Final reserach about technology

7/24/2019 Final reserach about technology

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TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

BSBA STUDENTS IN ALL LEVELS AT TOMAS DEL ROSARIO COLLEGE

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.


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ACKNOWLEDGEMENTS

First and foremost, we, the researchers would like to bring back all the glory tothe 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.


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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 The Problem and Its Setting

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 Review of Related literature

Related

literatures......21

Related

studies...23

Review of Foreign

Studies25

Review of Local literature.....................................................................................27


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Justification of the

Study28

CHAPTER III MethodologyResearch 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

StatisticalTreatment..37

CHAPTER IV Results, Analysis and Interpretation

Results.38

Analysis...39

Interpretaion40

CHAPTER V Summary of Findings, Conclusions and

Recommendations

Summary of Findings.42

Conclusions.44

Recommendations.50


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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


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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 beable to develop the learners abilities, knowledge and skills.

Education is an integrated system designed to produce proper human being who is

interactive with their environment, trying to change it so students can do their best.

Technology, must have entered the educational field like other fields of life for the

purpose of improvement, development, and innovation. Recently, teaching and learning

methods have developed dramaticallyy, particularly after the emergence of modern

technologies that are based on teaching and modern technology. There have been a lot of

studies that addressed the importance of using modern technology, and the impact of

using modern technology on the academic performance of students.

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 andcontinous 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 self-

learning 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


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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, itstill 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 forboth 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 well-

equipped 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


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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 usingmodern 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.

Some examples of modern technlogy are:

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. Powerpoint Presentation- this mode of technology can help communicate an idea

to an audience.

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.


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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 another5. 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. Papertab- paper is an important part of school life

9. Chromebooks- Googles Chromebook can be used on computers and laptops. It is

less expensive, one button push easy setup, easy to control settings and

restrictions, offers the traditional keyboard for fast typing and note taking, and

hardware fixes are easier and less costly

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 theroom. 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


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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 academicperformance of students since we are students ourselves and we use modern technology

often in our studies.

STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology

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:


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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?

3. What is the mean differences between cognition, psychomotor, psychosocial, attitude/

behavior?

4. Is there any significant impact in using modern technology in the academic

performance of student in BSBA

Hypothesis

In light of the research problem, the researchers formulated the following null

hypothesis:1. There is no relationship on the Impact of Modern Technology on the Academic

Performance in terms of cognition, psychomotor, attitude, and psychosocial of the

one hundred (100) selected BSBA in all year level.

2. There is no significant mean difference between cognition, psychomotor, attitude,

psychosocial of the one hundred (100) BSBA students in all year level.

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:


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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


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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 aphilosophy 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, pre-

operational, 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 beyondher 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


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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 onactive 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


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by Piaget and Deweys emphasis on language.

The distinctions between and among Piaget, Dewey and Vygotsky are, for the

most part, more subtle than sharp. All three, for instance, believed that children are

naturally curious and are actively involved in their own learning. Vygotsky, however,

believed they relied more on their interactions with others than on self-discovery (as

Piaget thought) and that they relied not only on social interactions (as Dewey suggested),

but on the tools of the culture as well. Still, all three theorists are considered critical to the

development of constructivism. Vygotskys work was chosen as the theoretical

framework for this study for two reasons: his emphasis on how culture influences

cognitive development and his emphasis on the importance of social interaction in

cognitive development. The combination of constructionist (the use of tools ofintellectual adaptation to create meaning) and constructivist elements (teams of students

working collaboratively) in the research survey of how modern technology impacts the

academic performance of BSBA students at Tomas del Rosario College, however, made

Vygotskys activity theory the most suitable choice. Activity theorys central premise that

learning activities are best undertaken through collaboration with others and/or mediated

through the use of the available tools of the culture is perfectly aligned with the research

study of modern technology and its impact on the academic performance of BSBA

students at Tomas del Rosario College.

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


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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.

Significance of the Study Search advantages of using modern technology for

specific x3-5 pages

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.


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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

If the school has a complete facility in regards to modern technology many

students will be interested in enrolling in the 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


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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.


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Scope and Delimitation

The studys s took place at Tomas Del Rosario College from July 2015 to October

2015. The number of respondents chosen were one hundred (100) BSBA students in all

year level of school year 2015-2016. The instrument used was a self made questionnaire.

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.

The main focus of the study is to survey the impact of technology in

relation to the academic performance.

In assessing the students, the data was obtained through a questionnaire and

survey.


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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

of or relating to the mental processes of perception, memory, judgment, and reasoning, as

contrasted with emotional and volitional processes

Psychomotor- ability to perceive instructions and perform motor responses often

including measurement of the speed of the reaction, of or relating to movement or

muscular activity associated with mental processes.


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Psychosocial

Involving both psychological and social aspects; for example, age, education, marital andrelated 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


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CHAPTER IIReview 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.

Related Literatureadd a few sentences to describe the literature used

Previous studies revealed the positive impact of technology on enhancing the

achievement and performance of students and in gaining significant improvement and

changes in all areas (Kulik and Kulik, 1991; Kulik, 1994; Rutz et al., 2003; Sivin-Kachla,

1998; Baker et al., 1994). For instance, many studies of the comprehensive effort to

integrate technology into schools show an increase in test scores related to the use of

technology. Kulik (1994) aggregated 500 individual research studies of computer based

instruction students. The results of the aggregation demonstrated that students who used

computer-based instruction scored better than those in the control condition without a

computer. Students also gained more knowledge in less time because the classes became

more enjoyable and interesting after the introduction of computers (Kulik, 1994).

Similarly, Sivin-Kachla (1998) found that students studying in a technology rich

environment achieved higher marks in all subject areas, gained a positive attitude towards

learning, were able to generate new ideas and built self- confidence. The US Department

of Education conducted a scientific study in 2001 to assess the impact of technology

using two types of student achievement measures measure assessed reading

achievement and assessed mathematics achievement. A significant impact was revealed in

the students' scores. Moreover, in a study conducted in Pittsburgh, in which an intelligent

tutor software used to support the curriculum was used as part of the regular

curriculum for ninth-grade algebra (Koedinger et al., 1999). The results of the study


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demonstrated that 470 students in the experimental classes outperformed students in

compression classes by 15% on a standardized test and 100% on test targeting the

curriculum focused objectives (Koedinger et al., 1999). Moreover, in their evaluation of

Apple Classrooms of Tomorrow (ACOT), Baker et al. (1994) conducted research in fiveschools across the nation to assess the impact of adopting interactive teaching and

learning technology with an aim to encourage teachers to use computers to support

student initiative projects and to assess multiple resources and cooperative learning. The

research findings revealed that technology had a positive impact on the attitude of

students towards learning. It also changed the teachers teaching practices towards more

cooperative group work and less lecturing load (Schater, 1999).

Recent studies conducted by Banerjee et al. (2005) and Barrow et al. (2009)

revealed that adopting an instructional computer program can improve student

achievement. Banerjee et al. (2005) found that by integrating the mathematics curriculum

with educational technology, the mathematics scores of the fourth-grade students in

Vadodara, India were increased. In addition, Barrow et al. (2009) analysed the effect of

an instructional pre-algebra and algebra program on student's test scores in the US, while

Rutz et al. (2003), examined the impact of using instructional technology on optimizing

the learning styles and process types. They found that using web-based material tosupplement the in-class experience can improve student achievement. Murphy et al.

(2001) found evidence of a positive relationship between using discrete educational

software and student achievement in reading and mathematics.

Previous studies on the integration of the technology in education have tackled

student achievement from a basic aspect, such as the scores, but have ignored many other

aspects of student achievement and performance. Therefore, despite thousands of impact

studies, the impact of technology used on student achievement remains difficult to

measure and open to much reasonable debate (Trucano, 2005).


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Related Studiesbooks related to technology, barientos, calmurin, statistics books

for computation, min of 5 books, summarize the results, why chose that related lit,

the impact on the research positive and negative sum up paraphrase

Review of Foreign Studiesthoughts, effect on our study, results

Research that has been conducted on the ways in which technology can improve

what children learn focuses on programs that aide in students comprehension of core

subjects like science, math, and reading, by presenting subject material in more easily

understood formats. The largest volume of research on the impact of technology in core

subject areas has been conducted on mathematics instruction. Mathematics instruction

also has the longest history of using technology for instructional purposes and boasts

several impressive systems (Ungerleider and Burns 2002, 15). Computer based

applications can also be applied in science classrooms. Research has shown that students

receive higher test scores and have greater understanding of the subject material.

Roschelle et al.(2000,86) assert that computer-based applications using visualization,

modeling and simulation have proven powerful tools for teaching scientific concepts."

When certain technology applications were used in the classroom, such as ThinkerTools,

it was discovered that students understanding of subject matter increased well beyond

their grade level. Researchers found that middle school students who used this computer

assisted learning program had developed the knowledge to understand and explain

concepts that were usually taught well above their grade level. The impact modern

technology has on the academic performance of public school children in the core subject

area of mathematics is also positive. In the traditional teaching of mathematics, students

were required to apply basic knowledge such as adding, subtracting, multiplying, and

basic division. "However, in todays society, people increasingly use mathematical skills

to reason about uncertainty, change trends in

data, and spatial relations" (Roschelle et al. 87). Using technology to check an equation

can provide immediate feedback if the equation is incorrect instead of writing the

equation out in pencil and waiting for a response from the teacher. A high school in


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Pittsburg implemented a computerized Cognitive Tutor in its mathematics classes. This

program developed students higher order thinking skills by allowing them to use real.

world situations to solve problems (Ringstaff and Kelley 2002). Classrooms around the

nation are expanding the mathematical literacy of students as more teachers are takingadvantage of technology tools. Algebra students who used computer assisted learning

programs outperformed students in traditional classes, achieving gains of up to 25 percent

in skill and up to 100 percent in problem solving (Hubbard 2000). While there are only a

few studies that measure the effectiveness of technology in the area of language arts, the

impact of technology can still be seen through the application of literacy programs and

word processing systems. Computers may not be the best means to read complete books;

however they are helpful in examining small sections of text and material (Ringstaff and

Kelley 2002, 6). When typing a report, students are able to instantly see incorrect spelling

and grammar. Technology also provides students with a wider array of resources; they

can access virtual libraries and have access to information that their school does not have.

Students who use email see an increase in their reading and writing skills.

Communicating and interacting through email, has proven to be a motivating factor in

the improvement of language skills (Ringstaff and Kelley 2002, 6).

A study was conducted in rural West Virginia at Hundred High School, on theimpact 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),


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examined the impact computer integrated instructional programs had on student

achievement. "Students showed positive results at both high and low achieving schools,

having higher grade point averages and on average scoring higher on standardized

tests" (Ringstaff and Kelley 2002, 4). In addition to these studies, other research studiesexamine the impact of drill-based remedial software on academic performance. "Students

who used drill and practice technology to contribute to already learned skill sets,

improved their academic performance on standardized tests" (Attewell 2001). Despite the

positive impact of technology on enhancing learning environments, barriers do exist that

limit the effectiveness of technology in the classroom. Technology in the classroom is

only one piece of the puzzle. In order to be effective and have impact, school reform must

happen at all levels; in the classroom, at the school, and in the school district.

Review of Local Literaturepolicies, presidential decree, ADD MORE++

According to the research paper written by Jake M. Laguador, Computer

Utilization on Academic Performance, Health, and Behavior of Selected Students

Enrolled in Board and Non-Board Degree Programs it was determined that Filipino

college students attending Lyceum of the Philippines Univeristy utilized their computers

during their study habits to support their academic performance. It was determined that

academic performance, health and behavior differ in their reasons of computer usage,

frequency per week and average hour per day of comupter utilization. Descriptive type of

quantitive research method was used in the study for 1,035 proportionately stratified

randomly selected students from ten (10) different collages. Results showed that students

enrolled in non-board programs were spending more time using modern technology than

students in board programs. Educational purposes is the primary reason of both groups in

computer utilization. However, students from non-board programs have higher posibility

of utilizing modern technology for entertainment purposes than those from board

programs. Majority of the students enrolled in board programs have significantly lower

GPAs while those enrolled in non-board programs have higher possibility of encountering

behavioral problems. One-third of the students were suffering from negative health

effects of modern technology utilization no matter how long or short of time they spent

online and in offline activities. Add to this research, get the most important contents


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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


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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.

Determination of Sample Size

The researcher determined the sample size to be included in research as the

respondent. The formula use in getting the sample size is:

Formula:

Ss = NV+(Se)2

x( 1-p)

NSe +(V)2

x( 1-p)

Where:


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S2= 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)

S5= NV+ [ (SE)2x (1-P) ]

N SE + [ (V)2

x P ( 1-P) ]

= 133(2.58) + (0.01)2

x (1-0.50)

133(0.01) + (2.58)2

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


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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.

Sampling Design and Technique

This research study focuses on the Impact of Modern Technology on the

Academic Performance of one hundred (100) selected BSBA student in Tomas Del

Rosario College, and according to the researcher purpose and convenience. This study

uses the nonscientific or nonprobability purposive convenience sampling technique. More

over the researchers selected the one hundred (100) BSBA student as the sample due to

good evidence and they are readily available for this study. The researchers recruited the

subjects according to the inclusive criteria of the researchers and sought their cooperation

and support.

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


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students for each year level

Total Population, Sampling Size, Percentage

N=100

BSBA Department Size Frequency Percentage

Year level I

( freshmen)33 22 22%

Year level II( Sophomore)

41 36 36%

Year level III

( Junior)21 13 13%

Year level IV

( Senior)37 29 29%

TOTAL 133 100 100

Research Instrument, fix grammar and parts and subparts

The tool used in the study was a self-made questionnaire. It was comprised of two

main parts and four sub-part. The two main parts, part one is comprised of cognitive

followed by psychomotor then psychosocial and attitude and behavior.

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


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level at Tomas Del Rosario College. The second main part of questionnaire is preferred

modern technology to enhance the academic performance.

Data Gathering Procedure

The researchers will distribute a survey form to each section in order to determine

the users of modern technology and must be accomplished within one week. After the

researchers collected the survey forms, a list of the respondents which are modern

technology users will be organized then copies of the main questionnaire will be

produced. The copies of the main questionnaire will depend on the number of the

respondents. However, extra copies will be reproduced if some respondents loss their

questionnaires. The respondents will be given two to three days allowance to answer the

main questionnaire. An officer of each section will be selected to distribute and collect

the questionnaires. Once the deadline of the questionnaires arrived, the researchers will

coordinate with the officers to retrieve all the questionnaires completely. The

questionnaires gathered will contain all the needed data for the study and it will be

organized, summarized, analyzed, and interpreted.

Statistical Treatment of Data add ranking, weighted mean

The researchers used the following formulas to analyze the results of the survey:

Frequency is the number, proportion, or percentage of items in a particular category in a

set of data, while percentage is the proportion or share in relation to a whole. This

technique is used to determine the percentage of our respondents out of total population

in terms of frequency of using Modern Technology.

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


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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, isthe 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

Validity and Reliability of the Instrument add the computations


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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.

The formula is as follows: ADD THE FORMULA/ COMPUTATIONS/

SOLVING/ RESULTS

rs = 1 - 6!D2

N3 N

Where:

rs = Spearman rho

!D2 = Sum of squared difference between ranks

N = Number of cases

r2 =1_ 6

N3 -

N

= 1 6 (391.5)


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( 3.58)3-3.14

= 1 2349

( 45.88) 3.14

= 1 2349

42.74

= 1 54.9602246

= -53.96

ADD COMPUTATION ON THE TRANSMITAL AT APPENDICES

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


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SPEARMAN RHO

DATA DATA 2 R1 R2 D D2

228 3.42 10.5 8 2.5 6.252.64 3.50 12 5 7 49

2.88 3.35 10.5 10 0.5 0.25

3.50 3.53 5 2 3 9

2.97 3.50 9 5 4 16

3.37 3.50 7 5 2 4

3.50 3.53 5 2 3 9

3.10 3.20 8 12 -4 16

3.50 3.35 5 10 -5 25

3.72 3.35 1 10 -9 81

3.53 3.44 3 7 -4 163.42 3.53 6 2 4 16

3.58 3.14 2 14 -12 144

Total 391.5

INTERPRETATION

Data Gathering Procedure

The researchers wrote a letter to the registrars office to find out how many students are

currently enrolled at Tomas del Rosario College in the BSBA course. We were informed

that there are 133 students enrolled in all year levels. The total population of this study is

133 students (33) seniors (42) junior (21) sophomores ( 37) freshmen. 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 15were utilized for the test and retest for the validity and reliability of the research

instrument. MAKE SURE THE NUMBERS ARE THE SAME AS THE TABLE

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


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(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%.

This study uses the nonscientific or nonprobability purposive convenience

sampling technique in order toREASON FOR USING THE PROPOSED SAMPLING

METHOD. The remaining students were used to find out the validity and reliability of the

questionnaire. The research study focusses on the Impact of Modern technology to the

academic performance of one hundred (100) selected BSBA student in Tomas Del

Rosario College, and according to the researcher purpose and convenience.

The data for this research was collected using a survey questionnaire. The survey

was created using suitable questions modified from related research and individual

questions formed by the researchers. The survey is divided into two parts. The first part is

comprised of four categories: Cognitive, Psychomotor, Psychosocial and Attitude/

Behavior. In the questionnaire BREAK DOWN OF THE PARTS AND SUBPARTS

Likert Scale was used to determine the level of ADD HOW THE LIKERT SCALE WAS

USED

Data Processing Method

Once the questionnaire was refined, the researchers asked permission from the

dean and chair of BSBA in order to conduct the research. It was explained to the chair

that the researchers planned to survey the BSBA students in all year levels to conduct

research on how modern technology impacts the academic performance of the students.Once permission was granted from the chair, the questionnaire was distributed.When?

Include dates. Distributed and collected. Explain the direction , (step by step)These were

distributed to the BSBA students in all year levels at Tomas del Rosario College. The

researchers found out the BSBA students course schedule and we sought them out during

the class. We asked permission from their perspective professors if we could distribute


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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. Percentage identified number of respondents

P = f/n x 100

Where:

P =precentage

f = frequency of responses

n = total number of respondents


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INDICATORS N PERCENTAGEINTERPRETATI

ON

I. Cognitive

1. Grades 30 23% Good

2. Attention Span 32 24% Good

3.Time

Management35 26% Good

4. Handle

Distraction38 29% Very Good

5. Decision Making 32 24% Good

6. Increase Memory 32 24% Good

7. Follow

Instruction38 29% Very Good

8. Enhance

Understanding40 30% Good

9. Improve Critical

Thinking35 26% Good

10. Display

Retentiveness 35 26% Good

11. Access more

information updates36 27% Good

12. Can

immediately recall

past event/lesson

38 29% Very Good

13. Ability to recall

long term memory37 28% Good

II. Psychomotor

1. Flexibility 29 22% Good

2. Reflexes 28 21% Good


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3. Skills in

manipulating

technology

29 22% Good

4. Needsstimulation

32 24% Good

5. Receptive to

Information27 20% Very Good

6. Able to apply

learned lessons to

real life situation

41 30% Good

7. Able to move

smoothly with

coordination

32 24% Good

8. Musculosketal

coordination33 25% Good

III. Psychosocial

1. Adjust people

easily32 24% Good

2. Adjust roenviroment change

34 26% Very Good

3. Interpersonal

relationship38 29% Very Good

4. Interactive/

participative30 23% Good

5. Overcome

shyness and

loneliness

31 23% Very Good

6. Overcome

dependency to

technology

43 32% Very Good

7. Able to express

self easily41 30% Very Good

IV. Attitude /

Behavior


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1. Attention Span 38 29% Very Good

2. Resistance to

implusiveness43 32% Very Good

3. Can hold temper 40 30% Good

4. Coping

mechanism38 29% Very Good

5. Mood swing

management35 26% Good

6. Handle

Depression28 21% Good

7. Displaying

confidence33 25% Good

8. Can Handle

Boredom35 26% Good

1. Chi-Square Test- often used to determine whether there is a goodness of fit. It is

alsoused to test the association of categorical data and to test the hypothesis of

independence of two variables of classification. Lastly, the chi-square is also used

to test the homogeneity.

(0iEi)2

X2

= Ei

Where:

Oi= observed frequency in the ith

category

Ei= expected frequency in the ith

category


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Ox E O - E (O - E)2 (O- E)

2

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

Justification of the Study

The formula for the computation of percentage distribution is

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.

One-way Analysis of Variance- is a method for dividing the variation observed in

experimental data into different parts; each part assignable to a known source, cause or

factor (Ferguson, 1976).


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A t-testis any statistical hypothesis testin which the test statisticfollows a Student's t

distribution, if the null hypothesisis supported. It is most commonly applied when the

test statistic would follow a normal distributionif the value of a scaling term in the teststatistic 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.

STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology
http://en.wikipedia.org/wiki/Student's_t-distributionhttp://en.wikipedia.org/wiki/Student's_t-distributionhttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Normal_distributionhttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Student's_t-distributionhttp://en.wikipedia.org/wiki/Student's_t-distributionhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/Statistical_hypothesis_testing


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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?

3. What is the mean differences between cognition, psychomotor, psychosocial, attitude/

behavior?

4. Is there any significant impact in using modern technology in the academic

performance of student in BSBA

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 cognitivefunction. The impact of modern technology was rated based on the students self-

perceived level of awareness in grades, attention span, time management, handle

distraction, decision making, increase memory, follow instruction, enhance

understanding, improve critical thinking, display retentiveness, access more information

updates, can immediately recall past event/lesson and the ability to recall long term


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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.

INTERPRETATION OF THE RANKING EACH ONE, RATIONALE

Table 1. The impact of modern technology to BSBA students of Tomas Del Rosario

College in all year levels in terms of Cognitive

Indicators WM Rank Interpretation

I. Cognitive

1. Grades 3.42 4 Good

2. Attention Span 3.50 6 Good

3 . T i m e

Management3.35 3 Good

4 . H a n d l e

Distraction3.53 7 Very Good

5. Decision Making 3.50 6 Good

6. Increase Memory 3.50 6 Good

7 . F o l l o w

Instruction3.53 7 Very Good

8 . E n h a n c e

Understanding3.20 2 Good

9. Improve Critical

Thinking3.35 3 Good


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1 0 . D i sp l a y

Retentiveness3.35 3 Good

11. Access more

information updates

3.44 5 Good

1 2 . C a n

immediately recall

past event/lesson3.53

7

Very Good

13. Ability to recall

long term memory3.14 1 Good

Average Weighted

Mean3.41 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.


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College in all year levels in terms of Psychomotor.

Indicators WM Rank Interpretation

II. Psychomotor

1. Flexibility 2.88 2 Good

2. Reflexes 2.64 1 Good

3. Skills in

m a n i p u l a t i n g

technology

2.88 2 Good

4 . N e e d s

stimulation3.50 6 Very Good

5. Receptive to

Information2.97 3 Good

6. Able to apply

learned lessons to

real life situation

3.37 5 Good

7. Able to move

smoothly with

coordination

3.50 6 Very Good

8. Musculosketal

coordination

3.10 4 Good

Average Weighted

Mean3.11 Good

Overall, the impact of modern technology on BSBA students of Tomas Del

Rosario College in all year levels in terms of psychomotor as perceived by themselves

gained a Good result with an overall weighted mean of 3.11. Among each other


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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.


College in all year levels in terms of Psychosocial

Indicator WM Rank Interpretation

III. Psychosocial

1. Adjust people

easily 3.50 6 Good

2. Adjust to

enviroment change3.72 2 Very Good

3. Interpersonal

relationship3.53 5 Very Good

4. Interactive/

participative3.42 7 Good

5. Overcome

s h y n e s s a n d

loneliness

3.58 4 Very Good


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6 . Overcome

dependency to

technology

3.67 3 Very Good

7. Able to expressself easily

4.18 1 Very Good

Average Weighte

Mean3.66 Very Good

The table 3 reveals that item number 1 ranked first with an

average weighted mean of 4.18 and interpreted as Very Good which means that the

students were able to express self easily. And the least ranked was the Interactive/

participative with an average weighted mean of 3.42

In terms of Attitude / Behavior

Table 4 shows the data on the extent of how the respondents ranked in terms of

attitude / behavior based on their personal experience. The criteria in obtaining the

respondents level of self perception are the following: attention span, resistance to

impulsiveness, can hold temper, coping mechanism, mood seing management, handle

depression, displaying confidence and can handle boredom.


College in all year levels in terms of Attitude / Behavior

Indicator WM Rank Interpretation

IV. Attitude /

Behavior

1. Attention Span 3.53 3 Very Good


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2. Resistance to

implusiveness3.67 1 Very Good

3. Can hold temper 3.37 4 Good

4 . C o p i n gmechanism

3.58 2 Very Good

5. Mood swing

management3.35 6 Good

6 . H a n d l e

Depression2.64 8 Good

7. Displaying

confidence3.37 5 Good

8. Can Handle

Boredom3.35 7 Good

Average Weighted

Mean3.36 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 Total Weighted Mean

Cognitive 3.41

Psychomotor 3.105

Psychosocial 3.66

Attitude/ Behavior 3.36

Total 113.54

113.54 = 3.38

4


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Table 5. The perfered Modern Technology used by BSBA students at Tomas del

Rosario College. Ranked in their preferred order.

Indicator Rank

Overhead Projector 6

Power Point Presentation 5

Computer / Laptop 1

Tablet 2

Leap Motion 20

Papertab 12

Chromebooks 11

Celly 4

Cellphone 3

Flashnotes 7

Lore 9

Study Blue 10

Donors Choice 19

Snagit, Jing, Camtasia 13

Flipped Classroom 8

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


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Presentation and Overhead Projector. Despite having a variety of modern technology to

use, BSBA students still prefer traditional technology over newer forms.

CHAPTER V

Summary of Findings, Conclusion and Recommendation

This chapter presents summary of findings; the conclusions made and the

recommendations offered.

Summary of Findings SUMMARIZE THE INTERPRETIONS


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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 importanceof 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 checklist-

questionnaire method in order to reveal the relationship of the variables.

The special problem was conducted to determine the impact of modern

technology on the academic performance of BSBA students of Tomas Del Rosario

College in all year levels School Year 2015-2016. It aims to find out the appropriate

answers to the following questions, the impact of modern technology on the academicperformance in terms of Cognition, Psychomotor, Psychosocial, and Attitude / Behavior.

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


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Academic Performance in terms of cognition, psychomotor, psychosocial and attitude /

behavior of one the one hundred (100) selected BSBA in all year level at Tomas del

Rosario College.

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


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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.

Recommendation WHAT TO RECOMMEND TO THE SUBECTS:

STUDENTS, TEACHERS, ETC. HOWEVER MANY SUBJECTS THATS HOW

MANY RECOMMENDATIONS BASED ON RESULTS, RESEARCH ON THE

INTERNET

Based on the conclusions made, the following recommendations are given: that

more concentrated research on the impact of modern technology on the academic

performance on students be made by future researchers to determine a focused result on

the relationship. Teachers and instructors utilize modern technology in order to benefit the

learning experience of their students, and that students take advantage of the modern


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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 avariety 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


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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

Weathersbee, Julia Catherine, "Impact of Technology Integration on Academic

Performance of Texas School Children" (2008). Applied Research Projects, Texas State

University-San Marcos. Paper 272. http://ecommons.txstate.edu/arp/272

Walid Lemagni, The effects of Technology on Academic Performance (https://

prezi.com/mds2drg7fdeb/the-effects-of-technology-on-academic-performance/)

Psychologist Paul A. Kirschnera and Aryn C. Karpinskib of Ohio State University,

Centre for Learning Sciences and Technologies at University of

Netherlands,www.msnbc.msn.com,(http://www.msnbc.msn.com/id/39038581/ns/
http://www.msnbc.msn.com/id/39038581/ns/technology_and_science%20tech_and_gadgets/http://www.stanford-reseach/


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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

Achievement in the 21st

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

Hubbard, L. 200. Technology-based math curriculums, custom build for todays

Classroom, Technology Horizons in Education Journal, 28(3)

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.
http://www.ecommons.txstate.edu/arp/19http://www.ceoforum.org/http://www.ceoforum.org/http://www.tonyocruz.com/http://www.msnbc.msn.com/id/39038581/ns/technology_and_science%20tech_and_gadgets/


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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.

The undersigned would like to request to accomplish the questionnaire as truthful

as you can and answer all items. The researchers assure that your response must be kept

confidential.

The researchers may request that the accomplished questionnaire be returned at

the moment youre finished with the items.

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:


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The effect

of modern

technology

to theAcademic

performanc

e in terms

of:

Excellent

Very Good

Good Poor

Needs

Improveme

nt

I. Cognitive

1. Grades

2.

Attention

Span

3. Time

Managemen

t

4. Handle

Distraction

5 .

D e c i s i o n

M a k i n g

The effect

of modern

technology

t o t h eAcademic

performanc

e in terms

of:

Excellent Very Good Good Poor

Needs

Improveme

nt

7/24/2019 Final reser

Final reserach about technology

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