Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Technology has a very positive impact on education. In the 21st century

era, technology plays a vital role in enhancing the quality of teaching-learning

experience both to pupils and teachers. Technology improves the learning

process and aim at improving pupil's grades. It also allows for students to

work both collaboratively and independently with the technology creating

opportunities for both kinds of work Increasing the implementation of

technology will increase students' comprehension of content and development

of skills in such areas as analytical reasoning, problem solving,

information evaluation, and creative thinking. It enable students learn better

through increasing their engagement in educational activities.

Thus in the year 2017 the Division of General Santos City implemented

the integration of Technology Enhanced-Learning Approaches (TELA) in

teaching-learning process. Technology Enhanced-Learning Approaches

(TELA) is designed to use technology to support teaching and learning

processes, design and delivery. It is used to provide mode of learning where

learners are expected to gain knowledge in a wide range from the technology

they engaged with and develop higher order learning skills.

The present study aims to identify the effectiveness of Technology

Enhanced-Learning Approaches (TELA) usage on pupil’s learning

achievement and its uses and effectiveness in teaching learning process.

Theoretical Framework

The effectiveness of learning with technology has been tackled from both

sides. There is Technology and its Effect on Motivation and Retention 5

evidence that the use of technology increases achievement and self-efficacy

(Liu, Hsieh, Cho, and Schallert, 2006), but some studies indicate that the use

of technology in certain areas is not beneficial to students (Cramer and Smith,

2002). Still yet, some studies show no link between technology and

achievement, but a positive relationship between technology use and

discipline (Garthwait, 2007). Technology use in schools has had mixed

results. Technology integration must have a purpose in order for it to be

beneficial for producing positive results (Cramer and Smith, 2002).

Statement of the Problem

The researcher aimed to determine the Technology Enhanced

Learning Approaches (TELA): Its Uses and Effectiveness as Perceived by the

Teachers in Science Subject of NASA Elementary School.

Specifically, the researcher seeks to determine the answers to the

following questions:

1. What is the impact of Technology Enhanced Learning Approaches (TELA)

on pupils of NASA Elementary School?

2. What is the Academic Performance and Learning Outcomes of the Pupils'

of NASA Elementary School?

3. Is there a significant relationship between the impact of Technology

Enhanced Learning Approaches (TELA) and the pupils' Academic
Performance and learning outcomes?
Hypotheses of the Study

Sub – problems 1, 2, are hypotheses free

Sub - problem 3. There is a significant relationship between the impact

of Technology Enhanced Learning Approaches (TELA) and the pupils'

Academic Performance and learning outcomes.

Significance of the Study

This study focuses on the Technology Enhance Learning Approach

(TELA): Its Uses and Effectiveness as Perceived by the Teachers in Science

Subject of NASA Elementary School which plays an important role in

education is significantly important to the following:

Administration will be aware of the functions and used of TELA on the

school and shall implement and integrate TELA program.

The school’s Principal/Head will monitor the way their teachers are

implementing and integrating TELA in interactive assessment activities in

teaching learning process.

Teachers will be able to identify the learners interact by the use of

different applications and technology tools in differentiated instructions.

Scope and Delimitation of the Study

This study is focuses on determining the Technology Enhanced Learning

Approaches (TELA): Its Uses and Effectiveness as Perceived by the

Teachers in Science Subject of NASA Elementary School. This study is

restricted to 605 pupils from Grade 6 pupils chosen in random. Descriptive-

survey is used in gathering the needed data.

Definition of Terms

The following terms are defined as to its use in the study:

Technology Enhanced Learning Approaches (TELA). It is a designed to use

technology on different online and offline applications.

Effectiveness. The degree to which something is successful in producing a

desired result.

Uses. The act of using Technology Enhanced Learning Approaches (TELA)

for a teaching learning process.

Perceive. To attain awareness or understanding in using Technology

Enhanced Learning Approaches (TELA).

Academic Performance. The learning outcomes of the pupils of NASA

Elementary School.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies reviewed by the

researcher to give insights to the teachers and pupils about the Technology

Enhanced Learning Approaches (TELA): Its Uses and Effectiveness as

Perceived by the Teachers in Science Subject of NASA Elementary School.

This related literature was written and published by educational authorities

and researchers.

Education is informant of the increasing demand of technology use in the

classroom. Technological advancements influence how people live nowadays.

Educational theorist John Dewey once said, “If we teach today’s students

as we taught yesterday’s, we rob them of tomorrow” (as cited in Pilgrim,

Bledsoe, & Reily, 2012, p. 16), and in today’s digital 21st-century classroom,

these sage words indeed true. Nowadays students learn differently and

teachers are expected to do more than just teaching the curriculum. At

present generation of students, known as digital natives, has grown up with

technology in their entire lives. In fact, the Kaiser Family Foundation found in

a 2010 study that teenagers spend an average of 7½ hours per day

consuming media, including watching TV, playing video games, surfing the

web, using mobile devices, and listening to music (as cited in Ahuja, 2013).

Thus digital environment has changed the way students learn today.

Teachers are digital immigrants rather than digital natives. For educators, this

means fusing proven pedagogy and curriculum with technology 3 integration

in innovative, meaningful, and engaging ways. Teachers have the sense that
technology integration must be a focus and priority in today’s 21st -century

classrooms. Technology, though, should not be seen as threatening or as just

an “add-on” if students are to be deeply engaged and motivated to learn.

Instead educators must harness what students find engaging and motivating

and use it to our advantage to help students learn and succeed. Therefore,

teachers need to expand their current use of technology and embrace new

tools to expand student-centered, constructivist learning opportunities in lieu

of traditional lecture-based formats.

For many researchers and teachers, an increase in student engagement

is one of the greatest effects of integrating technology. First, Schlechty (2005)

defines engagement as students “being attracted to their work, persisting

despite challenges and obstacles, and taking visible delight in accomplishing

that work” (as cited in Downes & Bishop, 2012, p. 7). Research by Dawson

(2012) noted that teachers report increased “on-task behaviors when allowed

to use technology” (p. 210).Students find technology more engaging because

it bridges the gap between their digital lives outside of school and their too

often nondigital lives inside of school (Downes & Bishop, 2012). In using

technology, teachers often find students extend their learning beyond the

traditional way of teaching. Students continue authentic learning experiences

in collaboration with peers through digital, video, audio, and animation options

(Downes & Bishop, 2012).

Technology also provides opportunities for students and teachers to

collaborate in sharing documents, videos, and projects. Downes and Bishop

(2012) also stated that students gain a sense of belonging and acceptance

through the use of technology tools that lend themselves naturally to group
work or other real life tasks in professional, adult work environments.

“Technology in Education” (2011) stated that sometimes shy or quiet students

who tend not to participate in normal class activities will often be more

engaged using technology because they see it as more non-threatening.

Collaboration can additionally happen within technology tools like Google

Apps for Education. In today’s 21st-century classroom, teaching and learning

must look different than even 10 years ago. Current digital native students

demand new styles of teaching and engagement, and through innovative

technology integration teachers can meet these demands.

Early studies indicate that effective technology integration results in a host

of positive educational benefits, including increased student engagement,

motivation, organization, efficiency, and creative, real-world applications

students find rewarding and dynamic. Teachers must be willing to overcome

their fears of technology and push themselves to take the leap forward into

effective technology integration lest, as John Dewey warns, we rob students

of their tomorrow by continuing to teach them only yesterday’s skills and

knowledge. Mindful of Dewey’s words and our students’ needs, we developed

an action research process to integrate more technology into our classrooms,

which is outlined in the next section.

 Chapter 3

METHODOLOGY

This chapter presents the research design, the research locale, the

respondents of the study, the instrument and the statistical tools to interpret

the data gathered.

Research Method

The researcher used the descriptive-survey method of research in this

study. The researcher finds this method of research the most appropriate

since this study attempts whether effectiveness of Technology Enhanced-

Learning Approach (TELA) as Perceived by the Teachers in Science Subject

of NASA Elementary School.

According to Calmorin and Calmorin(2007), descriptive-survey is suitable

wherever the subjects vary among themselves and one is interested to know

the extent to which different conditions and situations are obtained among

these subjects. The word survey signifies the gathering of data regarding

present conditions. A survey is useful in: (1) providing the value of facts, and

(2) focusing attention on the most important things to be reported.

Research Locale

The study will be conducted at NASA Elementary School.NASA

(Neighborhood Assistance Shelter Association) Elementary School is a public

learning institution offering complete basic elementary education situated at

NASA Village, Purok 12, Barangay Fatima, General Santos City. A eighteen

(18) years old caterer of knowledge in the outskirt of the City of General
Santos is coping with the trend of the modern educational instruction that

stands competitively with other schools in the surrounding area. The school is

within the resettlement area that serves as dumping site of families being

demolished from the nearby barangay in the city proper. Its pupils are mixture

of different tribal groups of Christians, Muslims and Lumads.

The school came into existence due to the eagerness of the people in the

community to have a public school accessible and near to the village where

their children can safely walk from home to school and vice versa. Likewise

the growing population in the area is a contributory factor for the

establishment of the school. Hence, the community finds it to necessary to

open a new public school, by which the name is after the name of the

community association.

On June 26, 1997, during the 26th regular session of the Sangguniang

Panglungsod of General Santos City, Resolution No. 130, series of 1997

otherwise known as “The Creation of NASA Elementary School with an

allocated land area, as school site of two (2) hectares (12, 600 sq m)” situated

at NASA Village, Purok 12, Barangay Fatima, General Santos City was

passed. It was then approved by then City Mayor Rosalita T. Nuñez.

The school started its operation as a satellite school of Fatima Central

Elementary School with four (4) classes, one from each grade level in 1997

with two hundred thirty-five (235) pupils only and four (4) teachers being

deployed to hold primary classes in makeshift classrooms and in an

unfinished house structure in the neighborhood. The existence of the school

was through the effort also of the first Teacher In-Charge/School Head, Mr.

Alexander Mari.

After six (6) years of hardships and effortless community linkages, six (6)

buildings were put up to cater and house the increasing enrolment every year.

Two classes were added each school year in answer to the increasing

population of learners which turned the school into a complete elementary

school.

At present the pupils enrolment reached to One Thousand Four Hundred

Fifty (1, 450) from Kindergarten to Grade Six.

The teaching force is being composed of Thirty (37) teachers, in which

Four (4) are male-permanent regular status, Thirty-Three (33) Female,

regular-permanent status teachers handling classes from Grades One to Six;

Three (3) Female, regular-permanent Teachers handling kindergarten

classes.

The school is currently having sixteen (16) buildings with twenty-nine

classrooms.

At present, the school is headed by Mrs. Rowena M. Acana, as Principal I.

Respondents of the Study

The respondents of this study were the Grade VI pupils of NASA

Elementary School.

The sample size of 216 was determined using random sampling where

there is no restrictions imposed and every member in the population has an

equal chance of inclusion in the sample (Calmorin and Calmorin, 2007). The

researcher will use the fishbowl technique to identify the sample size of the

study. There will be 10 respondents in each section a total of fifty (50) sample

size, the table below is the distribution of the respondents.

Table 1

Distribution of Respondents

Population Sample Size

Grade & Section Male Female Total Male Female Total
VI-TOYOGON 22 29 51 5 5 10
VI-CORALES 21 20 41 5 5 10
VI-PEPITO 22 24 46 5 5 10
VI-MASCARDO 17 24 41 5 5 10
VI-CATUBAY 18 19 37 5 5 50

Research Instrument

This study will utilize questionnaire to measure the Academic

Performance and Learning Outcomes of the Pupils' of NASA Elementary

School.

The questionnaire will be made by the researcher based on readings and

interview, to clarify the given Academic Performance and Learning Outcomes

of the Grade VI Pupils of the given study.

The researcher will attach the questionnaire intended for the study. One

is for determining the kind of Academic Performance of Grade VI Pupils the

other one was prepared to determine the level of their Learning Outcomes.

The questionnaire was thoroughly checked by three validators specialized

in guidance and counselling and maters teachers to know if the questions

asked were correct and appropriate for the study. After receiving the

suggestions, the researcher will change to the draft and did the second

presentation to the same validators until the third referral. Upon acceptance of

the fourth draft, the researcher immediately reproduced the questionnaire.

The questionnaires were administered among the 218 respondents and after

providing the answer, the questionnaires were returned to the researcher for

tabulation and statistical treatment.

Statistical Tool

To determine the respondent’s demographic profile, frequency count and

percentage will use and weighted arithmetic mean and ranking to determine

the Academic Performance and Learning Outcomes of the Grade VI Pupils' of

NASA Elementary School.