PR2 G3-LEE.docx

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
Alimannao Hills, Peñablanca, Cagayan
Email Address: isaphsdept@gmail.com
HIGH SCHOOL DEPARTMENT
The effectiveness of learning technologies to the
academic status of SHS students of ISAP (change, be
specific on your target population)
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Today, one of the hot issues in technology is about the
technological devices. The cellular phones, laptop, computers
belong to technological devices. There’s no denying that this
device has become a significant part of a student’s everyday life.
We have heard a lot on how the student’s learning status is
being affected by technological devices. Until now we can still
see the good and the bad effects of technological devices may give
to the learning of the students.
Technology has always flourished for the gain of mankind. The
major achievements of technology have left man spellbound and every
part of the world today is enjoying the comforts provided by the
technology. It was a big help because all the countries are
interlinked, and we are now living in a global village. Technology
has greatly improved people’s lives through different fields such
as medicine, work. Industry and especially education. However, we
cannot say that technology is good. It is a two-edge sword, and we
must see to what extent it has really helped improved people’s

standard of living. There are many possible effects on using it.
They must know how to use it for their own benefits and should not
abused its use. It should be properly used than rely on it totally.
These problems inspired the us, the researcher, to conduct study
about technological learning devices. We are focusing on how
students should interact to those learning technologies in order
to attain learning with the help of it.
Conceptual Framework
This study is based on the concept, “Technology will never
replace good teachers, but in the hands of great teachers, it’s
transformational.” We cannot deny the fact that students can learn
more and easier when they are having a face-to-face interaction
with their teacher. Technology is still present, but it just acts
as a supporting tool to a teacher and a student. Today, we are
experiencing a pandemic that prohibits students from coming to
school and forced to just study online with the online learning
tools provided by their teachers. Bringing knowledge to students
is a hard work for teachers. Now, it is the technology that gives
students the knowledge. It is what connects a student to a teacher.
Independent variables are the learning technological devices
(computer, laptop, cellphone) that most of the students use. These
devices are the response variable which is observed and measured

to determine the academic performance of the students, which is
the dependent variable.
Figure 1.
This shows hypothesized relation between variables on Effect of
Learning Technological Devices to the Senior High School students
of ISAP.
Statement of the Problem
This study aimed to know the effects of learning technologies
to the academic performance of the Senior High School students at
International School of Asia and the Pacific, it attempts to answer
the following questions.
1. What are the negative effects of common technological
learning devices to the academic status of the Senior High School
students?
2. What are the positive effects of common technological
learning devices to the academic status of the Senior High School
students?
Learning
Technological Devices
(Computer, Laptop,
Cellphone)
Learning
Performance of
Senior High School
Students

3. Is there a significant relationship between using the
learning technologies to the academic status of the Senior High
School Students?
Hypothesis
1. There is no significant relationship between using the
learning technologies to the academic status of the Senior High
School Students.
Significance of the Study
This study is about the effects of learning technologies to the
academic status of the Senior High School students at International
School of Asia and the Pacific.
This will benefit the senior high school students for they will
be more aware on using the technological devices to enhance their
learning performance and academic status. This study also used for
the sake of their task and responsibilities they may encounter in
their future when they may encounter in their future when they are
also raising their own family. Through this study learning
technologies may gain insights on how to enhance the learner in
using it. It may also be a great help to them in improving their
skills.

This study will also benefit the teachers who may consider this
study, for they will be more aware to the importance of these
learning technology in enhancing their teaching techniques for the
future generation of students. To motivate them how to use learning
devices to fully determine and reach their own skills.
Lastly, to the future researcher, in this paper will surely
contribute to our rich bulk of literature and body of knowledge.
Future researcher especially those who will conduct on the same or
similar framework will gain insights from the substance of this
research.
Scope and Delimitation of the Study
This study is focuses on the effects of learning technologies
on the academic status of the Senior High School students at
International School of Asia and the Pacific.
This study focuses only to 50 senior high school students at
International School of Asia and the Pacific campus who are using
learning technology as the subject of this research. Each student
will be given the same set of questionnaires.
This is also limited to the objectives of the study since the
researchers only wanted to determine the effect of learning
technology to the academic status of the senior high school

students. The attainment of this study is dependent to the answers
of the respondents. The respondents are composed of students in
different strands in International School of Asia and the Pacific
campus. The study will be conducted in this school year 2021-2022.
Any changes of progress in details and updated information beyond
the said point are not covered by the framework of the study.
Definition of Terms
Listed below are terms taken from this research, which the
researcher believes, must be defined. This is necessary to enable
the future readers of this research to easily understand the
content of this research.
Cellular Phone - refers to a mobile technology that allows you
to communicate with others
Computer - refers to a device that helps student to do their
schoolworks and as for entertainment.
Hypothesis - a tentative explanation based on theory to predict
a causal relationship between variables.
Laptop - refers to a portable computer device that helps student
in doing their schoolworks.
Learning Technologies - refers to any devices that helps the
students to do their schoolworks.

Multimedia - refers to combined use of media such as videos,
movies, music, games, presentation, print papers, and the internet
as for education and entertainment.
Negative Effects of Technological Devices - refers to the
factors that the researchers believe, technological devices
degrade the learning status of the students.
Positive Effect of Technological Devices - refers to the factors
that the researchers believe learning devices improves and enhance
the learning performance and academic status of the students.
Researcher - the one who will conduct the study.
Respondents - they are those individuals who will complete a
survey of interview for the researchers, or who provide data to be
analyzed for the research study.

CHAPTER 2
REVIEW OF RELATED STUDIES AND LITERATURE
This chapter discusses some relevant literature and studies on
how effective technologies are in the academic track. It contains
research findings that should shed light on and provide direction
for the current study. The review of related literature and
studies, in particular, aims to determine the relevance and
application to the condition of the study.
LOCAL
The convenience and effectiveness of e-learning had long been
recognized by educational institutions and education officials.
A number of schools in the country have embraced with enthusiasm
emerging education technology in that lectures are boosted by
computer-based, or gadget-based, learning. Today, in some
schools, netbooks have replaced notebooks and some lessons are
delivered electronically.
A survey conducted by Pearson Foundation in the United States
found that more than six in 10 college students and high school
seniors agree that they study more efficiently by using tablets.
A study conducted by Houghton Mifflin Harcourt in California
also showed that students using iPads performed better in math
compared to students using traditional textbooks. Another study
at Oklahoma State University found that 75 percent of students
said the use of gadgets enhanced their learning experience.
Despite the fears of parents and some teachers that gadgets
may distract students, surveys and studies have shown that
generally, these technological tools are a big help in learning.
The United States had invested heavily by providing computers
for students in public schools. Reports say the federal
government spends more than $3 billion a year on digital content

alone. The US has also launched a massive program to make high-
speed Internet and free online teaching resources available to
remote schools. This year, more states administered tests for
the elementary and middle grades through the Internet,
discarding the use of pen and paper.
The Philippines should not be left behind when it comes to
applying education technology. The ethical and responsible use
of computers, tablets, cellphones and other devices can greatly
enhance the learning capability of students, for it has been
shown through studies that children (and adults for that matter)
can better grasp and understand their lessons in a more relaxed
environment, without the prying (and sometimes mocking) eyes of
classmates or teachers.
Emerging technologies can be powerful tools in education.
The Philippines can copy the US and slowly, as the budget of the
Department of Education allows, provide schools computers, fast
Internet service, digital devices and software for the use of
students. Investing on e-learning will benefit both teachers and
students. Teachers can disseminate their lessons and assignments
with ease, and students can work on their lessons at home.
Little by little, the country can introduce changes to the
system by adopting a wider array of learning platforms with the
use of technology.
Audio and video lessons can be delivered to students through
social networks and webcams. Students can attend classes in e-
classrooms. Teachers can send lectures through email and,
schools can issue communications the same way. And perhaps, in
the near future, tests can be administered online.
Since Philippines is a developing, it is relevant to examine
some of the studies on e-learning in developing countries. A
study on e-learning in developing countries presented a

framework for developing e-learning programs in universities.
The authors provided some guidelines on theoretical and
practical experiences of e-learning with specific context of
Iran, which is a developing country like Philippines.
It was suggested that though e-learning can be very
effective tool and efficient framework for learning in
developing countries particularly in rural and remote area which
are not easily accessible, yet lot needs to be done to make the
technology easily acceptable in developing countries.
He suggests that well organized monitoring and control
programs, support for students and lecturers in use of
technology can help in improving the quality of education in
developing countries. The study does not deal with the issue of
unintended consequences of use of technology in learning.
FOREIGN
48 states and the District of Columbia currently support
online learning opportunities that range from supplementing
classroom instruction on an occasional basis to enrolling
students in full-time programs. These opportunities include dual
enrollment, credit recovery, and summer school programs, and can
make courses such as Advanced Placement and honors, or

remediation classes available to students. Both core subjects
and electives can be taken online, many supported by online
learning materials. While some online schools or programs are
homegrown, many others contract with private providers or other
states to provide online learning opportunities.
State operated
● The Florida Virtual School – An online school that provides
full-time learning opportunities to students in grades K-
12. Districts can also work with Florida Virtual School to
provide blended learning opportunities to students by
enabling them to access online courses from school sites.
Additional link here.
● Utah Electronic High School – An 18-year-old online high
school providing a range of courses to students year round.
The school can award diplomas to students who are home-
schooled, have dropped out, or are ineligible to graduate
from a traditional high school for specific reasons.
● North Carolina Virtual Public School – An online high
school offering 120 courses to students both during and
after the school day. The courses offered include Advanced
Placement and honors courses, world languages, electives,

credit recovery, and online college courses. The school
also provides test preparation and career planning services
to students.
District operated
● Karval Online Education – A public K-12 online school for
Colorado residents that provides a free computer for the
family to use while the student is enrolled and provides
reimbursement opportunities to offset Internet and other
educational expenses. Dual credit courses are available to
juniors and seniors.
● Campbell County Virtual School – This school serves Wyoming
students in grades K-6. Families of enrolled students are
loaned a computer and receive subsidized Internet access,
as well as materials including CDs, videos, instructional
materials, and hands-on tools and resources to complement
the interactive online elements of the program.
● Salem-Keizer Online – This online Oregon high school is an
accredited program of Roberts High School in the Salem-
Keizer Public School District in Oregon. The school
provides 24/7 learning opportunities to students living
within the boundaries of the school district and who are
not enrolled in their neighborhood public school. Tuition

is only required for students enrolled in summer school
courses.
TAM theory was developed to measure the effectiveness or
success of a technology in helping understanding the value and
efficacy of a particular system. It is also considered as one
of the most influential theories in contemporary information
systems research. However, the theory has evolved with more
specific variables explaining how a user can accept a
technology over the years.
It is effective in a sense that students are occupied with
adequate knowledge that enables them to be more confident in
sharing and exchanging their opinion with their classmates.
The school top management must provide an encouragement for
teachers to use ICT in teaching and convince them that ICT can
benefits both teaching and learning process. Besides, teachers
are not given the freedom they need to design their own teaching
with the helps they received from ICT. Some schools are not
provided with at least computer laboratory in which students
will get the chances to integrate the use of ICT in
Teachers must be given the freedom to design their own teaching
and make full use of ICT but they must be remembered to keep it

in track with the curriculum designed by the Ministry of
Education (MOE).

CHAPTER 3 METHODOLOGY
As described in chapter 1, the purpose of this study was to
discover the effectiveness of learning technologies to the
academic status of the SHS students of ISAP students.
This chapter described the methods and procedures used including
research design, research questions and sample population.
In addition, the conceptual framework, instrumentation and data
collection are presented. Finally, the chapter discusses the
data analysis of this study.
This section discusses how the researchers will gather the
necessary information that will be used to validate the entire
study. This will demonstrate who will be the research focus, the
type of research to be used to collect the necessary
information.
RESEARCH DESIGN
This research was conducted utilizing a survey design. This was
accomplished through the used of descriptive rating. This study
is based on the concept ‘’Technology will never replace good

teachers, but in the hands of teachers, it’s
transformational’’.
According to a rating survey instrument adds familiarity for
most human, and allows the researcher to make comparisons among
the respondents. The comparative data produced to the
researcher’s ability for quantitative examinations.
Independent variables are the learning
technological devices (computer, laptop ,cellphone) that most
of the students use. These devices are the variable which is
observed and measured to determine that academic performance of
the students, which is the dependent variable.
We cannot deny the fact that students can learn more easier when
they are having face to face interaction with their teacher.
Technology is still present but it just act as a supporting tool
to a teacher and to a student.
Today, we are experiencing a pandemic that prohibits students
from coming to school and forced to just study online learning
tools provided by their teachers. Bringing knowledge to students
is a hard work for teachers. Now, it is
the technology that gives the students the knowledge .It s what
connects a student to a teacher.
This survey was provided by our GROUP which was used to collect
the quantitative data, we only have 7 respondents in the SHS

student of ISAP. This methodology allowed for a statistical
analysis of data. The researcher utilized a survey design to
collect the quantitative data for this study. Due to the study,
observations and personal interviews could be provided the
honest answer in the survey.
RESEARCH INSTRUMENT
The research instrument utilized in this study is a research-
made survey questionnaire.
For gathering their answers will be using a g-form, by sending
the link in messenger to be able them to answer our
questionnaires.
First part of the survey questionnaire contains the background
information of student: their name, age and section.
The second part of the survey questionnaires consists of open-
ended questions to accommodate free-formatted views related to
the issue being studied. This part is made so that the students
can give their thoughts and sentiment about the topic without
restrictions.
After making and compiling the questions in the survey form, it
was checked by the instructor to ensure that the questions were
appropriate to the research. After checking, the researchers

proceed to the data gathering.
In the average of Summation of the deviation of each observation
from the mean.

DATA GATHERING
Before the researchers gather the information needed in the
research, a consent letter was made and given to the students
wherein they are asking for his/her permission to allow the
researchers to conduct a survey.
Upon approval, the researchers chose students and send them the
survey questionnaires. The researchers used vacant time and
break time to avoid the disruption of their online classes.
The respondents were given 10-15 minutes to answer the survey
so that they would have enough time to think of their answer.
After gathering the data needed, the researchers collected the
survey questionnaires to tally and apply the method used in
research.
RESPONDENTS OF STUDY
The respondents of study include 7 students of ISAP in School
year 2021-2022.
Results
represents the treated data in tabular form and its
corresponding analysis and interpretation.
How do you feel overall about distance education?

RESPONDENTS ANSWERS
1 Bored
2 It's ok, but it’s also hard.
3 I feel like I have my freedom and
I’m happy because I'm comfortable
in my room and I have time for
myself.
4 Stress
5 Hard to cope up.
6 Tiredness, very stressful and
hard.
7 I feel tiredness and emptiness
about the distance education.
2. What are your thoughts about online learning?
RESPONDENTS ANSWERS
1 Boring
2 Very nice
3 It’s not gonna be fun and boring
4 My thought about this is self-
study
5 Challenging

6 I feel that online learning is
nothing compared to physical
learning
7 Not that much effective, as we can
see a lot of students were having
a hard time to adjust to the new
normal system of learning.
3.
4. Things you like about online learning.

RESPONDENTS ANSWERS
1 Quite enjoy
2 None
3 I like being able to access my
learning material anytime and
anyplace helps learners
4 You can search the lesson in
google if you don’t understand it
5 Synchronous and asynchronous
learning time
6 The best thing I like about online
learning is that it’s more
flexible and I can save time
travelling to and from school.
This means I can sleep a little
longer in the morning and spend
more time doing past papers in the
evening.
7 What I like best about online
learning is that you can learn
from the comfort of your own home,

which has helped mee become more
organized at work.
5. What things do you dislike about online learning?
RESPONDENTS ANSWERS
1 Poor internet
2 Hard to learn because
of poor internet
connection
3 There are lot of
distractions and poor
connection
4 Pies of activities
5 It’s hard to listen to
your teacher where your
internet connection is
not sustainable
6 Sometimes I don’t
understand the lesson
because of the internet
connections

7 Poor connection
6.
7. How effective has remote learning been for you?
RESPONDENTS ANSWERS
1 50%
2 Effective because right
now due to pandemic
3 It's good
4 Amazing

5 Slightly effective
6 For me it is not
because some students
may no longer have an
internet connection a
device to use, or a
space to learn in and
some students may not
be available to meet at
specific times.
7 It’s effective for me
anyway
8.

9.
10.

DATA ANALYSIS
The results of the surveys were analyzed to determine the changes, if
any in regard to the context, process and content. Descriptive
statistics were generated on each 10 individual questions to the 7
respondents, the variances of the dependent variable are the same
across the groups being studied. We analyzed that most of our
respondents are has the same answers about this new normal learning.
Summary
This chapter described the methods and procedures employed to provide
insights into the effectiveness of learning technologies to the
academic status of SHS students of ISAP.
The problem , research design, research questions, sample population,
conceptual framework , and research instrument, were presented. The
chapter discussed the data collection process, as well as the data
analysis of the information attained.

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