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EFFECTIVENESS OF INSTRUCTIONAL TECHNOLOGY

IN TEACHING LITERATURE IN GRADE 12 STUDENTS

AT BESTLINK COLLEGE OF THE PHILIPPINES

A Thesis

Presented to the Faculty of

the College of Teacher Education

BESTLINK COLLEGE OF THE PHILIPPINES

In Partial

Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

MAJOR IN ENGLISH

by:

MELANIE RUBIO CATAMORA

DIANA ILETO JORNALES

CLARISSE CATALAN PANISAL

MICHAEL CRISTAL TAPERLA

RAIZZALYN DEL ROSARIO VILLAREAL

March 2018
RECOMMENDATION FOR ORAL EXAMINATION

This thesis entitled “EFFECTIVENESS OF INSTRUCTIONAL TECHNOLOGY IN

TEACHING LITERATURE IN GRADE 12 STUDENTS AT BESTLINK COLLEGE OF

THE PHILIPPINES”, prepared and submitted by Melanie R. Catamora, Diana I.

Jornales, Clarisse C. Panisal, Michael C. Taperla, and Raizzalyn D.R. Villareal, in

partial fulfillment of the requirements for the degree Bachelor of Secondary Education in

English, has been examined and is recommended for acceptance and approval for Oral

Examination.

AMELIA S. ABLEN Ph.D.

Thesis Adviser

_____________________________________________________________

PANEL OF EXAMINERS

Approved and accepted by the committee on Oral Examination with the grade of

___on March 2018.

Chairman

Member Member

Accepted and approved of the dean in partial fulfilment of the degree for the

Bachelor of Secondary Education Major in English.

AMELIA S. ABLEN, Ph.D.

Dean, College of Teacher Education


ACKNOWLEDGEMENT

The researchers would like to express their gratitude, foremost to our Almighty God who

gave the knowledge, strength, and confidence through his word without God this work

might not be possible. The researchers would also like to express their thankful

gratitude to the following persons who are always there to support and guide to make

this thesis achievable.

DR. MARY M. VICENTE, BCP School President/CEO for her generosity and kind

hearted in establishing this institution and giving the chances to those less fortunate

students to continue their studies and follow their dreams in life;

DR. CHARLIE I. CARINO, BCP Executive Vice President and Vice President for

Academic Affairs, for the support and encouragement to make this thesis writing

achievable;

ENGR.DIOSDADO T. LLENO, BCP Vice President for Administrative Affairs, for his

optimistic condemnation for his research work;

DR. LUCIA M. NARAG, BCP Research and quality assurance director, for her effort in

giving such time to share her knowledge and enlightenment in assisting the researchers

undertake this research work;


DR. AMELIA S. ABLEN, BCP Dean College of Teacher Education, for the knowledge

and guidance to make this thesis writing doable;

The researchers are also thanking their fellow researchers for the provocative

discussion, for every moment that they spend while working this research, for the

camaraderie and sharing of thoughts and ideas and unforgettable experiences that they

had share.

The researcher would like to express their indebtedness to their parent, family and

friends for supporting to make this thesis possible.

MRC

DIJ

CCP

MCT

RDRV
DEDICATION

To our beloved families, friends and professors we would to give heartfelt thanks for

their kindness and support. To every person concern, that every time we need they are

always there to give advice and assistance. We are truly touched by their courage,

forbearance, and willingness to communicate and

find ways to help. Thank you so much

for always being there…

God bless…
ABSTRACT

Title: EFFECTIVENESS OF INSTRUCTIONAL TECHNOLOGY IN

TEACHING LITERATURE IN GRADE 12 STUDENTS AT

BESTLINK COLLEGE OF THE PHILIPPINES

Researchers: MELANIE R. CATAMORA

DIANA I. JORNALES

CLARISSE C. PANISAL

MICHAEL C. TAPERLA

RAIZZALYN D.R VILLAREAL

Adviser: DR. AMELIA S. ABLEN

Degree: BACHELOR OF SECONDARY EDUCATION MAJOR IN

ENGLISH

School: BESTLINK COLLEGE OF THE PHILIPPINES

Academic Year: 2017-2018


The 21st century learners are very fortunate that in their generation, computers and

technology are within reach. With the use of technology, courses, e-books, databases

among others are all available online. It depends on how one utilizes all the information

gathered on the internet.

According to the latest global competitiveness index published by the world

Economic Forum, the Philippines ranked 87 out of 134 countries. This means our

competitiveness is rapidly slipping because we fail in technological innovation, because

we make meager investment in basic science, in research and development (R & D), in

basic infrastructure. In short, we are failing because our human capital is underdeveloped

and the use of technology in our public institutions are weak. Thus, it has negative effects

on student’s academic performance. Teaching the 21st century is quite challenging now

due to the exposure of this generation to so many gadgets as a result of technology. If

educators are not willing to exert extra effort to find out what interest them, they will be

lagged behind. Creative and fun-learning activities and appealing instructional materials

and tools are essential ingredients for success of the teacher inside the classroom.
STATEMENT OF THE PROBLEM

The purpose of the study is to determine the Effectiveness of Instructional Technology in

Teaching Literature in sampled Grade 12 students at Bestlink College of the Philippines

during the Academic Year 2017-2018.

Specifically, this study sought answers to the following questions:

1. How may the instructional technology be described in terms of;

1.1 objectives,

1.2 strategies, and

1.3 evaluation?

2. What are the instructional technology used in the classroom by the teachers in teaching

literature?

3. How does technology affect the academic performance of students in terms of;

3.1 Intellectual,

3.2 values/affective, and

3.2 psychomotor?

4. How effective is the instructional technology in teaching literature?

5. How may the findings be utilized in designing strategic materials in technology to

enhance teaching of literature?


Research Design

The Descriptive method mixed with the qualitative method of research was used

in the study. It is a fact-finding and investigative process with the adaption of the

questionnaire techniques. The questionnaire was substantiated with an informal

interview for verification purposes and to ascertain information supplied that could not

be found in the records.

Respondents of the study

The respondents of the study are all the section b of the

grade 12 students. Which were taken from a population of 250 students at

Bestlink College of the Philippines during the school Year 2017 - 2018

Sampling Technique

The researchers used the purposive Sampling in choosing the respondents to

Grade 12 students at Bestlink College of the Philippines as respondents.

Instrument used in the study

The instrument used for the research was prepared by the researchers based on

their readings and the related literature, professional subject books, and internet access

to gather more information about the topic. At the same time, in order to get more

accurate data, researchers used survey among its respondents.


This study was specifically design to access the Effectiveness of utilizing

instructional technology in teaching literature of grade 12 students Bestlink College of

the Philippines. The researchers focus on ICT (Information in Computer Technology)

because they are more on technology access.

Questionnaire

The self-formulated questionnaire is the most important instrument in the study. It

was the major tool used by the researchers in gathering data from the respondents. It has

five (4) parts: Part one (1) discussed the description of instructional technology in terms

of; objectives, strategies and evaluation Part two (2) discussed the instructional

technology used in the classroom by the teachers in teaching literature. Part three (3)

discussed how instructional technology affect the academic performance of students in

terms of; intellectual, values/affective and psychomotor. Part four (4) discussed the

effectiveness of instructional technology in teaching and learning literature.

Interview

This was utilized as the secondary source of the researchers in collecting necessary

data. This was used to supplement and authenticate those that were gathered in the

major tool, which is the questionnaire.

CONSTRUCTION OF THE INSTRUMENT

The researchers read several related literature and studies both local and foreign. All of

those were utilized for the researchers to pattern in the construction of the items of the

instrument. The first draft was submitted to the adviser for comments and suggestions.

Some items that were not considered the relevant to the study were discarded. After
considering suggestions of the adviser, the revised form was then presented to the

experts for further comments and suggestions. After the revision, the final draft was

constructed and it was ready for validation.

VALIDATION OF THE INSTRUMENT

The finished final draft was then pre-tested to five (5) grade 12 students were not

part of the sampled respondents. The purpose of this is to determine if there were still

items in the questionnaire that were difficult to understand. After the validation, the

instrument was then reproduced for distribution and administration.

STATISTICAL TREATMENT OF DATA

The data were analyzed both qualitatively and quantitatively. Qualitative data were

obtained from the open-ended items in the students. Quantitative data were obtained

close-ended items in the students.

The data gathered was tallied; computations and presentations of data will be

facilitated through the use of tables of percentage distribution with the appropriate

ranking. The weighted mean values of area of inquiry shall be likewise computed.
1. For computing percentage distribution:

) x 100 where:

P=percentage

F= frequency

N= number of cases or Total Frequency

2. For computing weighted mean:

WX=∑Fx/ N where:

WX= weighted mean

∑Fx= summation of the products of the Frequencies and weight

N=Number of cases or Total Frequency

Weighted Mean: Verbal Interpretation

5 4.50-5.00 Very Highly Effective (VHE)

4 3.50-4.49 Very Effective (VE)

3 2.50-3.49 Moderately Effective (ME)

2 1.50-49 Less Effective (LE)

1 1.00-1.49 Not Effective (NE)

In conclusion, the researchers hope that with this methodology used, they will be

able to determine the effectiveness of utilizing instructional technology in teaching

literature.
SUMMARY OF FINDINGS

Based on the gathered data, the researchers came up with the following

findings:

1. How may the instructional technology be described in terms of;

1.1 OBJECTIVES

Out of 50 students, 3.66 of their weighted mean answered that they use

instructional technology to collect and assess information about literature.

1.2 STRATEGIES

Among 50 students, 3.96 of respondents weighted mean answered that using of

social media helps them to socialize, to collaborate, to share and to exchange ideas

about literature.

1.3 EVALUATION

Most of the respondent, 3.8 of their weighted mean answered that

instructional technology allows access the world of literature.

2. What are the instructional technology used in the classroom by the

teachers in teaching literature;

Based on the findings for visual, slide presentation has the highest

weighted mean of 3.34 according to the respondents. For audio, lapel is commonly

used and has a weighted mean of 3.56. For audio visual, film/video got the weighted
mean of 3.86 among the four instructional technology being used. Lastly, the internet

has 4.24 weighted mean for web-based.

3. How does technology affect the academic performance of students in

terms of;

3.1 INTELLECTUAL/COGNITIVE

Among 50 students, 3.8 of their weighted mean answered that using

instructional technology (websites/blogs) helps them to find related knowledge and

information in learning literature, in which interpreted as effective.

3.2 VALUES/AFFECTIVE

According to the respondents which have the weighted mean of 3.68, they

can easily get information about literature with the help of instructional technology. It

has a verbal interpretation of effective.

3.3 SKILLS/PSYCHOMOTOR

Most of the respondents answered that Instructional technology helps

them to explore their skills in listening, speaking, writing and reading in literature, which

has the weighted mean of 3.66 and interpreted as effective.

4. How effective is the instructional technology in teaching literature.

Four point zero eight is the weighted mean of the respondents answered that

with the help of instructional technology they can now see the things that are

appropriate in learning literature and has a verbal interpretation of effective in visual

materials.
In audio, 3.86 weighted mean of the respondents answer that they enjoy listening

about literature with the help of instructional technology, and has a verbal interpretation

of effective.

According to the respondents it makes the classroom activities about literature

long lasting, with the help of audio-visual materials in learning literature, it has a

weighted mean of 5.46 with the interpretation of very effective.

Most of the respondents answered that they can explore more about literature

with the help of web-based, with the weighted mean of 3.84 and has a verbal

interpretation of effective.

5. How may the findings be utilized in designing strategic materials in technology

to enhance teaching of literature?

This study may be used in designing strategic materials in technology to

enhance teaching of literature to make the learners actively involved in learning as their

guide to cope up with the modern generation of technology. The speed of the learners

progress is reinforces as it keep contact with them. It can be also a guide to build up their

confidence to communicate or collaborate with others about literature. Colours, music and

animations add realism and catch the interest of the learners. It could be used as a

reference for the new teachers to impart more knowledge. This study will also serve as a

reference for the administration and government officials to invest instructional technology

materials that will serve as school equipment in delivering lessons applicable for the 21st-

century way of teaching and learning.


CONCLUSION

Based on the summary of findings, the researchers formulated the following

conclusion:

1. That the instructional technology, described as a way to collect and assess

information for objectives. For strategies, it described as a helping tool to socialize, to

collaborate, to share and to exchange ideas about literature. And for evaluation, it is an

access to a real world of literature.

2. The respondents chose the following instructional technology which are commonly

used; slide presentation for visual, lapel for audio, film/video for audio visual and

internet for web-based.

3. The instructional technology affected the academic performance of students in terms

of the; findings related knowledge or information in learning literature, analyzing

problems and explore ideas as well as to develop concepts for cognitive, affective or

psychomotor.

4. The utilization of instructional technology is effective in the pedagogical technique in

teaching literature for visual, audio, audio visual and web-based.

5. The findings of this study may be utilized as a guide to enhance the teaching of

literature.
RECOMMENDATION

Based on the summary of findings and conclusions, the researchers came

up with the following recommendation:

1. Provide literary materials that are suit in objectives, strategies and evaluation

for the learners.

2. School administrators are required to purchase materials like laptop, projector,

speaker, etc.

3. The teacher should utilize instructional technology to develop the three

domains of the learners.

4. The teacher should continue to use instructional technology in teaching

literature.

5. Teacher should implement the guide and the learners should craft it in their

academic performance.
TABLE OF CONTENTS
Page

TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
ACKNOWLEDGMENT iii
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS xviii
LIST OF TABLES xx

Chapter 1: THE PROBLEM AND ITS BACKGROUND 1

Statement of the Problem 4


Assumption 5
Significance of the Study 5
Scope and Delimitation 6
Definition of Terms 7

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDIES 9

Related Literature
A. Local 9
B. Foreign 12
Related Studies
A. Local 13
B. Foreign 13
Relevance of the Study of Related Literature and Study 23
Conceptual Framework 24
Paradigm of the study 25

Chapter 3: RESEARCH METHODOLOGY 27

Research Design 27
Respondents of the Study 27
Sampling Technique 28
Instrument used in the study 28
Questionnaire 29
Interview 29
Construction of Instruments 29
Validation of the Instruments 30
Statistical Treatment of Data 30

Chapter 4: PRESENTATION, ANALYSIS AND 32


INTERPRETATION OF DATA
Table 1 Description of instructional technology in terms of objectives 32
Table 2 Description of instructional technology in terms of strategies 34
Table 3 Description of instructional technology in terms of evaluation 37
Table 4 Instructional technology utilized in teaching literature 39
Table 5 Technology affecting in academic performance of the students
in terms of cognitive 41
Table 6 Technology affecting in academic performance of the
students in terms of affective 44
Table 7 Technology affecting in academic performance of the
students in terms of psychomotor 46
Table 8 Effectiveness of instructional technology in visual presentation 48
Table 9 Effectiveness of instructional technology in audio presentation 50
Table 10 Effectiveness of instructional technology in audio visual presentation 52
Table 11 Effectiveness of instructional technology in web-based 54

Chapter 5: SUMMARY, CONCLUSIONS AND 56


RECOMMENDATIONS
Summary of Findings 56
Conclusions 59
Recommendations 60

REFERENCES
Bibliography 61

APPENDICES
Letter of Request to the School Principal 63
Questionnaire for Respondents 73
Curriculum Vitae 74

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