PAMANTASAN NG LUNGSOD NG MAYNILA University of the City of Manila Intramuros Manila
!T"# #$$#CTS O$ T#C"NOLOGY IN T"# ACAD#MIC P#%$O%MANC# O$ S#L#CT#D &SCS'IT $%#S"M#N IN PAMANTASAN PAMANTASAN NG LUNGSOD LUNGS OD NG MAYNILA( MAYNILA(
A research paper submitted in partial fulfillment for the subject: English Proficiency Instruction II
by
Celestine Neri N. Pongasi
1
BSCSI!" #st year" Bl$. #
Ta*le of Content
ACKNOWLEDGEMENTS_______ ACKNOWLEDGEMENTS__ __________ __________ __________ _________ _________ _________ _________ __________ _________4 ____4 CHAPTER CHAPTE R I____________________________ I_________________________________________ _____________________________ ____________________5 ____5
A. Bac$ground Bac$ground of the Study%%%%%% Study%%%%%%%%%%% %%%%%%%%%% %%%%%%%%% %%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%% %%%%%%%%% %%%%%%%%%& %%%%& B. Statement Statement of the Problem%%%% Problem%%%%%%%% %%%%%%% %%%%%%% %%%%%%%% %%%%%%% %%%%%%% %%%%%%% %%%%%%% %%%%%%% %%%%%%% %%%%%%% %%%%%%' %%%' C. Significance Significance of the Study%%%% Study%%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%% %%%%%%% %%%%%%%( %%%( ). Scope and *imitatio *imitation%%% n%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%+ %+ CHAPTER CHAPTE R II_____________________ II___________________________________________ _______________________________________8 _________________8
A. ,e-ie of ,elated ,elated *iterature *iterature%%%% %%%%%%% %%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%% %%%%%%% %%%%%%%%% %%%%%+ + B. Synthesis%% Synthesis%%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%#/ %%%%#/ C. Conceptual Conceptual Paradigm%% Paradigm%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%% %%%%%%% %%%%%%%% %%%%%%%#0 %%%#0 ). )efinition )efinition of !erms% !erms%%%%%%% %%%%%%%%%%% %%%%%%%%%% %%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%% %%%%%%%%%% %%%%%%%%%%% %%%%%%%%%%#1 %%%%#1 CHAPTER III__________________________________________________________15
A. ,esearch ,esearch )esign%%%%% )esign%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%%% %%%%%%%%%%%#& %%%#& B. ,esearch ,esearch *ocal%%%% *ocal%%%%%%%% %%%%%%%% %%%%%%%% %%%%%%% %%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%%% %%%%%%#& %%#& C. Instrumenta Instrumentation% tion%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%%% %%%%%%%%%%%#( %%%%#( ). Procedure%% Procedure%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%%# %%%%#( ( E.
Statistica Statisticall Analys Analysis is of )ata%%%%%%% )ata%%%%%%%%%%%% %%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%#+ %#+
)
CHAPTER IV__________________________________________________________19
2uestion No. #%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%#3 2uestion No. /%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%#3 2uestion No. 0%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/4 2uestion No. 1%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/4 2uestion No. &%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/# 2uestion No. '%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%// 2uestion No. (%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%// 2uestion No. +%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/0 2uestion No. 3%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/0 2uestion No. #4%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/1 2uestion No. ##%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%/& CHAPTER V___________________________________________________________25
A. Summary%%%%% Summary%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%%% %%%%%%%%%%/& %%%%/& B. Conclusion% Conclusion%%%%%% %%%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%% %%%%%%%%%/ %%%%/' ' C. ,ecommendati ,ecommendations%% ons%%%%%%% %%%%%%%%%% %%%%%%%%%% %%%%%%%%%% %%%%%%%%%% %%%%%%%%%% %%%%%%%%%% %%%%%%%%%%% %%%%%%%%%%% %%%%%%%/+ %%/+ Reference_____ Reference___________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ________29 __29 On!"ne Re#$rce%___________________________________________ Re#$rce%_______________________________________________________&' ____________&' A((en)"*________ A((en)"*_______________ _____________ _____________ ______________ ______________ _____________ _____________ ______________&2 _______&2
+
,
AC.NO/L#DG#M#NTS
!his research has been made possible" firstly" ith the help of the Creator of e-erything" letting me endure sleepless nights to accomplish this paper. Ne5t are my family" for the ne-er ending lo-e and support. 6ur professor in English Proficiency Instruction II" )r. Cayao" ho -igorously and patiently taught us the joy in creating a research. *astly" all the respondents ho lend their time in ansering all of the 7uestions included in the sur-ey.
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C"APT#% I INT%ODUCTION
A &a234roun5 of the Stu5y !echnology or 8the science of craft9 is defined as the collection of techni7ues" s$ills" methods" and processes used in the production of ser-ices or in the accomplishment of objecti-es" such as scientific in-estigation. It can also be the $noledge of techni7ues" processes" etc. that can be embedded in machines" computers" de-ices" and factories operated by indi-iduals e-en ithout detailed information of the or$ings of such things ;i$ipedia<. ;ith its usefulness" this process or $noledge has been applied in different areas" including in the field of education. !!echnology can be a poerful learning tool. ;hen used effecti-ely" it brings
learning to great ne heights9" said by =r. Esateban Cru> of *incoln *and Community College. ;ith the continuous application of technology in education" learning and ac7uiring information is just one clic$ aay" hich gi-es a more desirable en-ironment for students and teachers. )oing homeor$" research" presentations" etc. are a lot easier to accomplish" unli$e before here it seems e-erything you do should be done manually. Boo$s ha-e been turned into eboo$s" pencils became touch pens" and papers con-erted into touch pads. !ruthfully" using technology has been an effecti-e ay in attaining a fruitful education. In fact" ith the per-asi-eness of technology in the field of education" there are no terms li$e Educational !echnology and IC! Information and Communications !echnology< hich has a connection regarding educational status and learning processes.
0
Ne-ertheless" there are also researches that re-eals that technology may cause harm in the academic performances of students. Internet addiction" abusi-e" and improper handling of gadgets are some factors connected ith technology that could affect the study habits of students that may also lead to the dongrade of their grades in school. !apscott /443< and Sprenger /4#4< stated that technology changes the ay ho students learn. !hese contradictions found ith the usefulness of technology to the academic performance of leraners lead to the creation of this research. As the e-olution of technology goes on" this study aims to find out its effects in Pamantasan ng *ungsod ng =aynila students. It targets to not only to gi-e $noledge of the ad-antages and ris$s inclined ith the use of technology" but also to pro-ide recommendations that can help the readers in ho can e imply the science of craft properly and efficiently. Another reason of the e5istence of this study is to ac7uire further $noledge of other impacts of the use of technology in terms of social" health" and beha-ior.
& Statement of the Pro*lem 1 ;hat is the profile of the respondents in terms of the folloing: a. age
b. c. d. e. f. g. h. i. j. $.
gender course ?;A in past semester oned technology @o often they do things online @ours spent in technology for leisure @ours spent in technology for academic purposes @o technology affects their academic performance Preferred method to use in studying Preferred method to use in teaching
) ;hat are the effects of technology in academic performance in terms of the
folloing:
6
a. doing school or$s b. study habits c. participation in class discussion and acti-ities d. understanding lessons e. grades + ;hat are the possible recommendations that may be proposed to ma$e the students use technology properly and efficiently
C Si4nifi2an2e of the Stu5y •
Stu5ents ' ;ith this research" students ill ha-e more $noledge of ho can
technology affect their academic performances. =oreo-er" this research can also help in disciplining them in using technology if they disco-er the health ris$s and other factors that may include in handling them. Tea2hers ' !his study can help the teachers in understanding more about the beha-ior of their students" and also the possible reasons behind the increase or decrease of learners academic performance in regards to the influence of technology. In addition" they can also ascertain if hat method of teaching ill be more effecti-e to use" the traditional ay or ith the application of technology Parents ' Parents ill ha-e more information about the effects of technology in the academic performance of their children" and also the other health ris$s it includes that they should be aare of. Government8De9artment of #5u2ation ' !his research could help the go-ernment in abolishing the percentage of students ho fail in school. Additionally" they could disco-er if the use of technology ill gi-e a huge ad-ancement in the educational status of the country or not.
7
D S2o9e an5 Limitation !his research ill primarily tac$le about the effects of technology in the academic performance of students. It ill discuss of hat it can do to their understanding of lessons" class participation" grades" study habits" and the ay ho they accomplish their school or$s. Additionally" in the re-ie of related literature of this study ill gi-e some information about the problems in-ol-ed in using technology in classrooms. E-en though this study has a connection ith internet" social media" gadgets" etc. It ill focus more on discussing the effects of technology in student achie-ement as a hole" and not about other subtopics that has a connection ith it.
C"APT#% II T"#O%#TICAL $%AM#/O%. A %evie; of %elate5 Literature Pervasiveness of the Use of Te2hnolo4y amon4 Tea2hers an5 Stu5ents
As the use of technology in education goes on" e can say that the rate of teachers and students using it also increases. )ifferent sur-eys ha-e found out the number of population that uses technology in education throughout the years. !he US De9artment of #5u2ation National Center for #5u2ation Statisti2s or NC#S <)=1=> stated that roo$ie teachers ill use more li$ely computers and the
internet in completing their tas$. Additionally" to those ho teach in the utmost of 3 years of e5perience are more e5pected to use the computer and internet to communicate ith their colleagues compared to those /4 or higher years of e5perience.
:
According to the study of CourseSmart an5 /a3efiel5 %esear2h <)=1+> sur-eying &44 enrolled college students" 33 of them oned at least one digital de-ice" here laptop is the most common. About #4 chec$ their de-ices for e-ery #4 minutes and (3 of them find using such technologies sa-e them time for learning and studying. Durthermore" based on the sur-ey of #CA% Stu5y of Un5er4ra5uate Stu5ents an5 Information Te2hnolo4y <)=1-> " ith respondents of &4"/(1 students form ##
countries and #0"/(' faculty members from #4 countries" 3# of the students ons a laptop" and 3/ of them has a smartphone. Conse7uently" teachers also supports less traditional educational models: ith '& for open educational resources and 0( badgers or digital credentials. #ffe2tive A99li2ation of Te2hnolo4y in #5u2ation &orro; et al <)==:> analy>ed the effect of an instructional prealgebra and algebra
program on students test scores in the S" and concluded that adopting an instructional computer program can impro-e student achie-ement. Based on )=1) #CA% Stu5y of Un5er4ra5uate Stu5ents an5 Information Te2hnolo4y " (& of college students says that technology aids them in achie-ing their
academic outcomes. =oreo-er" e-en in terms of communication" students finds technology important" three out of & says its significant to ha-e an online forum ith other students. Durthermore" in terms of their academic en-ironment" students prefer ith more use of technology. (1 of students say that they ha-e ta$en at least one course that includes online components" and '1 of them strongly agrees that technology ele-ates
1=
the le-el of teaching. && of students also ished that their teachers used simulations and educational games more. According to Pearson <)=1+> college students belie-e that tablets can enhance their learning s$ills. Si5 out of ten '/< students trust that tablets help them to perform better in classes. Gillium <)=1+> stated that regardless of hat subject educators teach" integrating
technology gi-es students the opportunity to de-elop s$ills useful beyond the four alls of classrooms. !echnology" if integrated and balanced appropriately ith the curriculum and ith student needs" can ma$e teachers more effecti-e as educators. =eanhile" in the sur-ey results conducted by #lston <)=1+> teachers ere li$ely to most agree that technology helped them build their confidence. =oreo-er" they also stated that the other benefits of using technology is that it enables them to access a ealth of additional content or information. In addition" technology helps the students de-elop real orld s$ills. ;hile from the findings of P&S Learnin4Me5ia <)=1+> in preF#/ teachers" (1 of them stated that technology enables them to reinforce and e5pand on content. Another (1 said they use technology to moti-ate students to learn" and (0 to respond to a -ariety pf learning styles. *astly" se-en out of ten teachers or '3 of sur-eyed reported that technology allos them to 8do much more than e-er before9 for their students. Durthermore" a study by M2Gra; "ill <)=1-> stated that (( of students that the 8science of craft9 helped hem impro-e their grades" and '/ said that technologies made them feel better prepared for classes.
11
6n the latest sur-ey of #CA% Stu5y of Un5er4ra5uate Stu5ents an5 Information Te2hnolo4y <)=1-> " 30 of students belie-e that their laptops are important for their
academic success. =oreo-er" '0 of them" say that technology ma$es them feel connected ith hat is going on in the institution" &/ ith the other students" and &# to their instructors. Before" in /4#0 /& of students says that they learn most ith no online components" last year" it lessened don to #/. A5e3unle A5e9o?u an5 A*5ullahi <)=1-> concluded in their research that the
utili>ation of computers had moti-ated students to commit to learning and participate acti-ely in teaching and learning acti-ities. Issues involve5 in usin4 Te2hnolo4y in Classroom
In the article of Doerin4 <)=1=> " it stated there the top ten issues in todays technology use in education: Accountability" funding" !he )igital )i-ide" racial and gender e7uity" role of distance education" pri-acy and safety" -iruses and hac$ing" online plagiarism" antitechnology sentiments" and information literacy. Also" according to Porter <)=1+> teachers ha-e problems in the unnecessary use of gadgets of students during class hours. Educators are forced to perform the 8put that aay" unplug that" please log off9 statements e-ery class period" leading to the aste of discussion time. 6n the sur-ey of #lston <)=1+> (' of her respondents most probably" teachers< find it difficult to pre-ent students going off on a tangent. Comments reinforce that students are distracted by social media.
1)
.lein <)=1=> concluded that technology is a tool that can enhance learning but cannot
independently be relied upon to increase student academic performance. E-en Dror <)==:> and "onan <)=1=> assert that teachers often rely upon technology" rather than
using it for hat is intended because of lac$ of training and poorly communicated objecti-es. & Synthesis
!his study is related to the thesis conducted by @ Mariah &ro;n in De2em*er )=11 Does the Use of Te2hnolo4y in the 2lassroom in2rease Stu5entsB Overall A2a5emi2 Performan2e
!he re-ie discussed the effects technology or
technological enhanced learning !E*< programs on the o-erall academic performance of F#/ students and the factors that can increase the effecti-eness of these type of programs.
1+
C Con2e9tual Para5i4m
Input
Process
6utput
G G G
G
G
G G G
G
G
G
G
Age ?ender ?;A in past semester 6ned technology @o often they do things online @ours spent in technology for leisure @ours spent in technology for academic purposes @o technology affects their academic performance Preferred method to use in studying Preferred method to use in teaching
G G G
Creating Sur-ey ?athering online data E-aluating the online data Processing data into information
!echnologyHs effects in students academic performance G ,ecommendati ons
!his research ill accept the profile of the respondents in terms of their age" gender" ?;A in the past semester" oned technology" ho they often do things online" hours spent in technology for leisure" hours spent in technology for academic purposes" ho they thin$ technology affects their academic performance" their preferred method in studying" and their preferred method to use in teaching. After inputting all the needed factors through gathering data in the created sur-ey" this research ill sho the e-aluation of the data gathered" finding its a-erage mean" and mode. Ne5t" this study ill e5plain of hat is the meaning of the e-aluated data.
1,
!herefore" it ill arri-e at the conclusion" and arri-e at outputs of hat are the effects of technology in the academic performance of selected BSCSI! students in P*=" and recommendations that can be proposed for the problems that ill arise ill be tac$led ith the processed data. D Definition of Terms •
#5u2ational Te2hnolo4y ' Educational !echnology or 8Ed!ech9 refers to
an area of technology that is dedicated for the de-elopment and application of tools softare" hardare" and processes< intended to
•
promote education *a>aro" /4#1<. A2a5emi2 9erforman2e ' communication and collaboration s$ills" student
•
moti-ation" and independent learning Bron" /4##<. G/A or 4eneral ;ei4hte5 avera4e" is a representation often numerical< of the o-erall scholastic standing of students used for e-aluation. ?;A is based on the grades in all subjects ta$en at a particular
•
le-el including subjects ta$en outside of the curriculum ;i$ipedia<. #5u2ational Te2hnolo4y is here technological tools are being used
•
effecti-ely for the de-elopment of learning. ICT is an e5tended term for information technology I!< hich stresses the
role
of
unified
communications
and
the
integration
of
telecommunications telephone lines and ireless signals<" computers as ell as necessary enterprise softare" middleare" storage" and audio -isual systems" hich enable users to access" store" transmit" and manipulate information. ;i$ipedia<
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C"APT#% III M#T"ODOLOGY A %esear2h Desi4n
As the ad-ancement of technology in the field of education this research aims to describe the characteristics" beha-ior" attitudes" and perception of the respondents in regards to the effects of technology in their academic status. It primarily focuses to anser the 7uestion 8hat9" instead of hy or ho. ;ithout altering any factors of the en-ironment e gathered data and studied to find out the solution in the proposed problems. =oreo-er" the results of this study ha-e been e-aluated ithout influencing the respondents according ith the said topic" but only through a mere obser-ation and data collection. Although" this paper cannot be used to be a definiti-e anser to something or pro-e a certain hypothesis. ;ith the said statements abo-e as a basis" the design of this research is descripti-e. & %esear2h Lo2al
Fnon as 8!he Peoples Caring n-ersity9" this research has been conducted in the Pamantasan ng *ungsod ng =aynila ni-ersity of the City of =anila< located at Intramuros" =anila. P*= is an institution created by the Congress of the Philippines by the -irtue of ,epublic Act. 1#3'" also $non as the ni-ersity Charter. !his la as
10
appro-ed by the President of the ,epublic of the Philippines ay bac$ on June #3" #3'&" the same day the countrys national hero )r. Jose ,i>al as born. =oreo-er" it is the first institution of higher learning in the Philippines to ha-e an official name in Dilipino" shoing the main goal of a true uni-ersity" hich is the creation of isdom" here there ill be no short of total understanding as ell as production of ise men or 8 pantas9. !he uni-ersity" based on the studies is among the top fi-e schools nationide in terms of board e5am passing rate here it is one of the three public uni-ersities in the top ten category. No" it is considered to be the top 1 uni-ersity hich companies gi-e priority in hiring first grads based on the sur-ey of JobStreet Philippines Debruary // to =arch ' this year. Additionally" )r. =aria *eonora K. de Jesus is the said president of the uni-ersity at present. Concurrently" shaping s$ills of #4"444 undergraduates and #"444 graduate students annually" en-isioned to be great men and omen hose hands ill chart out a better future for the belo-ed city of =anila and their dear country" Philippines.
C Instrumentatio n
Before distributing the online 7uestionnaire" an outline of the sur-ey has been -alidated by locals and e5pertise. It is inspired by the Class !echnology
16
Sur-ey by ASSE!!. !hen" the researcher transferred the sur-ey online through https://app.surveygizmo.com/login/v1" and completely furnished it on =arch +" /4#'. !he same day" she distributed the lin$ of her sur-ey through the social media facebook.com. Dinally" on =arch #&" /4#' she stopped accepting responses and had gathered data ith 01 respondents from the / bloc$s of BSCSI! freshmen in P*=. !he sur-ey tac$le 7uestions hich are related to the statement of the problem. It is composed of ## 7uestions hich are all necessary for the completion of this research. !he 7uestions are connected ith the beha-ior and preferences of the respondents about the inter-ention of technology in regards to their academic performance. At any rate" a sur-ey or a 7uestionnaire is a research instrument consisting of a series of 7uestions to gather information from the respondents. !hey are often designed for statistical analysis of the responses. D Pro2e5ure
!he researcher first created the chapter I of the research" describing first about the topic" identifying out the problems that ill be ansered by this paper" gi-ing out its significance toards people" and saying hat ill be the scope of it. Ne5t" through searching and surfing on the internet" the researcher gathered different related literature for the chapter II finding out other researches" journals" issues etc. hich ha-e connection on the said topic. It also in-ol-ed the definition the terms that ha-e been used throughout the research. As for the chapter III" the researcher discussed and ritten about on hat methods she used for accomplishing and gathering data for the research. She ha-e
17
ritten in this paper of hat process she used to e-aluate the data from the respondents. *astly" for the chapters IK and K" the researcher finali>e the results of the study. She included discussions ith each of the 7uestion included in the 7uestionnaire" analy>ed it" then summari>ed" concluded based on the findings" and proposed recommendations for the findings that ha-e been produced. # Statisti2al Analysis of Data
In selected 7uestions" the researcher applied )escripti-e Statistics in Central tendency to e-aluate the data that has been collected. !he researcher ill summari>e the 7uantitati-e data from the respondents. !he main goal is to describe all the results of the data that has been gathered. !hough this method re7uires the a-erage and median" this research ill only include the mode" since it is only necessary factor. Dor finding the mode" the researcher put up the dependent -ariables in order and figure out the middle -alue. *astly" the researcher gets the mode hich has the highest fre7uency in the set of dependent -ariables. !he researcher ill find out hich of the folloing options found in the 7uestionnaire has the most fre7uency to be chosen" from them she ill dra out conclusions and recommendations.
C"APT#% I %#SULTS AND DISCUSSION
1:
Euestion No 1
Block Block
14
Block 2
20
Block 1
0
5
10
15
20
25
In9ut your 2ourse an5 *lo23 no <#F &SCS'IT'1>
Dor the first 7uestion identifying the course and bloc$ no." the findings shos that #1 of the 01 respondents are from Bloc$ and /4 out of 01 are from Bloc$ #. Euestion No )
gender Block
Female
17
Male
17
0
2
4
6
8
/hat is your 4en5er
)=
10
12
14
16
18
6ut of the 7uestion number /" as$ing of hat are the genders of the respondents" it is found out that the male and female participanta are e7ual in numbers. #( of the students are male and #( are female. Euestion No +
age 21 yrs. Old and above0
Block
3
18-20 yrs. Old
31
15-17 yrs. Old
0
5
10
15
20
25
30
35
/hat is your a4e
6ut of the 01 respondents 0 of them are #+/4 years old" 0# of them are #&#( years old" and there are no /# years old and abo-e age. !herefore" most of the students are #&#( years old.
)1
Euestion No ,
GWA 1
3.01 and above 3.00
!" 26
2.00-2.99 7
1.00-1.99 0
5
10
15
20
25
30
/hat is your G/A in the 9ast semester
Among the 01 students" # of them has a ?;A of 0.4# and abo-e" and ( got #.44 #.33" hile" /' got /.44/.33 ?;As. Based on the data gathered" most of the respondents ha-e ?;A /.44/.33. Euestion No -
technology they own +ec)nolo,es % )ey on *one0 3
O%)er 'ell$)one
14
&esk%o$ 'om$(%er
25
#a$%o$ 0
5
10
15
Do you o;n<9lease 2he23 all that a99ly>
))
20
25
30
35
Based on the figure" 0 of them oned other technologies" #1 of 01 oned a des$top computer" /& ons a laptop" and a /3 o-er 01 respondents ons a cellphone. =ost of the students ons a cellphone. Ne-ertheless" there are also many respondents ho on a laptop. Euestion No 0
doing things online 'ol(mn1 *ever0 eldom 9
O/%en
25
"lays 0
5
10
15
20
25
30
"o; often 5o you 5o thin4s online <#4 2ommuni2atin4 stu5yin4 resear2hin4 et2>
Since /& of them agreed that they alays do things online" e can refer on the figure on the right that most of the respondents do things online in regards in communicating" studying" and researching" and the li$e. 3 of them agreed that they often do things online. Ne-ertheless" in relation of it on technology" this supports the statement that majority of them use technology in doing things.
)+
Euestion No 6
hrs. sent !or leis"re 'ol(mn1 12
5 )o(rs and above 3-4 )rs.
11
1-2 )rs. #ess %)an 1 )r. -1
2 4
9
14
19
24
29
34
If estimate5 ho; many hours 5o you usually s9en5 in usin4 te2hnolo4y for leisure
Drom the gathered data most of the respondents use technology & hour and greater just for leisure. !his can open up to the probability that academic matters are being set aside for pleasure in using technology. Euestion No 7
hrs. sent !or acad. " roses 'ol(mn1 5 )o(rs and above
3
3-4 )rs. 1#
1-2 )rs. 4
#ess %)an 1 )r. -1
4
9
14
19
24
29
34
If estimate5 ho; many hours 5o you usually s9en5 in usin4 te2hnolo4y for a2a5emi2 9ur9oses
),
=ost of the students use technology for academic purposes in just a span of #/ hours. If this result be compared ith the findings in 2uestion no. (. It can be said that doing leisure ith the use of technology drags aay the time for studying" doing academic purposed" spending it to enhance academic performance. Euestion No : In ;hat ;ay te2hnolo4y affe2ts your a2a5emi2 9erforman2e
Drom the collected data it is found out that ith technology" students of BSCSI! are more moti-ated to study and to listen in class discussions. !hey agreed that it helps them in enhancing their grade" and doing their school or$s on time. It aids them in understanding the lessons more.
how technology a$ects reondents% acad. er!or&ance ",re e
&-s a, re e
% makes me don% (nders%and or /oc(s o n %)e lesson. % a-ds me -n (nders%and-n, %)e lesson more. % $rovokes me %o s%o$ l-s%en-n, -n class d-sc(ss-ons. % $(s)es me %o cram and $rocras%-na%e. % )el$s me do my sc)ool orks on %-me. % -s one o/ %)e reasons be)-nd %)e don,rade o/ my ,rades. %end %o l-s%en more on d-sc(s s-ons )en my %eac)er (ses %ec)nolo,y. % makes me don% an% %o s%(dy anymore. % )el$s me en)ance my ,rades -n sc)ool. % mo%-va%es me %o s%(de.
# 29 11 23 29 15 24 29 27 0
5 10 15 20 25 30 35
@oe-er" technology also pushes them to cram and procrastinate. In addition" the difference beteen those ho agreed that technology is one of the reasons of the dongrade of their grades #&< and those ho did not #3< are not that far.
)-
Euestion No 1= /hi2h 5o you 9refer to use in stu5yin4
re!erred ðod in st"dying 12
Books *o%es encls ens ,)l,)%ers e%c. 'ol(mn1
22
-books &F les -mals M !ord Onlne ar%cles e%c.
-1
4
9
14 19
24
29 34
A greater number of respondents are in fa-or for using technologyrelated tools than the traditional one. A probable reason behind this result is that" technology is much easier to use than the traditional ones. Euestion No 11 /hat metho5 5o you 9refer your tea2hers8instru2tors to use
re!erred & ethod in teaching #
Books *o%es encls ens ,)l,)%ers e%c. 'ol(mn1
26
-books &F les -mals M !ord Onlne ar%cles e%c.
-1
4
9
14 19
24
29 34
!he difference of those students ho ants their instructors use technology in teaching is high" compared to those ho still ant the traditional ay of teaching.
)0
C"APT#% SUMMA%Y CONCLUSION AND %#COMM#NDATION A Summary Euestion No 1 =ajority of the respondents are from BSCSI! Bloc$ #. Euestion No ) !here is an e7ual number of male and female respondents. Euestion No + #&#( years old is the range of age of the most number of
respondents ho ansered the online sur-ey. Euestion No , =ost of the students ho respond to the sur-ey got a ?;A in
the range of /.44/.33. Euestion No - All of the respondents ons at least one technology. Euestion No 0 A greater amount of students alays do most li$ely< academic
related things online. Euestion No 6 BSCSI! freshmen of P*= li$ely use technology for leisure. Euestion No 7 =ajority of the respondents use technology #/ hours for
academic purposes. Euestion No : !echnology mostly has a positi-e effect toards the academic
performance of students.
)6
Euestion No 1= ?reater number of students prefer to use technologyrelated
tools in studying. Euestion No 11 =ore respondents are in fa-or for their instructors use
technology for teaching. & Con2lusion
Drom the gathered data" these are the findings or conclusions deri-ed. !hough" 7uestion numbers #" /" 0" and 1" ill not be discussed" since" they are only for clarifying specific factors to ensure they are truly 7ualified to be the respondents of the said sur-ey. Con2lusion for E- BSCSI! freshmen in P*= no ha-e access to different $inds of technology" li$e laptops" cellphones" des$top computers and the li$e. Analy>ing this" e can therefore conclude that they ha-e $noledge of using them and ha-e access on different factors in relation ith technology. Dor e5ample" internet" social media" -ideo games" and so on. Con2lusion for E0 !he fact that the online society is greatly related to technology" e can arri-e for a conclusion that the use of technology is per-asi-e in terms of doing researches" communication" etc. =ajority of the respondents alays use online ser-ices in doing such things" hich can also mean that they trust that technology can help them accomplish their tas$ and sociali>e ith other people" li$e their professors and fello college students. Con2lusion for E6 E7 If e compare the results of the data gathered in 7uestions number ( and +" e see that the time of technology for leisure is much greater than using technology for academic purposes. ;e can therefore conclude
)7
that technology can influence the respondents do things other than study" and focus on enhancing their academic performances. Con2lusion for E: If e analy>e the responses from 7uestion number nine. 6-erall" technology has a positi-e effect in the a cademic performance of students. =ost of them agreed that they agreed that technology moti-ates them to study" enhances their grade in school" and helps them do their school or$s on time. In addition" in regards to their learning process and class participations" most of them responded that technology helps them understand the lesson and ma$es them listen in class discussions more. @oe-er" there are also negati-e effects that technology ha-e" here it pushes the respondents to cram and procrastinate for academicrelated purposes. !he gap of those ho agreed that technology is one of the reasons for the dongrade of their grades from those ho disagreed is bothersome. Con2lusion for E1= BSCSI! freshmen students from P*= prefer the use of technology in studying or preparing for their e5ams and academic acti-ities. !herefore" e can conclude that they find technology more comfortable to use in studying" probably one reason is because it is easier to gather information on technologyLrelated factors li$e the internet. Con2lusion for E11 =ost of the respondents preferred for their instructors to use technologies in teaching in classrooms. @ence" they could understand the lessons more ith the use of technology. C %e2ommen5ations 1 !echnology is no per-asi-e in the current generation. Ne-ertheless" e
should remember to not abuse the use of it nor use it to perform illegal acts. ) No that malares are deceitful" students that use the online ser-ices more often should be careful" for -iruses" scams and li$e.
):
+ Although technologies pro-ide so much entertainment" students should not
dell on it longer than necessary. ;e should use technology in accomplishing more important things" li$e studying" and doing school or$s. , se technology isely and efficiently to impro-e your academic status. !hough technology ma$es doing school acti-ities easier" it should not be a reason to cram and procrastinate. =oreo-er" the dongrade of your grade are much more reliant to your actions toards your study" and not other factors li$e technology. - ;hate-er method you ant to use in studying as long as youre comfortable and can study ell ith it" its fine. 0 !he go-ernment or educational
organi>ations
should
pursue
the
implementation of technology in schools. No that technology is continuously ad-ancing" let us not aste the opportunity to use it for the de-elopment of our countrys educational status. 6 !his study may not be a strong e-idence for the truly identifying effects of technology in the academic performance of students. !he researcher recommends that for those ho pursues to research the same topic or agenda include a much larger number of participants" if possible" orldide.
%eferen2es •
!apscott" ). /443<. Grown up digital: How the Net Generation is changing your
•
orld . Ne Mor$: =c?ra@ill. Sprenger" =. /4#4<. !rain"based teaching: #n the digital age. Ale5andra: ASC).
•
)a-is" F. C. /4#/<. $he %ffects of $echnology #nstruction on the &cademic
•
&chievement of 'ifth Grade (tudents. )ror" I. E. /44+<. $echnology enhanced learning: $he good) the bad) and the ugly. Pragmatics Cognition" #'/<" /#&//0.
+=
•
@onan" E. /4#4<. *apping discourses in teachers+ talk about using digital te,ts in classrooms. )iscourse: Studies in the Cultural Politics of Education" 0#/<"
•
#(3#30. doi:#4.#4+4O4#&3'04#440'(3(4#. Flein" J. ). /4#4<. hen you can+t bring your classroom to the world) bring the
•
world into your classroom. Mouth =edia ,eporter" 1+'++. Bron" J. =. /4##<. & $hesis -resented to the 'aculty in ommunication and rganizational 0eadership (tudies (chool of -rofessional (tudies. ?on>aga
• •
ni-ersity. Elston" J. /4#0<. $echnology in the lassroom survey results. Ade$unle" S." Adepoju S." Abdullahi" =. /4#&<. Perception of Students on Computer tili>ation
•
and
Academic
Performance
in the
NorthCentral
?eopolitical one of Nigeria. )ahlstorm" E." Broo$s" ). C." ?raje$" S." ,ee-es" J. /4#&<. %& (tudy of 2ndergraduate (tudents and #nformation $echnology 3415.
Online %esour2es
https:OOen.i$ipedia.orgOi$iOInformation%and%communications%technology http:OO.tojned.netOpdfO-40i40O-40i404'.pdf http:OO.csus.eduOfacultyO=Ofred.molitorOdocsODB/4and/4?rades.pdf https:OOen.i$ipedia.orgOi$iO!echnology http:OO.useoftechnology.comOhatistechnologyO http:OOmashable.comO/4#/O4&O4'OtechcollegeinfographicOQuyMAn,?ds7 https:OOen.i$ipedia.orgOi$iOEducational%technology
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http:OO.prnesire.comOnesreleasesOcoursesmartsthirdannualsur-eyon educationandtechnologyre-ealscollegestudentsgroingdependenceonmobile de-icesanddigitalcoursematerials/#'1/'+'#.html https:OO.mheducation.comOnesmediaOpressreleasesOreportnemcgrahill educationresearchfindsmore+4percentstudentsusemobile.html http:OO.huffingtonpost.comOseande-ineOa$efieldsur-eyre-eals%b%0(434'#.html http:OOiafor.orgOarchi-esOjournalsOeducationOjournalofeducation-/i/ contentsOintegratingtechnologybalmeo.pdf https:OOblog.generalassemb.lyOhatisedtechO http:OO.tojned.netOpdfO-40i40O-40i404'.pdf http:OO.educause.eduOecarOaboutecarOtechnologyresearchacademiccommunity http:OOarunaeb.orgOtomajortheoriesofeducationaltechnologyO http:OOe-olllution.comOopinionsOtechnologyboosteducationaleffecti-enessO https:OOen.i$ipedia.orgOi$iO*earning%theory%education< https:OOen.i$ipedia.orgOi$iOInstructional%theory http:OO.pbs.orgOaboutOblogsOnesOpbssur-eyfindsteachersareembracingdigital resourcestopropelstudentlearningO http:OO.sciencedirect.comOscienceOarticleOpiiOS//#4+0#3#/444400 http:OO.education.comOreferenceOarticleOtenissuesshapingtodaytechnologyO
+)
https:OO.mindflash.comOelearningOhatiselearning http:OO.ebopedia.comO!E,=OEOe%learning.html http:OOplm.edu.phO https:OOen.i$ipedia.orgOi$iO2uestionnaire http:OOebspace.ship.eduOcgboerOdescstats.html http:OOassett.colorado.eduOpcontentOuploadsO/4#/O#/OClassroon!echnology.pdf
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A99en5iF A
THE EFFECTS OF TECHNOLOGY IN THE ACADEMIC PERFORMANCE OF SELECTED BSCS-IT FRESHMEN STUDENTS IN PLM (Page 1) Profie of !"e Re#$o%&e%!# Dear Respondents: T"e '%&er#ig%e& i# 'rre%! *or+i%g o% !"e re#ear" e%!i!e&, T"e Effe!# of Te"%oog i% !"e Aa&e.i Perfor.a%e of See!e& Fre#".e% S!'&e%!# i% PLM, *"i" i# a re/'ire.e%! for !"e o'r#e E%gi#" Profiie% II0 I% o%%e!io% !o !"i#, .a I re/'e#! !o o', !o ao.$i#" !"e /'e#!io%%aire eo* a# "o%e#! a# $o##ie0 Re#! a##'re& !"a! o'r re#$o%#e# *i e !rea!e& *i!" '!.o#! o%fi&e%!iai!0 T"a%+ o' 2er .'"0 Truly yours, CELESTINE NERI N. PONGASI
Please input your course and loc! no. "E#. SCS$IT$%& 10 Input your course and 'loc! no. "E#. SCS$IT$%& (T)is *uestion is re*uired.
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