INTRODUCTION

Background of the Study

Technology is the technical means people use to improve their

surroundings. People use technology to improve their ability to do work.

Classrooms around the world have implemented many forms of technology to

enhance student interest and achievement (Francis, 2017).

The students of today are surrounded by technology, where access to a

vast collection of information is only a fingertip away (Egbert, 2009). Many in

the field of pedagogy state that technology integration is helpful, meaningful,

and necessary for a school to function successfully. However, many teachers

are reluctant to make the change, and many students are not motivated to try.

In 2013, a survey was given to the Chicago Public Schools by Ehrlich, Sebring,

& the Consortium on Chicago Schools (2013). It was found that 92% of

students had some form of technology and internet access in their home, but

fewer than half of the students used that technology for work related to school.

In the modern information era, the wealth of the world’s information can be

accessed through a variety of devices. Technology that was once expensive and

limited to only the privileged few has now advanced and become far cheaper

(Edwards, 2009). Students have grown up with technology all around them,

and teachers must adapt to this new lifestyle. Teachers adapting to this new

lifestyle must find methods of incorporating and utilizing these new forms of
technology in class, not only in a motivational level, but also on an

instructional level too. This can be done in many different ways, from a ground

up pedagogical method to the use of accommodations on an Individual

Education Plan (IEP) or a 504 plan. Students who find themselves supported

and taught in a method of which they are used to will be more motivated to

learn and feel included. In today’s emerging technological society, it stands to

reason that the modern day classroom should reflect what is seen in society.

By showing real world technological applications, intrinsic value can be

brought to the learning process, increasing interest and motivation (Usher &

Center on Education, 2012). It is also important for these classrooms to

address the need of all students. Technology supports the need for divergent

learning approaches, helping to create a sense of community as well as a

meaningful experience (Futurelab, 2009). Appropriate use of technology can

serve the regular education classroom by motivating students in all disciplines,

such as math, social studies, and literacy (Heafner, 2004; Liu, 2016; Housand

& Housand, 2012). Students who have identified learning disabilities can be

served by the appropriate integration of technology through assistive

technology devices, allowing students to access the information and maintain

pace with a regular education classroom (Floyd and Judge, 2012).

Research has shown both positive and negative effects on student

achievement through the implementation of technology. This area of research

is very significant due to the changing world of technology. Teachers and

administrators are constantly searching for new ideas to make classrooms

more technology-friendly. Mastering technology can transform a classroom

(Davis, 1997, 49). Can we make better students through the use of technology?

"Skills cannot be acquired through simply teaching facts but, instead, can be

acquired by providing the learner with an opportunity to interact with the

content, define learning goals, and explore new understandings through

authentic, challenging tasks" (Isernhagen, 1999).

The purpose of this study is to compare the affects that technology has

on student achievement. More specifically, the areas of inquiry include positive

and negative effects on student achievement and the various types of

technology that can increase or decrease a student's ability to do work in the

classroom.

Objectives of the Study

The main objective of this study is to determine the effectiveness of

technology in student’s motivation and engagement in classroom-based

learning.

Specifically, the study aims to:

1. Promote better learning with the use of technologies;

2. Make the student's learning more efficient;

3. Determine the effectiveness of using technologies in the classroom; and

4. Motivate the students in participating in the class.

 Significance of the Study

The result of the study will be helpful to the following:

Instructors. This study helps them to decide what strategies and equipment

they can use to improve student's learning.

Students. This study gives them an idea on how technology can affect their

academic performance.

Teachers. This study helps them to decide what learning technology they can

use to motivate students in their study.

Scope and Delimitation of the Study

This study will focus on the factors affecting the student’s performance

in using technology in learning. The teacher will use technological strategies in

teaching hence, the students will be motivated and be more active in the class.

Time and Place of the Study

This study will be conducted at father Saturnino Urios College of

Bayugan Incorporated, during the second semester of the Academic Year 2020-

2021.
 Operational Definition of Terms

For the specific use in this study, the following key terms are defined:

Classmate Reader a type of assistive technology device utilized with students

who have a learning disability for the purposes of reading (Floyd

and Judge, 2012).

E-Learning shortened version of electronic learning, or learning via

electronic device (Sung Youl Park, 2009).

Student’s Learning refers to the experience of the students on the teaching

strategies particularly with the use of technology.

Technology refers to support both teaching and learning, infuses classrooms

with digital learning tools, such as computers and hand

held devices; expands course offerings, experiences, and

learning materials and supports learning.

Technology Integration Matrix refers to a spreadsheet that shows the process

of technology integration in a given entity (Technology

Integration Matrix, 2014).

WebQuests refers to specific type of lessons derived from the internet (Halat,

2013).
 Conceptual Framework

Teaching Strategies Levels of Performance of Senior

High School Students
 Technologies installed in the
classroom  Academic Grades
 Modern Education  Learning Skills
 Technological Teaching  Students Engagement and
Motivations

Figure 1. Research Paradigm of the Study

Figure 1 shows how technology can affect the student’s grades and

academic performance. Research project shows similar results to other studies

like Heafner’s 2004, student shows a marked increase in motivation when

more technology is introduce and installed in the classroom. One of the key

findings in the literature on technology implementation is the power of

technology to engage students in relevant learning, the use of technology

increases student motivation and engagement in classroom.

 REVIEW OF RELATED LITERATURE

Technology in the Classroom

Technology of all kinds has seen widespread integration to daily life, from

cell phones with fingerprint scanners, to cars with integrated GPS navigation.

It is only natural that the effects of technology on student life be studied from a

teaching perspective. In order to understand how best to implement technology

in the classroom, it is important to provide a baseline from which to study the

influence, importance, and integration of technology to engage learners. Once

the baseline is established, it can be compared to what is actually occurring in

the classroom. First, the current state of technology in education will be

reviewed, along with its influence on daily life (Francis, 2017).

Perspectives on Use of Technology in the Classroom

Students need greater exposure to a plethora of technologies in the

classroom, but many schools may not be meeting this need (Bolkan, 2012).

Many students are found to have the capability to use technology, as well as

the access to do so at home, and many of those utilize it for educational

purposes (Erlich, Sporte, Sebring, & the Consortium on Chicago Schools,

2013). It was found that those in positions of authority at the schools are

responsible for setting expectations for technology use. However, throughout all

schools participating in the study, there was an inconsistency regarding how

much technology is actually used for instruction. The variation in student and
teacher use in the different schools is directly related to the culture for

technology integration. In the schools with a more positive culture towards

technology integration, more students and teachers tended to utilize

technology. It is important for the future generation of teachers to learn how to

teach in a manner that will best reach their students. Teacher training begins

at the collegiate level. The number of colleges and universities using electronic

learning (or e-learning) has been increasing, though there is a gap in the

research pertaining to student adaptability (Sung Youl Park, 2009).

Infrequent technology users were found to have difficulty in

implementing technology for teaching, while frequent technology users felt

accomplished in creating a technology supported environment (Meyer, Abrami,

Wade, and Scherzer, 2011). This gap is then carried over into the K-12 schools

where the future teachers will teach. As was seen in the study completed by

Erlich, Sporte, Sebring, & the Consortium on Chicago Schools (2013), if the

culture of technology integration is well in place for pre-service teachers, it will

carry into the classroom.

Perceptions of Technology in Daily Life

Almost every teacher will agree that a ringing cell phone disrupts

academic performance, but the practices regarding cell phones range from

outright banning of electronic devices to much more relaxed policies. Most

teachers believe that electronic devices are unnecessary for the students to
have in the classroom, where students see technology as an integral, day-to-

day life item and essential for safety (Thomas, O’Bannon, and Bolton, 2013).

Some teachers continue to lecture students in a manner that may not

engage learners. Their students, therefore, tend to believe that a classroom that

is disconnected from the so-called ‘real world’ is artificial and fake (Baker,

Lusk, and Neuhauser, 2012). PowerPoint software allows a teacher to present

information in a visual manner (Goodin, 2012), however teachers who relied

primarily on this technology were often found as authoritative and the

technology was seen as a negative. This image of the authoritarian is furthered

when instructors continue to limit or control the use of technology in the

classroom, creating a learning barrier. It should also be noted that the authors

spoke to the instructors, and the consensus was that the modern-day student

also lacks the self-control and maturity level necessary to have electronics in

the classroom, hence the rules governing classroom electronics. From the cell

phones that sit in our pocket, to the car we drive to work, and the machine

that makes our coffee in the morning, it is safe to say that technology is a part

of everyday life whether it is a conscious decision to use it or not (Egbert,

2009). It would be counterintuitive for a teacher to utilize outdated techniques

designed during a time when there was no technology in the classroom if the

average student is utilizing technology on a day-to-day basis. A paradigm shift

in modern pedagogy must occur if teachers are to more fully integrate

technology into classroom instruction. Teachers will have more approaches to

engage students in learning activities through a technology based learning

environment. Student perspectives on school-based learning will change and

students may be motivated in the classroom and achieve at higher levels.

Student Motivation Through Technology Use in School

They implemented a technology supported learning environment and

targeted certain problematic behaviors. Among these targeted behaviors were

non-completion of homework, unpreparedness for class, and sleeping/putting

their heads on their desks. The authors found that students were more likely to

engage in an activity simply because technology is being used. However, almost

50 of surveyed teachers used technology for 80 or fewer minutes per day. After

implementing a technological intervention, students stated that they felt

teachers provided activities relevant to them, and motivation and engagement

went up 9% for all students (Godzicki, Godzicki, Krofel, & Michaels, 2013).One

method of technological intervention is that of the WebQuests, which are

lessons where all of the information comes from the internet. In his study,

Halat (2013) examined the viewpoint of students in 4th and 5th grade on the

use of WebQuests in the classroom.

According to the study of Collins 2011, the impact of the use of

technology can enhance students’ motivation. The use of technology to

enhance student motivation is well-documented in the literature. Students are

motivated by how they perceive the task before them, their abilities, and by the
meaning they are able to create from the task. Technology is a natural tool to

use to enhance student motivation by engaging students in learning, building

self-confidence and self-efficacy, and tapping into the many benefits that

utilizing technology can offer.

Advantages of Installing Technology in the Classroom

With countless online resources, technology can help improve teaching.

Teachers can use different apps or trusted online resources to enhance the

traditional ways of teaching and to keep students more engaged. Virtual lesson

plans, grading software and online assessments can help teachers save a lot

time. This valuable time can be used for working with students who are

struggling. What is more, having virtual learning environments in schools

enhances collaboration and knowledge sharing between teachers.

By using technology in the classroom, both teachers and students can

develop skills essential for the 21st century. Students can gain the skills they

will need to be successful in the future. Modern learning is about collaborating

with others, solving complex problems, critical thinking, developing different

forms of communication and leadership skills, and improving motivation and

productivity. What is more, technology can help develop many practical skills,

including creating presentations, learning to differentiate reliable from

unreliable sources on the Internet, maintaining proper online etiquette, and

writing emails. These are very important skills that can be developed in the

classroom.

Disadvantages of installing Technology in the Classroom

While there are many advantages of adding technology to the classroom,

the landscape has its own challenges. Here are a few disadvantages (or

perceived disadvantages) of having in-class technology. First is fighting

distraction, while bringing technology into the classroom is intended to help

guide students along in various studies, if left unregulated or unchecked, it can

become a distraction. Consider a 1:1 system where senior high school students

all their own tablets –– internet browsing will always win over studying for the

upcoming quiz. In these cases, the use of parental locks or time where all tech

is put-away may help keep everyone on task. Next is less social interaction, the

digital vs. social debate has been going strong for a while now, but one main

concern that many have with the addition of more technology to the classroom

is that it will reduce social interaction.

 METHODOLOGY

Research Design

The researchers will use the Descriptive design. Descriptive research

aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, where, when and how questions, but not

why questions. A descriptive research design can use a wide variety of research

methods to investigate one or more variables. Unlike in experimental research,

the researcher does not control or manipulate any of the variables, but only

observes and measures them (McCombes, 2019).

Research Respondents

The respondents of this study will be the Technical Vocational Livelihood

Senior High School students of Father Saturnino Urios College of Bayugan City

in the Academic Year 2020-2021. The researchers will test the Senior High

School students with the use of technology in their classroom.

Research Instruments
 The researchers will use an adopted questionnaire from Francis, (2010)

to determine the effect of technology among Senior High School Technical

Vocational Livelihood (TVL) students.

The two technology questions are use to determine the relationship

between owning a computer at home and utilization of a computer for

homework purposes (not necessarily in the home). Additional questions are use

to determine the level of motivation students associated with having technology

in the classroom. The final two questions are use to determine student feelings

of inclusion as it relates to technology in pedagogy.

Data Gathering Procedure

The researchers will ask permission from the Principal to conduct the

study in the school and get the data of the total population of the respondents

from the Registrar. The researchers will survey the students and ask to take an

anonymous survey based on technology use and feelings towards technology

use at school. After then, the researcher will prepare the questionnaires and

distribute it to the respondents through online. The data gathered will be

classified, organize, and analyze based on the objectives of the study.

Statistical Treatment
 To attain objective number one and two post-assessment will be use. To

attain objective number three post-intervention surveys will be use. While

objective number four pre-assessment will be use.

LITERATURE CITED

Baker, W. M., Lusk, E. J., & Neuhauser, K. L. (2012). On the use of cell phones
and other electronic devices in the classroom: Evidence from a survey of
faculty and students. Retrieved on December 20, 2020 from
http://www.google.com

Bolkan, J. (2012, September 13). Report: Schools not meeting students’

technology needs. Retrieved on December 9, 2020 from
http://thejournal.com

Combes, M. (2019). Descriptive research design/definition, Methods and

example. Retrieved on December 11, 2020 from http://www.scibbr.com

Edwards, B. (2009, October 25). Classic PCs vs. new PCs: Their true cost.
Technologizer. Retrieved on December 11, 2021 from
http://www.technologizer.com

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom

practice. Retrieved on December 11, 2020

Ehrlich, S. B., Sporte, S. E., & Sebring, P. (2013, April). The use of technology
in Chicago public schools 2011: Perspectives from students, teachers,
and principals. Retrieved on December 11, 2020 from
https://consortium.uchicago.edu/sites/default/files/publications/Tech
nology

Floyd, K. K., & Judge, S. L. (2012). The efficacy of assistive technology on

reading comprehension for postsecondary students with learning
disabilities. Assistive Technology Outcomes and Benefits. Retrieved on
December 9, 2020 from http://thejournal.com
Francis, J. A. (2013). Utilizing SmartBoard technology: Enhancing effectiveness
and inclusion in music education. Retrieved on December 11, 2020 from
http://jamesfrancisportfolio.weebly.com

Futurelab. (2009). Using digital technologies to promote inclusive practices in

education. Retrieved on December 11, 2020 from
http://www.creativetallis.com

Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing
motivation and engagement in elementary and middle school students
through technology-supported learning environments (Master’s research
project, Saint Xavier University). Retrieved on December 9, 2021 from
ERIC database.

Goodin, L. M. (2012). Incorporating technology into the instruction of social

studies (Master’s research project, Saint Xavier University). Retrieved on
December 12, 2021 from ERIC database
Halat, E. (2013). Experience of elementary school students with the use of
WebQuests. Mevlana International Journal of Education, 3(2), 68–76.
Retrieved on December 11, 2021from ERIC database

Isernhagen, C. (1999). Technology: A major catalyst fpr increasing learning.

Retrieved on December 9, 2021 from http://thejournal.com

Meyer, E. J., Abrami, P. C., Wade, A. A., & Scherzer, R. R. (2011). Electronic
portfolios in the classroom: Factors impacting teachers’ integration of
new technologies and new . Retrieved on December 8, 2020
pedagogies. Technology, Pedagogy and Education. Retrieved on
December 10, 2020

Park, S. Y. (2009). An analysis of the technology acceptance model in

understanding university students’ behavioral intention to use e-
learning. Educational Technology & Society. Retrieved on December 11,
2020 from http://googlescholar.com

Technology Integration Matrix. (2014). Levels of technology integration into the

curriculum. Retrieved on December 11, 2020 from
http://fcit.usf.edu/matrix/matrix.php

Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the
classroom: Teachers’ perspectives of inclusion, benefits, and barriers.
Computers in The Schools. Retrieved on December 9, 2020
 APPENDIX A

Student Survey

Instructions:

1. This is anonymous. Please do not put your name or any identifying marks.

2. Before taking the survey, please read the “Assent for Participation in
research document.

3. Please answer the questions to the best of your ability.

4. Circle the answer that best fits your response.

Questions:

1. What grade are you in: ________

2. Do you have a computer at home?

a. Yes

b. No

3. How often do you utilize the computer for homework and school related
activities?

a. 0-5 hours/week
 b. 6-10 hours/week

c. 11-15 hours/week

d. 16+ hours/week

4. How do you feel when a teacher uses technology in the classroom (such as
ChromeBooks, SMART Boards, clickers, etc.)?

a. Very Motivated

b. Motivated

c. Not motivated/not unmotivated

d. Unmotivated

e. Very Unmotivated

5. Do you feel that your teachers could utilize the available technology at NECS
more often?

a. Yes

b. No

6. Does the specific use of technology allow all levels of students to participate
equally (gifted/talented, regular education students, and special education)?

a. Yes

b. No

7. Should schools use more or less technology than is currently being used?

a. More

b. Less
 CURRICULUM VITAE

Personal Background

Name : Dianne Ravidas. Tubo

Nick name : “Yan”,“Dimple”

Gender : Female

Civil Status : Single

Home Address : P-1, Niog St.Poblacion,Bayugan City, Agusan del Sur

Birthdate : March 13, 2003

Birthplace : Zone-4,Bugcaon, Lantapan, Bukidnon

Tribe : Higaonon

Religion : Roman Catholic

Father’s Name : Zaldy V. Tubo

Mother’s Name : Marissa R. Tubo

Educational Background

Elementary : Bugcaon Elementary School (2014-2015)

Secondary : Bukidnon National High School Senior High

School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Alfie Almedilla. Agular

Nick name : “fing”

Gender : Male

Civil Status : Single

Home Address : P-6 San Isidro, Bayugan City, Agusan

del Sur

Birthdate : January 6, 2002

Birthplace : Bayugan City

Tribe : Bisaya

Religion : Roman Catholic

Father’s Name : Emilito B. Aguilar

Mother’s Name : Estrella A. Aguilar

Educational Background

Elementary : East Bayugan Central Elementary School (2014-2015)

Secondary : Bayugan National Comprehensive High School

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Khent Jerald Gonzales. Andonga

Nick name : “Khent”

Gender : Male

Civil Status : Single

Home Address : P-3, Boong St. Poblacion, Esperanza Agusan

del Sur

Birthdate : Febuary 10, 1999

Birthplace : Butuan City

Tribe : Higaonon

Religion : Roman Catholic

Father’s Name : Anghelitoo Andonga

Mother’s Name : Adelina Andonga

Educational Background

Elementary : Esperanza Elementary School (2012-2013)

Secondary : Esperanza National High School

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Clint Jake Abejaron Bacubas

Nick name : “Jake”

Gender : Male

Civil Status : Single

Home Address : P-23, West. Poblacion, Bayugan City, Agusan del Sur

Birthdate : April 11, 2003

Birthplace : Bayugan City

Tribe : Cebuano

Religion : Roman Catholic

Father’s Name : Joel L. Bacubas

Mother’s Name :Jovelyn A. Bacubas

Educational Background

Elementary :Bayugan West District Elementary School (2014-2015)

Secondary : Agusan del Sur College

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Mateo S. Buico Jr.

Nick name : “Matmat”

Gender : Male

Civil Status : Single

Home Address : P-9 Crossing Luna Esperanza, Agusan del Sur

Birthdate : October 22, 2001

Birthplace : Crossing Luna

Tribe : Bul anon

Religion : Roman Catholic

Father’s Name : Mateo Buico Sr.

Mother’s Name : Jeany S. Buico

Educational Background

Elementary : Juan Luna Elementary School (2014-2015)

Secondary : Bayugan National Comprehensive High School

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Adrian Gawad. Gahi

Nick name : “Ting”

Gender : Male

Civil Status : Single

Home Address : P-3 Crossing Luna Esperanza, Agusan del Sur

Birthdate : May 12, 2003

Birthplace : Makati City

Tribe : Davaonon

Religion : Bible Baptist

Father’s Name : Lucrisio P. Gahi

Mother’s Name : Marilou G. Gahi

Educational Background

Elementary : Juan Luna Elementary School (2014-2015)

Secondary : Bayugan National Comprehensive High School

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Karen Kaye Fernandez. Gasang

Nick name : N/A

Gender : Female

Civil Status : Single

Home Address : P-2b Durian Street Taglatawan, Bayugan City, Agusan del Sur

Birthdate : June 16, 2001

Birthplace : Bayugan City

Tribe : Bisaya

Religion : Roman Catholic

Father’s Name : Leonel T. Gasang

Mother’s Name: Alprese F. Gasang

Educational Background

Elementary : Bucac Elementary School (2014-2015)

Secondary : Bayugan National Comprehensive High School

Senior High

School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 CURRICULUM VITAE

Personal Background

Name : Marzon Laurico Salas

Nick name : “Tata”

Gender : Male

Civil Status : Single

Home Address : P-9b Poblacion, Bayugan City, Agusan

del Sur

Birthdate : August 12, 2002

Birthplace : Bayugan City

Tribe : Bisaya

Religion : Roman Catholic

Father’s Name : Mario L. Salas

Mother’s Name : Sharon rose L. Salas

Educational Background

Elementary : Bayugan Central Elementary School (2014-2015)

Secondary : Bayugan National Comprehensive High School

Senior High

School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

CURRICULUM VITAE
Personal Background

Name : John Roldan Filicilda Paraiso

Nick name : “John”

Gender : Male

Civil Status : Single

Home Address : P-13 Molave St, Bayugan City, Agusan

del Sur

Birthdate : May 5, 2003

Birthplace : Butuan City

Tribe : Leytrenyo

Religion : Roman Catholic

Father’s Name : Rot T. Paraiso

Mother’s Name : Junalin P. Paraiso

Educational Background

Elementary : Bayugan Central Elementary School (2014-2015)

Secondary : Father Saturnino Urios College of Bayugan, INC.

Senior High School : Father Saturnino Urios College of Bayugan Incorporated

Strand : Technical Vocational Livelihood (TVL)

 ACKNOWLEDGEMENT

The researchers would like to express their deep and sincere gratitude to

their research subject teacher, Sir Romar Pait for giving the researchers an

opportunity to experience and providing them invaluable guidance throughout

their research. His dynamism vision, sincerity and motivation have deeply

inspired them, they are extremely grateful for what he has offered to them.

To the researchers parents, for their love, prayers, care and sacrifices for

educating and preparing them for their future. The researchers are beyond

grateful to them for always supporting and encouraging them with their love

and hopes.

Giving the researchers appreciation to all the people that involved in this

research paper, for guiding and supporting them until the completion of their

research paper successfully.

The researchers are also very grateful to all their friends especially their

classmates for all of the information and help.

Above all, to the Almighty God who provides the fuel of life, good health

and wondrous blessing which made all things possible to accomplish their

study. All the glory belongs to Him alone.

Dianne, et. al.