Professional Documents
Culture Documents
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing
Apolinario, Carren J.
Galvez, Benand Charlotte B.
Vianzon, Reynaldo Jr., M.
ACKNOWLEDGEMENTS
First and foremost, we, the researchers would like to bring back all the glory to
the ever loving God Almighty for the provision, wisdom, strength and guidance we
needed to make this study successful. Theres nothing too difficult for Him to do as we
put our trust on Him.
We extend our sincerest gratitude to Mrs. Teresa Dela Torre, our thesis adviser, for
her tireless commitment to us. She not only encouraged us with words but her dedication
and commitment in helping us complete this thesis in a timely and efficient manner. The
project provided us with an opportunity to understand the fundamentals of research
methods in a better manner and apply them in everyday life. The insistence on taking up a
socially relevant topic like the use of social networking sites helped us to understand the
psychology and education of the people using these sites better and correlate the research
to human behavioral and mental aspects.
We also would like to thank our respondents for giving us their valuable time and
providing us with the information needed to carry out the research successfully.
We also would like to thank our classmates and friends for being willing to serve
on our commission and extending their advice for improvement.
Finally, we would like to thank our families for their constant support, guidance
and motivation, who helped us immensely in completing this project and for instilling in
us a strong work ethic and belief that we can accomplish anything we put our minds to.
THE RESEARCHERS
TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF
BSBA STUDENTS IN ALL LEVELS AT TOMAS DEL ROSARIO COLLEGE
Title Page
Acknowledgement
Table of Contents
CHAPTER I
Introduction..5
Statement of the Problem..
.11
Hypothesis...
..12
Theoretical / Conceptual Framework
12
Significance of the
Study.17
Scope and Delimitation of the Study.....
19
Definition of Key
Terms...20
CHAPTER II
Related
literatures......21
Related
studies...23
Review of Foreign
Studies25
Review of Local literature.....................................................................................27
Justification of the
Study28
CHAPTER III
Methodology
Research Design.
29
Determination of Sample
Size30
Sampling Design and Technique
31
The Research
Instrument..32
Validation of the Research
Instrument33
Data Gathering
Procedure34
Data Processing
Method..36
Statistical
Treatment..37
CHAPTER IV
Results.38
Analysis...39
Interpretaion40
CHAPTER V
Summary of Findings.42
Conclusions.44
Recommendations.50
CHAPTER VI
Bibliography
Bibliography.56
CHAPTER VII
Appendix
Permission Letter..58
Questionnaire.60
CHAPTER VIII
Curriculum Vitae
Curriculum Vitae.61
CHAPTER I
THE PROBLEM AND ITS SETTINGS
Introduction
The rapid development of modern technology that has been observed over the
past years has potential positive outcomes and concerns regarding the way students are
engaging with it and how it is making an impact on their learning and academic
performance. The world today is witnessing rapid acceleration in all areas of science and
knowledge, and a scientific explosion leading to more technological developments and a
new era known as the information age. The educational systems must respond to these
events and try to develop principles and standards for selecting teaching methods to
renew education and establish a modern educational environment and an educational
system that is compatible with these changes. In addition, the educational system must be
able to develop the learners abilities, knowledge and skills.
Modern technology has the ability to interact with the student through developed
educational programs to achieve various behavioral and educational objectives, save
time, and reduce the effort of the teacher and learner. It also has the ability to motivate
learners to learn without boredom, because it contains the feature of excitement and
continous interaction. Teaching with the use of modern technology also creates the
opportunity for students to choose the appropriate method besides the presentation of
multiple learning methods in a short time through drawings, interaction during learning,
playing videos and browing the internet website to explain various concepts. Modern
education has entered education and leanring to be used in several areas, such as selflearning through programmed learning of curricula and methodological educational
activities, conducting artistic works, coordinating the administrative work in educational
institutions, and overcoming the routine works that were time and effort consuming.
Technology is one of the latest phenomenons that make the whole wide world
cling to it. It has brought about changes in terms of communication. It also creates
positive and negative impact in the lifestyle of billions of people but most particularly to
the younger generation. Technology helps develop both intrapersonal and interpersonal
aspect of an individual. It unlocks the curiosity of an individual on what is life and what
is it all about. It may aid people in their academic life just like how it supports a firm and
a country in its economical, political, societal and spiritual aspects. On the other hand, it
still inculcates negative effects that have been wide-spreading throughout the world.
Considering the awaiting destruction in the diverse facets of life of an individual, in his
community and even this country. Be more coherent for next
This study will be conducted Tomas Del Rosario College Department where we
selected students from all levels of BSBA to pre-determine the perceive effects of the
impact of technology on the academic performance of students. Modern technology has
advantages and disadvantages in Education and its impact on the academic performance
of students. Technology in education plays an important role in improving the educational
skills and knowledge of students. This is very important especially those who need to
improve their knowledge in order for them to achieve a successful life in the future.
Technology in education is manifested through the use of computers, overhead
projectors, laptops and other prefered modern technology that the professor wants to use.
This is also a great help for teachers since they can already anhance their teaching skills
and strategies every time they are facing their class. Modern technology is essential for
both students and the teacher but there are some instances wherein modern technology is
seen to be disadvantageous for both of them as well. Some advantages of modern
technology are, it promotes independent learning for the students. Students can already
learn on their own without assistance of their parents and teachers. They can surf the
internet in order to lok for the lessons they need to study. Quick accessibility and wellequipped with the skills and knowledge in operating a computer would be very helpful
for students. Modern technology allows for easier access to information. The need for
heavy books to be brought back and forth from school and home is no longer needed with
modern technology. The books can stay in the classroom because the information that
students need is easily accessed on a computer. Modern technology also promotes an
exciting way to educate students. Since there are many images, videos and other graphics
and text that may be found on the internet, more students would feel the excitement in
studying through the use of modern technology. This is important in order to arouse
students interest in studying.
Modern technology also has its disadvantages. Students who rely heavily on using
modern technology can become lazy in their studying habits. Computers make it easy to
find answers that students barely have to look for them. This may result in students
having poor study habits and developing a lazy attitude toward their education. Students
may also forget the basic way of studying. Students would no longer rely on the books
for their courses since finding answers on the internet is easier to do. Allowing students to
surf the internet doesnt necessarily mean that all the things that they are going to
discover are good for their mind and studies. There are several things that are found in the
internet which are not good for students so they need to be properly guided by their
teachers and parents whenever they use the computer and modern technology.
Technology in education plays an importang role in the study habits and skills of students
and can impact their academic performance. It depends on how the students choose to
utilize the modern technology available for them.
Some examples of modern technology are, Facebook, Twitter, Instagram, Scribd,
Google.
1.
Overhead Projector- The OHP is usually under the control of the teacher, this
means that it is by default an instrument of the teacher-centered instruction.
Teachers can develop its use as a tool of session mangement.
2.
3.
Computer- It has become the life line of the young generation. The present
generation of students like to embrace all the things in modern technology.
4.
Flashnotes- allows students to upload their lecture notes and sell them to other
students who need more help or resources. The rating system allows the best note
takers to get more business and the general pool of knowledge expands as
students continue to share their work with on another
5.
Lore- this social network allows professors and students to communicate, follow
one another, and discuss class work and lectures. It allows document uploads,
calendar sharing and a grade book option.
6.
Study Blue- an app that allows students to organize their coursework, store notes
and flashcards, and share their materials with other students.
7.
LEAP Motion- developed hardware that allows anyone to write, draw, zoom, play
and ineract with their computer screen using a finger, fingers, or entire hand. By
moving your hand over the device, the mouse follows your movements.
8.
9.
10. Celly- teachers are continually fighting against the ever growing list of
distractions that a smart phone offers to bored or shy students in the back of the
room. Celly is a text messaging network that allows anyone to create a network
anywhere. Students can share an event in the classroom or on a field trip using
smartphones.
11. Flipped Classroom- this teaching model is using technology to change the way
instructors teach. Rather than spending the class time lecturing the students, the
lectures are delivered to the students in video format for them to watch at home.
The classroom time is set aside for 1 on 1 help, discussion, and interaction based
on the lecture homework.
12. Snagit, Jing, Camtasia- screen capture vieo software programs are making it easy
for instructors to give online tutorials.
13. LessonCast- teachers need help and support with their lesson plans just as much
as students need help with studying for exams. It allows teachers to submit 2
minute lesson plan strategies, ideas, and resources using video, documents,
Powerpoint, etc. and share it with other instructors.
14. Kid Blog- designed specifically for younger students, provides safe opportunity
for children to start up their own blog connected to the classroom.
15. Glogster EDU- allows students to collage pictures, text, video, and custom
graphics to create a visually appealing presentation for their latest project.
16. Donors Choice- teachers create projects they hope to accomplosh with their
students, they then share it across social media and if a teacher has created the
project pitch well, it gets the attention and money it needs
17. Live Binders- using a binder is now digital. Using the same idea as pinning and
bookmarking, the binder allows educators to collect and organize resources for
lesson plans.
18. Knewton- This modern technology aims at a personalizing content for optimal
learning. The flatform monitors the students activity and uses the information to
give the student the best personalized resources based on their level of
performance.
The researchers chose to study modern technology and its impact on the academic
performance of students since we are students ourselves and we use modern technology
often in our studies.
1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:
1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the academic
performance?
Hypothesis
In light of the research problem, the researchers formulated the following null
hypothesis:
1.
2.
Theoretical Framework (all cognitive theories first, aside from cognitive aspect,
psychomotorwhat theories used, connect the theories)
The following theory which was utilized by the researchers in this study includes:
There are several various and complementary epistemological theories that could provide
suitable lenses through which to view the impact of modern technology on the academic
performance of students and provide some structure to this investigation. Among them
are constructionism, constructivism, and activity theory. Each will be examined briefly in
this section, with the theory selected for use receiving a more thorough explication:
I. Constructionism
Constructionism, developed by Seymour Papert in the 1980s, is a theory that posits that
learners are more likely to acquire new understanding and knowledge if they are actively
engaged in the creation of an external artifact, such as the computers, laptops, cellphones,
tablets, and overhead projectors utilized by BSBA students at Tomas del Rosario College.
Papert studied with Piaget in Switzerland in the 1950s and 1960s, modifying his
constructivist theory to encompass the study of learning with technology. The focus on
product (artifact) rather than prerequisite developmental stages denotes the primary
difference between the two theories. Papert offers this explanation: Constructionism the
n word as opposed to the v word shares contructivisms view of learning as building
knowledge structures through progressive internalization of actions. It then adds the idea
that this happens especially felicitously in a context where the learner is consciously
engaged in constructing a public entity, whether its a sand castle on the beach or a theory
of the universe. (1991, p.1) Paperts constuctionist theory is also complementary to
Deweys (1916) constructivist philosophy that one must harness a students existing
knowledge in order for that student to be able to acquire new concepts. Constructionists
add to the concept of applying existing knowledge the belief that the creation of an
artifact allows the student to develop a deeper understanding of the particular concept on
which she is working.
II. Constructivism
Constructivism Paperts v word (1991, p. 1) refers to a process of learning through
which the learner applies prior experience(s) and knowledge to new events to develop
new understandings. Constructivists cast the student in the role of active participant
rather than passive recipient, believing that it is only the learner who creates knowledge.
The learner accesses his current understanding to imbue new situations with meaning
(Lambert, Walker, Zimmerman, Cooper, Lambert, Gardner, & Szabo,1995). As a
philosophy of learning, constructivism can be traced to the 18th-century work of Italian
philosopher Giambattista Vico, who believed that humans can understand only what they
have themselves constructed. A number of others worked with his ideas, but among the
first to articulate the implications of constructivism as it applied to child development and
to classroom learning were Jean Piaget, John Dewey, and Lev Vygotsky. It is far beyond
the scope of this study to offer an extensive account of these theorists work and the
numerous points at which they intersect and overlap, but a brief explication of the
relevance of their thinking to the investigation follows.
Aside from the work of Papert, there are also other theories that will explain this
research. Others are Piaget, according to him
III. Jean Piaget
Piaget is referred to by many as the pioneer of the constructivist theory of knowing (Beck
& Kosnik, 2006; Duckworth, 2006; Lambert et al., 1995), a title he sometimes shares
with his contemporary John Dewey. Piaget's constructivism grew out of his interest in the
psychological development of children. For him, children's development must necessarily
precede their learning and the developmental stages he identified (i.e., sensorimotor, preoperational, concrete operational, and formal operations) he viewed as necessary
progressions. While Piaget (1970, 1978) felt strongly that children must form their own
understandings by being active participants in their learning, the process of knowledge
acquisition was secondary to the existence of the necessary developmental stage that is,
development precedes knowledge. A child simply cannot acquire a concept that is beyond
her developmental level. For the most part, Piaget also favored self-initiated discovery
over social learning.
IV. On the other hand, John Dewey also made the theory of
Dewey is remembered as a relentless reformer of public education who argued that it was
too prescriptive, too tied to tradition, and too unconcerned with understanding how
children really learn (1916, 1938). It was his position that education should be an
exchange a dialogue between and among students and teachers rather than a one-way
transmission that renders students impassive recipients. Thus, education depended on
active participation for Dewey as well, but for him the action was more social than
solitary, occurring through students (and teachers) creating communities of learners who
built their knowledge together.
V. Lev Vygotsky
A number of theories or hypotheses for rethinking cognitive development and
psychology surfaced in the 1920s and 1930s from the Moscow Institute on Psychology
and Moscow University, most of which were consistent with the work produced by Piaget
and Dewey. Russian philosophers and researchers also focused on the premise that the
human mind can be understood only within the context of interactions between people
and between people and their material environments. Vygotskys activity theory is
representative of that work and is especially useful for the analysis of the impact of
modern technology on the academic performance on BSBA students at Tomas del
Rosario College, which involve individuals interacting not only with each other but with
the tools of their material environments.
Essentially, activity theory (formally Cultural Historical Activity Theory, or
CHAT) posits that learning activities are conducted through collaboration with others
and/or mediated through the use of the available tools of the culture which they have
learned to use. Culture, for Vygotsky, makes two sorts of contributions to individuals
intellectual development. First, individuals acquire much of their thinking, information or
knowledge from the culture. Second, they acquire the processes or means of engaging
their thinking (i.e., the tools of intellectual adaptation) from the surrounding culture.
Culture, therefore, is a source of what to think or think about as well as the source for the
various methods and tools for thinking and problem- solving. Simply stated, Vygotskys
perspective was that children are only as cognitively developed as the culture they inhabit
allows them to be. For him, culture outweighed both the developmental stages proposed
Conceptual Framework
The conceptual paradigm of the study about the Impact of Modern Technology on
the Academic Performance of the one hundred (100) selected BSBA students in all year
level at Tomas del Rosario College
Figure 1-1 presents the independent variables on the far left box and how they affect the
intervening variables found in the middle box which include the modern technologies
such as: computer, tablet, laptop, cellphone. These variables could increase or decrease
the result of the variables. Perception of BSBA students at Tomas Del Rosario College on
their academic performance in relation to the impact of technology.
The study about modern technology and its impact on the academic performance
on students of BSBA in 2015-2016 at Tomas del Rosario College, serves as a learning
tool in their academic performance. This research study may be helpful to students,
faculty, instructors, parents, future researchers and the community. The result of the study
is expected to benefit the following:
Students in all year level, school year 2015-2016 at Tomas Del Rosario College
This research study gives information to students so that they can be aware of
how to utilize modern technology to better impact their academic performance. How to
use effectively, efficiently and appropriately. How students can become responsible in
using modern technology. How they can take advantage of the modern technology
provided to them by the college. Class is interesting.
Faculty /Teachers
The information can help teachers know the advantages and disadvantages of how
modern technology impacts the academic performance of BSBA students. And how they
can use this technology to help their students learning capabilities. It can be easier for
teachers to choose teaching strategies and tools specific for their students learning needs.
Use modern technology to enhance their teaching methods. Efficiency in making lessons
and computing grades. Can benefit teachers in their professional growth by being
accessible to students. Easy access to students through social communication.
School
Community
The community can be helped to be made aware of the impact technology has on
its residents. The community can be educated on how to create way to make modern
technology useful for students. Examples of this are computer shops. Must be
responsible, there is a policy to be 100 meters away from school. Only open during the
time that students are excused from school so that they prioritize their education. (Add
policies and laws)
Parents
Understanding how modern technology impacts children is important. Parents
are responsible in monitoring their childrens use of modern technology. Parents will be
able to guide and mentor their children in their academic performance and in their social
facets.
User
Persons who choose to use modern technology can better understand how this
can impact their academic performance. Be it they choose to use this in a beneficial way
in supplementing their study habits or allow it to distract them. Students will have to
proper knowledge in how to better themselves by using modern technology.
Future Researchers
This research study can be used as a comparative analysis and basis for future
study regarding the impact of modern technology on the academic performance of the
students.
The Respondents or Subjects for the study were selected from TOMAS DEL
ROSARIO COLLEGE. In total, 133 students were surveyed, 100 questionnaires were
distributed and collected from the first year to fourth year level.
The total population of this study is 133 students (33) seniors (42) junior (21)
sophomores ( 37) freshmen. The modes of modern technology being surveryed are:
Delimitation of common modern technology ONLY: remove the ones that the
students dont use, because not known or available at this school. Not readily available or
used. Explain why chose certain modern technology such as FB, IG, twitter etc. overhead
projector, power point presentation, computer/laptop, tablet, Leap Motion, Papertab,
Chromebooks, Celly, Cellphone, Flashnotes, Lore, Study Blue, Donors Choice, Snagit,
Jing, Camtasia, Flipped Classroom, Lesson Cast, Kid Blog, Glogster EDU, Live Binders,
Knewton.
Definition of Terms
The following terms were used throughout the research study, these terms were
conceptionally defined:
Techonolgy
the branch of knowledge that deals with the creation and use of technical means and their
interrelation with life, society, and the environment, drawing upon such subjects as
industrial arts, engineering, applied science, and pure science.
Modern Technology
Traditional Technology
Impact
Academic Performance
power to produce results; efficacy; force; validity; influence, the state of being operative
or functional; operation or execution; accomplishment or fulfillment, a mental or
emotional impression produced, as by a painting or a speech
Cognitive
Psychosocial
Involving both psychological and social aspects; for example, age, education, marital and
related aspects of a person's history
Attititude
manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or
orientation, especially of the mind
Behavior
the aggregate of responses to internal and external stimuli, he action or reaction of any
material under given circumstances
BSBA students
students currently enrolled at Tomas del Rosario College studying the course of BSBA
Tomas del Rosario College
is the institution / College were the survey was held at Capitol Drive, Balanga City,
Bataan
CHAPTER II
Review of Related Literature
This chapter presents different studies made by the other researchers including
articles and other reading materials. These may be similar or closely related with this
study. Furthermore the literature contributed additional information, ideas and data.
A study was conducted in rural West Virginia at Hundred High School, on the
impact of technology on academic success and showed favorable results. The school took
advantage of a program called NETSchools and received funding from the E-rate
program. NETSchools provided every student and teacher with a laptop. Once ports were
installed, all the students and teachers connected to a Local Area Network. The results
were astonishing. The desire to learn increased and students who had previously been
disinterested in school became more active participants. After only six months, eighty
percent of the students were accessing the Internet daily to gain supplemental instruction.
In the past, their only source of information had been from the school library which
contained out of date texts. Over the course of that first year the 144 students at Hundred
High scored higher and ranked above the national mean in every subject, as well as in
total basic skills on the SAT (Web-based Education Commission 2001, 12). Another
study called Project Child (Computers Helping Instruction and Learning Development),
Legal Basis/Policies
Rules and laws for internet shops, how many units, computers in the shop, what time
open, how far from school 100 meters
Chapter III
METHODOLOGY
This chapter contains research design, determination of sample size, sampling
design and technique, the subject, the research instrument, validation of research
instrument, data gathering procedure, data processing method, and statistical treatment.
Research Design
This study used descriptive survey design. Since this design suited to the
researcher research problem The Impact of Modern Technology to the BSBA student in
Tomas Del Rosario College. Wherein the subject varies among themselves, and this
determined the extent to which different condition and situation are taken with in the
subject.
In addition, descriptive survey design is practical in obtaining the values of facts
and focuses attention on the most important phenomena of being reported in this study. It
is also necessary to discover the psychological and social aspect of research by way of
application or implementation of facts, to recognize between facts or influences.
The researcher utilized survey questionnaire in gathering and collecting data, for
answering the research questions, that requires facts, sufficient and accurate
interpretation.
Ss =
2
NV+(Se) x( 1-p)
2
NSe +(V) x( 1-p)
Where:
2
S = Sample size
N= Total number of population
V= Standard value (2.58) of 1 percent level of probability
Se= Sampling error (0.01)
P= Larger possible proportion (0.50)
2
S5= NV+ [ (SE) x (1-P) ]
2
N SE + [ (V) x P ( 1-P) ]
= 133(2.58) + (0.01)2 x (1-0.50)
2
133(0.01) + (2.58) x 0.50(0.50)
= 343.14+ 0.0001 x 0.50
1.33+ 6.6564 x 0.50(0.50)
= 343.14 + 0.00005
1.33 +1.6641
= 343.14005
2.9941
= 114.605407 OR 115
Hence, the total sample size is one hundred fifteen (115) out of total population of
one hundred thirty three (133) after computing the sample size. The researcher delimit the
sample size to be included in research one hundred (100). The fifteen (15) of sample size
was used in test and retest method to determine the validity and reliability.
Subjects
Prior to getting the subject in this study, the researcher asked a written permission
from the registrar to gather the total population of the BSBA students in all year levels.
The permission was granted and the researcher got the total population of one hundred
thirty three (133) BSBA student in Tomas Del Rosario College.
Since the population is more than one hundred sample size were taken with the
result of one hundred fifteen (115). The included respondent were one hundred and the
remaining 15 were utilized the test and retest for the validity and reliability of the
research instrument.
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
Table I.I Distribution of the Subject add additional column for original amount of
BSBA Department
Year level I
( freshmen)
Year level II
( Sophomore)
Year level III
( Junior)
Year level IV
( Senior)
TOTAL
Size
Frequency
Percentage
33
22
22%
41
36
36%
21
13
13%
37
29
29%
133
100
100
It is a five-point Likert scale that was (5) - excellent, (4) very good, (3) good, (2)
poor, (1) needs improvement. Cognitive consist of 13 questions, psychomotor consist of
8 questions, while the psychosocial consists of 7 questions and lastly the attitude/
behavior consists of 8 questions in which respondent rate, in which respondents rate, the
impact of modern technology in the academic performance of BSBA student in all year
level at Tomas Del Rosario College. The second main part of questionnaire is preferred
modern technology to enhance the academic performance.
Through this, the researchers also determined the percentage of the respondents who are
affected by the influence of modern technology. The formula for frequency and
percentage is:
f
P = ------- x 100 %
N
Where:P is percentage
f is number of respondents falling under a particular category
N is total number of population
The mean, or average, is the sum of the values divided by the total number of values.
This determined the average result of the data gathered from different respondents.
Where:
Represents the sample mean
N represents the total number of respondents
X represents the frequency
The initial draft of the questionnaire was submitted to the researchers adviser for
corrections and suggestions. Several changes were made over the course of time to refine
the questionnaire. Some items in the proposed draft were found irrelevant and therefore
omitted. The researchers used the test-retest method for the reliability of the research
instrument. To test the reliability of the instrument, the questionnaire was given to the
respondents at two separate times. THE STEPS OF TEST AND RETEST METHOD/
ADD HOW IT WAS DONE The revised questionnaire was validated by the respondents,
the students of the BSBA department of Tomas del Rosario College. The coefficient
correlation between the first and second administration of the questionnaire was
computed with the use of the Spearman rank coefficient of correlation or Spearman rho to
test the validity.
r2 =1_ 6
N
3 -
= 1 6 (391.5)
3
( 3.58) -3.14
= 1 2349
( 45.88) 3.14
= 1 2349
42.74
= 1 54.9602246
= -53.96
The computed result (totall number) he obtained correlation is high, it means that the
questionnaire is reliable.
Ranking
Rank I
Rank II
1. 3.72 - 1
1. 3.53 - 2
2. 3.58 - 2
2. 3.53 - 2
3. 3.53 - 3
3. 3.53 - 2
4. 3.50 - 5
4. 3.50 - 5
5. 3.50 - 5
5. 3.50 - 5
6. 3.50 - 5
6. 3.50 - 5
7. 3.42 - 7
7. 3.44 - 7
8. 3.37 - 8
8. 3.42 - 8
9. 3.10 - 9
9. 3.35 - 10
10. 2.97 - 10
10. 3.35 - 10
11. 2.88 - 11
11. 3.35 - 10
12. 2.64 - 12
12. 3.20 - 12
13. 2.28 - 13
13. 2.14 - 13
SPEARMAN RHO
DATA
228
2.64
2.88
3.50
2.97
3.37
3.50
3.10
3.50
3.72
3.53
3.42
3.58
Total
DATA 2
3.42
3.50
3.35
3.53
3.50
3.50
3.53
3.20
3.35
3.35
3.44
3.53
3.14
R1
10.5
12
10.5
5
9
7
5
8
5
1
3
6
2
R2
8
5
10
2
5
5
2
12
10
10
7
2
14
D
2.5
7
0.5
3
4
2
3
-4
-5
-9
-4
4
-12
D2
6.25
49
0.25
9
16
4
9
16
25
81
16
16
144
391.5
INTERPRETATION
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
the surveys. Participants were given time to respond and then the researchers collected
the surveys within that day. There were no incentives offered for participating in the
research.
Upon retrieval of the questionnaires, the researchers tabulated the findings and
analyzed the data. The data gathering was systemized. The researchers had made an
assessment with regards to the effect of modern technology to enhance academic
performance by the BSBA students of Tomas del Rosario College, academic year
2015-2016. The responses were analyzed with the subjects considered whole, only
differentiating them by their year level.
Statistical Treatment
Upon the completion of the expected 100% of questionnaire retrieved the
researchers analyzed, organized and interpreted data in the study. The researchers used
statistical tools for treatment of data like percentage, chi-square and contingency
coefficient, The Effect Modern Technology has on the Academic Performance of BSBA
students at Tomas del Rosario College.
These helped the researchers gather and compare data. The following are the tolls used in
the study.
1.
INDICATORS
PERCENTAGE
INTERPRETATI
ON
I. Cognitive
1. Grades
30
23%
Good
2. Attention Span
32
24%
Good
35
26%
Good
38
29%
Very Good
32
24%
Good
6. Increase Memory 32
24%
Good
38
29%
Very Good
40
30%
Good
35
26%
Good
35
26%
Good
36
27%
Good
38
29%
Very Good
37
28%
Good
1. Flexibility
29
22%
Good
2. Reflexes
28
21%
Good
29
22%
Good
32
24%
Good
3.Time
Management
4. Handle
Distraction
5. Decision Making
7. Follow
Instruction
8. Enhance
Understanding
9. Improve Critical
Thinking
10. Display
Retentiveness
11. Access more
information updates
12. Can
immediately recall
past event/lesson
13. Ability to recall
long term memory
II. Psychomotor
3. Skills in
manipulating
technology
4. Needs
stimulation
29
22%
Good
2. Reflexes
28
21%
Good
29
22%
Good
32
24%
Good
27
20%
Very Good
41
30%
Good
32
24%
Good
33
25%
Good
32
24%
Good
34
26%
Very Good
38
29%
Very Good
30
23%
Good
31
23%
Very Good
43
32%
Very Good
41
30%
Very Good
1. Attention Span
38
29%
Very Good
2. Resistance to
implusiveness
43
32%
Very Good
40
30%
Good
3. Skills in
manipulating
technology
4. Needs
stimulation
5. Receptive to
Information
6. Able to apply
learned lessons to
real life situation
7. Able to move
smoothly with
coordination
8. Musculosketal
coordination
III. Psychosocial
1. Adjust people
easily
2. Adjust ro
enviroment change
3.
Interpersonal
relationship
4. Interactive/
participative
5. Overcome
shyness and
loneliness
6. Overcome
dependency to
technology
7. Able to express
self easily
IV. Attitude /
Behavior
technology
7. Able to express
self easily
IV. Attitude /
Behavior
41
30%
Very Good
1. Attention Span
38
29%
Very Good
2. Resistance to
implusiveness
43
32%
Very Good
40
30%
Good
38
29%
Very Good
35
26%
Good
28
21%
Good
33
25%
Good
35
26%
Good
4. Coping
mechanism
5. Mood swing
management
6. Handle
Depression
7. Displaying
confidence
8. Can Handle
Boredom
1.
Ei
Where:
th
category
Ox
O-E
(O - E)
(O- E)
3.41
13.595
-10.185
-181.414
46.35
3.105
13.595
-10.49
-181.719
41.75
3.6571
13.595
-9.9379
-181.167
49.72
3.3575
13.595
-10.2375
-181.4665
45.64
13.595
54.38
-40.8504
-725.7665
183.46
df = degree of freedom
df = (R-) (C-1)
= (4-1) (1-1)
df = 3
df = 0.18
Weighted Mean - Averaging the quantities by attracting more significance to some of the
numbers than the others. We accomplish this by assigning weighs to the quantities, where
the weight represents measure their relative importance.
A t-test is any statistical hypothesis test in which the test statistic follows a Student's t
distribution, if the null hypothesis is supported. It is most commonly applied when the
test statistic would follow a normal distribution if the value of a scaling term in the test
statistic were known. When the scaling term is unknown and is replaced by an estimate
based on the data, the test statistic (under certain conditions) follows a Student's
distribution.
CHAPTER IV
RESULT, ANALYSIS AND INTERPRETATION
This chapter presents, analysis, result and interpretation of the data gathered from
the BSBA students of Tomas Del Rosario College in determining the impact of modern
technology on their academics performance.
on the Academic Performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College A.Y 2015-2016.
Specifically answers the following question:
1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:
1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the academic
performance?
In Terms of Cognitive present using the statement of the problem, interpret and
analyze/ illustrate the data and if the statement of the problem questions were
answered
Table 1 shows the weighted mean of students in terms of their cognitive
function. The impact of modern technology was rated based on the students selfperceived level of awareness in grades, attention span, time management, handle
distraction,
decision
making,
increase
memory,
follow
instruction,
enhance
memory.
The students gave a unifying perception in terms of cognitive aspect. The item
Handle Distraction, Follow Instruction and Can immediately recall past event/
lesson got the highest rating with an average of weighted mean of 3.53. The item
Ability to recall long term memory got the lowest rating with an average weighted
mean of 3.14.
Indicators
WM
Rank
Interpretation
1. Grades
3.42
Good
2. Attention Span
3.50
Good
3.35
Good
3.53
Very Good
5. Decision Making
3.50
Good
6. Increase Memory
3.50
Good
3.53
Very Good
3.20
Good
3.35
Good
3.35
Good
3.44
Good
I. Cognitive
3 .
T i m e
Management
4.
Handle
Distraction
7.
Follow
Instruction
8.
Enhance
Understanding
9. Improve Critical
Thinking
10.
Display
Retentiveness
11. Access
more
information updates
8.
Enhance
Understanding
9. Improve Critical
Thinking
10.
Display
Retentiveness
11. Access
more
information updates
1 2 .
3.20
Good
3.35
Good
3.35
Good
3.44
Good
C a n
immediately recall
past event/lesson
13. Ability to recall
long term memory
Average Weighted
Mean
3.53
3.14
Very Good
1
3.41
Good
Good
The overall weighted mean in terms of Cognitive is 3.41. This means that the
impact of modern technology on their academic performance in terms of cognitive
functions falls to Good. Among the questionnaire items, the ability to recall long term
memory received the lowest category.
In terms of Psychomotor
Table 2 shows the list of eight (8) items in terms of Psychomotor used in data
gathering and corresponding weighted means of students responses ranked the highest to
lowest weighted mean together with the interpretation. The criteria in obtaining the
students level of perception in terms of psychomotor were based on their personal
awareness / experience with the use of modern technology.
Table 2. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Psychomotor.
Indicators
WM
Rank
Interpretation
1. Flexibility
2.88
Good
2. Reflexes
2.64
Good
2.88
Good
3.50
Very Good
2.97
Good
3.37
Good
3.50
Very Good
3.10
Good
II. Psychomotor
3.
Skills
in
manipulating
technology
4 .
N e e d s
stimulation
5.
Receptive
to
Information
6. Able to apply
learned lessons to
real life situation
7. Able to move
smoothly
with
coordination
8.
Musculosketal
coordination
Average Weighted
Mean
3.11
Good
situational statements or items given, the item Needs Stimulation and Able to move
smoothly with coordination got the highest rank with an average weighted mean of 3.50.
While the item Reflexes got the lowest rank with an average of 2.64.
In terms of Psychosocial
Table 3 shows the data on the extent of how the respondents ranked in terms of
Psychosocial based on their personal experience. The criteria in obtaining the respondents
level of self perception are the following: adjust to people easily, adjust to environment
change, interpersonal relationship, interactive/partcipative, overcome shyness and
loneliness, overcome dependency to technology, and able to express self easily.
Table 3. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Psychosocial
Indicator
WM
Rank
Interpretation
3.50
Good
3.72
Very Good
3.53
Very Good
3.42
Good
3.58
Very Good
3.67
Very Good
4.18
Very Good
III. Psychosocial
1. Adjust
people
easily
2.
Adjust
to
enviroment change
3.
Interpersonal
relationship
4.
Interactive/
participative
5.
Overcome
shyness
and
loneliness
6.
Overcome
dependency
to
technology
7. Able to express
self easily
Average
Weighte
participative
5.
Overcome
shyness
and
3.58
Very Good
3.67
Very Good
4.18
Very Good
loneliness
6.
Overcome
dependency
to
technology
7. Able to express
self easily
Average
Weighte
Mean
3.66
Very Good
Table 4. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Attitude / Behavior
Indicator
IV.
Attitude
WM
Rank
Interpretation
3.53
Very Good
3.67
Very Good
3.37
Good
3.58
Very Good
Behavior
1. Attention Span
2.
Resistance
to
implusiveness
3. Can hold temper
4.
Coping
Indicator
IV.
Attitude
WM
Rank
Interpretation
3.53
Very Good
3.67
Very Good
3.37
Good
3.58
Very Good
3.35
Good
2.64
Good
3.37
Good
3.35
Good
Behavior
1. Attention Span
2.
Resistance
to
implusiveness
3. Can hold temper
4.
Coping
mechanism
5.
Mood
swing
management
6.
Handle
Depression
7.
Displaying
confidence
8.
Can
Handle
Boredom
Average Weighted
Mean
3.36
Good
Looking closely at the table 4 per item, it was observed that the resistance
to impulsiveness has the highest average weighted meanamong the the eight items and
interpreted as Good followed by the item coping mechanism with an average mean
of 3.58. And the lowest rating belongs to handle depression with an average weighted
mean of 2.64.
Category
Cognitive
3.41
Psychomotor
3.105
Psychosocial
3.66
Attitude/ Behavior
3.36
Total
113.54
113.54 = 3.38
4
Table 5. The perfered Modern Technology used by BSBA students at Tomas del
Rosario College. Ranked in their preferred order.
Indicator
Rank
Overhead Projector
Computer / Laptop
Tablet
Leap Motion
20
Papertab
12
Chromebooks
11
Celly
Cellphone
Flashnotes
Lore
Study Blue
10
Donors Choice
19
13
Flipped Classroom
Lesson Cast
16
Kid Blog
14
Glogster EDU
15
Live Binders
17
Knewton
18
Based on the BSBA students ranking, it was determined that their most preferred
modern technology to use is Computer/Laptop, Tablet, Cellphone, Powerpoint
CHAPTER V
This chapter presents summary of findings; the conclusions made and the
recommendations offered.
The purpose of this study is to examine the impact modern technology integration
has on the academic performance of BSBA students in all year levels at Tomas del
Rosario College.
The first chapter provides an introduction of the topic and explains the importance
of the research. The second chapter discusses recent literature concerning the integration
of modern technology into education. The literature revealed that, when technology was
integrated into daily classroom activities, academic performance increased in the core
subject areas of reading, mathematics, and science. The conceptual framework and
hypotheses were presented in this chapter and were supported through direct links to the
literature. Chapter three articulated the methodology used in conducting this research.
This chapter outlines how the data was obtained and the study developed. Chapter four
presents the results of the multiple r analysis. The results were analyzed and discussed in
text format and through the use of tables, computations and ranking. After analyzing the
result, each hypothesis was either supported or not supported, along with possible reasons
explaining the outcome.
This study was conducted in Tomas Del Rosario College Balanga City, Bataan
with a total of one hundred thirty three (133) respondents of BSBA students in all year
levels. Descriptive method was used in this study. The researcher used a checklistquestionnaire method in order to reveal the relationship of the variables.
Through this problem stated, the researcher came up with the following null
hypothesis: There in no relationship of the Impact of Modern Technology on the
After administering the questionnaire, the researcher used weighted mean and
ranking to determine the extent of student-related factor in terms of cognition,
psychomotor, psychosocial and attitude / behavior. Mean median and standard deviation
were used to determine the level of impact that modern technology has on the academic
perforamnce of BSBA students of Tomas Del Rosario College in all year level. Spearman
rho was used to test the significance of input and output variables.
Conclusion 4 CONCLUSIONS FOR 4 QUESTIONS, STATEMENT OF THE
STUDY
Based on the data gathered, the overall weighted mean of the Impact of Modern
Technology on the Academic Performance of BSBA students was: Cognitive (3.41),
Psychomotor (3.11), Psychosocial (3.66), Attention/Behavior (3.36).
The current study was conducted to investigate the impact of using Modern
Technology on the achievement and performance of BSBA students in all year levels at
Tomas del Rosario College. It has been revealed by the results that the learning
achievement of BSBA students in all year levels at Tomas del Rosario College was not
affected when the teaching and learning processes are enhanced by Modern Technology.
Although it motivates the students to become more involved, active and interested in
learning it also depends on each individual student if they want to take advantage of these
resources in order to support their academic study habits.
Modern Technology promotes the collaborative communication and interpersonal
skills of students, and, consequently, changes their attitude to learning but for some, they
do not find that modern technology has enhanced their learning capabilities. The research
experiment has demonstrated that modern technology, such as smart board and
PowerPoint are very enjoyable, help in best utilizing the lecture time, limit disruption by
students, provide outstanding methods for presenting the lecture materials, and enhance
the concentration and engagement of the students. But at the end, it is still up to the
student to utilize these provided means of modern technology.
Most of the academic staff and instructors at Tomas del Rosario College are
integrating their teaching with Modern Technology due to its easy access and availability.
The academic staff and instructors realize that adopting modern technologies can enhance
their communication with the students, reduce the teaching pressure caused by the course
material preparation and make the lecture material available at the time of the discussion.
The integration with Modern Technology will enable them to build teaching
competencies, and, therefore, will impact their teaching effectiveness and performance.
Although, the importance of Modern Technology has been acknowledged by Tomas del
Rosario college, there are some impediments facing both the students and instructors in
adopting Modern Technology. The insufficient computing facilities and infrastructure,
lack of sufficient technology budget and modern technology investment, technical
support and excessive budgeting and resources consumption needed for training
programs are among the obstacles facing the college in adopting Modern Technology.
technology provided for them. By utilizing modern technology provided at Tomas del
Rosario College, students have the ability to greatly enhance their academic performance
but it is up to the student to be responsible for themselves and the quality of education
they wish to achieve. It is also advised that more funding be given in order to have a
variety of modern technology for students at Tomas del Rosario College to use in their
everyday academic needs.
CHAPTER VI
BIBLIOGRAPHY BASED ON CALMURIN
Book
Angrist, Joshua and Lavy, Victor.2002. New Evidence on Classroom Computers and
Pupil Learning, The Economic Journal, 112 (482): 735-765
Attewell, Paul, 2001, Comment: The First and Second Digital Divides, Sociology of
Education, 74
Attewell, Paul., Belkis, Suazo-Garcia, and Juan Battle, 2003, Computers and Young
Children: Social Benefit or Social Problem, Social Forces, 82 (1): 277-296
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., and Rhades, V. (2003), ICT
and
Pedagogy: a review of the research literature, London, BECTA/DFES
Babbie, Earl, 2004, The practice of social research, California: Thompson Wadsworth
JOURNAL
Becker, Jay H, 2000, Whos Wired and Whos Not: Childrens Access to and Use of
Computer Technology, Children and Computer Technology, 10 (2): 44-75
Becker, Jonathan D. 2006. Digital Equity in Education: A Multilevel Examination of
Differences in and Relationships between Computer Access, Computer Use and
State-level Technology Policies, Education Policy Analysis Archives, 15 (3) 2-36
Boss, Suzie and Krauss Jane.2007. Real Projects in a Digital World, Principal Leadership,
8 (4): 22-26
Carvin, A. 2000, Mind the gap: The digital divide as the civil rights issue of the new
Millennium, Multimedia Schools, 7 (1): 56-59
Internet Sources
Professors Benoit Monin, Carol Dweck and James Gross and Doctoral student Alex
Jordan,(2008), Stanford Reseach, www.stanford-reseach .com
for
Learning
Sciences
and
Technologies
at
University
of
Netherlands,www.msnbc.msn.com,(http://www.msnbc.msn.com/id/39038581/ns/
technology_and_science tech_and_gadgets/)
Tony Cruz,(2009), Filipinos Online , www.tonyocruz.com.
CEO Forum on School Technology Readiness.2001. Key Building Blocks for Student
st
Achievement in the 21 century. 1-32, www.ceoforum.org
Howley, Aimee and Howley, Craig.2008. Planning for Technology Integration: Is the
Agenda Overrated or Underappreciated?, Educational Planning, 17 (1) 1-17
Kalyanpur, Maya and Kirmani, Mubina H. 2005. Diversity and Technology: Classroom
Implications of the Digital Divide, Journal of Special Education Technology. 20(4): 9-18
CHAPTER VII
APPENDIX B
Survey Questionnaire
Modern Technology Used and Its Effect on the Academic Performance of BSBA
Students in All Levels at Tomas Del Rosario College A.Y 2015-2016.
Dear Respondents,
The fourth year nursing students of Tomas Del Rosario College, presently
conducting a study on Technology and Its Effect on the Academic Performance of
BSBA Students in All Levels at Tomas Del Rosario College School Year 2015-2016.
Thank you very much for your kind support and cooperation.
Direction: Please indicate your answer by putting check on the space provided or
filling in the blank with the appropriate information.
Part I:
The effect
of modern
technology
to the
Needs
Very Good
Academic
Excellent
Good
Poor
performanc
Improveme
nt
e in terms
of:
I. Cognitive
1.
Grades
2.
Attention
Span
3. Time
Managemen
t
4.
Handle
Distraction
5
Decision
Making
The
effect
of modern
technology
to
the
Academic
performanc
e in terms
of:
6.
Increase
memory
7.
Follow
instruction
Needs
Excellent
Very Good
Good
Poor
Improveme
nt
Academic
performanc
e in terms
of:
6.
Increase
memory
7.
Follow
instruction
8
Enhance
understandi
ng
9
Improve
critical
thinking
10. Display
retentivenes
s
11.
m
Access
o
information
updates
12.
Can
immediately
recall
past
event/lesson
13. Ability
to
recall
long
term
memory
I
Psychomot
or
1
Flexibility
2
Reflexes
Excellent
Very Good
Good
Poor
Improveme
nt
memory
I
Psychomot
or
1
Flexibility
2
Reflexes
3.
Skills in
manipulatin
g
technology
4.
Needs
stimulation
5
Receptive to
information
6.
Able to
a p p l y
learned
lessons
to
real
life
situation
7.
Able to
m o v e
smoothly
w
coordination
8
Musculoske
l e t a l
coordination
I
Psychosoci
al
1.
Adju
s
coordination
I
Psychosoci
al
1.
Adju
s
peop
l
easil
y
1.
Adju
st to
envir
onm
e n t
chan
ge
1.
Inter
pers
onal
relati
onsh
ip
1.
Inter
activ
e
parti
cipat
ive
1.
Over
com
e
shyn
e s s
parti
cipat
ive
1.
Over
com
e
shyn
e s s
and
lonel
iness
The effect
of modern
technology
Needs
to the
Excellent
Academic
performanc
e in terms
of:
6
Overcome
dependency
t
technology
7. Able to
express self
easily
I
Attitude
.
/
Behavior
1.
Atte
ntion
Span
Very Good
Good
Poor
Improveme
nt
easily
I
Attitude
Behavior
1.
Atte
ntion
Span
1.
Resi
stanc
e to
impu
lsive
ness
1.
Can
hold
temp
er
1.
Copi
n
mec
hani
sm
1.
M
o
o
d
s
w
i
n
g
m
a
n
mec
hani
sm
1.
M
o
o
d
s
w
i
n
g
m
a
n
a
g
e
m
e
n
t
1.
Han
d l e
Depr
essio
n
1.
Disp
layin
g
confi
denc
e
1.
Can
d l e
Depr
essio
n
1.
Disp
layin
g
confi
denc
e
1.
Can
hand
l
bore
dom
Direction: Please rank the preferred modality used to enhance the academic
performance by writing a number next to the space provided. 1 is the most
preferred, 15 is the least preferred.
Part II:
The preferred modern technology used to enhance the academic performance.
Please rank the preferred modality:
____ Papertab
____ Chromebooks
____ Tablet
____ Celly
____ Cellphone
____ Flashnotes
____ Lore
____ Knewton
APPENDIX C
CHAPTER VIII
CURRICULUM VITAE
Personal Information
Date of Birth: July 16, 1996
Place of Birth: Los Angeles, CA
Civil Status: Married
Height: 54
Weight: 130 lbs
Religion: Christian
Educational Background
College: Asia Pacific College of Advanced Studies, Balanga City, Bataan (2012-2014)
Tomas Del Rosario College, Balanga City, Bataan (2014-Present)
Secondary: Eagle Rock Jr/Sr High School, Los Angeles, CA (2008-2012)
I hereby certify that above information is true and correct to the best of my
knowledge and belief.
Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Llamas Memorial Institute Mariveles, Bataan ( 2008-2012)
Elementary: Antonio G. Llamas Elementary (2002-2008)
I hereby certify that above information is true and correct to the best of my
Carren J. Apolinario
Personal Information
Date of Birth: July 1, 1990
Place of Birth: Dinalupihan, Bataan
Civil Status: Single
Height: 59
Weight: 165 lbs
Religion: Catholic
Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Saint Peter of Verona Academy Hermosa, Bataan (2003-2007)
Elementary: Hermosa Elementary, Hermosa, Bataan (1997-2003)
I hereby certify that above information is true and correct to the best of my