Chapter I

Introduction

Background of the Study

In the contemporary digital age, social media has firmly established itself as a

ubiquitous and influential presence, shaping the lives of individuals worldwide (Akram

& Yingxiu et al., 2021). With its wide array of functionalities encompassing

communication, information dissemination, entertainment, and education, social media

platforms like Facebook, Twitter, Instagram, and others have exerted a significant impact

on various aspects of society. While extensive research has been conducted to explore the

implications of social media usage in numerous contexts, its specific effects on the

educational attainment of students remain a subject of paramount interest and intricate

examination (Verduyn et al., 2020).

ICTs is a big terminology that involves any instrument of communication including

television, radio, mobile phones, and computers and networking hardware, satellite

systems etc. It also includes different applications and services such as distance learning

and video conferencing (Abe &Adu, 2007). Technology provides opportunities for

learning control as well as it can help students investigate and answer complex questions,

develop new thinking skills, and access, evaluate, and synthesize information (Hanus &

Fox, 2015). On account of the widespread utilization of social media worldwide, much

research has been done to ascertain how it affects the Learning achievement of students

(Khunsa et al,.2023).
 Technology has been continuously developing and advancing resulting to

efficiency in terms of industrialization and more productive in the agricultural field with

the integration of new and groundbreaking discoveries. Over the last decades, internet

connectivity has improved tremendously and is available everywhere such as homes,

offices, travels and schools (Ellore, 2014). With this advancement, endless possibilities

has been concluded by many technological experts. Incorporating technology to

education has become a crucial priority in the education sector. In fact, according to the

study conducted by Ghora & Bhatti (2016), the study concluded that most of the students

likely uses technology in classroom for the purpose of positive consequences supporting

the view that use of technology helps in enhancing learning related activities in

classroom. These technologies can contribute to universal access to education, equality

in instruction, quality in teaching and learning and the professional development of

teachers, as well as to more efficient management and administration of education

systems (Alderete & Formichella, 2016). The process of learning can become very rich if

students have access to latest information on subjects, can analyze the information

quickly by manipulating it on computers through graphical displays and experiment with

the information to effectively communicate their results and conclusions using technical

tools. Technological resources such as computers, laptops and mobile phones with the

help of internet connectivity can have a positive effect especially in education sector

considering almost everything is now run and powered by technology. The use of

technical and instructional innovations sets off a chain of actions and reactions within

education system. Schools continually choose to use more educational technology, such

as one-to-one devices, mobile computer labs and utilization of personal student devices

as technological models to enhance student education (McClung, 2019). Various

educational technologies have been implemented nationwide with the goal of increasing
the effectiveness of student learning and education (Wilkes, 2020). Furthermore, student

also utilized internet connectivity to help them in their various academic assessment and

task, with the help of AI based technology, information is efficient and less hassle.

Students who have access and utilize educational technologies have been found to have

increased academic achievement rates, compared to students who do not utilize

educational technologies (Daehlen 2017). Additionally, a study done by Estapa & Nadolny

(2015), states that students in technology centered classroom environments also enjoyed

their schoolwork and classes more than those who did not receive technology.

Educational technologies allow students to have fun and choice within their education,

contributing to increased motivation and ownership in their education (McElhany, 2017).

When students enjoy their classes and have the opportunity to access and complete their

work using technology, continuous engagement is possible. When students’ are more

engaged, they are more likely to complete their work, contributing to their overall

academic achievement (Reese, 2021).

The keys to raising student accomplishment are to provide students with a solid

foundation of basic skills and to motivate them to learn. Technology can help undertake

this goal. Students, especially those with few advantages in life, learn basic skills—

reading, writing, and arithmetic—better and faster if they have a chance to practice those

skills using technology. By giving students access to a broader range of resources and

technologies, students can use a variety of communication media to express their ideas

more clearly and powerfully resulting to better education. Furthermore, students who

have access to broader range of technological resources will help them harness easily the

skills related to technology like the mastery of different educational software and apps

which can help them comprehensively in their academic journey. As the world becomes

more complex, the skills that students need to acquire and master are quickly changing.
 The rise of the global economy, an increasingly multicultural society, and rapid

changes in technology require students to learn and apply new skills in their academic

and career endeavors. Students need to learn to communicate more effectively, both

through speech and the written word. They need to learn how to work with others to find

new and better ways to solve problems and meet the challenges of everyday life. They

need to develop skills they can use in college or the workforce. If students are to function

effectively in this ever-changing world, they must continue to learn every day of their

lives. Technology can help instill in students eagerness to learn that will follow them

throughout life and better enable them to reach their goal. Technology, for the past

decade now, continuously help students who were having a hard time in their school’s

task, performances, homework even research, thesis and discourse.

Without a doubt, in today’s rapidly evolving world, technology has become an

indispensable part of our daily lives, permeating various aspects of society, including

education. The integration of technology in educational settings has brought about

significant changes in the way students learn and engage with academic content. As a

result, the relationship between technology utilization and academic success has gained

significant attention among researchers and educators. The use of technology in

education has become increasingly prevalent in recent years, with educators recognizing

its potential to enhance teaching and learning processes. Technology offers diverse tools

and resources that can facilitate access to information, promote collaboration, and foster

critical thinking skills. It also provides opportunities for active and personalized learning

experiences, allowing students to engage with educational content in ways that suit their

individual needs and learning styles. However, while technology has the potential to

positively impact academic success, it is essential to understand how its utilization affects

student outcomes. Research in this area has yielded mixed findings, with some studies
suggesting a positive relationship between technology utilization and academic success,

while others indicate no significant correlation or even negative effects. In fact, according

to the study conducted by Gorra & Bhati (2016), the most observed affirmative

consequences were instant messaging through chatting, lesson enquiry about

assignments, sending and receiving e-mails, research through surfing the net including

data gathering by downloading files and sharing cultural experiences with others through

internet. Among the adverse consequences listed by students were accessing social

websites like face book, twitter etc. during class room, playing games, playing music,

answering and returning calls and downloading and using copyrighted material. It is

further observed that incidence of positive and negative consequences varies with the

use of technology. The classification of positive and negative consequences differ in all

the three cases of use of technology - computer with internet, laptop with internet and

mobile with internet. From the occurrence analysis of positive, negative and net

consequences of use of technology in class room it is observed that students are most

likely to have negative consequences using mobile with internet. These inconsistencies

highlight the need for further investigation to better understand the complex relationship

between technology and academic achievement.

The context of technology utilization is indeed used in many studies considering

that technology has vastly develop overtime. In fact, the study conducted by Al-Hariri &

Al-Hattami (2016), Davis (2012), Kharel (2018) and Marcino (2018) pointed the

importance on the influence of technology usage on student learning and academic

achievement, this includes high scores in test and grades and how it boost self-confidence

by adopting or being technologically literate in this technological world . However, most

of the studies only focuses on the academic achievement and performance on students.

This study aim to examine the correlation between technology utilization and academic
success among students. Although the concept of academic performance and

achievement are deeply related to academic success, they are not actually the same.

Academic performance typically refers to how well a student is doing in their studies,

such as their grades, test scores, and class participation. Furthermore, academic

achievement generally refers to the specific accomplishments or outcomes in academics,

such as high grades, test scores, or completion of a degree. On the other hand, academic

success is a broader concept that encompasses not only academic achievement and

academic performance but also personal growth, development of skills, and overall

achievement in academics. Academic success can include factors beyond just grades, such

as critical thinking skills, creativity, and the ability to apply knowledge in real-world

situations. So, while academic achievement and academic performance is a component of

academic success, the latter is a more holistic and comprehensive measure of a student's

overall accomplishments in academics.

The widespread of technology allow people to understand swiftly any school

related stuffs and obtain new knowledge efficiently. This are not only limited to

knowledge but also skills and abilities a student might want to learn. Hence, the broader

concept which is the academic success has potentially increased its probability to be

attained, making the students the main prospect in this technological world. Therefore,

the study have to be conducted to determine if there is any existing correlation between

technology utilization and academic success and the extent of their relationship.

It seeks to explore how students' utilization of technology, such as computers,

smartphones, and the internet, impacts their academic success. By investigating this

relationship, valuable insights can be gained to inform educational practices and policies,

ultimately enhancing the learning experience for students. Moreover, this study aims to
explore potential factors that may mediate or moderate the relationship between

technology utilization and academic success. Variables such as socio-economic status,

digital literacy, self-regulated learning strategies, and access to technology resources may

influence the impact of technology on academic performance. By examining these

potential mediating or moderating factors, a more comprehensive understanding of the

relationship between technology utilization and academic success can be achieved.

Understanding the relationship between technology utilization and academic

success can help educators make informed decisions about the type and extent of

technology integration to optimize student learning outcomes. Additionally, it may guide

efforts to bridge the digital divide and ensure equitable access to technology resources

for all students, regardless of their socio-economic background.

The utilization of quantitative research design specifically correlational, in this

study, that mainly focuses on technology utilization and academic success aid

researchers to close the gap that have been observed. Furthermore, applying also

statistical analysis and inferential analysis on this study were enough to fill in the gaps

that had been perceived.

Statement of the Problem

The survey that will be done among the students in Mercedes National High School

(MNHS) will determine the extent of relationship between technology and students’

academic success. Such data and information might help educators, policymakers and

researchers to make decisions to enrich the learning experience and stimulate academic

success to all students.

Specifically, the study aims to answer the following research questions:

1) What are the technological advances used by the students nowadays?

2) How does technology utilization correlated with academic success among

students?

3) What factors influences the extent of relationship between technology and

students’ academic success?

Significance of the Study

The results of this study is crucial in identifying the factors and the extent of the

relationship between technology and students’ academic success. Hence, providing us

with vital information that can help us comprehensively understand the relationship that

might be present between technology and students’ academic success and how students’

adopt to this changes overtime. Therefore, this study will be significant to the following:
Students. Students are the primary beneficiaries of this study. The findings will help

them understand the potential impact of technology utilization on their academic

success. It can guide them in making informed decisions about their technology usage

patterns, encouraging them to leverage technology effectively for their educational

pursuits.

Educators. The study’s findings would provide valuable insights for educators on the role

of technology in promoting academic success. Educators can use this information to make

informed decisions about integrating technology into their teaching practices and

designing technology-enhanced learning experiences.

Parents. Parents can benefit from the study’s findings by gaining a better understanding

of the role of technology in their children’s academic success. Parents can use this

information to monitor their children’s technology usage patterns and provide guidance

on effective technology utilization for educational purposes.

Policymakers. Policymakers in the field of education can benefit from the study’s

findings to inform the development of policies and guidelines related to technology

integration in schools. Understanding the impact of technology utilization on academic

success can guide policymakers in making evidence-based decisions regarding the

allocation of resources, implementation of technology initiatives, and bridging the digital

divide.

School Administrators. School administrators can benefit by making data-driven

decisions, optimizing resource allocation, and improving curriculum development.

Insights from the study can guide professional development for teachers and provide

targeted support to students who may benefit from additional technology resources.
Overall, the study can help administrators enhance student learning outcomes through

effective integration of technology in education.

Future Researchers. The findings of this study can contribute to the existing body of

knowledge on the relationship between technology and academic success. Future

researchers can build upon these findings to further investigate specific aspects of

technology integration in education, explore different mediating or moderating factors,

or conduct longitudinal studies to assess the long-term impact of technology utilization

on academic outcomes.

Scope and Delimitation of the Study

This study focuses on examining the correlation between technology utilization

and academic success among students. It aims to investigate how students' utilization of

technology, including computers, smartphones, and the internet, impacts their academic

achievements. The study will be conducted at Mercedes National High School (MNHS)

within diverse educational settings, including the Junior High and Senior High School

student within the school campus and a time frame of 4 months to completely provide an

extensive and comprehensive result regarding to the observed objectives and study’s

aim. The study will involve a sample of students from various grade levels, from Grade 7

to Grade 12 to ensure a comprehensive understanding of the relationship between

technology utilization and academic success across different demographics. The sample

will be identified using the Heuristics or the rule of thumb for sample size, while the

sampling procedure will be undertaken following the concept of stratified random

sampling. The research will consider students of different ages, genders, and academic

disciplines to capture a wide range of perspectives. Data collection for this study will

involve surveys specifically the use of questionnaires to assess students' frequency and
extent of technology utilization, as well as their perceptions of the impact of technology

on their academic success. Academic records, including grades, will also be collected to

measure students' academic achievements. Additionally, demographic information,

including socio-economic status, will be collected to examine potential mediating or

moderating factors. The study will employ statistical analysis, this including correlational

analysis to determine the strength and nature of the relationship between technology

utilization and academic success. This analysis will also explore the potential influence of

mediating or moderating variables, such as socio-economic status, digital literacy, self-

regulated learning strategies, and access to technology resources.

However, it is important to acknowledge the study's limitations and delimitations.

Firstly, the study will be conducted within a specific geographic area, and the findings

may not be generalizable to other regions or countries. Secondly, the study's findings will

be based on self-reported data from surveys, which may be subject to biases and

inaccuracies. Additionally, the study's cross-sectional design may limit the ability to

establish causality between technology utilization and academic success. Furthermore,

this study will focus primarily on the correlation between technology utilization and

academic success, rather than exploring the underlying mechanisms or specific

educational interventions related to technology integration. Future research could delve

deeper into these areas to provide a more comprehensive understanding of the impact of

technology on academic outcomes. Moreover, the study will be limit by the aspects

covered by academic success. In this study, it will only focus on the four basic aspects

included to attain academic success: the academic performance, learning and knowledge

acquisition through technology utilization, support system of the students in utilizing

technology and the quality of instruction utilizing technology as the medium in delivering

the lessons to the students. In addition, other aspects like personal development that
covers the students study habits, time management skills, emotional intelligence and

adaptability and self-awareness; and intellectual growth that involves critical thinking

skills problem-solving skill and the ability to analyze and synthesize information are

excluded. Lastly, the study's findings may be influenced by external factors such as

changes in technology trends, educational policies, or socio-economic conditions. It is

important to acknowledge these potential confounding factors and interpret the results

in light of these contextual influences. Despite these limitations and delimitations, this

study aims to contribute to the existing body of knowledge on the relationship between

technology utilization and academic success.

The findings will provide valuable insights for educators, policymakers,

researchers, parents, technology companies, and society as a whole, informing

educational practices and policies to enhance the learning experience and promote better

educational outcomes for all students.

 Chapter II.

Review of Related Literature

In an educational setting, technology can facilitate more flexible and democratic

styles of teaching and learning, provide students with more autonomy and control over

their learning, and encourage the development of cognitive competencies and

understanding (Buckingham, 2003). In addition, technology provides opportunities for

learning control as well as it can help students investigate and answer complex questions,

develop new thinking skills, access, evaluate and synthesize information (Hanus & Fox,

2015). Students also believe that technology facilitates a greater understanding of course

content, contributes to higher academic achievement and better prepares them for the

technology-dependent workforce (Schindler, Burkholder, Morad & Marsh., 2017).

According to Grabowski et al., (2011) students' regular use of technology for learning

purposes positively correlated with their academic success, particularly in subjects

requiring problem-solving skills. (Choi and Hannafin 1995) highlighted the significance

of online resources in academic achievement. They found that students who utilized

diverse online resources, such as educational websites and digital libraries, exhibited

higher levels of academic success compared to those relying solely on traditional

materials.

The concept of the digital divide is pertinent when discussing technology and

academic success. (Zhao and Frank 2003) have demonstrated a positive correlation

between students' technological skills and academic performance. The ability to

effectively navigate and utilize technology was found to contribute significantly to

students' success across various subjects.

 In addition, studies have compared differences in academic achievement between

students who have been taught with technological enhancement and those who been

taught without it. The results demonstrated that students who learned academic content

in the technology enhanced classroom outperformed those who learned the content

without technology (Carle, Jaffee & Miller, 2009). Furthermore, as technology becomes

increasingly prevalent in the education system and workforce, it is important for students

to become familiarized with various digital applications. Integrating technology into the

curriculum not only provides students with the opportunity to expand their skills and

succeed academically, it also prepares them for the real-world upon graduation (Chloe

D’Angelo, 2018).

Studies by Hew & Brush (2007) and Mishra & Koehler (2006) illustrate that higher

levels of technology integration correlate positively with enhanced student engagement

and academic achievement. Furthermore, Ching et al. (2011) noted that students’ regular

use of technology for learning purposes positively correlated with their academic

success, particularly in subjects requiring problem solving skills. Research by Choi &

Hannafin (1995) highlighted the significance of online resources in academic

achievement. They found that students who utilized diverse online resources, such as

educational websites and digital libraries, exhibited higher levels of academic success

compared to those relying on traditional materials.

Moreover, studies like Zhao & Frank (2003) have demonstrated a positive

correlation between students’ technological skills and academic performance. The ability

to effectively navigate and utilize technology was found to contribute significantly to

students’ success across various subjects. The concept of the digital divide is pertinent

when discussing technology and academic success. Warschauer (2002) emphasized that
disparities in access to technology might lead to differences in academic achievement

among students. Those with limited access might struggle to complete academically with

their technologically proficient peers.

However, while technology offers vast opportunities for improving academic

success, the study conducted by Selwyn (2016) cautioned that its implementation might

face challenges related to infrastructure, teacher training, and varying pedagogical

approaches. Unaddressed challenges could impede the positive correlation between

technology utilization and academic success.

In conclusion, the literature review section has provided a comprehensive

overview of the existing studies related to the topic of interest by the researchers. By

critically analyzing and synthesizing the findings of previous studies, the researchers

have gained valuable insights that have informed the development of the study’s research

questions and methodology. Overall, the literature review has set the foundation for our

research and has helped the investigators to situate the study within the broader

scholarly conversation.

Additionally, the literature review has allowed us to identify key concepts,

theories, and methodologies that will guide our research approach. By examining the

strengths and limitations of previous studies, we have been able to refine our research

objectives and design a study that will contribute new knowledge to the field. The review

has also underscored the significance of our research topic and its relevance to current

debates and discussions. Moving forward, the insights gained from the literature review

will serve as a springboard for our empirical investigation, shaping the direction and

focus of our study.

Conceptual and Theoretical Framework

The study will be anchored on two main framework, these includes the

Technology Acceptance Model (TAM) developed by Fred Davis (1989) and the Social

Cognitive Theory developed by Albert Bandura (1986).

The Technology Acceptance Model (TAM) provides a theoretical foundation for

understanding individuals' acceptance and utilization of technology. TAM posits that

perceived usefulness and perceived ease of use are key factors that influence individuals'

intention to use technology. By using TAM, the study can explore how students’ attitudes

and perceptions towards technology impact their academic performance. Additionally,

TAM provides a structured approach for investigating the complex relationship between

technology utilization and academic success, making it suitable framework of this study.

On the other hand, the Social Cognitive Theory (SCT) can be integrated into the

conceptual framework to explore the role of self-regulated learning strategies and digital

literacy as potential mediators or moderators in the relationship between technology

utilization and academic success. SCT emphasizes the reciprocal interaction between

personal factors, environmental factors, and behavior. In this study, the framework can

incorporate the idea that students' self-regulated learning strategies and digital literacy

skills influence their technology utilization, which in turn affects their academic success.

This perspective allows for an examination of the underlying mechanisms through which

technology utilization impacts academic achievement. In the context of this study, the

conceptual framework could incorporate these two constructs to examine how students

perceive the usefulness and ease of use of technology, and how these perceptions relate

to their technology utilization and subsequently, their academic success.

 By integrating TAM and SCT, the conceptual framework can provide a

comprehensive understanding of the relationship between technology utilization and

academic success. It considers both the individual factors, such as perceived usefulness,

perceived ease of use, self-regulated learning strategies, and digital literacy, as well as the

contextual factors, such as socio-economic status and access to technology resources, that

may influence this relationship. The conceptual framework guides the study by providing

a theoretical lens through which the research questions can be explored and hypotheses

can be tested. It helps to structure the data collection and analysis processes, ensuring

that relevant variables and their relationships are captured and examined. Additionally,

the framework assists in interpreting the study's findings in light of existing theories and

concepts, contributing to the broader body of knowledge in the field of technology

integration in education.

In the study conducted by Al-Musawi, A. S., & Al-Musawi, A. J. M (2019), the study

examined the influence of mobile learning technology on students' academic

performance, drawing on the Technology Acceptance Model. The researchers

investigated students' perceptions of the usefulness and ease of use of mobile learning

technologies and how these perceptions impacted their academic success. The study also

explored the mediating role of self-regulated learning strategies, aligning with the Social

Cognitive Theory. Furthermore, the study done by Mtebe, J. S., & Raisamo, R. (2014, the

study focused on the relationship between digital literacy, self-regulated learning

strategies, and academic achievement among students. The researchers utilized the

Social Cognitive Theory to examine how students' digital literacy skills and self-regulated

learning strategies influenced their utilization of technology and, subsequently, their

academic success.
 These studies demonstrate the applicability of the TAM and SCT frameworks in

understanding the complex interplay between technology utilization and academic

success among students. By drawing on these theoretical frameworks, researchers have

been able to explore the nuanced relationships between students' perceptions of

technology, their self-regulated learning strategies, and their academic achievements.

These studies provide valuable insights into the theoretical underpinnings of the

relationship between technology utilization and academic success, contributing to the

existing body of knowledge in this area.

 Technology Social
Acceptance Cognitive
Model Theory

Perceived Perceived Personal Social

Usefulness Ease of Use Factors Factors

Technology
Utilization

Academic
Success

Figure 1. Theoretical and Conceptual Framework of the Study

Hypothesis

From the above information, review of literature as well as the background of the

study together with the framework of the study, the researchers generate and proposed

these 2 hypothesis:

H1.There is a positive correlation between technology utilization and academic success

among students.

H2. There is no positive correlation between technology utilization and academic success

among students.

Definition of Terms

To understand deeply the meaning of the terms used in the study and to provide

a concise and clear information towards the readers, the researchers prepared the

definition of the following words:

Technology Utilization. Refers to the extent to which students make use of technology,

such as computers, smartphones, and the internet, for educational purposes. It

encompasses activities such as accessing online resources, engaging in collaborative

online platforms, using educational software or apps.

Academic Success. Refers to the achievement and attainment of desired educational

outcomes. It includes indicators such as grades, test scores, completion of assignments,

academic progress, and overall academic performance. Academic success can be

measured at various levels, including individual assignments, courses, academic years,

and overall educational attainment.

Technology. Refers to the electronic devices, software applications, and digital resources

that students use to support their learning and academic performance. This may include
laptops, tablets, smartphones, educational software, online resources, and other digital

tools that students use to access information, communicate, collaborate, and complete

academic tasks.

Technology Integration. Refers to the incorporation of technology into the academic

environment, including its use in the curriculum, classroom activities, and overall

learning experiences of students.

Perceived Usefulness. Refers to students’ beliefs and attitudes about how technology

can enhance their academic performance. It involves understanding the extent to which

students perceive technology as beneficial and advantageous for their educational goals.

Perceived Ease of Use. Refers to students’ perceptions of how easy and convenient it is

to use technology in the academic context. It encompasses students’ attitudes and beliefs

about the ease of integrating technology into their learning process.

General Average. The sum of all final grades divided by the total number of learning

areas.

Environmental Factors. Outside factors that might influence an individual or the

student to utilize technology to attain academic success, like peers and parental

education.

Personal Factors. An individual factors that may affect the students’ perspective in

utilizing technology and the level of influence it created towards the subject personally.

These may include social status, financial capability, motivation and willingness, etc.
 Chapter III.

Methodology

Methods and Technique

In exploring the extent and crucial relationship between technology and students’

academic success and the factors that may influence one another, a correlational

quantitative research design will be utilized to understand comprehensively its

underlying relationship and also provide a deep and rich understanding of the variables

that will be studied. The study covers the different factors that may influence the

intentions of the students towards incorporating technology to education. In identifying

the sample size, a Heuristics or the rule of a thumb will be utilized, providing a respective

sample size for the design employed. The sampling procedure that will be exploited in

this study is stratified random sampling. A paper survey based questionnaire will be

given to the selected sample in their time availability.

Population and Sample of the Study

The study will be conducted in Mercedes National High School (MNHS), Mercedes,

Silago, Southern Leyte having the time frame of 4 months to completely answer the

proposed objectives. It is located in barangay Mercedes, Silago, Southern Leyte. The

school has a complete set of Junior High School levels, starting from Grade 7 up to Grade

10. It also offers the Senior High School program which is the Grade 11 and Grade 12 with

Academic as its main track, specifically the General Academic Strand (GAS).

The Mercedes National High School (MNHS) has a total population of 313 at the

current School Year 2023-2024. In identifying the sample size needed for the study, the
Heuristics rule or the rule of the thumb has been utilized and therefore, the researchers

come in terms that a sample of 100 respondents amongst students is enough and

saturated to answer the proposed aims or the objectives of the study. Furthermore,

following the Heuristics rule, a sample size of 100 to 200 is already enough given the

design of the research being employed. The sampling procedure that will be utilized in

the study is the stratified random sampling, wherein, the population is divided into

subgroups, or strata, based on certain characteristics. In this study, the total population

which is 313 will be divide according to their grade levels, starting to Grade 7 up to Grade

12.

Visual Representation of Division among Student in Grade Levels

Grade Levels Total Population Sample Percentage

7 54 17 17%

8 55 18 18%

9 59 19 19%

10 66 21 21%

11 35 11 11%

12 44 14 14%

Totality 313 100 100%

Table 1.

Stratified random sampling is a random form of sampling stating that the sample

will be randomly chosen. In this study, demographic profile will not be consider as a

factor that may influence the sampling procedure. Demographic profile like age, gender,

ethnicity and race, socioeconomic status, geographic location, educational background,

disability status and the language spoken at home are not put into consideration and did

not influenced the selection of sample in any way.

Figure 1. Map Locale

Source:https://www.google.com/maps/place/Mercedes+National+High+School/@10.48
9062,125.1824445,17z/data=!4m6!3m5!1s0x3307004dc6d594a3:0x3929b5f0796c9cd1!8
m2!3d10.4894154!4d125.1836032!16s%2Fg%2F1thhh0ll?entry=ttu
Research Instruments

In this study, the researchers will utilized two research instruments in drawing

their conclusions and answering the study’s prime aims and objectives. This includes

utilizing survey questionnaire and the sample’s academic record, this will only include

their academic average in the first and second quarter this School Year 2023-2024. The

researchers decided to employ a survey questionnaire for it is the most suitable and fitted

instrument in identifying the determining the extent relationship between utilization of

technology and student’s academic success. Furthermore, considering the sample size

which is 100, in utilizing a questionnaire it will be more efficient in terms of both cost and

time. Researchers can collect data from a diverse group of respondents without extensive

resources or lengthy fieldwork. This scalability is especially useful when aiming to

generalize findings to a broader population.

The questionnaire that will be employed is slightly patterned on the study done

by Limniou, M., entitled “The Effect of Digital Device Usage on Student Academic

Performance: A Case Study”. In the study done, the research aims to examine students‟

degree of technology utilization and their knowledge on basic and most popular

computer applications” and uses the Social Cognitive Theory of Bandura (1986).

Furthermore, the researcher on this study also created a researcher-designed

questionnaire to address comprehensively the problem that has been proposed in the

study. The researcher-designed questionnaire is typically based on a review of the

relevant literature and the theory the study has been anchored on.

Moreover, by using questionnaire it can encourage honest responses even on

sensitive topics. The questionnaire is divided into 5 sections this includes: respondent’s

demographic profile, technology utilization, perceived ease of use of technology to

students, perceived usefulness of technology to students and lastly, the possible factors

that may affect technology utilization amongst students. On the other hand, the

researchers also decided to collect the general average of the student’s, they believe that

in adding this to the data, it will provide a concise and clear and valuable insights of the

students’ utilization of technology and determine if it is certainly related to academic

success. The data collected in this study will not be publicize and will stay confidential

unless the respondents say otherwise.

Data Gathering Procedure

In gathering the necessary and most accurate data to answer the study’s proposed

aims and objectives, a correlational quantitative research design will be utilized and a

structured survey questionnaire will be employed to each respondents to fulfill the

research objectives and to provide an abundant and precise holistic view of the study of

interest.

First, in order for the researchers to conduct the study in the said locale in full

lengths, a letter of approval will be given first to the school principal.

Second, the 100 randomly selected students which was determine by stratified

random sampling will be given an informed consent form as a basis and proof that

participation was not force, rather it is by willingness of the respondent’ to participate.

Informed consent form pertains to rules and policy even conditions that all personal

information especially the responses on the structured questionnaire shall not be

exposed by all means necessary. The information collected from the participant must be

and always remain confidential and shall not be exploited. Informed consent form must

first be fulfilled by the researchers and the respondent’s to proceed on the next procedure

which is the engagement of structured questionnaire.

 Third, after the fulfillment of the informed consent form, the structured

questionnaire will be distributed. The questionnaire is divided into 5 sections a total of

48 structured questions to clearly deliver a precise answer to the objectives. The survey

will be done according to their time availability. After the collection of the respondents’

questionnaire, the collection of participant’s general average in the First and Second

Quarter S.Y. 2023-2024 will take place and shall be done by the researchers and the

adviser.

Lastly, after the data has been gathered, which is the questionnaires and the

general academic of respondents’, the calculation of descriptive statistics which is the

mean and standard deviation will be done. After calculating the descriptive statistics, the

correlational analysis will take place.

Data Analysis Procedure

After the collection of the necessary data, descriptive analysis will take place. By

calculating the descriptive statistics which includes the mean and standard deviation, it

can provide a valuable insights and summary of the overall data gathered and help

provide a foundation for further analysis, guide research decisions, and help researchers

communicate finding effectively. This calculation is essential for understanding data

patterns and drawing meaningful conclusion. To be followed by the correlation analysis.

Correlational analysis is a statistical technique used to examine the relationship

between two or more variables. It measures the strength and direction of the association

between variable. It involves the calculation of correlation coefficient, such as Pearson

correlation coefficient or the Spearman rank correlation coefficient, to quantify the

degree of association between variables. Furthermore, it also provides a foundation for

hypothesis testing which is also imperative in the study. After the calculation of

descriptive statistics and the correlational analysis, regression analysis will be done to

ensure and prove that the outcome of the correlational analysis is indeed significant and

acceptable, then the interpretation and reporting of the result of the data will be the next

procedure.
 Chapter IV.

Presentation, Analysis and Interpretations of Data

Findings of the Study

This chapter presents the gathered data with corresponding descriptive and

inferential analysis, interpretations and implications. The data was gathered using a

survey questionnaire utilizing a close ended type of questions, and stratified random

sampling was employed as a sampling procedure and the sample size of 100 respondents

was anchored and determined on the Heuristic or the rule of thumb. The information and

data provided below were objectively analyzed and no fabrications were made during

data analysis procedure. Furthermore, this chapter serves as a critical juncture where the

researchers meticulously examined the information gathered through the employed

research methods. By scrutinizing the data, researchers aim to uncover patterns, trends,

and relationships that offer valuable insights into the research questions at hand.

Through rigorous analysis and interpretation, we strive to extract meaningful

conclusions that shed light on the complexities of our chosen topic.

4.1 Demographic Profile

In determining the sample that will be involved in the study, demographic profiles were

not put into consideration and did not influence the selection of sample, thus, biases and

fabrications of the sample demographic profile is rejected. Demographic profile such as

gender, age, grade level, and socio-economic status were determined and analyzed, the

table below showcase the gathered data.

 Profile Options Frequency Percentage
Male 50 50%
Gender Female 47 47%
Prefer not to say 3 3%
12 to 15 57 57%
Age 16-19 42 42%
20-25 1 1%
26 and above 0 0%
Low income 29 29%
Socio-economic Middle Income 66 66%
Status High Income 5 5%
Junior High 70 70%
Grade Level
Senior High 30 30%

Table 2. Demographic Profile

Gender. The sample of students is composed of 50 male garnering a total of 50% of the

total sample, while 47 is identified as female composing a total of 47% of total sample

and 3% of the sample choses option 3.

Age. Grounded from the table above, the age 12-15 is dominant in the conducted survey

gathering a total of 57% of the whole sample. On the other hand, 42% of the sample were

surveyed having an age of 16-19, while only 1% falls from the scope of age 20-25 and

none in the 26 and above.

Socio-Economic Status. Based on the table above, 29% of the total sample has a low

income which is mostly half of the half of the sample, while 66% of the total sample has a

middle income which is beyond half of the sample, and only 5% have a high income.

Grade Level. The sample is composed of 70% junior high school, 15 students in grade

7and grade 8, a total of 30, then grade 9 and 10 are both composed of 20 students, a total

of 40, then the senior high school students are composed of 30%, which in grade 11 is

composed of 14 students and grade 12 having 16 sample of students, a total of 40.

4.2. Technology Utilization of Students

The advancement of technology has led to more possibilities and endless

interactivity, enabling it to help, support, and even enhance work efficiency at any level

of difficulty. As technology continues to evolve over time, it has become an integral part

of our lives, integrating useful and significant functions that reduce the hassle in our work

and increase productivity. The education system has also embraced technology,

incorporating it into lessons through media for teaching and using software to compute

grades and handle other mathematical tasks. Overall, technology’s vast capabilities have

greatly impacted the field of education.

In alignment with this trend, students have increasingly turned to technology for

academic purposes, leveraging its potential to enhance learning speed and productivity.

A recent survey conducted by researchers’ yielded insightful data through thorough

analysis:

1. Access to Technology:

o Approximately 75% of the total sample reported having access to technology via

their smartphones with internet connectivity.

o Laptops with internet access followed, accounting for 13% of the sample.

2. Usage Patterns:

o Smartphones/Tablets: These devices are predominantly used for academic

purposes, with a mean rating of 4 (interpreted as frequent/always use).

o Laptops/Computers: In contrast, laptops and computers have a mean rating of

2.16, indicating rare usage among students.

3. Preferred Applications:

o Learning Applications: These include dictionaries, educational games, and AI-

based tools. They are the most commonly used for academic purposes, with an

approximate mean rating of 3.

o Search Engines: Examples include Google, Yahoo, Bing, MSN, etc. They have a

mean rating of 2.95.

4. Previous Technology Experience

o A total of 55% of the total sample regularly uses online platforms for learning,

while 45% are familiar with using educational software.

The table provided below will clarify and broaden the understanding as well as the

outcome of the survey.

Access to Technology Frequency Percentage

Owned laptop w/ internet 13 13%
access
Owned smartphone w/ 75 75%
internet access
Owned desktop computers 2 2%
with internet access
Owned tablet with internet 7 7%
access
E-reader 1 1%
Access to technology at 2 2%
community center
Table 3. Access to Technology

Grounded by the above data, it shows that most of the students utilizes their

owned smartphone with internet access in accessing the different types of technology

which specifically for academic purposes garnering a total of 75% of the total sample. It

is then followed by owned laptop with internet access which has a total of 13%, followed

by tablet which have 7%, then tying the access to technology at community center and

desktop computers storing 2% both and lastly an e-reader that only have a 1%. By this,
we can hypothetically say that most of the students has access to technology via their

owned smartphone, hypothetically because of its user friendly interface and not that

complex to use and even to understand unlike laptop and desktop computers that

requires a little if not minimum knowledge for an individual to operate and even to use

efficiently.

Usage Patterns Mean Verbal Interpretation

Laptop/Computer 2.16 Sometimes
Smartphone/Tablet 4 Always
Learning Management 2.68 Sometimes
System
Microsoft Office 2.46 Sometimes
Search Engines 2.95 Sometimes
Podcasting and Multimedia 2.66 Sometimes
Tools
Learning Application 3 Sometimes
Cloud Services 2.55 Sometimes
Table 4. Technology Utilization

The mean scores were interpreted using the following guide:

Mean Score Range Verbal Interpretation

0.01-1.00 Never
1.01-2.00 Rarely
2.01-3.00 Sometimes
3.01-4.00 Always
4.01-5.00 Often

The table above presents the varied usage patterns of students to different types of

technology. The table implies that smartphone/tablet is the most used technology by

students which is expected for the previous data reveals that they access other types of

technology using their owned smartphone with internet access, garnering a mean of 4, if

interpreted is always, for smartphone is a kind of technology itself. Furthermore, the data

also disclose that most of the time, students use the learning applications mainly for
academic purposes with a mean of 3 implying a usage of ‘sometimes’. Learning

applications includes dictionaries, AI based applications, educational games, etc. It is then

followed by the usage of search engines having a mean of 2.95 which is considered

‘sometimes’, followed by learning management system with a 2.68 mean, it includes

Google Classroom, Zoom, Moodle, etc. hypothetically because of the online learning

opportunity like online tutoring and discussion that is done by teachers and other experts

in that field or in the subjects students are interested in which only occur ‘sometimes’.

Moreover, the usage of multimedia and podcasting tools also fall in ‘sometimes’ with a

mean slightly below of the learning management system having a mean of 2.66, which is

predictable. As teachers incorporate technology in the learning space, tasks and

homework given by teachers also includes but not limited to multimedia tools, like

editing pictures and videos. It is then followed by cloud services or the online storage

with a mean of 2.55 that falls in ‘sometimes’. The Microsoft office garnered a mean of 2.46

and lastly the computers/laptop with a mean of 2.16, which are both of them are

considered ‘sometimes’ to be used in the academic purposes platform.

Technology Experience Frequency Percentage

Familiar with using 45 45%
educational software
Regularly use online 55 55%
platforms for learning
Table 5. Technology Experience

The table shows the technology experience of the students. A total of 55%

students are regularly using online platforms for learning, this includes social media,

search engines, etc. While there is only 45% who is familiar with using educational

software like AI based applications, multimedia and podcasting tools, learning

management system applications, etc. Online learning is dominant than educational

software when it comes to an individual experience and learning.

The tables above are the significant data and information that is provided by the outcome

and analysis of data that answered one of the stated problem in the research study. The

data above was objectively analyzed, hence, no fabrications were made. Based on the

data, it reveals that several students in the sample utilizes smartphone/tablet

hypothetically because it is more user friendly and easy to navigate. In contrary, the

laptop and computers were the least used medium in accessing variety of technology,

hypothetically because of its complexity in many ways and is needed for the user to have

a basic knowledge to operate and for it to be used efficiently and smoothly.

4.3. Technology Utilization and Academic Success

A study conducted by Smith and Johnson (2018) found a positive correlation

between technology utilization and academic success. They surveyed a sample of 500

college students and found that students who used technology for educational purposes,

such as online research and collaborative projects, had higher GPAs compared to those

who did not utilize technology as extensively. The relationship of technology utilization

and academic success has been correlated positively not just in the study conducted by

Smith & Johnson (2018) but as well as on other related studies.

The study is anchored on the Technology Acceptance Model of Davis (1989) that

highlighted two main concept on the technology utilization, the perceived ease of use and

the perceived usefulness of technology, in this case, the students. Also, the Social

Cognitive Theory of Bandura (1986) was applied by examining how students' exposure to

technology within their social environment, such as family, peers, and educational

institutions, influences their beliefs about the ease of use and usefulness of technology.

Additionally, the theory can be used to explore how students' interactions with technology, as
well as the modeling of technology use by influential individuals, impact their willingness to

adapt to new educational technology tools and resources. By considering the social context

and interpersonal influences on students' technology utilization, the study can gain a

comprehensive understanding of the factors affecting academic success in relation to

technology. In order to determine in what way or how does technology utilization

correlated with academic success, the researchers have to analyze first the perception of

students of the ease of use and usefulness of technology utilization. To accept the

researchers’ hypothesis 1, investigators need to prove that there is indeed and in what

way the two variables are correlated.

The researchers gave a total of 17 different questions that is related to the ease of use of

technology and 13 total questions for the perceived usefulness of technology to students.

Furthermore, the researchers also gather the respondents’ general average grade of 1st

and 2nd Quarter to determine if their utilization on technology is correlated with their

academic grades and overall academic success. To begin, the researchers gather the data

and calculated its mean resulting to 30 means, on the other hand, the average grades in

order to be paired by the 30 set of data points, it is then calculated it’s mean by an interval

of three resulting to equilibrium.

The analysis used in this study was primarily the correlation analysis (Pearson’s r) in

determining if there is a correlation between technology utilization and academic success

of the students. While percentages, mean, standard deviation as well as regression

analysis, which is the significant level, coefficient of determination, the variance, and

confidence interval, and lastly the confidence interval. These statistics were calculated to

better deliver and well interpret the result of the survey and its implications.
 Statement No. Mean Standard Deviation Verbal Interpretation
1. 2.79 2.505992817 Neutral
2. 4.18 3.712142239 Very Easy
3. 3.05 2.760434748 Easy
4. 3.66 3.264965543 Easy
5. 3.27 2.93257566 Easy
6. 3.44 3.14960315 Easy
7. 3.16 2.874021573 Easy
8. 3.22 2.842534081 Easy
9. 3.04 2.690724809 Easy
10. 3.13 2.789265136 Easy
11. 3.03 2.611512971 Easy
12. 2.96 2.615339366 Neutral
13. 3.37 3.003331484 Easy
14. 2.19 3.405877273 Neutral
15. 2.09 3.120897307 Neutral
16. 2.26 3.502855978 Neutral
17. 2.13 2.851315486 Neutral
Grand Mean 3 3 Neutral
Table 6. Perceived Ease of Use

The mean scores were interpreted using the following guide:

Mean Score Range Verbal Interpretation

0.01-1.00 Very Difficult
1.01-2.00 Difficult
2.01-3.00 Neutral
3.01-4.00 Easy
4.01-5.00 Very Easy

Based from the table above, it can be seen that most of the verbal interpretations is into

‘Easy’, which means that if we focus alone in the mean, we can say that incorporating

technology to attain academic success is easy and light as the students perceive

technology mostly ‘Easy’. However, if we pay attention to the standard deviation we can

see that it is mostly covered by 2 and 3, which indicates that the responses are relatively

spread out or varied around the mean. A larger standard deviation suggests a wider
distribution and greater variability in the responses. This means that the sample is widely

diverse. Given a mean of 4 and a standard deviation of 3.71, we can interpret this data set

as having a wide range of values that are not tightly concentrated around the mean. The

higher standard deviation the higher it indicates that there is a significant amount of

variability in the data, with some values being much higher or lower than the mean. This

means that the data set is more spread out and less precise than a dataset with a smaller

standard deviation.

Moreover, while the mean suggests that the data set may be "Very Easy", the high

standard deviation means that there is a wide range of values and this applies mostly to

the set of data present in the table. In conclusion, the total grand mean of both the mean

and standard deviation aided the researchers to determine the appropriate verbal

interpretation for the ease of use of technology which is ‘Neutral’ having a complete

equilibrium of 3. This means that the data is evenly distributed on the both sides of the

mean, resulting in symmetric distribution. While in some types of technology, students

finds it hard to use, while in some cases, like the usage of smartphone/tablet for academic

purposes is proven to be very easy. Therefore, the researchers concluded that most of the

students finds the advances of technology easy to use in some point like the devices and

the learning application, but finds it moderate/neutral in keeping up and in some cases,

most of the sample falls behind in using new emerging technologies like the laptops and

computers and the software like multimedia tools and Microsoft Office which is prevalent

in most school or this is the type of technology utilized by the teachers to deliver

presentations in comprehensively and also in terms of incorporating and integrating this

to their education.
 To bring more light in regards to technology utilization and broaden the understanding

of perception of the students towards technology utilization and academic success, below

is table focusing on students’ perception.

Statement Option Percentage Verbal Interpretation

Do you feel that your Strongly agree 9%
teachers effectively Agree 83% Students agree that their teachers
integrate technology effectively integrate technology into
into their instructional Disagree 10% their instructional strategies.
strategies?
Very 8%
Interested
How interested are you Somewhat 53% The students are somewhat interested
in using technology for Interested in using technology for academic
academic purposes? Not very 30% purposes.
Interested
No interest at 16%
all
Strongly 39%
Do you believe that believe Students somewhat believe that
technology can help you Somewhat 55% technology can help them achieve
achieve better academic believe better academic outcomes.
outcomes? Do not likely 4%
believe
Do not believe 2%
at all
Very willing 30%
How willing are you to Somewhat 63% Students are somewhat willing to
adapt to new willing adapt to new educational technology
educational technology Not very 6% tools and resources.
tools and resources? willing
Not willing at 1%
all
Table 7. Perception of Students

The table above showcased the different perception of students in terms of incorporating

technology into education. Based on the table, it reveals that 83% of the total sample of

students agree that their teachers effectively integrate technology into their instructional

strategies. These technologies might include multimedia like video discussions and

PowerPoint presentations which is now dominant in delivering a much more

comprehensive learning for most of the students are now invested in technology. The
data also reveals that only 53% of the total sample are somewhat interested in utilizing

technology for academic purposes, while only 8% are very interested when it comes to

using technology for academic purposes.

Moreover, almost half of the sample are not and do not have interest at all, with 40%. On

the other hand, 39% strongly believe that through utilizing technology for academic

purposes help students achieve a better academic outcomes, and 55% of the sample

somewhat believe. Furthermore, 63% are somewhat willing to adopt to new educational

technology tools and resources, and 30% are very willing, leaving the 7% to not and no

willingness at all. Overall, the table above presented that interest and willingness towards

utilizing technology can have an impact for students to achieve better academic

outcomes.

The table below presented the usefulness of technology to students’ academic outcomes

or purposes.

Statement No. Mean Standard Deviation Verbal Interpretation

1. 4.01 3.648287269 Very Important
2. 3.79 3.414674216 Fairly Important
3. 3.19 3.05777697 Fairly Important
4. 3.38 3.029851482 Fairly Important
5. 3.23 2.840774542 Fairly Important
6. 3.36 3.034798181 Fairly Important
7. 3.56 3.190611227 Fairly Important
8. 4.03 3.674234614 Very Important
9. 4 3.670149861 Very Important
10. 3.43 3.062678566 Fairly Important
11. 4 3.667424164 Very Important
12. 4.28 3.888444419 Very Important
13. 4.3 3.925557285 Very Important
Grand Mean 4 4 Fairly Important
Table 8. Perceive Usefulness
The mean scores were interpreted using the following guide:

Mean Score Range Verbal Interpretation

0.01-1.00 Not at all important
1.01-2.00 Slightly Important
2.01-3.00 Important
3.01-4.00 Fairly Important
4.01-5.00 Very Important

In the above data, we can still see how high the computed standard deviation and this

also means that the sample is again diverse and there is a significant amount of variability

with the responses. However, none of them, which is the standard deviation surpasses

the value of the mean, which means there is a less variability or deviation from the mean

value. This can indicate that the data points are somehow scattered around the mean,

potentially indicating a lesser level of variability or uncertainty in the data. Overall, the

grand mean of both the mean and standard deviation is 4, which both agree to the given

usefulness of technology to students’ academic success and is considered ‘Fairly

Important’ which is in the context of this study, fairly important surpasses the value of

important. Therefore, it shows that technology utilization plays an important role and is

significant when it comes to academic success. Most of the students agree to the positive

importance caused by technology utilization in academic success, having a grand mean of

4 and standard deviation of 4. However, to answer the question we might need to still dig

deeper into the data and compute its Pearson’s r coefficient.

 Average Survey
Grades Mean
Mean The Pearson’s r coefficient determine if there is any correlation
84 2.09
85 2.13 between two variables while remembering that it does not provide
86 2.19
86 2.26 causation between the set of data points and variables. To get the
87 2.79
Pearson’s r coefficient, the researchers combined the mean of
87 2.96
88 3.03 perceived ease of use and perceive usefulness for both pertains to
88 3.04
88 3.05 the technology utilization and how it impacts their grades. Their
89 3.13
90 3.16 mean will served as the x while the mean of the average grades of
90 3.19
students an interval of three will serve as the y. The researchers
90 3.22
91 3.23
decided to get the mean of the average grades an interval of three
91 3.27
91 3.36 to be paired by the x which has a total of 30 data points. The table
91 3.37
91 3.38 on the left side showcase the analysis.
92 3.43
92 3.44
92 3.56 Based on the table, the Pearson’s r coefficient has a value of
93 3.66
0.970772 which if interpreted, presents a strong positive
94 3.79
94 4
correlation between the two variables, in this case, the technology
94 4.01
95 4.03 utilization and the students’ academic success. The data also
95 4.18
95 4 showcased that there is indeed a consistent changes between two
95 4.28
96 4.3 variables, as the value of the x increases, the value also of y
r= 0.970772
increases, revealing that their correlation is indeed strong.
Table 9. Pearson’s r
Coefficient
 Pearson’s r
Coefficient 0.970771768501795

Significance 6.80191E-19
Level (6.80×10−19=0.00000000000000000068)

Coefficient 0.942397826520102
Determination
Covariance 1.872692593
Upper 95% Lower Interval
Confidence
Interval 0.202716919 0.167303694
Table 10. Correlational Statistics

The interpretations and implications on the above table is shown below:

Pearson's r Coefficient. The Pearson correlation coefficient is 0.970771768501795,

indicating a very strong positive linear relationship between the two variables.

Significance Level. The significance level is very low at 6.80191E-19 (or

0.00000000000000000068), suggesting that the correlation observed is statistically

significant. This extremely low p-value indicates strong evidence against the null

hypothesis of no correlation.

Coefficient of Determination (R-squared). The coefficient of determination is

0.942397826520102, which means that approximately 94.24% of the variability in one

variable can be explained by the other variable in the linear regression model.

Confidence Interval. The upper 95% confidence interval for the correlation coefficient

is 0.202716919, and the lower interval is 0.167303694. This means that we can be 95%

confident that the true population correlation coefficient falls within the range of

0.167303694 to 0.202716919. Since the confidence interval does not include zero, it

indicates that the correlation between the two variables is statistically significant.
Overall, the table implies a very strong positive linear relationship between the two

variables, with a high correlation coefficient, a statistically significant result, and a high

coefficient of determination indicating a good fit of the data to the regression model. The

confidence interval confirms the significance of the correlation coefficient.

Furthermore, one way to justify our claim is to visually show it using a scatter chart.

Below is the visual representation of the correlation of the two variables, the technology

utilization and the students’ academic success.

Correlation Between the Two Variables

5

4.5

3.5

2.5

1.5

0.5

0
82 84 86 88 90 92 94 96 98
Figure 3. Visual Representation of the Correlation

Figure 4. Normal Distribution of the Responses (Perceived Ease of Use)

 Figure 5. Normal Distribution of the Responses (Perceived Usefulness)

Grounded from the above information and data, from the tables and the visual

representation of the correlation between two variables and the visual figure of how

diverse the responses is, this led to conclusion that students’ utilizes technology due to

its perceive usefulness and ease of use when incorporated with education possibly

affecting their learning and the productivity. Though the data provided a correlation

between the two variables, it does not provide a broader concept on the causation of the

two variables. Hence, if the value of x increases while the value of y also increases, does

not mean that due to the increase value of the x, it also led to the increase value of y. This

analysis reveals that the hypothesis 1 of the researcher is acceptable and indeed proven,

while the hypothesis 2 has been rejected. Thus, proving that there is a positive correlation

as well as a significant relationship (r=0.97, 0.05>6.80191E-19) between technology

utilization and academic success. There is indeed a positive correlation between

technology utilization and academic success of students. To sum up, technology is

correlated by academic success through its capacity to deliver and enhance the learning
routines of the students providing a more efficient way of learning and increasing

productivity.

4.3. Factors Affecting Technology Utilization

Utilization of technology often meet some factors that affects its overall impact to

an individual, hence, lessening the ability or the capacity for the specific type of

technology to fully deliver its benefits towards something or to anyone. In order to

determine these factors and identify which factor mostly affects the outcome of the

technology utilization specifically for academic purposes, a survey and its responses were

analyzed. Below are the presentation and interpretation of the survey report for the

possible factors affecting the technology utilization.

Statement Option Percentage Verbal

Interpretation
Yes 80% Socio-economic status indeed
affect the utilization of technology.
1.
No 20%
Yes, frequently 5% Students face challenges in
2 Yes, sometimes 87% accessing technology due to
Rarely 8% financial constraints sometimes.
Very often 14% Students experience limitations in
3 Sometimes 79% using technology for academic
Rarely 7% tasks due to lack of access
sometimes.
Yes, frequently 14% Students encountered inequality
4 Yes, sometime 74% in technology access among their
Rarely 12% peers sometimes.
Yes, extensive 15%
5 guidance Students received some guidance
Yes, some guidance 58% on how to use technology to
Limited guidance 10% enhance their academic
No guidance 17% performance.
Ye, frequently 28% Students have access to internet
6 Yes, sometimes 64% connection and digital devices for
Rarely 6% academic purposes sometimes.
No access at all 2%
Table 10. Possible Factors Affecting Technology Utilization
 The table above showcased the possible factors that can potentially hinder the

utilization of technology.

Socio-economic Status. Grounded by the data above, it reveals that socio-economic

status have the ability to affect technology utilization garnering a total of 80% of the total

sample. Socio-economic status (SES) is a broader concept that encompasses a person's

social and economic position in society based on factors such as income, education level,

occupation, and access to resources. SES influences an individual's overall well-being,

opportunities, and quality of life, including their access to education, healthcare, housing,

and technology. Individuals with higher socio-economic status often have greater access

to technology such as computers, smartphones, and high-speed internet. They are more

likely to afford the latest devices and services, which can facilitate their use of technology

in various aspects of their lives. Furthermore, the cost of technology services, such as

internet subscriptions, software applications, and online platforms, can be a barrier for

individuals with lower socio-economic status. Those with higher socio-economic status

are more likely to afford these services, enabling them to fully utilize technology for

communication, education, work, and entertainment. Socio-economic status can also

influence an individual's level of digital literacy, which refers to their ability to use and

navigate technology effectively. Those with higher socio-economic status may have had

more exposure to technology and formal education that enhances their digital skills,

making them more adept at utilizing technology for different purposes. Socio-economic

status can influence a student's exposure to technology, digital literacy skills, social

networks, and support systems, which can all play a role in how effectively they utilize

technology for academic purposes. Overall, socio-economic status can influence

technology utilization by shaping access, skills, affordability, opportunities, and well-

being in the digital age.

Financial Constraints. As financial constraints can be link to socio-economic status of

an individual, it primarily focus on the affordability of technology tools and services,

while socio-economic status considers the broader context of social and economic factors

that shape a student's access to and utilization of technology. Financial constraints can

include challenges related to affording devices, internet access, software applications,

and technology-related expenses. Financial constraints directly impact a student's ability

to purchase necessary technology tools and services for academic purposes. This also

serves as a hindrance towards technology utilization of students for academic purposes,

revealing that 87% of the total sample experienced this kind of hindrance. While 5%

answers frequently and 8% responded rarely.

Lack of Access. Lack of access to technology can hinder a student's academic

performance, engagement, and opportunities for learning. Without access to devices,

internet connectivity, software programs, and online resources, students may struggle to

keep up with coursework, collaborate with peers, conduct research, or participate in

virtual classes. The digital divide created by lack of access can widen existing

achievement gaps and limit educational opportunities for students from disadvantaged

backgrounds. Lack of access of technology is interconnected to socio-economic status and

financial constraints making lack of access the dependent variable, low socio-economic

status have a higher possibility that it is also lower financially leading to lack of access to

technology. A total of 79% of the sample experienced limitations in using technology for

academic tasks due to lack of access, while 14% experienced this very often and 7% rarely

experienced this kind of adversary.

Inequality in Technology Access. Inequality in technology access is a factor that can

affect students' ability to effectively utilize technology for learning and academic

purposes. Inequality in technology access can lead to disparities in academic

performance among students. Those with limited access to technology may experience

difficulties in completing assignments, conducting research, collaborating on projects,

and engaging in online learning activities. When students do not have equal access to

technology resources such as devices, internet connectivity, software applications, and

digital tools, it can hinder their ability to effectively utilize technology for learning and

academic purposes. This can contribute to widening achievement gaps and hindering

educational outcomes for students facing technology access barriers. The data reveals

that 74% of the sample encountered inequality in technology access among their peers

sometimes, which is a significant number to identifying how inequality affects technology

utilization, while 14% encountered this adversary frequently and 12% rarely

encountered this. In conclusion, inequality in technology access is a potential factor that

can significantly affect students' technology utilization for learning and academic success.

Guidance. Effective guidance and support in utilizing technology can play a significant

role in enhancing students' digital skills, confidence in using technology, and overall

technology utilization for learning and academic purposes. Providing guidance on how to

use technology tools, software applications, and digital resources can help students

develop essential digital literacy skills. Guidance is a factor that can clearly affect the

utilization of technology, those who receive guidance without a doubt has a higher

confidence and can work efficiently on that specific technology, while students who

receive no or some guidance might have a hard time utilizing that type of technology. The

table presented above showcased that 58% of the sample receive some guidance, 15%

receive an extensive guidance, 10% receive limited guidance, while 17% received no
guidance at all, which is still a big number to be tolerated. In conclusion, guidance on using

technology serves as a crucial factor in affecting students' technology utilization for

learning and academic success. By providing effective guidance, support, and resources

for using technology, educators can empower students to develop essential digital skills,

embrace technology as a tool for learning, and maximize their potential in a technology-

rich educational environment.

Access to Internet Connection and Digital Devices. This factor is relatively

interconnected to different factors discussed above. Socio-economic status limit the

financial capacity of an individual affecting its purchasing power leading to the lack of

access of technology and this includes internet connections and digital devices. A total of

64% stated that they have access to internet connection and digital devices sometimes,

28% have an access frequently, 6% has an access rarely while 2% have no access at all.

By ensuring equitable access to these resources, educational institutions can empower

all students to leverage technology effectively, enhance their digital skills, and thrive in a

technology-enhanced learning environment. Addressing disparities in access to internet

connectivity and digital devices is essential for promoting educational equity and

maximizing students' potential in a digital age.

The Social Cognitive Theory plays a vital role in fully understanding the potential

factors that may affect the technology utilization of students. The socio-economic

disparities, guidance, inequality of access, financial constraints can be fully understand

by the lens of Social Cognitive Theory. Individuals from socio-economically

disadvantaged backgrounds may have limited opportunities to observe and learn from

others who effectively use technology. This lack of exposure can impact their self-efficacy

beliefs regarding technology use. Self-efficacy, a central concept in social cognitive theory,
refers to an individual's belief in their ability to succeed in specific situations. When

individuals face barriers such as lack of access to technology or inequality in technology

access, their self-efficacy in using technology may be diminished. This can create a self-

perpetuating cycle where low self-efficacy leads to reduced efforts to engage with

technology, further reinforcing feelings of inadequacy. Furthermore, social cognitive

theory highlights the importance of social influences in shaping behavior. Lack of

guidance and support in navigating technology can limit individuals' exposure to positive

role models and mentors who can help build their self-efficacy in technology use.

Conversely, access to supportive social networks and guidance can enhance individuals'

confidence and motivation to engage with technology.

In conclusion, addressing socio-economic disparities, financial constraints, lack of

access, inequality in technology access, and providing effective guidance are essential

steps in promoting equitable technology utilization among students. By prioritizing

access to technology resources, fostering digital skills development, and offering

comprehensive guidance, educators can empower students to harness the full potential

of technology for learning and academic success in the digital age.

 Chapter V.

Summary of Findings, Conclusions, and Recommendations

5.1. Introduction

This chapter showcases the summary of the findings, conclusions as well as

recommendations for future researchers derived from the findings in the study. The

study conducted fruited a valuable information and contributed to the body of knowledge

related to technology utilization and the correlation of it to students’ academic success.

The implications of these findings and the resultant recommendations will also be

explained. Recommendations were based on the conclusions and purpose of the study.

5.2. Overview of the Study

The conducted study employed a correlational research design, a qualitative

study, interested in investigating the relationship or the correlation between technology

utilization and academic success without providing causation at one another. It involves

a 100 sample students from a total population of 313 students at Mercedes National High

School. Survey questionnaires was given as a method of data gathering and was analyzed

using the correlational statistics analysis and regression analysis. Stratified random

sampling was used as a sampling method and the Heuristics (rule of thumb) was used in

identifying the sample size

The findings and recommendations described below are centered on the research

question, the objectives and the findings that emerged during data analyses.
5.3. Summary of Findings

Presented below are the summary of findings consisting valuable information that

answers the main problem of the conducted study and the specific research questions

that aims to guide the researchers throughout the entire study.

5.3.1. Technological Advances Used by Students’

The utilization of smartphone w/ internet access was dominant in terms of

accessing technology, garnering a total of 75% of the total sample. It was followed by

laptop w/internet access, having 13%, hypothetically, due to its complexity. The study

also reveals that smartphones/tablet are the most used technology in regards to usage

patterns by the students, followed by learning applications that is mainly used for

academic purposes. Furthermore, the study disclosed that students frequently and

regularly used online platforms for learning and less with educational software when it

comes to an individual experience and self-learning.

5.3.2. Technology Utilization and Academic Success

The Technology Acceptance Model was centered in this section to answer the

given research dilemma. Two main concepts was put into consideration: the perceived

ease of use and perceived usefulness, in this case, technology utilization. For the

perceived ease of use, the researchers concluded that most of the students finds the

advances of technology easy to use in some point like the devices and the learning

application, but finds it moderate/neutral in keeping up and in some cases, most of the

sample falls behind in using new emerging technologies like the laptops and computers
and the software like multimedia tools and Microsoft Office which is prevalent in most

school or this is the type of technology utilized by the teachers to deliver presentations

in comprehensively and also in terms of incorporating and integrating this to their

education. For perceived usefulness, most of the students agree to the positive

importance caused by technology utilization in academic success, having a grand mean of

4 and standard deviation of 4, verbally interpreted as Fairly Important, which in this

study, surpasses the context of important. Hence, it shows that technology utilization

plays an important role and is significant when it comes to academic success.

The study also reveals that technology utilization and academic success

indeed has a high correlation, having a 0.970772 as its Pearson’s r coefficient and a

significance level as low as 6.80191E-19 (or 0.00000000000000000068), which

indicates and proved that the observed correlation is statistically significant and served

as a strong evidence to reject the null hypothesis. . Though the data provided a correlation

between the two variables, it does not provide a broader concept on the causation of the

two variables. Therefore, if the value of x increases while the value of y also increases,

does not mean that due to the increase value of the x, it also led to the increase value of y.

To sum up, technology utilization and academic success indeed have a positive

relationship. In addition, technology is correlated by academic success through its

capacity to deliver and enhance the learning routines of the students providing a more

efficient way of learning and increasing productivity.

5.3.3. Factors Affecting Technology Utilization

This section centered the use of Social Cognitive Theory to determine the possible

factors affecting the utilization of technology by the students. Several factors were

perceived as a hindrance or does affects the technology utilization of an individual

limiting the capability of technology to fully deliver its functions and be able to use fully.

Some of the identified factors are: socio-economic status, financial constraints, lack of

access, inequality in technology access, guidance, and access to internet connection and

digital device. Social cognitive theory highlights the importance of social influences in

shaping behavior. Lack of guidance and support in navigating technology can limit

individuals' exposure to positive role models and mentors who can help build their self-

efficacy in technology use. Conversely, access to supportive social networks and guidance

can enhance individuals' confidence and motivation to engage with technology.

Individuals from socio-economically disadvantaged backgrounds may have limited

opportunities to observe and learn from others who effectively use technology. This lack

of exposure can impact their self-efficacy beliefs regarding technology use. Self-efficacy,

a central concept in social cognitive theory, refers to an individual's belief in their ability

to succeed in specific situations.

In conclusion, addressing socio-economic disparities, financial constraints, lack of

access, inequality in technology access, and providing effective guidance are essential

steps in promoting equitable technology utilization among students. By prioritizing

access to technology resources, fostering digital skills development, and offering

comprehensive guidance, educators can empower students to harness the full potential

of technology for learning and academic success in the digital age.

5.4. Conclusion

The study furnished a valuable information that is timely and crucial in this age.

Several study was conducted interested in finding out the lying relationship between

technology utilization and academic performance of the students, due to the rapid

advancement of technology, that are mostly have been integrated in every aspects of our

life. This research aims to investigate the potential correlation between technology

utilization and academic success of the students.

The findings of this study indicates a strong positive correlation between

utilization of technology and academic success. The statistical analysis revealed a

significant correlation between the two variables, suggesting that individuals who

utilized technology and has experience the full potential of technology likely experienced

academic success. These results underscore the significant role and the importance of

incorporating technology into the educations system, which is to provide learners and

equip them with the necessary skills in this digital age to mitigate the impacts of digital

divide and for the students to have a smooth transition from traditional leaning method

to the emerging new technologies that will be a great help in learning.

However, further research in this area may help to better understand the

relationship that involves causation between two variables, determining the factors that

affects one another. Furthermore, to study in details the other aspects surrounding

academic success, which are personal development that covers the students study habits,

time management skills, emotional intelligence and adaptability and self-awareness; and

intellectual growth that involves critical thinking skills problem-solving skill and the

ability to analyze and synthesize information

5.5. Recommendation

Based on the research findings that demonstrate a strong correlation between

technology utilization and academic success, the following recommendations can be

made:

1. Integration of Technology in Education: Educational institutions should prioritize

the integration of technology in teaching and learning processes to enhance student

engagement and academic performance.

2. Technology Training for Educators: Teachers and instructors should receive

adequate training and professional development on how to effectively integrate

technology into their teaching practices to support student learning.

3. Access to Technology Resources: Schools and universities should ensure that

students have access to necessary technology resources, such as computers, internet

connectivity, and educational software, to facilitate their academic success.

4. Monitoring and Evaluation: Educational institutions should implement systems to

monitor and evaluate the impact of technology utilization on academic success, allowing

for continuous improvement and adjustment of strategies.

5. Collaboration and Sharing Best Practices: Educators, researchers, and policymakers

should collaborate to share best practices and innovative approaches to leverage

technology for improving academic outcomes.

By implementing these recommendations, educational institutions can harness

the power of technology to support student learning and enhance academic success.
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