LEARNING WITH THE USE OF TECHNOLOGY AS PERCEIVED BY THE JUNIOR

HIGH SCHOOL STUDENTS AND TEACHERS OF POTENCIANO SOLON-

BANDOLON MEMORIAL NATIONAL
HIGH SCHOOL

An Undergraduate Thesis
Presented to
The Faculty of the JHCSC-Tukuran External Studies
Tukuran, Zamboanga del Sur

Prince John Ivan A. Gerodias

Maila D. Taguan
 CHAPTER 1
The Problem

Introduction

Our future growth relies on competitiveness and innovation, skills and productivity... and

these in turn rely on the education of our people. Julia Gillard (2004).

Technology ushers in fundamental structural changes that can be integral to achieving

significant improvements in productivity. Used to support both teaching and learning,

technology infuses classrooms with digital learning tools, such as computers and hand held

devices; expands course offerings, experiences, and learning materials. Technology also has the

power to transform teaching by ushering in a new model of connected teaching. This model links

teachers to their students and to professional content, resources, and systems to help them

improve their own instruction and personalize learning. iNACOL (2010)

Using laptops in classrooms will help the students to learn to type quickly and accurately,

they can record notes much faster than writing by hand. Learning computer skills are becoming

the main part of education, the students can learn to type efficiently, they can use basic computer

functions such as word processing, email, and web browsing.

The students will engage the interactive and meaningful learning using multimedia

support, they will develop ICT skills and they will learn more, using technology in learning will

be a positive impact on the school achievement, and it will break down the barriers between the
school and the society. The laptops can facilitate the work for both the teachers and the students,

they increase the interaction among the students, the teachers, and the parents.

The mobile apps can be utilized in many ways in educating people. There are so many

advantages of using mobile apps in our daily life, the following are the top reasons that make

more sense if we use mobile apps in education: Enhance Classroom Performance Learning

through mobile apps like Byju’s help students to enhance their classroom time by empowering

them to take control of aspects of their education. They can look up answers, enhance their

classroom experience, and access supplemental content. For instance, after a lecture, the students

can go through the lecture content as many times as they want. This way, the students who are

slow learners can easily learn the subject, that too, without anyone’s help. Tanya (2020)

As the use of mobile devices, such as cell phones, has proliferated in academic settings in

recent years, new challenges are faced by institutions of higher education and their faculties. The

majority of the students surveyed believe that instructors are largely unaware of the extent to

which texting and other cell phone activities engage students in the classroom. These activities

include browsing the Internet, sending pictures, or accessing social networking sites Tindell, D.

R., & Bohlander, R. W., (2012)

Learning with the use of Technology is the use of both physical hardware, software, and

educational theoretic to facilitate learning and improving performance by creating, using, and

managing appropriate technological processes and resources. It encompasses several domains

including learning theory, computer-based training, online learning, and where mobile

technologies are used

Conceptual Framework

Figure 1 shows the schema of the conceptual framework and the relationship between

the dependent to independent variables has to do with the Learners Actively Engage in

Learning

LEARNING WITH THE USE OF

TECHNOLOGY

TV/LAPTOP Use of Apps Android Phones Lapel

Learners are Actively Engage in Learning as Perceived

by the Junior High School Students

Figure 1. Schematic Diagram

Statement of the Problem

This study aims to determine the effectiveness of Learning with the use of

Technology of the students at Potenciano Solon Bandolon Memorial National High School.

Specifically, this study aims to answer the following questions:

 1. What is the extent of using technology in learning?

2. Commonly used technological devices

3. Does the use of technology effective in learning?

4. What needs to be improved or enhance by the teachers and the school administration.

Statement of the Hypothesis

There is no significance difference between the responses along with the use of

technology.

Scope and Limitation of the Study

This study was limited only to the main factors that contributed to Learning with the

use of Technology on the Junior High School Students of Potenciano Solon-Bandolon

Memorial High School. It was also limited to the following technology that are available on

the said school which are the Tv/Laptop, Android Phones, and Lapel which has something to

do in their learning. This study was also be meaningful if all students were respondents

however, it was only limited to the Junior High School respondents.

Significance of the Study

The findings of the study would provide feedback and benefit to the teachers as one

basis in proving that when there is technology involve in teaching learners are actively

engage on their performance and improving their methods of teaching and their personality

as teacher. Similarly, it helps the students to understand well in the importance of technology

on their learning process and interest.

 This study would help the school administrators in identifying the results on the

students’ performance on their activity when there is technology involve with it, so they

could provide some instructional materials or devices that will help both teachers address an

ideal would-be classroom. Conversely, this study helps the students in improving their

attitude towards learning that leads them to understand the value of education.

Lastly, the result of this study would provide insights to the future researchers as a

guide in seeking information about how technology relates to the education.

Definition of Terms

For better understanding of this study, the following terms are operationally and

conceptually defined:

 Technology - based on this study is the device use to help for the advance
learning of the student.

 Perceived - become aware or conscious of (something); come to realize or

understand.

 Learning - the acquisition of knowledge or skills through experience,

study, or by being taught.

 Engaged - means fully occupied or having your full attention.

 Learners - a person who is learning a subject or skill.

 TV – Television , is a telecommunication medium used

for transmitting moving images in monochrome (black and white), or in
color, and in two or three dimensions and sound.
(https://en.wikipedia.org/wiki/Television)

 Laptop – the term used in this study is defined as a computer that is

portable and suitable for use while traveling.
 Smart Phones – a mobile phone that performs many of the functions of a
computer, typically having a touchscreen interface, Internet access, and
an operating system capable of running downloaded applications.

 Lapel mic - A small microphone that can be clipped on to a person’s

collar or revere. The microphone is usually connected to a small
transmitter that can be carried in a pocket or clipped on to the belt.
(https://www.igi-global.com/dictionary/field-laboratory-evaluating-situ/16643)
 CHAPTER 2

Review of the Related Literature and Studies

This chapter presents some of the literature and studies which were related to the

objectives of the study. The first part deals on the related literature, while the second part deals

on the related studies and researches that had bearing on the present research.

A. Related Literature

The translation of technology to society with people as its end users had never been in a

smooth process. (E.M. Rogers, 1985 as cited by Sahin, 2006). Its appreciation and use are in

varying phases but upon reaching the saturation point, all users will be at a common phase .

Technology plays a big role in education nowadays, students are engaging with technology

constantly outside of the classroom.

They like to be interactive and learning through technology has now become a part of

their lifestyle. As we can see almost the population of the classroom, students have their own

android phones used in learning and other activity related to their lesson. As technology is

advancing every now and then which makes the students and the teacher more advance in

learning and teaching. The technology movement has been implemented in post-secondary

education as well as other professional jobs. For new teachers, technology is considered a

necessity for the learning environment. Over the past 20 years, technology has transformed

society and changed many aspects of daily life. The proliferation of technology has led to a

growing consensus among educators and the public that it should play a more integral role in

students’ education (Culp et al., 2003; CEO Forum on Education and Technology, 2001; Fouts,
2000; Johnson, 2000). Schools’ use of educational technology has continued to steadily increase

over the years, as educators introduce a variety of efforts to integrate technology into the

curriculum. In 2003, only 4 percent of U.S. school districts had implemented one-to-one

computer programs (in which each student was given a computer for his or her own use).

Researchers agree there is not one “right” type of technology or one “right” way to use it;

rather, it should match schools’ learning and teaching goals and be appropriate for the students

who use it (Sivin-Kachala & Bialo, 2000). So, as we can see technology is advancing through the

years, and it really helps the education lighten the works and learning of both the educators and

learners. As we conduct our survey to the said school, many respondents are relying in the

technology available in their respected classrooms. The rapid growth of Information and

Communication Technology (ICT) has become one of the most important topics discussed by the

scholars for over two decades (Ghavifekr, Razak, Ghani, Ran, Meixi, & Tengyue, 2014). A

number of studies still use the term “digital divide” instead of “digital inequality” to refer to the

differences observe among people with regard to their utilization of technology. The three levels

of digital divide is still prevalent in most schools with first level divide as differences on access

to internet, second level divide as differences on skills and use and the third level divide as

differences on tangible outcome (Scheerder, 2017).

While differences arise as a result of varying factors. However, most researches are

largely limited to sociodemographic and socioeconomic determinants of digital divide

(Scheerder, 2017). However, existing studies reviewed in this article contradict to what

Scheerder had found out about the factors associated to the existence of digital divide. Findings
of Makki, O’Neal, Cotton & Richard (2018) about the persistence of first level of digital divide

which they refer to as the first order barrier or availability of computing resources support

Scheerder. They consider this as the initial reason for the differences of teachers on utilizing

technology.

Beyond the availability of technological resources, teachers also differ in terms of

technology usage due to their unique needs and conditions for the use of emerging technologies

[(Goh & Kale, 2016), (Wang Pei-Yu, 2013)]. In terms of setting, Wang Pei-Yu said that teachers

in the urban areas are in the familiarity and confidence stage of using technology while those in

the rural areas are in the understanding and application of the process stage. Sims (2014) called

this as differentiated practice on using technology.

Existing studies reviewed in this article have found the association of teachers’ use of

technology in the classrooms to their individual characteristics. The second level of digital divide

is still very much evident. Teachers differ in terms of their ICT competencies (Sipila, 2013)

otherwise referred to as knowledge and skill gap (Kaarakainen, Kivinen & Vainio, 2018).

Kaarakainen et al referred to the skill gap as differences based on digital skills or the capacity to

use technology, advanced technical skills or having the necessary skills to trouble shoot technical

problems, and professional ICT skills. They found out that in terms of sex, male outperformed

the female population and in terms of educational level, teachers with higher educational

achievement outperformed their counterpart. Sims (2014) referred to this phenomenon as

differentiated practice. Teachers’ belief and institutional perception on the role of technology in

education is also considered as factors for their differences on using technology in the classroom
(Rafalow, 2014). Makki et al (2018) regarded this as second order barrier or computer anxiety,

attitude and computer feature comfort. In addition, they have identified the third level order

barrier which they called as participation in training session as another factor for the differences

of teachers on using technology.

The limited ICT skills of teachers classified as still on infant stage may be attributed to

the lack of training on its proper use (Omariba, 2015). Starkey, Sylvester, & Johnstone (2017), in

the review of literature they conducted found out that there are three categories of digital divide

in schools – access divide, capability divide and participation divide. They added that schools

focused more on access divide by exerting effort on investing to technological resources, and in

developing capability for teachers thru trainings.

While the first level of digital divide known as infrastructure divide has been slowly

addressed, still there was a large divide on quality of computer instruction (Yang, Hu, Qu, Lai,

Shi, Boswell, & Rozelle, 2013) where teachers play a major role. Results of the review of

literature conducted for this article reveal that teacher trainings on the use of technology or ICT

contributes the most to the existence of digital inequality and digital inclusivity of students

(Kaarakainan et al, 2018). The higher levels of culture for professional development among

teachers at school would lead to increase levels of digital competence among students (Hatlevik,

Ottestad, & Throndsen, 2015). Developing capability of teachers on using technology thru

trainings would serve as a platform for them to maximize the appropriate use of technology in

the classroom. Their intervention on using technology has a positive effect on students’ attitude

toward the use of technology for educational purpose (Gibson, Stringer, Cotten, Simoni, O'neal,
& Howell-Moroney, 2014). Aside from teachers’ technology practice in the classroom, their

attitude towards using ICT for teaching and learning strongly contributes to inclusive education

(Beacham & McIntosh, 2013).

Findings mapped out from the studies reviewed in this article reveal that teachers play a

prominent, mediating role in the effects of computer proficiency on academic achievement of the

students (Paino & Renzulli, 2013). In this study we can see that teachers role on acquiring

technology in education is important, they are the one who teaches the students and gaining their

knowledge.

B. Related Studies

Students enrolled in courses in which they used Lecture Tools on their laptops in class

reported higher levels of engagement and learning than students in courses in which the

instructor allowed laptops but did not integrate them into instruction. For example, in response to

the statement “My laptop helped me to be engaged during lecture,” 60% of the LectureTools

students and 39% of the students in the control group either agreed or strongly agreed. In

response to the statement “My laptop helped me learn more,” 53% of the LectureTools students

and 40% of the control-group students agreed or strongly agreed. Lee, J., Lin, L., & Robertson,

T. (2011)

However, 75% of the students from both groups acknowledged that bringing their laptops

to class increased the amount of time they spent on activities unrelated to learning, such as

checking email and social networking. Furthermore, 40% of the students in the LectureTools
group and 46% of the students in the control group reported feeling “somewhat or significantly

distracted” when other students seated near them were using laptops. Samson, P. J. (2010)

Students in the course were given weekly surveys across 10 weeks of class. Almost all

(93%) of the students completed at least 7 out of 10 surveys. The surveys asked students to

report if they were using the laptops during class for the following activities: taking notes,

emailing, instant-messaging, surfing the Web, playing games, or other. Students rated

perceptions of their own learning on three 5-point scales (with a higher ratings indicating more

attention paid during lecture, greater perception of lecture clarity, and greater level of learning)

and, in open-ended questions, to describe any aspects of the class they thought interfered with

their learning.Samson, P. J. (2010)

A majority (64%) of the respondents reported using their laptops during at least one class

session. They reported using their laptops to take course notes (83.3%), send email (81%), send

and receive instant messages (68%), surf the internet (43%), and play games (25%). An

additional 35% reported using their laptops on “other” non-course-related activities. The

students’ responses to the open-ended questions identified laptop-use by other students as the

aspect of the class that was most distracting, followed closely by their own laptop-use. Saunders,

G., & Klemming, F. (2003)

Ten of the thirteen students enrolled in this course participated in this study. All of the 10

participants own the Android phones they used to develop mobile apps. The lead brands owned

by participants were HTC (5 students), followed by Motorola (2 students), LG (2 students), and

Samsung (1 student). In terms of Android OS version, six used Android 2.3 and its variations,

two used Android 2.2 and its variations, and one used Android 2.1. One participant did not

specify the Android OS on his/her phone. Two of the participants also indicated they owned

tablets during the class, and one of them also tested his apps on tablets in addition to testing on

his smartphone, before sharing with peers. In addition to testing apps on mobile devices, four of

the ten participants indicated they tested apps using the Android Emulator (a virtual mobile

device) that came with Android SDK (software development kit), while five of the ten

participants rarely used it and one never used it. Wolber, D. (2010)

The majority of students (7 of 10) spent between 2 to 4 hours each week creating original

practice apps by following the tutorials in the textbook. For customization of the practice apps,

six students spent about 4 hours each week. Eight of ten students spent 1 to 2 hours searching for

or studying tutorials online to help their app customizations. Most students (8 of 10) spent one

hour reviewing peers’ apps each week. While 6 of 10 students spent 4 to 5 hours developing their

app design proposals, one student spent as little as 2 hours on the proposal and another spent as

many as 25 hours on this task. Time spent on the final project app varied to a great extent, from

10 hours to more than 80 hours. Sia, C. L., Tan, B. C. Y., & Wei, K. K. (2002)

For each item on the Sense of Community scale (see Rovai, 2002a, 2002b), the possible

score ranged from 1 to 4 points (1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly

agree). An examination of the item means showed that the participants’ responses mostly fell

into the “agree” category (near or above 3) (see Table 1). The mean score across the 20 items of

the SoC scale is 3.13, which indicates students had an overall positive sense of community in
this app-design course. When further breaking down the SoC scale into the subscales, the mean

score across the 10 items of the Connectedness subscale was 2.99, which indicated students felt

connected to class members. In addition, the mean score across 10 items of the Learning

subscale was 3.26, which showed students felt positive about their learning experiences in this

course. Rovai, A. P. (2002b)

Several studies show that children with articulation disorders (5%–10% of all school age

children), language disorders, auditory processing disorders, learning disorders, and unilateral

sensorineural hearing loss all experience more severe speech recognition difficulties as the voice

to noise level decreases (greater distances from teacher). Allen, L. & Patton, D. (1990a)

Voice fatigue and throat infections account for 11% to 16% of teacher absenteeism. Even

in a classroom with relatively low ambient noise a teacher must project his or her voice to

overcome the normal physics of sound travel through air. The inverse square law of physics

defines that for every doubling of the distance from a teacher, their voice level drops by 75%.

This means a student seated at 12 feet from the teacher hears the teacher’s voice at less than one-

eighth of the level of a child seated three feet away from the teacher. In order to overcome this

loss of voice level over distance, many teachers have to project their voices well above a natural

and healthy level for their vocal cords. This results in higher than average throat/voice problems

for teachers cited by Allen, L. & Patton, D. (1990a)

 Noise in the classroom has a substantial negative impact on English Language Learners

students when compared with native language students. At 18 feet from the teacher the student

scores 25% lower than native language children.

A recent study shows that students can score as much as 30% higher on word/sentence

recognition tests when classroom audio is in use. Allen, L. & Patton, D. (1990a)
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research methodology of the study. It includes discussion on

the research design and research methods covering the research environment, research subjects,

sampling techniques, instrumentation, data gathering techniques, and statistical treatment.

Research Design

The researcher shall use the descriptive – correlation design in this study. Basically, it

describes the respondent based on their profile in terms of their level of effectiveness of Learning

with the use of Technology. Furthermore, the correlation process shall be made in order to

determine to relation of the respondents’ level of effectiveness of Learning with the use of

Technology. In the sight of the findings of this research design, implications will be then drawn

to give meaningful inferences in this study.

Research locale

The study shall be conduct at Potenciano Solon Bandolon Memorial National

High School, Tukuran, Zamboanga Del Sur. This will be conducted to contribute to the gradually

developing status of the school through revealing the hidden internal problems of the students in

relation to their effectiveness of Learning with the use of Technology. The school is headed by

principal Mr. Celso Pilones Sr.

Research Respondent

The target respondents of this study were the the junior high school students and teachers

of Potenciano Solon-Bandolon Memorial National High School Sy.2019-2020

Research Instrument

The instrument used in gathering data shall be a questionnaire checklist. It is a self-made

questionnaire which consist typically a series of written question classify according to this case

study. The researchers gather and read several references such as books, internet website,

approval thesis and other related topics necessary in constructing a reliable and valid instrument.

The diagram below would show how the researchers test the validity of the self-made

Survey - Questionnaire. First, the researchers will formulate the Survey-Questionnaire and then it

will be submitted to the adviser for correction. After the correction has been done, the

questionnaire will be revised. It will be submitted again to the adviser for checking and will be

tested through a Pre-test to the respondents and final results may undergo final revision or

already valid for testing.

Submission for First Revision

Formulation of the correction
Questionnaire

Final Revision Pre-test Submission to

Instructor

Figure 2.Validity Diagram

Data Gathering Procedure

A permission letter was to be asked from the Potenciano Solon-Bandolon Memorial

National High School, Tukuran Zamboanga del Sur. After the approval of the letter of intent, an

appointment was seated to the Potenciano Solon-Bandolon Memorial National High School for

the administration of our survey questionnaire. A survey questionnaire was administered to

identify respondents. The researchers demonstrated the used of visual aids and situations to the

respondents to have a clear view of the objectives and importance of the study. Immediately after

administering the survey questionnaire, all results were checked, compared, analyzed, and

correlated to determine the Learning with the use of Technology along with the variables used in

the study.

Statistical Treatment of Data

After the data was gathered, recorded, analyzed and tabulated, a descriptive statistic used

to determine the Learning with the use of Technology along with the variables indicated in the

study. The researchers used the frequency, distribution of percentage, and weighted means to

regulate the percentages count of data. Moreover, to test the significant difference along with the

variables used and the study, a t-test was employed.

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