1

THE IMPACT OF 21ST CENTURY EDUCATIONAL TECHNOLOGY

ON STUDENTS' ACADEMIC PERFORMANCE

Research

Presented to

The Faculty of Senior High School

Arriesgado College Foundation, Inc.

Tagum City

Andamon, Vanesse

Apostol, Athyna Noryne

Flores, Hannah Lee

Marcojos, Kristina Melquery

Saga, John Kenneth Kyle

Lagunday, Christian

NOVEMBER 2022
2

TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET
ii
ACKNOWLEDGEMENT
iii
ABSTRACT
iv
TABLE OF CONTENTS
v
LIST OF TABLE STUDY
vii
LIST OF FIGURES
viii

CHAPTER

1. INTRODUCTION
Background of the Study
Statement of the Problem
Review of Related Literature
Theoretical Framework
Conceptual Framework
2. METHODOLOGY
Research Design
Research Locale
Research Respondents
Research Instruments
Data Gathering Procedure
Statistical Tools
Ethical Consideration
3

CHAPTER I

INTRODUCTION

Background of the Study

In our generation today, there is no denying that technology such

as phones laptop and computers has become a significant part of many

people especially on student's everyday lives. But many of us are still

wondering on how these technologies affects the students learning and

what are its effect. Throughout the years technology grew faster in the

field of education. The evolution of technology has fundamentally changed

the education system. Technology has changed the learning environment

so that learning is more hands on. since technology is already part of our

daily lives. The power of technology can help education to open up more

possibilities for more student learning. Educational Technology has not

only become a network of gathering and sharing of ideas, but also a

platform for students and teachers to research, collaborate and

differentiate.

In the research conducted in California, one of the negative findings

pertaining to the use of educational technology is the enduring difficulty

about technology and a lot of people thinking about the technology first

and then education later (Schacter, 1999). Nationally, particularly in Public

4

School in the Philippines are overcrowded and the number of computers is

not enough to accommodate all the students this is according to a study

conducted by (Tinio,2002) Moreover, computer literacy is also one factor

that may affect educational technology (Itaas,2009) students are more

knowledgeable in technology in their lessons. In Davao del Norte,

particularly in Tagum City, St. Thomas More Montessori School is

adapting the current and new mode of teaching-learning environment.

Pleasantly Technology can assist pupils in becoming self-sufficient in their

Education Integration of technology. Thus, this cannot deny the fact that

the more they use technology can lead them into addiction. With the

proper guidance of the parents, guardians, and teachers we can monitor

them to be not an internet addict or technologically addict

(Aumentado,2021).

Research on educational technology is very important to students

and teachers. Educational technology is said to offer insight into better

understanding the function of educational technology. Educational

Technology is a major factor influencing education today.

Schools are expected to use these to enhance the education of their

students yet challenges to its use have been identified (Johnson et al.

2016). Given support, students can find resources that meet their needs,

and teachers can also use these resources to find out what the student

needs and to adopt their critical viewpoint toward it, creating strategies,

and making judgments.

5

The findings of this study show that employing technology in the

classroom has both many benefits and drawbacks. Teachers did remark

more positive than negative consequences of technology after analyzing

poll results. Teachers believed that the use of technology in the classroom

had boosted student engagement and motivation, even though there were

certain areas where they felt they could have used more help. In the

future, instructors might benefit from more specialized training on how to

incorporate technology into the classroom so that they feel more

comfortable doing so. Teachers also believed that in order to foster

greater independence, pupils needed more practice using the available

technology. The researchers think more study is necessary to understand

how technology affects learning in the classroom.

In this study, it is the researcher's intent to show a correlation

between educational technology and student’s academic performance.

This will become a basis for learners, teachers, and the research

community on the significance of the impact of educational technology on

student’s academic performance. With the issues mentioned concerning

academic performances, students need to learn how to adapt to the new

normal to cope with the challenges they may encounter in achieving their

expectations of success. Moreover, with all these, the researchers aim to

increase awareness about educational technology. Furthermore, the

results of this study may be used by students to know the impact of

6

educational technology and to improve their performances and obtain

academic satisfaction.

According to Amanda Strom the study of the negative effects of

technology for Students and educator the research has shown that

excessive use of electronic devices is now a global phenomenon and has

been linked to negative health effects, especially in children and

teenagers. However, for both students and teachers, research on

educational technology is vitally significant. The purpose of educational

technology is claimed to be better understood with the use of technology.

Today's education is significantly influenced by educational technology.

Schools are expected to employ these to improve students' education, yet

there are obstacles to their use. Provided help, students can identify

materials that match their requirements, and teachers can also use these

resources to find out what the student needs and to adopt their critical

attitude toward it, generating solutions, and making judgements.

STATEMENT OF THE PROBLEM

Study aims to show the relationship of the students’ academic

performance towards the impact of educational technology. The following
questions will be answered as the research going on.

1. What is the extent level of 21 st century Educational

Technology in terms of;

1.1 Attitude to technology

1.2 Experience of using the internet

7

2. What is the level of a students’ academic performance in

terms of;

2.1 Class participation

2.2 Learners’ outcome

3. Is there significant relationship between the student

academic performance and educational

Technology.

REVIEW OF RELATED LITERATURE

This study section presents the theories, concepts, facts, information, view

and readings related the impact of educational technology on students’

academic performance

Attitude to Technology

In the education world, instruments designed to measure cognitive

objectives have historically been emphasized over instruments that

measure affective objectives (Bloom, 2010) because many researchers

assumed that personality characteristics, such as motivation, develop

relatively slowly and were visible in appraisal techniques only over long

periods of time. New evidence challenges this position. Now it is thought

that affective behaviors undergo far more sudden transformations than

cognitive behaviors (Popham,2010). It could be assumed that if students

have a tendency to act positively toward a subject, for example,

technology, then students will have more of an interest in that subject

8

(Krathwohl 2011). Thus, if one of the educational goals of technology

education is technological literacy, then students exhibiting a positive

attitude toward technology would be more likely to attain technological

literacy through technology education (Bame, 2013).

However, researchers on studying students’ knowledge and

willingness to pursue a career by studying a subject area in school, such

as technology, have often used students’ attitudes as a proxy for

determining that willingness. Investigating students’ attitudes–for example,

what influences attitudes or what is the nature of affective, cognitive and

behavioral components of attitudes (Ajzen,210)—is therefore important in

educational research in general, and technology education research in

particular

Research on student attitudes in technology education has been

used to assess student attitudes prior to curriculum development, a

standardized attitude measure such as the PATT (Pupils Attitude Towards

Technology) has not been used to assess changes in attitude as the result

of a treatment such as participation in a technology education program. It

is logical that students who have a positive experience in a technology

education program will develop a positive attitude toward technology and

the pursuit of technological careers, and would therefore be more

interested in studying about technology. As a result, students should

become more technologically literate. This premise is grounded in

research from the affective domain that indicates that students who exhibit
9

a positive attitude toward a subject are more likely to actively engage in

learning during and after instruction (Popham, 2010 ).

EXPERIENCE OF USING THE INTERNET

The internet is developed to serve as a platform for various activities

for all age groups in society. The internet is a technology that has become

an enormous part of people's daily lives. Through its ability to act as a

support medium in different functions for which people use it, the internet

was introduced to academic institutions as a tool to enhance student's

academic experience (Akin, 2012)

In the study of (Kumar , 2013)he found that student and teachers

have been using the internet to support their class activities and teaching.

By the use of the internet, it's had a positive impact on their academic

performance, namely by doing task, writing research papers and also

provide a better learning experience. Besides, the more time spent with

the Internet, the higher a student addicted to the internet. The study

showed that the time spent on the internet is becoming a measure of

academic achievement. The use of the Internet beyond the time will be a

hint of academic success. (Sushma, 2014)

However, over the last decades internet connectivity has changed

and improved. Internet is useful for searching information easily and helps
students to do their assignments with just only search on search engine
that they want to know. It also let them to interact with each other for
exchanging their idea and information from a different location in a same
time. The availability of internet is almost everywhere; most students have
had access to internet on their cellphones. This helps students to broaden
10

their academic information, research and assignments by accessing

information worldwide and also enhances easy communication to the
academic community (Siraj, 2015).
In addition, the internet is the key information and communication
technology that led to a worldwide revolutionary change in the information
scenario. The interaction between students offers them to gain different
perspectives on a problem discussion by sharing one's own learning
activities with other learners into problem solving strategies. Siraj (2015).
So, internet based learning increase students’ satisfaction with learning
has a very important role (Hsieh, 2011).This helps students to broaden
their academic information, research and assignments by accessing
information worldwide and also enhances easy communication to the
academic community (Siraj, 2015).
The study of (Torres Diaz,2016) argued that the more the internet
is used for academic work the more it is perceived to exert a positive
influence on academic grades. internet use has a positive impact on
academic performance. They opined that students who tend to use the
internet more on educational materials are less likely to fail their
examinations. Therefore, the disadvantages of lack of access to internet
surpass the advantages. Also people who perform interactive activities
with peers and teachers or when they make a balance use of internet tools
for their course work tend to have greater academic performance (Torres-
Diaz., 2016).
Another study by (Franks, 2011) according to him the Internet could be a
life-line for students in remote areas, it is a means for combating their
isolation, extending their knowledge, and gaining proficiency in its use. It
gives students a communications technology that cheaply and quickly
connects them to the rest of the world, giving them ready access to
information and also the benefits of the Internet can help in order to
provide students with a fulfilling educational experience.
Scholars and students use the Internet for several facets of schoolwork,
such as for working on their homework, finding information for projects or
talks, and communicating with classmates. Internet skill is generally
believed to contribute to better learning outcomes and successful
academic performance. (Bates,2012)

CLASS Participation.

Participation encourages students to actively engage with the

information, encourages them to develop ideas, and persuades them to

11

provide supporting data for their claims. Moreover, Active participation in

class enhances critical and higher order thinking abilities as well. Students

who participate in class have studied the topic thoroughly enough to

explain new ideas to their classmates. Beyond simple text comprehension,

this level of thought also helps with memory.

Researchers found out that class participation has developed over

time. Before the introduction of the Internet in education, participation

could mean use of response cards and hand-raising (Grossi,2010) Once

computers entered the classroom, participation might be measured by

using tools like clickers (Stowell & Nelson, 2007). In the early days, when

most classes were conducted asynchronously, participation was typically

measured with pages visited, tools used, messages accessed,

discussions posted, and email contacts (Ventura, 2013). However,

classroom behaviors, to be an active learner, whenever in the classroom,

students must engage actively by playing the roles of information seekers.

The acts of asking questions, give opinions or simply answering questions

posed by the instructor or fellow students are examples of active type of

classroom participation. According to Davis (2009), student’s enthusiasm

and willingness to participate in a classroom through these verbal

engagements will create a conducive classroom environment.

12

In addition, other researchers examined the usefulness of different

participatory like (hand raising, response cards, clickers). In the Internet

environment, measures of participation focused on time spent on the

course site, clicks, and pages visited. Participation shifted to making

meaningful contributions in email conversations and on discussion boards.

Research shows that active class participation improves subjective and

objective student performance. Students perceive that they do better in

class (Crede,2018)

Students who participate can benefit from one another's knowledge,

which will improve comprehension. Relationships between students and

between a student and professor may be enhanced as a result. (Schritter,

2022). Participation, at its most basic, refers to people taking part in

decisions that have an impact on their lives. People can identify

opportunities and action plans through participation, and they can unite to

bring about change. When students participate, they are revealing

important details about what they already know and comprehend about a

subject. (Marina, 2016).

Based on a study conducted by Ferguson-Hessler de Jong

(Theberge, 2010), it was found that students, who are active participants,

tends to have better academic achievement, compared with students, who

are passive in participation. However, statement was supported by

(Astin ,2011), claiming that students who are actively involved in the
13

classroom discussions showed higher satisfaction in the learning process.

Active participation of students with discussions in the classroom is

important for the purpose of achieving effective learning and plays an

important role in the success of education and personal development of

students in the future. This is because students will learn how to think

critically and enhance their intellectual development if they are an active

participant in the classroom (Siti Maziha, 2010).

In another study conducted by (Lee, 2010). student participation in the

classroom is through two communication behaviors, that is verbal and

nonverbal. Verbal or oral participation refers to behaviors of speaking or

giving opinions in the classroom, answering and asking questions or

comments and taking part in the classroom discussions. Students who do

not take the initiative to actively involved are usually considered as

passive. In contrast, nonverbal participation is associated with behavioral

responses during the class, including node their head, raise their hands,

body movements and eye contact (Abidin, 2010).

Moreover, student participation includes student confidence and

student personality traits. The nature of classmates has an important role

in encouraging student participation. Educators should be able to

formulate future teaching strategies that promote student participation in

the context in education Students learn at their best when they participate

in the learning process, and meaningful learning occurs when students are

involved (Ashton, 2021).

14

LEARNERS OUTCOME

Learning outcome as ‘being something that students can do now

that they could not do previously. A change in people as a result of a

learning experience. It has long been recognized that education and

training are concerned with bringing about change in individuals, and the use

of learning outcomes to describe these changes is certainly not a new

practice. (Watson,2010)

However, in the study of (Irawati, 2018) many things affect student

learning outcomes such as the teaching strategies given by the teacher,

the ability of the teacher to teach, the time and place of learning, therefore

learning outcomes are the realization of the potential skills or capacities

possessed by a student after participating in learning activities

(Priyatna,2021)

Research shows learning outcomes focus on the measurable cognitive,

behavioral and attitudinal development of students as they interact with a

learning activity. They are what students are expected to demonstrate in

terms of knowledge, skills, and attitudes upon completion of a learning

experience (Adam, 2010).

In addition, learning outcomes and have impacted the curriculum

design, teaching, learning and assessment, as well as quality assurance.

They are likely to form an important part of the twenty-first century

15

approaches to higher education and the reconsideration of such questions

as to what, who, how, where and when we teach and assess (Adam,

2010). In terms of curriculum design and development, learning outcomes

lead to educational change. They represent a change in emphasis from

teaching to learning that characterize what is known as the adoption of a

student-centered approach in contrast to traditional teacher-centered

viewpoint. Student-centered learning produces a focus on the teaching-

learning assessment relationship and the fundamental links between the

design, delivery and measurement of learning (Adam, 2010).

Theoretical Framework

ADDIE MODEL is instructional design. ADDIE stands for Analysis,

Develop, Design, Implement and Evaluate. Also, ADDIE MODEL is an
educational technology model was founded in 1975 at the University of
Florida in the context of Addie model study found out that the educational
technology significant improvement on performance. Moreover, it is found
that through better multimedia-based improvement is effective and
efficient in enhancing the performance not just the teachers but also the
student (Ascunsion,2016).
Koohang and Harman (2005) stated that “e-learning is the delivery of
education all activities relevant to instructing, teaching, and learning)
through various electronic media.” Koohang (2004) stated that appropriate
instructional design that includes learning theories and principles is critical
to the success of e-leaning.
Broderick (2001,) stated that “Instructional Design is the art and
science of creating an instructional environment and materials that will
bring the learner from the state of not being able to accomplish certain
tasks to the state of being able to accomplish those tasks.” Instructional
design has always relied on instructional models, namely behaviorism,
cognitivism, humanism, and constructivism. Much of the attention in the
last two decades has been shifted to constructivism because it promotes
active learning through knowledge construction (Briggs, 1992). The
critical issue of including learning theories in e-learning instruction design
has consistently been reported in the literature (Koohang , 2003) ). The
16

literature has also consistently documented that constructivism learning

theory is an appropriate match for e-learning design (Harman & Koohang,
2005).
teamwork collaboration and motivation towards project and application for
skills acquired with regards to their belief and attitude to Addie model.
Therefore, Addie model is a weave on
a recent theory states that educational technology use drastically

improves academic performance. This theory, at some point, is correct.

EdTech are now are now a necessity to all students. It serves as an aid for

all the research, paperwork and a whole lot more. It improves academic

performance in a way that it makes one’s work easier, but it doesn’t

directly affect a student’s performance result (Author Unknown, 1992).”

CONCEPTUAL FRAMEWORK

Based on the related literature, the conceptual framework will show

the relationship of the 2 variables in the study: the Educational

Technology and its impact to student’s academic performance.

Educational technology’s indicators namely; Internet, teachers, students

learning and technology. On the other hand, Student’s academic

performance focused on the subjects, participation, discussions, and

difficult assignments.

ATTITUDE TO TECHNOLOGY
In the education world, instruments designed to measure cognitive
objectives have historically been emphasized over instruments that
measure affective objectives (Bloom, 2010 ) because many researchers
assumed that personality characteristics, such as motivation, develop
relatively slowly and were visible in appraisal techniques only over long
periods of time.
EXPERIENCE OF USING THE INTERNET. The internet is developed to serve as a
platform for various activities for all age groups in society.
 17

CLASS Participation. Participation encourages students to actively

engage with the information, encourages them to develop ideas, and
persuades them to provide supporting data for their claims.
LEARNERS OUTCOME. Learning outcome as ‘being something that
students can do now that they could not do previously.

Figure 1 presents the variable of the study in which the independent

variable is the Educational Technology with the following indicators:
Attitude to technology and Experience of using the internet.

The dependent variable of this study is the Student’s

Academic Performance

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Educational technology in

terms of:

Attitude to technology

Experience using Internet

Students’ academic

performance
18

Chapter II

METHODOLOGY

Presented in this section are the discussions on research design, research

locale, respondents research instrument, data gathering, statistical tool

Research Design

This Quantitative research study will employ a descriptive-

correlational research design technique in gathering information.

Descriptive research describes and interprets what is and reveals

conditions and relationship that exist and do not exist. It is a fact –finding

study that allows the researcher to examine characteristics, behaviors,

and experiences of the study participants (Calmeron, 2007). Moreover,

19

correlational research tests for statistical relationships between variables.

In addition, both research design measures a large number of cases and

checks to see if they are fact related (Oswald 2008).

This study is descriptive in the sense that the Educational

Technology and Academic Performance is being describe which are the

independent and dependent variables of the study respectively. Also, this

study is a correlational because it tests the relationship of Educational

Technology and Academic Performance.

Research Locale

Tagum City is the capital city of Davao Del Norte, Philippines. This

city has a lot of learning facilities for its learners. This city is also home to

some known schools in the Philippines. This study will be conducted in

Tagum City. In this study, this aims to evaluate the impact of technology to

the student’s academic performance. SCHOOL 1 is a school located in

Tagum City, Philippines. Founded in 1989 as one of the medical schools

in Tagum City that offered and focused on the programs of Midwifery and

nursing. School A has 2 different campuses: Main campus that

concentrated on higher education such as Midwifery, Accounting,

Business, nursing, and education. In addition, the addendum campus

concentrated on basic education programs from preschool to senior high

school department. The second campus offers STEM, TVL, ABM

HUMMS, GAS strands for their aspiring senior high school students.
20

Tagum City. Formerly known as the Municipality of Magugpo, the capital

of Davao del Norte, Philippines. Tagum City has vast choices of business,

commercial and industrial sites ready for occupation in an atmosphere of a

well-planned zoning scheme which will assure prospective investors of

peaceful, investor-friendly community served by a body of local

government administrators with balance development goals (City, n.d.).

21
22

Research Respondents

In this study, we, the researchers, have the freedom to choose

people who are interested in being one of our respondents, especially

those who have experienced the impact of educational technology on their

academic performance. A total of 150 students from Arriesgado College

Foundation Inc., a selected private school in Tagum City, were identified

as respondents who have been asked to take part in this research.

In its analysis, this study examined the impact of educational

technology on students’ academic performance. This quantitative research

strategy is used by researchers to correlate two or more variables using

mathematical analysis techniques. Conclusions about patterns,

correlations, and trends among th variables are drawn from how they were

first configured. It is seen how one of these factors affects the other and

how this alters the correlation between the two variables. To get the

desired results, researchers frequently alter one of the factors.

Research Instrument

This study utilized an internet-download questionnaire that was

taken from the study

academia.edu/35676221/academic_performance_research_questionnaire

_sample, education.ky.gov/districts/tech/Documents/2017 EdTech TELL

Survey Questions. In Perceived locus of causality and internalization:

Examining reasons for acting in two domains. The questionnaire has the

following indicators.5t5
23

The five-point Likert Scale was used as a basis in describing the

relationship of impact of educational technology and students’ academic

performance on Grade 12 students. Jamieson (2022) distinctly defined

that Likert scale is a rating system used in questionnaires to assess

people's attitudes, opinions, or perceptions. Subjects choose from a range

of possible responses to a specific question or statement; responses

typically include (“strongly agree,” “agree,” “moderately agree,” “disagree,”

and “strongly disagree.”). Often, the categories of response are coded

numerically, in which case the numerical values must be defined for that

specific study, such as 1 = strongly agree, 2 = agree, and so forth. The

five orderable gradations of educational technology with their respective

range of means and descriptions were as follows:

21st century educational technology

RANGE OF MEANS DESCRIPTION INTERPRETATION

4.20-5.00 Very Extensive The factor strongly affect.

3.40-4.19 Extensive The factor moderately

affect. 2.60-3.39 Moderately Extensive The factor often affect.

1.80-2.59 Low The factor seldom affect.

1.00-1.79 Very Low The factor never affect.

24

Students’ Academic Performance

RANGE OF MEANS DESCRIPTION INTERPRETATION

4.20-5.00 Very Extensive The factor strongly affect.

3.40-4.19 Extensive The factor moderately affect.

2.60-3.39 Moderately Extensive The factor often affect.

1.80-2.59 Low The factor seldom affect.

1.00-1.79 Very Low The factor never affect.

Interpretation. This means that educational Technology was manifested

at all times. This means that academic performance was manifested

most of the time.

This means that educational technology was manifested occasionally.

DATA GATHERING PROCEDURE

This study will examine the relationship between Educational

Technology and Academic Achievement among the senior high school

students school A, Tagum City. The researchers will employ an adapted

questionnaire to collect the data for this study in order to conduct

quantitative research. The questionnaires will be presented to the adviser

for some comments and suggestions. The name of the author of the

questionnaire and where they were retrieved is on the list of the

references. The researchers will have to get the approval from the adviser,

then they will ask for permission from proper authorities to conduct the
25

study and start the gathering of data for the study. Primarily, the

researchers will have to obtain a letter of permission to conduct from their

Research 2 adviser. Next, the researchers will forward the letter of

permission to conduct the study to the Principal's Office. After the

researchers are given the permit to conduct the study inside the school,

researchers will then set the schedule and inform the respondents the day

before they conduct their study. The researchers will inform the

respondents about the study and the proper way to answer the survey

before they start to distribute the questionnaire to the respondents. To

ensure that the respondents properly understood the study, the

researchers will additionally clarify and translate the survey items for them.

After an hour, when the respondents have completed the questionnaire,

the researchers will gather the forms in a methodical manner. The Data

will be tabulated and completed manually through microscopic excel.

Finally, they will present the data to the statistician and ask them to

interpret it.
26

STATISTICAL TOOL

The statistical tools were used for data analysis, and interpretations are

the follow:

Mean. This statistical feel was used to determine the level the impact of

educational technology among students’ academic performance.

Pearson(r). This statistical tool was used to determine the relationship

between the impact of educational technology on students’ academic

performance.

ETHICAL CONSIDERATION

The following ethical considerations were observed in the study. The

researcher had formally asked permission from the school

administrator for the conduct of the survey.

The survey tool does not contain any discriminating or any unacceptable

language that can be offensive to the participant as well as to their

respective

organization.

The researcher collected the questionnaire at the most convenient

time of

the participants. Codes were used to represent the respondents to protect

27

the

privacy of the respondents. The identities of the participants/ respondents

are

strictly confidential and will not be disclosed to the viewing public. Thus,

only the

researcher was able to see the responses of the participants. This action

is in

response to the Republic Act number 10173 known as Data Privacy Act.

The filled-up survey questionnaires were kept in the safe place for future

reference. The participation of this study is on voluntary basis. Participants

were

informed about the essence of the study.

THE IMPACT OF EDUCATIONAL TECHNOLOGY ON STUDENTS' ACADEMIC

PERFORMANCE

INDEPENDENT VARIABLE

Agree Disagree Strongly

Strongly
Disagree
Agree

1.Is there any learning

28

management system such as

(Edmodo, Moodle, Google

Classroom.) used in your

institution?

2.Are there any e- exams

systems used in your intuition in

conducting exams or quizzes?

3.Do you employ e-learning in

your extracurricular activities?

4 Do you have a electronic

application that you employ to

calculate your course work

grade?

5.Is there an e-learning

embedded in your classroom

activities effectively?

DEPENDENT VARIABLE

Strongly Agree Disagree Strongly

29

agree disagree

1.I actively participate in every

discussion.

2.I pay attention and listen

during discussion.

3.I gain focus when I see

technical problems.

4.I exert more effort when I do

difficult assignments.
30

Chapter 3

21st Century Educational Technology

Data in Table 1 shows the extent of 21st century educational technology of

the respondents. The overall mean of 4.18 which is describe as extensive. The

standard deviation coefficient off0.7-1.08 implies that the rating given to the

respondents are homogenous.

In today’s classroom, technology is becoming a more prominent form of

learning. With the ever-changing world of technology, teachers work hard to

incorporate technology into their everyday instruction in order to connect student

passion with learning. According to Harris (2016): Today’s educators are under

great pressure to provide learning on students with the use of 21st century

educational technology on students’ academic performance with a quality

education based on 21st century standards. Those standards include providing

students with the technological and informational skills needed to compete in an

ever-changing, technology-driven world. Educators are constantly looking for the

technological tools that are going to enhance the learning of their students.

However, technology has been viewed as a great resource in classrooms that

has heightened learning but has its negative effects on student learning. With

new information technology, education is fast becoming free of time and space.

But every learner still needs to be connected to a scaffold of support for lifelong

learning achievement. Technology is an important part of students’ lives.

31

Incorporating technology into the classroom has proved to be beneficial yet also

has some drawbacks. Technology has helped student willingness and

engagement and allows for the enhancements of learning. Manichander (2016)

discuss education within the 21st century educational technology is a powerful

tool for students.

Table 1

The level of 21st Century Educational Technology

Indicators/ Statements MEA SD Description
N
EDUCATIONAL TECHNOLOGY
Attitudes To Technology
1. I enjoy using technology. 4.43 .74 Very
Extensive
2. I avoid using technology when I can. 3.29 1.02 Moderately
Extensive
3. I think using technology in class takes up too 3.39 0.84 Moderately
much time. Extensive

4. I know that technology can help me learn 4.07 0.86 Extensive

many new things.
5. Technology intimidates and threatens me. 3.07 1.08 Moderately
Extensive
6. Student should know how to use technology in 4.07 0.86 Extensive
class
7. I would be a better learner if I knew how to use 3.95 0.87 Extensive
technology properly.
8. I’m very confident when it comes to working 3.83 0.87 Extensive
32

technology at home/at work /at university.

9. I want to learn more about using technology at 4.07 0.83 Extensive
home/at work/at university.
10. I believe that I can improve my language skills 3.97 0.89 Extensive
using the benefits of internet.
11. Using technology in learning is not necessary. 2.99 0.97 Moderately
Extensive
12. Technology breaks own too often to be of very 3.35 0.91 Moderately
much use. Extensive

Category Mean 3.78

Experience Using of Internet
13. I use the internet 4.57 0.7 Very
Extensive
14. I use the internet for the following: to 4.49 0.73 Very
communicate with people (e.g,email) Extensive

Category Mean 4.57

OVERALL MEAN 4.18

Experience using of internet ranked first among the indicators

Educational Technology with the category mean of 4.57 described as Very
Extensive interpreted as the factor often evident. The item “I use the internet “got
the highest mean of 4.57 (Very Extensive) which indicates that the senior high
school students are using internet. On the other hand,” I use the internet for the
following: to communicate with people(e.g,email) got the lowest mean of
4.49(Very Extensive ) which indicates that students are less likely to use internet
when they are communicating with their schoolmates .This result is related to the
study of Ngoumandjoka (2017) His study further argued that the more the
internet is used for academic work the more it is perceived to exert a positive
influence on academic grades. This is supported by Torres (2016) he agreed that
internet use has a positive impact on academic performance he opined that
students who tend to use the internet more on educational materials are less
likely to fail their examinations. Therefore, the disadvantages of lack of access to
internet surpass the advantages.
Attitudes to technology ranked last among indicators of educational
technology with a category mean of 3.78 described as (Extensive) interpreted as
 33

the factor often observed. The item “I enjoy using technology” got the highest
mean of 4.43 (Very Extensive) which indicates that the senior high school
students are having fun with using of technology on their academic. On the other
hand,” Technology intimidates and threatens me”. Got the lowest mean of
3.07which means that technology do not harm students. In relation with this in
the study of (Balogun, 2015). He stated that students have positive attitudes
towards the use of technology in their learning. In support the study of (Juma ,
2016) found that academic achievements and student's attitudes are closely
related. He pointed out that it is necessary to improve attitudes to increase
student's academic achievement.
Student Academic Performance
The information presented in Table 2 is the level of students’ academic
performance The overall mean of 3.825 described as extensive Correspondingly,
the standard deviation coefficient of 0.74-4.73 implies that the rating given to the
respondents are homogenous.
In the study of (Brew, E.A., (2021). According to them, every educational system
must place a high priority on students' Senior High School academic success.
According to US Department of Education, teachers should be regularly
monitored and modified to fulfill students' needs and aspirations. Students who
are academically above average and are positively exposed to these elements
are likely to perform better than those who are less exposed to these factors.
This would greatly enhance kids' academic performance and help them
accomplish their life goals Koranteng (2021).
Table 2
Level of Student Academic Performance
Indicators/ Statements Mean SD Description
Student Academic Performance
Class Participation
1. Most of the students are actively involved 4.08 4.73 Extensive
2. I had fun in class today 3.7 0.91 Extensive
3. I contributed meaningfully to class discussion 3.83 0.83 Moderately
Extensive
4. Most students were not paying attention 3.47 0.87 Extensive
5. I paid attention most of the time 3.85 0.85 Extensive
6. I did not enjoy my class today 3.84 1.01 Extensive
34

7. I participated in class most of the time. 3.61 0.83 Extensive

8. I would like more class sessions to be this one 3.53 0.84 Extensive
Category Mean 3.71
Learner Outcomes
9. My learning increased in this course 4.01 0.83 Extensive
10. I made progress toward achieving course 3.97 0.74 Extensive
objectives
11. My interest in the subject area has increase 3.75 0.85 Extensive
12. This course helped me to think independently 3.91 0.77 Extensive
about subject matter
13. This course actively involved me in what I was 4 0.75 Extensive
learning
Category Mean 3.94
OVERALL MEAN 3.825

Learner outcomes ranked the highest among indicators of Students

academic performance with a category mean of 3.94 described as (Extensive)
interpret the factor often affect. The item” My learning increased in this course”
got the highest mean of 4.01 (Extensive) which indicates that students
continuous learning has increased. On the other hand, “My interest in the subject
area has increase “got the lowest the lowest mean of 3.75(Extensive) which
indicates that student’s attentiveness to the subject has decreased. This study
supports the findings of Alqurashi (2019) found that learner-content and learner-
instructor interactions are very important for student perceived learning and
satisfaction, this will help to increase learning outcomes and eventually help to
enhance student satisfaction in the course. Instructors develop a plan about the
expected learning, outcomes, assignments dates, rubrics, and guidelines for
assignments to facilitate student learning and positive outcomes (Gray, 2015).
35

Class participation ranked the lowest among indicators of Students

academic performance with the category mean of 3.71 described as (Extensive)
interpreted as the factor often evident. The item “Most of the students are actively
involved” got the highest, mean of 4.08(Extensive) which indicates that students
are more likely to participate in their academic performances. On the other hand,
“I had fun in class today” got the lowest mean of 3.7(Extensive) which means that
students are not just participating but they are also having fun with their activities.
According to Davis (2018), student’s enthusiasm and willingness to participate in
a classroom through these verbal engagements will create a conducive
classroom environment such as to be an active learner, students must engage
actively by playing the roles of information seekers. The acts of asking questions,
give opinions or simply answering questions posed by the instructor or fellow
students are examples of active type of classroom participation. In support a
study of Melor (2015) stated that the second important factor that affects the
students to participate actively in the classroom is the traits and skills of the
instructor. Traits that have been shown by instructor, such as supportive,
understanding, approachable, friendliness through positive nonverbal behavior,
giving smiles and nodded for admitting the answers that are given by students.
These positive traits give a motivational effect on students to actively participate
in classroom.

Table 3
36

Correlation Between 21st Century Educational Relationship and Student

Academic Performance
Variables Paired Coefficient r p-value Interpretation
B

21st Century Educational 0.059 0.000 Significant Very Low

Technology and Student Relationship
Academic Performance

Data in table 3 pertains the correlational results of the independent and

dependent variables. It shows that there is a significant low relationship between
The Impact of 21st Century Educational Technology on Students’ Academic
Performance manifested by roof 0.59 and p-value of 0.00.

Thus, this result implies that the impact of 21st educational technology has a
very low correlation with students’ academic performance. In support the study of
Clark (2016) in which Clark argued that educational technology had no impact
on student learning under any circumstances and that the “media are mere
vehicles that deliver instruction but do not influence student achievement .The
impact of technologies on learning is mainly due to the effect of innovation or
teaching strategies, but not to the technology itself. Kuzma (2017).Furthermore ,
a positive correlation was found with computer use at home, and a negative
correlation with its use in schools. It is important to take consideration of the
conceptual and cultural differences that exist when it comes to how technology is
used in education and how academic performance is defined. The impact of
school culture and research perspectives in educational technology on the
outcomes of this complex relationship between academic performance and
Technology needs to be examined in future. (Espanola, 2020)

CHAPTER 4
37

CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, appropriate conclusion, and
recommendations

Findings
The findings were presented based on the result.
1.The2st century educational technology factor of the respondents is Extensive
as manifested by the overall mean go 4.56. this result implies that the factor is
frequently manifested. Among the indicators of 21st century educational
technology, Experience using of internet was the most evident with the highest
category mean of 4.18. While the attitudes to technology got the lowest with the
category mean of 3.78.
2. The level of Students academic performance had an overall mean of 3.825
which is frequently evident. Among the indicators of Students academic
performance Learner’s outcome got the highest category mean of 3.94. While
Class participation got the lowest category mean of 3.71.
3.21st century educational technology which served as the independent variable
of the study have significant very low correlation with the dependent variable
student’s academic performance by r.0.59 and p-value of 0.00.

CONCLUSIONS
Based on the findings the following conclusions were drawn:
1.The 21st century educational technology often affects in terms of student’s
academic performance of the respondent’s experience using of internet is the top
indicator of needs as this factor got the highest category mean. On the other
hand, Attitudes to technology has the lowers category mean.
2.The teachers must be the students' learning tool in school. They should set
realistic performance goals and help students achieve them to set their own
reasonable goals. Hence, they were the ones who would shape the students
based on their teaching style.

3.Educational technology holds great potential to positively influence students'

academic performance. By providing enhanced learning opportunities,
personalized instruction, increased engagement, collaboration, and the
development of digital literacy skills, these can contribute to improved
38

educational technology om students’ academic performance. However,

successful implementation requires a holistic approach that considers the unique
needs of students, effective strategies, and ongoing support for both teachers
and students.

RECOMMENDATIONS

1. Teachers, school boards, educational organizations, government and

community stakeholders to stay informed about emerging technologies
and best practices. Collaborate with experts in the field to design and
implement effective technology integration strategies. Develop a
comprehensive digital literacy curriculum that equips students with the
skills needed to navigate the digital world effectively These technologies
can adapt to individual needs, track progress, and provide targeted
interventions to support students' academic growth.

By following these recommendations, educational institutions can

maximize the benefits of 21st-century educational technology and create
an environment that supports students' academic success. It is important
to remember that technology should always be implemented thoughtfully
and in conjunction with effective teaching practices to achieve the desired
impact on students' academic performance.

2. Researchers, students and teachers also need to focus on class

participation since this indicator got the lowest result in the survey.
Learning experience to the individual needs and interests of students
allow them to choose topics for discussions, provide opportunities for
self-directed learning, and encourage them to share their unique
perspectives by this student are more likely to actively participate in
class.

3. Future researchers should focus on identifying specific conditions under

which educational technology can yield more significant benefits for
students' academic performance. Overall, this study indicates that the
relationship between 21st century educational technology and students'
academic performance is low. Therefore, it is crucial for educators and
policymakers to explore alternative strategies and approaches to
enhance academic outcomes in the modern digital age.

RESEARCH SURVEY QUESTIONNAIRES

39

RESEARCH TITLE: THE IMPACT OF 21ST EDUCATIONAL TECHNOLOGY ON

STUDENTS’ ACADEMIC PERFORMANCE

Name (optional): KRISTINA MELQUERY O MARCOJOS Grade & Strand:

TVL 12 HERACLITUS

5 POINT LIKERT SCALE

5 Strong Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

INDEPENDENT VARIABLE: EDUCATIONAL TECHNOLOGY

https://www.slideshare.net/angiegum/questionnaire-on-the-use-of-technology-in-the-
classroom

ATTITUEDS TO TECNOLOGY 5 4 3 2 1

15. I enjoy using technology.

16. I avoid using technology when I can.
17. I think using technology in class takes up too much time.
18. I know that technology can help me learn many new things.
19. Technology intimidates and threatens me.
20. Student should know how to use technology in class
21. I would be a better learner if I knew how to use technology
properly.
22. I’m verry confident when it comes to working technology at
 40

home/at work /at university.

23. I want to learn more about using technology at home/at
work/at university.
24. I believe that I can improve my language skills using the
benefits of internet.
25. Using technology in learning is not necessary.
26. Technology breaks own too often to be of very much use.

https://www.slideshare.net/angiegum/questionnaire-on-the-use-of-technology-in-the-
classroom

EXPERIENCE USING OF INTERNET 5 4 3 2 1

1. I use the internet

2. I use the internet for the following: to communicate with
people (e.g,email)
3.
4.
5.
6.

DEPENDENT VARIABLE: STUDENTS ACADEMIC PERFORMANCE

https://lists.ubc.ca/scripts/wa.exe?A3=1004&L=TEAMLEARNING-L&E=base64&P=976638&B=--
_002_E4FFF76AF350CA4384E4D4234E705D8B13E7A4D410EXCHANGE2utmb_&T=application
%2Fmsword;%20name=%22Classroom%20Engagement%20Survey%20(CES).doc
%22&N=Classroom%20Engagement%20Survey%20(CES).doc&attachment=q

Class Participation 5 4 3 2 1
 41

14. Most of the students are actively involved

15. I had fun in class today
16. I contributed meaningfully to class discussion
17. Most students were not paying attention
18. I paid attention most of the time
19. I did not enjoy my class today
20. I participated in class most of the time.
21. I would like more class sessions to be this one

https://nap.nationalacademies.org/read/10024/chapter/13#172

Learner Outcomes 5 4 3 2 1

1. My learning increased in this course

2. I made progress toward achieving course objectives
3. My interest in the subject area has increase
4. This course helped me to think independently about subject
matter
5. This course actively involved me in what I was learning
6.

Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate

Student Learning." National Research Council. 2003. Evaluating and Improving

Undergraduate Teaching in Science, Technology, Engineering, and Mathematics.

Washington, DC: The National Academies Press. doi: 10.17226/10024. National

Academies of Sciences, Engineering, and Medicine. 2003. Evaluating and

Improving Undergraduate Teaching in Science, Technology, Engineering, and

42

Mathematics. Washington, DC: The National Academies Press.

https://doi.org/10.17226/10024.

Kalanda, K. (2009). Factors influencing college students' attitudes toward

technology. Students’ Attitude towards Technology: A Study from Pakistan

Ankiewicz (2016) provided an overview that students' attitudes toward technology

have probably been the work pioneered by Raat and De Vries (1987) as cited by

(Ardies et al., 2015). The PATT instrument was the first instrument that was

specifically designed to measure students' attitudes toward technology (Ardies et

al., 2013;Hussain, Mahmood, & Nasreen, 2017).

Dallimore, E. J., Hertenstein, J. H. & Platt, M. B. (2004). Classroom participation

and discussion effectiveness: student-generated strategies. Communication

Education. 53, 103-115.

Bruski, M. (2019) The Power of Classroom Discussion. Retrieved from:

Ardies, J., De Maeyer, S., Gijbels, D., & van Keulen, H. (2015). Students

attitudes towards technology. International Journal of Technology and Design

Education, 25(1), 43–65.

Laney College. (2007). Student learning outcomes and assessment manual.

Retrieved from

Valverde-Berrocoso J, Acevedo-Borrega J and Cerezo-Pizarro M (2022)

Educational Technology and Student Performance: A Systematic Review. Front.
Educ. 7:916502. doi: 10.3389/feduc.2022.916502
43

Fisher, A., Exley, K., & Ciobanu, D. (2014). Using technology to support learning
and teaching. London: Routledge, Taylor & Francis Group.

Spears, S. A. (2012). Technology-enhanced learning: The effects of 1:1

technology on student performance and motivation (Doctoral thesis). University
of West Florida.

Affum, Mark Quaye, "THE EFFECT OF INTERNET ON STUDENTS STUDIES: A

REVIEW" (2022). Library Philosophy and Practice (e-journal). 6932.