowledge about the population. The respondents will

answer the questions in the questionnaire that involves ICT familiarization of ICT Senior High

School learners.

Table 1. Profile of the Respondents

Variables Frequency Percent

Sex
Female
Male
Soio-economic Status
Low Income
Middle Income
High Income
Total
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Data Gathering Instruments

The ICT Familiarity Questionnaire was used to gather the needed data for this study. The

instrument is a standardized questionnaire checklist for thirty (30) Senior High School learners of

St. Robert’s International College – Province of the school year 2023-2024 taking the strand of

Information and Communication Technology.

The ICT Familiarity Questionnaire is consist of two parts: Part I was the personal

information of the respondents such as name, socio-economic status, age, and sex. Part II was the

24-items checklist questionnaire, which numbers one to ten (1-10) consist of questions that tells

the availability of technology devices in their home, numbers eleven to twenty (11-20) are

questions that tells the availability of technology devices at school, number twenty-one (21) is a

question that aims to find out the age of learners when they first use a digital device, twenty-two

(22) aims to find out the age of the learners when they first accessed the internet, numbers thirty-

three to forty-six (23-24) measures their screen time and internet exposure in school and at home

that will determine the period of the learners’ technological exposure. The instrument has

undergone and expert consultation before implementing to a face to face testing to thirty (30)

randomly selected learners.

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

The following scale was used in describing the technological exposure and ICT

performance of Senior High School ICT learners of St. Robert’s International College – Province

for the school year 2023-2024.

Scale Descriptive Rating

0-1 hours Minimal Exposure
1-3 hours Moderate Exposure
3-5 hours Extended Exposure
5+ hour Heavy Exposure

For the elaboration of scales, the following are defined:

Grading Scale Interpretation

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not Meet Expectation

Data Collection Procedure

After the creation of initial research instrument, it undergoes expert consultation in the

fields of Research. For the purpose of this research, 24-item questionnaire was used. The ICT

Familiarity Questionnaire is consist of two parts: Part I was the personal information of the

respondents such as name, socio-economic status, age, and sex. Part II was the 24-items checklist
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

questionnaire, which numbers one to ten (1-10) consist of questions that tells the availability of

technology devices in their home, numbers eleven to twenty (11-20) are questions that tells the

availability of technology devices at school, number twenty-one (21) is a question that aims to find

out the age of learners when they first use a digital device, twenty-two (22) aims to find out the

age of the learners when they first accessed the internet, numbers thirty-three to forty-six (23-24)

measures their screen time and internet exposure in school and at home that will determine the

period of the learners’ technological exposure.

Upon granting the permission, the researchers then sent a letter to the head teachers of St.

Robert’s International College – Province from Lambunao and Tuyongan for the conduct of the

study. A face-to-face implementation was observed for 2 consecutive days. The selected

respondents of the study was chosen through random sampling method, and the researchers visited

the thirty (30) respondents in their respective learning centers to distribute the questionnaire. They

were given a 30 minutes to answer the questions included on the instrument. After conducting the

study, the information was gathered and checked by the assigned statistician for interpretation and

analyzation of data.
 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Data Analysis Procedure

Upon gathering the data from all the respondents from the Senior High School Students of

St. Robert’s International College – Province, both from Lambunao and Tuyongan, the researchers

then compiled and analyzed the data. Descriptive and inferential statistics used to quantify the data

and determine the association of variables included in the study. The data were analyzed through

the use of mean, standard deviation, T – Test, ANOVA (Analysis of Variance), Pearson’s R, and

Ranking.

Mean. This was used to find out the levels of technological exposure and ICT Education

including academic performance and technical skills of respondents when grouped according to

sex and socio-economic status.

Percentage. This was used to determine the difference of most and least period of

technological exposure of the learners.

Standard Deviation. This was used to find out the average of technological exposure and

ICT performance of Senior High School learners in ICT education.

T-test. This was used to compare the level of technological exposure and ICT performance

when respondents are classified according to sex (male and female).

ANOVA. This was used to specify or differentiate the level of technological exposure and

performance in ICT when respondents are classified according to socio-economic status (low-

income class, middle-income class, and high-income class).

 ANALYSIS OF THE INFLUENCE OF EARLY

TECHNOLOGY EXPOSURE ON ICT EDUCATION

Pearson’s r. This was used to compare the two existing data: level of technology exposure

and performance in ICT of the respondents. This will determine the relationship of two variables

included in the study.

Ranking. This was used to compare to the other pieces of data and given a “place” relative

to these other pieces of data.