TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF.docx

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TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF BSBA STUDENTS 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 to the ever loving God Almighty for the provision, wisdom, strength and guidance we needed to make this study successful. There’s nothing too difficult for Him to do as we put our trust on Him. We extend our sincerest gratitude to Mrs. Teresa Dela Torre, our thesis adviser, for her tireless commitment to us. She not only encouraged us with words but her dedication and commitment in helping us complete this thesis in a timely and efficient manner. The project provided us with an opportunity to understand the fundamentals of research methods in a better manner and apply them in everyday life. The insistence on taking up a socially relevant topic like the use of social networking sites helped us to understand the psychology and education of the people using these sites better and correlate the research to human behavioral and mental aspects. We also would like to thank our respondents for giving us their valuable time and providing us with the information needed to carry out the research successfully. We also would like to thank our classmates and friends for being willing to serve on our commission and extending their advice for improvement. Finally, we would like to thank our families for their constant support, guidance and motivation, who helped us immensely in completing this project and for instilling in us a strong work ethic and belief that we can accomplish anything we put our minds to.

THE RESEARCHERS

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TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF BSBA STUDENTS 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 Studies……………………………………………………………25 Review of Local literature.....................................................................................27 Justification of the Study………………………………………………………………28 CHAPTER III

Methodology

Research Design…………………………………………………………………….29 Determination of Sample Size………………………………………………………30 Sampling Design and Technique……………………………………………………31 The Research Instrument……………………………………………………………..32 Validation of the Research Instrument………………………………………………33 Data Gathering Procedure……………………………………………………………34 Data Processing Method……………………………………………………………..36 Statistical Treatment…………………………………………………………………..37

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CHAPTER IV

Results, Analysis and Interpretation

Results…………………………………………………….…38 Analysis……………………………………………….……..39 Interpretaion…………………………………………………40 CHAPTER V

Summary of Findings, Conclusions and Recommendations

Summary of Findings……………………………………….42 Conclusions………………………………………………….44 Recommendations………………………………………….50 CHAPTER VI

Bibliography

Bibliography………………………………………………….56 CHAPTER VII

Appendix

Permission Letter…………………………………………..58 Questionnaire……………………………………………….60 CHAPTER VIII

Curriculum Vitae

Curriculum Vitae…………………………………………….61

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CHAPTER I THE PROBLEM AND ITS SETTINGS

Introduction The rapid development of modern technology that has been observed over the past years has potential positive outcomes and concerns regarding the way students are engaging with it and how it is making an impact on their learning and academic performance. The world today is witnessing rapid acceleration in all areas of science and knowledge, and a scientific explosion leading to more technological developments and a new era known as the information age. The educational systems must respond to these events and try to develop principles and standards for selecting teaching methods to renew education and establish a modern educational environment and an educational system that is compatible with these changes. In addition, the educational system must be able to develop the learners abilities, knowledge and skills. 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 and continous interaction. Teaching with the use of modern technology also creates the

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opportunity for students to choose the appropriate method besides the presentation of multiple learning methods in a short time through drawings, interaction during learning, playing videos and browing the internet website to explain various concepts. Modern education has entered education and leanring to be used in several areas, such as selflearning through programmed learning of curricula and methodological educational activities, conducting artistic works, coordinating the administrative work in educational institutions, and overcoming the routine works that were time and effort consuming. Technology is one of the latest phenomenons that make the whole wide world cling to it. It has brought about changes in terms of communication. It also creates positive and negative impact in the lifestyle of billions of people but most particularly to the younger generation. Technology helps develop both intrapersonal and interpersonal aspect of an individual. It unlocks the curiosity of an individual on what is life and what is it all about. It may aid people in their academic life just like how it supports a firm and a country in its economical, political, societal and spiritual aspects. On the other hand, it still inculcates negative effects that have been wide-spreading throughout the world. Considering the awaiting destruction in the diverse facets of life of an individual, in his community and even this country. Be more coherent for next This study will be conducted Tomas Del Rosario College Department where we selected students from all levels of BSBA to pre-determine the perceive effects of the impact of technology on the academic performance of students. Modern technology has advantages and disadvantages in Education and its impact on the academic performance of students. Technology in education plays an important role in improving the educational skills and knowledge of students. This is very important especially those who need to improve their knowledge in order for them to achieve a successful life in the future. Technology in education is manifested through the use of computers, overhead projectors, laptops and other prefered modern technology that the professor wants to use. This is also a great help for teachers since they can already anhance their teaching skills and strategies every time they are facing their class. Modern technology is essential for both students and the teacher but there are some instances wherein

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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 studying through the use of modern technology. This is important in order to arouse students interest in studying. Modern technology also has its disadvantages. Students who rely heavily on using modern technology can become lazy in their studying habits. Computers make it easy to find answers that students barely have to look for them. This may result in students having poor study habits and developing a lazy attitude toward their education. Students may also forget the basic way of studying. Students would no longer rely on the books for their courses since finding answers on the internet is easier to do. Allowing students to surf the internet doesn’t 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.

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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 teachercentered 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.

4.

Flashnotes- allows students to upload their lecture notes and sell them to other students who need more help or resources. The rating system allows the best note takers to get more business and the general pool of knowledge expands as students continue to share their work with on another

5.

Lore- this

social

network

allows

professors

and

students

to

communicate, follow one another, and discuss class work and lectures. It allows document uploads, calendar sharing and a grade book option. 6.

Study Blue- an app that allows students to organize their coursework, store notes and flashcards, and share their materials with other students.

7.

LEAP Motion- developed hardware that allows anyone to write, draw, zoom, play and ineract with their computer screen using a finger, fingers, or entire hand. By moving your hand over the device, the mouse follows your movements.

8.

Papertab- paper is an important part of school life

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9.

Chromebooks- Google’s 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 the room. Celly is a text messaging network that allows anyone to create a network anywhere. Students can share an event in the classroom or on a field trip using smartphones.

11.

Flipped Classroom- this teaching model is using technology to change the way instructors teach. Rather than spending the class time lecturing the students, the lectures are delivered to the students in video format for them to watch at home. The classroom time is set aside for 1 on 1 help, discussion, and interaction based on the lecture homework.

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Snagit, Jing, Camtasia- screen capture vieo software programs are making it easy for instructors to give online tutorials.

13.

LessonCast- teachers need help and support with their lesson plans just as much as students need help with studying for exams. It allows teachers to submit 2 minute lesson plan strategies, ideas, and resources using video, documents, Powerpoint, etc. and share it with other instructors.

14.

Kid Blog- designed specifically for younger students, provides safe opportunity for children to start up their own blog connected to the classroom.

15.

Glogster EDU- allows students to collage pictures, text, video, and custom graphics to create a visually appealing presentation for their latest project.

16.

Donors Choice- teachers create projects they hope to accomplosh with their students, they then share it across social media and if a teacher has created the project pitch well, it gets the attention and money it needs

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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 student’s activity and uses the information to give the student the best personalized resources based on their level of performance.

The researchers chose to study modern technology and its impact on the academic performance of students since we are students ourselves and we use modern technology

often

in

our

studies.

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 at Tomas Del Rosario College. 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?

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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 at Tomas Del Rosario College. 2. There is no significant mean difference between cognition, psychomotor, attitude, psychosocial of the one hundred (100) BSBA students at Tomas Del Rosario College.

Theoretical Framework (all cognitive theories first, aside from cognitive aspect, psychomotor—what theories used, connect the theories) The following theory which was utilized by the researchers in this study includes: There are several various and complementary epistemological theories that could provide suitable lenses through which to view the impact of modern technology on the academic performance of students and provide some structure to this investigation. Among them are constructionism, constructivism, and activity theory. Each will be examined briefly in this section, with the theory selected for use receiving a more thorough explication:

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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 contructivism’s 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 it’s a sand castle on the beach or a theory of the universe. (1991, p.1) Papert’s constuctionist theory is also complementary to Dewey’s (1916) constructivist philosophy that one must harness a student’s 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 Papert’s “v” word (1991, p. 1) – refers to a process of learning through which the learner applies prior experience(s) and knowledge to new events to develop new understandings. Constructivists cast the student in the role of active participant rather than passive recipient, believing that it is only the learner who creates knowledge. The learner accesses his current understanding to imbue new situations with meaning (Lambert, Walker, Zimmerman, Cooper, Lambert, Gardner, & Szabo,1995). As a philosophy of learning, constructivism can be traced to the 18th-century work of Italian philosopher Giambattista Vico, who believed that humans can understand only what they have themselves constructed. A number of others worked with his ideas, but

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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 beyond her developmental level. For the most part, Piaget also favored self-initiated discovery over social learning. IV. On the other hand, John Dewey also made the theory of Dewey is remembered as a relentless reformer of public education who argued that it was too prescriptive, too tied to tradition, and too unconcerned with understanding how children really learn (1916, 1938). It was his position that education should be an exchange – a dialogue between and among students and teachers – rather than a oneway transmission that renders students impassive recipients. Thus, education depended on active participation for Dewey as well, but for him the action was more

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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. Vygotsky’s 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, Vygotsky’s 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 by Piaget and Dewey’s 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,

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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. Vygotsky’s 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 of intellectual 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 Vygotsky’s activity theory the most suitable choice. Activity theory’s 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 at Tomas del Rosario College

Independent Variables Technology    

Computer Tablet Laptop Cellphone, etc.

Intervening Variables Availability of modern technology Number of hours using modern technology Study habits Attitude Skills

The impact of modern technology could increase or decrease in the academic performance of BSBA students

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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 of 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 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. Modern Technology can be used in schools often and include settings and features that enhance accessibility. Increasing awareness of available accessibility features and providing teacher training will help many students without requiring schools to acquire new technology.

Faculty Teachers

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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. Teacher training and support is critical. For teachers to be able to help students personalize their academic performance they must have the necessasry knowledge, skills, and resources. Accessbi 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 able to guide and mentor their children in their academic performance and in their social facets. User

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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.

Scope and Delimitation

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The study’s 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.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 don’t 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 Is the improved product of the application of science. it may be the same with the technologies before but it was design to make works more easier. Traditional Technology Impact Have a strong effect on someone or something. 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

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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.

Psychosocial Involving both psychological and social aspects; for example, age, education, marital and related aspects of a person's history Attititude Manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or orientation, especially of the mind Behavior The aggregate of responses to internal and external stimuli, he action or reaction of any material under given circumstances BSBA students Students currently enrolled at Tomas del Rosario College studying the course of BSBA Tomas del Rosario College Is the institution / College were the survey was held at Capitol Drive, Balanga City, Bataan

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents different studies made by the other researchers including articles and other reading materials. These may be similar or closely related with this study. Furthermore the literature contributed additional information, ideas and data.

Related Literature add 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

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study 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 five schools 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 to supplement 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 Studies books 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 Studies thoughts, 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 today’s 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

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equation out in pencil and waiting for a response from the teacher. A high school in 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 taking advantage 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 the impact of technology on academic success and showed favorable results. The school took advantage of a program called NETSchools and received funding from the E-rate program. NETSchools provided every student and teacher with a laptop. Once ports were installed, all the students and teachers connected to a Local Area Network. The results were astonishing. The desire to learn increased and students who had previously been disinterested in school became more active participants. After only six months, eighty percent of the students were accessing the Internet daily to gain supplemental instruction. In the past, their only source of information had been from the school library which contained out of date texts. “Over the course of that first year the 144 students at Hundred High scored higher and ranked above the national mean in

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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), 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 studies examine 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 Literature policies, 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

27

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 House of Representatives, House Bill no. 2473 AN ACT PROHIBITING THE ENTRY OF MINORS IN INTERNET CAFES OR COMPUTER

RENTAL

SHOPS/COMPUTER

PROVIDING

PENALTIES

FOR

VIOLATION

GAMING

SHOPS

THEREOF

AND

OR FOR

CENTER. OTHER

PURPOSES. SECTION 1 SHORT TITLE. This act shall also be known as the INTERNET AND VIDEO-GAMING BAN MINORS OF 2010 SECTION 2 POLICY It is the policy of the State, consistent with the constitution to promote and general welfare, to safeguard the interest of the in and out of school youth and the entire young populace. For this purpose, the government shall institute a balanced policy whereby the use of technology such as internet cafes, videogame shop and the likes, be regulated in order to promote education and preserve the culture of Filipinos and at the same time ensure that the interest of businesses and stakeholders are not aversely compromised. SECTION 3. PURPOSE It is the main thrust of this Act to: a. Prevent minors especially the srudents from hanging out at some Internet cafes and videogame shops/centers and other related establishments thereby promoting the sphere of education;

28

b. Prevent the youth from excessively playing videogames thereby shielding them from becoming a video game addict which causes the commission of a crime by reason of desperation for money to fedd their habit; c. Protect the minor from being the object of sexual exploitation by pedophiles, foreign or local;

SECTION 5. PROHIBITED ACTS The computer owner/proprietir/manager/attendant of internet cafes or computer rental shops/ computer gaming shops or centers shall be strictly prohibited from admitting or allowing minors, during school hours and school days to: (a) Enter into a such establishements, (b) Use the computer facilities in such establishments.

It shall not be defense for the owner, proprietor, manager, partner and attendant that he/she did not know or was not aware of the real age of the minor. Neither shall it be a defense yhat he /she did not know nor had any reason to believe that the minor is the one using the computer in an instance accompanied by an adult. If said establishments is owned by a partnership or corporation, the managing partner, or the president of the corporation shall be jointly held criminally liable as conspirator with the person admitting ot allowing such minor.

29

Chapter III METHODOLOGY This chapter contains research design, determination of sample size, sampling design and technique, the subject, the research instrument, validation of research instrument, data gathering procedure, data processing method, and statistical treatment.

Research Design This study used descriptive survey design. Since this design suited to the researcher research problem “The Impact of Modern Technology to the BSBA student in Tomas Del Rosario College. Wherein the subject varies among themselves, and this determined the extent to which different condition and situation are taken with in the subject. In addition, descriptive survey design is practical in obtaining the values of facts and focuses attention on the most important phenomena of being reported in this study. It is also necessary to discover the psychological and social aspect of research by way of application or implementation of facts, to recognize between facts or influences.

30

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: 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)2 x (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)

31

= 343.14+ 0.0001 x 0.50 1.33+ 6.6564 x 0.50(0.50) = 343.14 + 0.00005 1.33 +1.6641 = 343.14005 2.9941 = 114.605407 OR 115

Hence, the total sample size is one hundred fifteen (115) out of total population of one hundred thirty three (133) after computing the sample size. The researcher delimit the sample size to be included in research one hundred (100). The fifteen (15) of sample size was used in test and retest method to determine the validity and reliability.

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

32

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 students for each year level

Total Population, Sampling Size, Percentage N=100 BSBA Department

Frequency

Percentage

Year level I ( freshmen)

22

22%

Year level II ( Sophomore)

36

36%

Research

Year level III ( Junior)

13

13%

Instrument, fix

Year level IV ( Senior)

29

29%

grammar and

TOTAL

100

100%

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.

33

It is a five-point Likert scale that was (5) - excellent, (4) – very good, (3) – good, (2) – poor, (1) – needs improvement. Cognitive consist of 13 questions, psychomotor consist of 8 questions, while the psychosocial consists of 7 questions and lastly the attitude/behavior consists of 8 questions in which respondent rate, in which respondents rate, the impact of modern technology in the academic performance of BSBA student in all year level at Tomas Del Rosario College. The second main part of questionnaire is preferred modern technology to enhance the academic performance.

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

34

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 percentage is:

f P = ------- x 100 % N

Where:

P is percentage f is number of respondents falling under a particular category N is total number of population

The mean, or average, is the sum of the values divided by the total number of values. This determined the average result of the data gathered from different respondents.

Where: Represents the sample mean N represents the total number of respondents X represents the frequency

35

Validity and Reliability of the Instrument add the computations 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 - 6ΣD2 N3 – N Where: rs = Spearman rho ΣD2 = Sum of squared difference between ranks N = Number of cases

36

r2 =1_ 6∑D2 N3 - N = 1 – 6 (391.5) ( 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. DATA

DATA 2

R1

R2

D

D2

228

3.42

10.5

8

2.5

6.25

2.64

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

37

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

16

3.42

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 15 were 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 (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 to REASON FOR USING THE PROPOSED SAMPLING

38

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 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 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 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

39

assessment with regards to the effect of modern technology to enhance academic performance by the BSBA students of Tomas del Rosario College, academic year 20152016. The responses were analyzed with the subjects considered whole, only differentiating them by their year level.

40

Statistical Treatment Upon the completion of the questionnaire retrieved the researchers analyzed, organized and interpreted data in the study. The researchers used statistical tools for treatment of data like chi-square, percentage, ranking and weighted mean, in “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 tools used in the study.

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. Solution: (0i –Ei)2 X2= Ei

Where: Oi= observed frequency in the ith category Ei= expected frequency in the ith category

41

2. Percentage and Ranking.

To get the percentage of the profile, the total

frequency is divided by the number of cases multiplied by 100. (Calmorin, L.,2001). Solution: P=f N

Where: P = percentage f = frequency N = total number of respondents

3. Weighted Mean (WM). The weighted mean is obtained by multiplying the number of responses by the given weight and dividing results by the total number of respondents (Calmorin.L.,2001). Solution: WM = fx N

Where: WM = weighted mean fx = summation of weighted frequencies N = total number of respondents

42

Justification of the Study The formula for the computation of percentage distribution is f x 100 N where : %  percentage f  frequency %

N  total number of respondent s

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. x

  f  w n

where : x  the weighted mean f  frequency n  total number of cases

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). F

MSB MSW

where : MSB  Mean Square Between MSW  Mean Square Within

A t-test is any statistical hypothesis test in which the test statistic follows a Student's t distribution, if the null hypothesis is supported. It is most commonly applied when the test statistic would follow a normal distribution if the value of a scaling term in the test statistic were known. When the scaling term is unknown and is replaced by an estimate based on the data, the test statistic (under certain conditions) follows a Student's distribution.

43

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 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

44

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 “cognitive” function. The impact of modern technology was rated based on the student’s selfperceived 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 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.

45

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

1. Grades

3.42

4

Good

2. Attention Span

3.50

6

Good

3. Time Management

3.35

3

Good

4. Handle Distraction

3.53

7

Very Good

5. Decision Making

3.50

6

Good

6. Increase Memory

3.50

6

Good

7. Follow Instruction

3.53

7

Very Good

8. Enhance Understanding

3.20

2

Good

9. Improve Critical Thinking

3.35

3

Good

10. Display Retentiveness

3.35

3

Good

11.

3.44

5

Good

I. Cognitive

Access

more

information

updates 12. Can immediately recall past event/lesson 13. Ability to recall long term

7 3.53 3.14

Very Good 1

Good

memory Average Weighted Mean

3.41

Good

46

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 student’s responses ranked the highest to lowest weighted mean together with the interpretation.

The criteria in

obtaining the students level of perception in terms of psychomotor were based on their personal awareness / experience with the use of modern technology.

Table 2. The impact of modern technology to BSBA students of Tomas Del Rosario College in all year levels in terms of Psychomotor.

Indicators

WM

Rank

Interpretation

1. Flexibility

2.88

2

Good

2. Reflexes

2.64

1

Good

3. Skills in manipulating technology

2.88

2

Good

4. Needs stimulation

3.50

6

Very Good

II. Psychomotor

47

5. Receptive to Information

2.97

3

Good

6. Able to apply learned lessons to

3.37

5

Good

3.50

6

Very Good

8. Musculosketal coordination

3.10

4

Good

Average Weighted Mean

3.11

real life situation 7. Able to move smoothly with coordination

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 situational statements or items given, the item “Needs Stimulation” and “ Able to move smoothly with coordination” got the highest rank with an average weighted mean of 3.50. While the item “Reflexes” got the lowest rank with an average of 2.64.

In terms of Psychosocial Table 3 shows the data on the extent of how the respondents ranked in terms of Psychosocial based on their personal experience. The criteria in obtaining the respondents level of self perception are the following: adjust to people easily, adjust to environment change, interpersonal relationship, interactive/partcipative, overcome shyness and loneliness, overcome dependency to technology, and able to express self easily. Table 3. The impact of modern technology to BSBA students of Tomas Del Rosario College in all year levels in terms of Psychosocial

Indicator III. Psychosocial 1. Adjust people easily 2. Adjust to enviroment change

WM

Rank

Interpretation

3.50 3.72

6 2

Good Very Good

48

3. Interpersonal relationship 4. Interactive/participative 5. Overcome shyness and loneliness 6. Overcome dependency to

3.53 3.42 3.58 3.67

5 7 4 3

Very Good Good Very Good Very Good

technology 7. Able to express self easily Average Weighte Mean

4.18 3.66

1

Very Good 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.

Table 4. The impact of modern technology to BSBA students of Tomas Del Rosario College in all year levels in terms of Attitude / Behavior

Indicator IV. Attitude / Behavior 1. Attention Span 2. Resistance to implusiveness 3. Can hold temper 4. Coping mechanism 5. Mood swing management 6. Handle Depression 7. Displaying confidence 8. Can Handle Boredom

WM

Rank

Interpretation

3.53 3.67 3.37 3.58 3.35 2.64 3.37 3.35

3 1 4 2 6 8 5 7

Very Good Very Good Good Very Good Good Good Good Good

49

Average Weighted Mean

3.36

Good

Looking closely at the table 4 per item, it was observed that the “resistance to impulsiveness” has the highest average weighted meanamong the the eight items and interpreted as “Good” followed by the item “coping mechanism” with an average mean of 3.58. And the lowest rating belongs to “handle depression” with an average weighted mean of 2.64.

Table 5. The perfered Modern Technology used by BSBA students at Tomas del Rosario College. Ranked in their preferred order. Indicator 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

Rank 6 5 1 2 20 12 11 4 3 7 9 10 19 13 8 16 14 15 17 18

Based on the BSBA students ranking, it was determined that their most preferred modern technology to use is Computer/Laptop, Tablet, Cellphone, Powerpoint

50

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

51

The purpose of this study is to examine the impact modern technology integration has on the academic performance of BSBA students at Tomas del Rosario College. The first chapter provides an introduction of the topic and explains the importance of the research. The second chapter discusses recent literature concerning the integration of modern technology into education. The literature revealed that, when technology was integrated into daily classroom activities, academic performance increased in the core subject areas of reading, mathematics, and science. The conceptual framework and hypotheses were presented in this chapter and were supported through direct links to the literature. Chapter three articulated the methodology used in conducting this research. This chapter outlines how the data was obtained and the study developed. Chapter four presents the results of the multiple r analysis. The results were analyzed and discussed in text format and through the use of tables, computations and ranking. After analyzing the result, each hypothesis was either supported or not supported, along with possible reasons explaining the outcome.

This study was conducted in Tomas Del Rosario College Balanga City, Bataan with a total of one hundred thirty three (133) respondents of BSBA students in all year levels. Descriptive method was used in this study. The researcher used a checklistquestionnaire method in order to reveal the relationship of the variables.

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 academic performance 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

52

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 students, provide outstanding methods for presenting the lecture materials, and

53

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

54

Students Education can be transformed for students with the inclusion of modern technology in the classroom. Modern technology can enhance

Faculty Teachers Consider student’s accessibility to modern technology to enhance curriculum development. And, create special teaching materials that are accessible to those students without modern devices. Support teachers with training, curriculum resources, and accessibility contacts. Teacher training and support is critical. For teachers to be able to help students in their academic performance with the help of modern technology, teachers must first have the necessary knowledge, skills, and resources themselves.

School It is important to use technology in schools technology is made to simplify the way we do things, and so both students and teachers can benefit from the integration of technology in schools. Some educational technologies for schools are not expensive, so every school can be in position to own at least one to two kinds of modern technology such as computer and internet access / wifi. Also school administrators will find the modern technologies very important and once integrated in schools; their job will also become easier.

Community To achieve extended education to the students, accessible information and communications technology should be offered by educational authorities and to the

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community to have an accessible modern technology that has the power to enrich education for a population of students

that otherwise would have a difficult time

communicating. Parents Every parent and child is unique, with parents being the ultimate decider of what is best for their family and child. Try to limit modern technology use to 1-hour a day, except it is education related concern. Longer stretches make it difficult to stop the addictive cycle. Also use modern technology to promote learning and creativity through ebooks, educational software (Microsoft word, excel, power point, etc.) and educational website (google, yahoo, scribd, online books)

Future Researchers

CHAPTER VI BIBLIOGRAPHY BASED ON CALMURIN

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Book Angrist, Joshua and Lavy, Victor.2002. New Evidence on Classroom Computers and Pupil Learning, The Economic Journal, 112 (482): 735-765 Attewell, Paul, 2001, Comment: The First and Second Digital Divides, Sociology of Education, 74 Attewell, Paul., Belkis, Suazo-Garcia, and Juan Battle, 2003, Computers and Young Children: Social Benefit or Social Problem, Social Forces, 82 (1): 277-296 Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., and Rhades, V. (2003), ICT and Pedagogy: a review of the research literature, London, BECTA/DFES Babbie, Earl, 2004, The practice of social research, California: Thompson Wadsworth JOURNAL Becker, Jay H, 2000, Who’s Wired and Who’s Not: Children’s 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

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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

Netherlands”,www.msnbc.msn.com, (http://www.msnbc.msn.com/id/39038581/ns/technology_and_science tech_and_gadgets/) Tony Cruz,(2009), “Filipinos Online” , www.tonyocruz.com. CEO Forum on School Technology Readiness.2001. Key Building Blocks for Student 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 today’s 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

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CHAPTER VII APPENDIX B Tomas Del Rosario College City of Balanga, Bataan

Survey Questionnaire

Modern Technology Used and Its Effect on the Academic Performance of BSBA Students in All Levels at Tomas Del Rosario College A.Y 2015-2016.

Dear Respondents,

The fourth year nursing students of Tomas Del Rosario College, presently conducting a study on “Technology and Its Effect on the Academic Performance of BSBA Students in All Levels at Tomas Del Rosario College School Year 20152016”.

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 you’re finished with the items.

59

Thank you very much for your kind support and cooperation.

Direction: Please indicate your answer by putting check on the space provided or filling in the blank with the appropriate information. Part I: The effect of modern technology to the Academic performance in terms of:

Excellent

Very

Good

Poor

Good

Needs Improvement

I. Cognitive 1.

Grades

2.

Attention Span

3.

Time Management

4.

Handle Distraction

5.

Decision Making

The

effect

of

modern

technology to the Academic performance in terms of: 6.

Increase memory

7.

Follow instruction

8.

Enhance understanding

9.

Improve critical thinking

10. Display retentiveness 11. Access more information

Excellent

Very Good

Good

Poor

Needs Improvement

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updates 12.

Can immediately recall

past event/lesson 13. Ability to recall long term memory II. Psychomotor 1.

Flexibility

2.

Reflexes

3.

Skills in manipulating

technology 4.

Needs stimulation

5.

Receptive to information

6.

Able to apply learned

lessons to real life situation 7.

Able to move smoothly

with coordination 8.

Musculoskeletal

coordination III. Psychosocial 1. Adjust people easily 2. Adjust

to

environment

change 3. Interpersonal relationship 4. Interactive/participative 5. Overcome

shyness

loneliness

and

61

The effect of modern

Excellent

technology to the Academic

Very Good

Good

Poor

Needs Improvement

performance in terms of: 6.

Overcome dependency to

technology 7.

Able to express self easily

IV. Attitude / Behavior 1. Attention Span 2. Resistance

to

impulsiveness 3. Can hold temper 4. Coping mechanism 5. Mood swing management 6. Handle Depression 7. Displaying confidence 8. Can handle boredom

Direction: Please rank the preferred modality used to enhance the academic performance by writing a number next to the space provided. 1 is the most preferred, 15 is the least preferred.

Part II: The preferred modern technology used to enhance the academic performance. Please rank the preferred modality:

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____ Overhead Projector

____ Leap Motion

____ Power Point Presentation

____ Papertab

____ Computer/ Laptop

____ Chromebooks

____ Tablet

____ Celly

____ Cellphone

____ Flipped Classroom

____ Flashnotes

____ Lesson Cast

____ Lore

____ Kid Blog

____ Study Blue

____ Glogster EDU

____ Donors Choice

____ Live Binders

____ Snagit, Jing, Camtasia

____ Knewton

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By the BSN IV Researchers

APPENDIX C CHAPTER VIII CURRICULUM VITAE

Name: Benand Charlotte B. Galvez Address: Balanga City, Bataan Email Address: [email protected] Personal Information Date of Birth: July 16, 1996 Place of Birth: Los Angeles, CA Civil Status: Married

64

Height: 5’4” Weight: 130 lbs Religion: Christian Educational Background College: Asia Pacific College of Advanced Studies, Balanga City, Bataan (2012-2014) Tomas Del Rosario College, Balanga City, Bataan (2014-Present) Secondary: Eagle Rock Jr/Sr High School, Los Angeles, CA (2008-2012) Elementary: Toland Way Elementary School, Los Angeles, CA (2002-2008)

I hereby certify that above information is true and correct to the best of my knowledge and belief.

Benand Charlotte B. Galvez

Name: Carren J. Apolinario Address: Mariveles, Bataan Email Address: [email protected] Personal Information Date of Birth: February 19, 1996 Place of Birth: Balanga, Bataan Civil Status: Single Height: 5’3” Weight: 120 lbs Religion: Catholic

65

Educational Background College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014) Tomas Del Rosario College Balanga City, Bataan (2014-Present) Secondary: Llamas Memorial Institute Mariveles, Bataan ( 2008-2012) Elementary: Antonio G. Llamas Elementary (2002-2008)

I hereby certify that above information is true and correct to the best of my knowledge and belief.

Carren J. Apolinario

Name: Reynaldo M. Vianzon Jr. Address: Orani, Bataan Email Address: [email protected] Personal Information Date of Birth: July 1, 1990 Place of Birth: Dinalupihan, Bataan Civil Status: Single Height: 5’9” Weight: 165 lbs Religion: Catholic

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Educational Background College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014) Tomas Del Rosario College Balanga City, Bataan (2014-Present) Secondary: Saint Peter of Verona Academy Hermosa, Bataan (2003-2007) Elementary: Hermosa Elementary, Hermosa, Bataan (1997-2003)

I hereby certify that above information is true and correct to the best of my knowledge and belief.

Reynaldo M. Vianzon Jr.

Ox 3.41 3.105 3.6571 3.3575 13.595

E 13.595 13.595 13.595 13.595 54.38

df = degree of freedom

O-E -10.185 -10.49 -9.9379 -10.2375 -40.8504

(O - E) 2

(O- E)2

-181.414 -181.719 -181.167 -181.4665 -725.7665

E 46.35 41.75 49.72 45.64 183.46

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df = (R-) (C-1) = (4-1) (1-1)

df = 3 df = 0.18