INTRODUCTION

INTRODUCTION
Background of the Study
The discrepancies between the well-established promise of

technology-enabled use and the less reliable realities of technology
involvement in students' life persist despite the fact that digital technologies
are now an essential part of the educational experience. It is clearly
acknowledged that digital technology improves students’ talents and much
more abilities and comprehension. Through interaction with digital
technologies for work, play, and communication, the pattern for intellectual
development is being altered (Adams, 2012). With the conversion of analog
signals to digital, a new technology that could effectively accomplish the same
purpose while also reducing transmission mistakes was created. The
transformation of analogue signals to digital emerged a new technology that
was capable of eliminating transmission errors and performing the same task
some efficiently. Digital technology has been around for over 50 years with the
wide use of the technology for computers and other electronic equipment
(Gihan, 2010). The social media and digital technology have grown in
popularity in recent years and mobile phones are the most widely used digital
technology. The majority of mobile phones today are referred to as
smartphones since they have more sophisticated connectivity and
computational capability than a modern mobile phone. It has quickly gained
popularity among younger generations, especially among students. It is
argued that these technologies, including content sharing collaboration
technologies social networks and interpersonal technologies afforded E-
Communities‟ stakeholders the relational and representational opportunities
to iteratively discover, discuss, and disseminate educational resources to
personalize STEM tasks (Kier and Khalil, 2018). Digital technology is
increasingly being used to deliver material, link students, and enable anytime,
anywhere learning and to effectively use digital instructional technology,
instructional techniques that promote increased engagement are crucial.
Modern digital technology is used by students in many different ways, such as
employing mobile phones as tools for E-learning, mobile gaming, social
networks, business opportunities, and enjoyment.
The widespread use of digital technology has led the way for student
participation, but as it is further examined, technology has a wide range of
effects on students, both positive and negative. Students use digital
technology to perform better in class, build personal and social connections,
and communicate. Students use digital technology to perform better in class,
build personal and social connections, and communicate. They also use the
internet for a variety of purposes, such as searching and amusement. This
new truth presents great potential for performance and creativity in
organizations that goes beyond the confines of the company people,
businesses, and society. As digital technologies afford more information,
computing, communication, and connectivity, they enable new forms of
collaboration among distributed networks of diversified actors. In doing so,
they also create dependencies among actors whose interests may not fully be
aligned (Vial, 2019). The technology providing quick and easy online access
to information and social activities has undeniable effects on academic lives
and study hours of students (Tolga Gok, 2015). The internet and digital
technology have also had an impact on instructional content, which has
changed and evolved an integral component of it (Thanuskodi, 2013). Social
networking platforms let adolescent adults talk about class materials, to
discuss academic matters and other school-related matters, and to make
project plans. In the educational system, not only students but also lecturers,
teachers, and researchers have developed an addiction to the internet in
order to access information, keep up with the most recent advancements in
various fields, search for academic papers, exchange ideas, and use for
academic support. Yet, because of the abrupt changes in technology,
"technocolic" issues such negative behavioral deficiencies, online addiction,
loss of confidence, scholastic challenges, loneliness, and detrimental effects
on family and community contact have been noted. The adverse effects of
SNS, according to students, include tension, worry, issues with mental health,
a serious loss of personal productivity, a sense of guilt, and crises (Tolga Gok,
2015).
Digital technology enhances research by giving students the means to
comprehend and evaluate massive amounts of complicated media, including
data and images. Tools characterized by electronic and especially
computerized technologies (IGI Global, 2023). Digital tools foster an
environment that is open and allows for asynchronous inquiry and response,
giving students time to prepare their responses and encouraging cooperation
and the sharing of differing viewpoints. Students can choose the best tools for
their learning styles and improve their skill sets to improve engagement,
authenticity, and more value in the learning process. Digital tools enhance
other essential skill sets, including communication, creativity, critical thinking,
problem-solving, digital and financial literacy, entrepreneurship, and global
awareness (Rise Vision, 2021). According to the results of the study of Janet
Burns, it was indicated that students have generally positive attitudes towards
technology, but poor concepts of technology. The nature of these attitudes
and concepts and related factors has implications for the development of the
National Curriculum Statement in Technology. Digital technology paved the
way for a better learning environment of students however, there is still not
enough evidences about the adverse effects of digital transformation.
Statement of the Problem:
1. How do STEM students engage in learning with the use modern

digital technology?
2. What are the impacts of digital technology towards STEM student
lives?
3. What are the ways do STEM students perceive modern digital
technology as a tool for learning?
Objectives of the Study:
1. To know STEM student’s engagement in learning with the use of

modern digital technology.
2. To identify the impacts of digital technology towards STEM students’
lives.
3. To evaluate STEM students’ perception of modern digital
technology as an important tool for learning.
Significance of the Study:
This study may benefit the following:
Students. The direct recipient of the output of this research are

students especially in senior high STEM strand to pave the way to better
understanding. This study will help the students to be aware of the use of
modern digital technology in their lives.
Parents. This will help parents of students under STEM strand to

better understand that digital technology are the needs of students in modern
times and will serves as their guide to be aware of how students engage on it.
Future Researchers. Future researcher who may have similar idea

about this topic may use this paper for further research.
Scope and Delimitation of the Study:
This research will be conducted in Dologon National High School

located at Purok-5 Dologon, Maramag, Bukidnon. This study limits its
coverage to grade 11 and grade 12 senior high school students under STEM
strand of school year 2022-2023. This study will only look at STEM students’
engagement and how it will have an impact to their lives.

INTRODUCTION

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INTRODUCTION

Background of the Study

The discrepancies between the well-established promise of

1. How do STEM students engage in learning with the use modern

Objectives of the Study:

1. To know STEM student’s engagement in learning with the use of

Significance of the Study:

This study may benefit the following:

Students. The direct recipient of the output of this research are

Parents. This will help parents of students under STEM strand to

Future Researchers. Future researcher who may have similar idea

This research will be conducted in Dologon National High School

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