UNVEILING THE HORIZON: A QUALITATIVE EXPLORATION ON THE

LEARNING EXPERIENCES OF COMPUTER-ASSISTED EDUCATION

A Research Proposal Presented To

The Ulip National High School
Upper Ulip, Monkayo, Davao De Oro

In Partial Fulfillment on the Requirements

For Senior High School

JOHN LEO GAYUD

ELA MARIZ A. AVILA
Lead Proponent

Members
ANGEL S. DELA CRUZ
MARFRIED L. YAGCO
RYAN N. BULADACO
JAIRA P. SARAUM
JOCIEL P. BUSTAMANTE
JOSHUA WELBERT V. GARIDO
RECHELLE MAE D. MANILA

MARCH, 2024
 Chapter I

Introduction

RATIONALE

Computer-assisted education is poised to revolution the way students learn,

offering personalized learning experiences that cater to individual needs and

preferences. By leveraging technology, students can access a wealth of resource

and interactive tools that enhance their engagement and understanding of the

subject matter.

A study conducted by Smoothwall (2023), has shown the overwhelmingly

positive impact of technology on education. According to the findings, a vast majority

of U.S. teachers believe that technology has a positive effect on children’s lesson

participation and learning. Additionally, more than half of the respondents noted that

students become noticeably more engaged when technology is integrated into the

learning process. This highlights the importance of incorporating technology into

education to foster active participation and enhance student engagement.

In the Philippines, integrating technology into traditional classroom setting

empowers students to take control of their learning journey (Bradman, 2023). By

providing access to various digital tools and resources, student can explore their

interests and pursue their passions in a personalized learning environment. This

personalized approach to education fosters a sense of ownership and motivation

among students, driving them to actively participate and excel in their students.

Ulip National High School, the implementation of computer-assisted

education is still in its early stages. While there is a growing awareness of the
benefits of technology in education, there are challenges such as limited access to

devices and internet connectivity. However, efforts are underway to address these

issues and fully leverage technology to enhance teaching and learning experiences

for students.

In conclusion, the future of computer-assisted education holds great promise

for transforming the way learn and engaged with educational content. By embracing

technology and tailoring learning experiences to individual needs, education can

create dynamic and interactive environments that empower student to succeed

academically and beyond.

PURPOSE OF THE STUDY

The purpose of this study is to explore the experiences, perceptions, and

challenges faced by the educators and students in integrating technology into

education, this research aims to identify key elements that contribute to the

successful implementation of computer-assisted learning methods. Additionally, the

study seeks to uncover innovative strategies and best practices for leveraging

technology to enhance teaching and learning outcomes, ultimately informing future

educational policies and practices.

REVIEW OF RELATED LITERATURE

Computer-assisted education has emerged as a powerful tool in

transferring traditional educational methods. This review aims to explore the

future trajectory of computer-assisted education, focusing on its qualitative

aspects. By examining existing literature, this review seeks to highlight the

potential benefits, challenges, and future directions of computer-assisted

education.

The integration of technology in education has become increasingly

prevalent, with computers playing a central role in facilitating learning

experiences (Lindner, 2023). The integration of technology in education means

that more and more schools are using computer to help students learn.

Computers are now very important in classrooms because they make learning

easier and more interesting. They can show videos, interactive lessons, and

educational games, which help students understands lesson better and enjoy

learning. This makes it easier for teachers to teach and for students to learn,

making education more effective overall.

As technology continues to evolve, educators are leveraging computer-

assisted tools to enhance teaching effectiveness and student engagement

(Bradman, et al. 2023). As technology advances, teachers are using computer-

assisted tools to make teaching more effective and to get students more

interested and involved in learning.

 Mostly all people have acknowledged that incorporating technology into

classrooms can promote interactive learning environments and foster critical

thinking skills (Pires, 2023). Incorporating technologies in classrooms help make

learning more engaging and interactive for students. It allows them to access a

variety of resources, such as educational application and multimedia

presentations, which can enhance their understanding of complex concepts.

Additionally, technology encourages students to think critically by presenting

them with problem-solving tasks and interactive exercises that require active

participation.

One of the key advantages of computer-assisted education is its ability to

provide personalized learning experiences tailored to individual student needs

(Sarker, 2019). Computer-assisted education can customize learning for each

student. It adapts to their pace and style, making it easier to understand and

engage with the material. This personalized approach helps students learn more

effectively and achieve better results.

Through adaptive learning platforms and intelligent tutoring systems,

students can receive customized instruction based on their learning preferences

and progress (Azad, 2023). Adaptive learning platforms and intelligent tutoring

system use technology to give students personalized instruction that matches

their individual learning styles and progress. This means that students can learn

at their own pace and focus on areas where they need more help, making the

learning experience more effectively and engaging for each student.

 Some studies suggest that personalized learning approaches can lead to

greater student motivation and academic achievements (Shemshack, 2020).

Personalized learning approaches cater to individual student needs, preferences,

and learning styles. By tailoring instruction to each student, personalize learning

fosters a sense of ownership and relevance which can boost motivation.

Additionally, when students feel that their learning experiences are personalized,

they are more likely to engage actively in the learning process, leading to

improve academic achievement. These approaches acknowledge and respect

the unique abilities and interests of each student, ultimately their overall learning

experiences.

Computer-assisted education has also facilitated the development of

collaboration learning environment, where student can engage in peer-to-peer

interaction and knowledge sharing (Mirata, 2020) enables student to work

together and share knowledge with their peers in collaboration learning

environment. This means students can interact with each other exchange ideas,

and learn from one another, all with the help of technology. It fosters a sense of

teamwork and allows students to benefit from different perspectives enhancing

their overall learning experience.

Online discussion forums, group projects, and virtual classroom enable

students to collaborate with their peers regardless of geographical location

(Nahas, 2022). Online discussion forums, group projects, and virtual classrooms

allow students to work together on assignments and activities even if they are in

different location. Through these digital platforms, students can share ideas,
discuss topics and collaborate on projects in real-time, breaking down

geographical barriers and promoting teamwork and interaction among peers.

Some studies have highlighted the importance of social interaction in the

learning process, emphasizing the role of computer mediated communication on

fostering collaborative learning experiences (Van de Meer, 2023). Social

interaction plays a vital role in the learning process because it allows students to

engage with their peers, exchange ideas, and collaborative on projects.

Computer-mediated communication, such as online discussion forms and virtual

classrooms, facilitates their interaction by providing platforms of students to

connect and interact regardless to geographical distance.

While technology plays a significant role in shaping educational

experience, the role of teachers remains essential in providing guidance and

support to student (Altowairiki, 2021). While technology can enhance learning

experiences, teachers play a crucial role in guiding and supporting student.

Technology alone cannot replace the human connection and personalize

attention that teachers provide. Teachers offer valuable insights, encouragement,

and mentorship that technology cannot replicate. They understand student’s

individual needs and can adapt instruction accordingly, fostering a supportive

learning environment. Therefore, the role of teachers remains indispensable in

education, complimenting the benefits of technology with their expertise and

interpersonal skills.
 Some qualitative studies indicate that effective teacher-student

relationships are crucial in promoting student engagement and academic

success (WanMansor, et al. 2016). Effective teacher-student’s relationships are

crucial because they create a supportive and motivation to engage actively in

their studies. When students have positive relationships with their teachers, they

are more likely to participate in class, ask questions, and seek help when

needed. This sense of connection fosters trust and open communication, which

are essential for academic success. Additionally, teachers who establish strong

relationships with students can better understand their individual needs and

provide personalized support, ultimately contributing to improve learning

outcomes.

Computer-assisted education should be viewed as compliment to

traditional teaching methods, with educators playing a central role in facilitating

meaningful learning experiences (Urhahne, 2024). Computer- assisted education

works best when its used along-side traditional teaching method. While

technology enhances learning, teachers still play a vital role in guiding students

and making sure they understand the material. Teachers can use technology to

create engaging lessons and provide personalized support ensuring that

students have meaningful learning experiences. So it is important to see

technology as a helpful tool that supports, rather than replaces, the role of

educators in the classroom.

Despite the potential benefits of computer-assisted education, several

challenges must be addressed to ensure its successful implementation. Access

to technology, digital literacy skills, and concerns about data privacy are among

the key considerations (Pratt, 2021). Computer-assisted education offers many

advantages, but there are also challenges to overcome for it to work well. Some

people may not have access to computers or the internet, which can make it hard

for them to participate. Also, not everyone knows how to use technology

effectively, so they may struggle with computer-based learning. Another concern

is about keeping people’s personal information safe when they use digital tools

for education. These challenges need to be addressed to make sure that

computer-assisted education benefits everyone. Qualitative studies have also

highlighted the importance of addressing the digital deride to ensure equitable

access to educational resources (Krishan, 2017).

Furthermore, concerns have been raised about the potential of technology

to intensify inequalities and marginalize certain student populations Johnson, et

al. 2020). Technology has the potential to worsen inequalities because not

everyone has equal access to technology or the internet. This means that some

students may have more opportunities to use educational resources online, while

others may not have access at all. Additionally, those who are already

disadvantaged, such as students, from low-income families or rural areas may

face greater challenges in accessing technology, which can further marginalize

them in the education system.

In conclusion, computer-assisted education holds immense promise for

transforming educational practices and improving learning outcomes. By

embracing technology-driven approaches, educators can create dynamic and

interactive learning environments that cater to diverse student needs. However,

careful consideration must be given to the challenges and ethical implications

associated with the widespread adaption of computer-assisted education. Moving

forward, further qualitative research is needed to explore the nuanced effects of

technology on teaching and learning processes.

THEORETICAL LENS
Socio-cultural theory, proposed by Lev Vygotsky (1978), suggests the

learning is a social process influenced by cultural contexts and social interactions

learn through collaboration with others and the sharing of cultural practices and

knowledge.

In the future of computer-assisted education, socio-cultural theory plays a

crucial role in shaping learning experiences. With the integration of technology in

education, students have increased opportunities for collaboration and interaction

with peers and educators for diverse cultural backgrounds. Online platform and

digital tools facilitate communication and knowledge sharing, allowing students to

engage in collaborative learning activities regardless of geographical barriers.

Additionally, technology enables the incorporation of culturally relevant content

and resources into the curriculum, ensuring that learning experiences are

meaningful and contextualized to student’s cultural backgrounds.

In the conclusion socio-cultural theory provides a valuable lens through

which to understand the future of computer-assisted education. By emphasizing

the important of social interaction and cultural context in learning, this theory

underscores the potential of technology to enhance collaborative learning

experiences and promote cultural diversity in education. As technology continues

to advance, educators can leverage socio-cultural principles to design inclusive

and engaging learning environments that empower students to thrive in an

increasingly interconnected world.

Schematic Diagram

Figure 1. Schematic Diagram

Research Question: The Future of
Computer-
assisted in Computer-Assisted Education among the
1. What are the experiences
Education
Senior High School students in Information and Communication

Technology course?

2. What are the challenges faced in Computer-Assisted Education?

3. What are the coping mechanisms in Computer-Assisted Education?

Challenges in
Computer-
assisted
Education

Coping
Mechanism in
Computer-
assisted
Education
Scope and delimitation
This qualitative research will be conducted at Ulip National High School

located in Barangay Upper Ulip, Municipality of Monkayo, Province of Davao De

Oro, during the school year 2023-2024. The study will focus on exploring the

future of computer. Assisted education, specifically examining its potential impact

on student learning experiences and outcomes. The research will be limited to

the responses of grade 12 participants subjected for in depth-interview in school

year 2023-2024.

Significance of the Study

The findings of this study the significant for various stakeholders involved in

the realm of education, particularly in shaping the future of computer-assisted

education specifically.

Education Institutions: The research outcomes will provide valuable

insights for educational institution, such as Ulip National High School, helping

them understand the importance of integrating and optimizing computer-assisted

education within their curriculum. By recognizing the potential benefits and

challenges associated with these technologies, school can make inform

decisions to enhance teaching methods and improves students learning

experiences.

Teachers: This study will benefit teacher s by equipping them with effective

strategies and resource to utilize computer-assisted education tools in the

classroom. By gaining a deeper understanding of how these technologies impact

student engagement, motivation, and learning outcomes, teachers can tailor their

instructional approaches to better meet the diverse need of their student.

Students: The research findings will directly impact students by providing them

with enhanced learning opportunities through computer-assisted education. By

identifying the strength and limitations of these technologies, students can

actively with innovations learning platforms, develop crucial digital literacy skills,

and prepare for success in an increasingly technology-driven world.

Parents and Guardians: Parents and guardians play a vital role in supporting

their children’s education. The outcomes of this study will empower parents to

make informed decisions about their children’s academic journey, including

advocating for the implementation of affected computer-assisted education

program that fosters positive learning habits and academic achievement.

Future Research and Development: This research will contribute to the existing

body of knowledge on computer-assisted education, serving as a foundation for

future research and development in the field. By addressing key questions and

gaps in understanding, this study will inspire further exploration and innovation in

educational technology, ultimately driving advancement in teaching and learning

practices for the benefits of all stakeholders involved.

Definition of Terms

To better understand the terms used in this study, these are defined

operationally by the researchers as follows:

Computer-Assisted Education: this term refers to the integration of technology,

such as computer, tablets, and education software, into teaching and learning

processes to enhance instruction, facilitate personalized learning experiences,

and improve student outcomes.

Digital Literacy: Digital literacy encompasses the skills, knowledge, and

competencies required to effectively navigate, evaluate and utilize digital

technologies for communication, information retrieval problem solving, and

creative expression. This includes proficiency in using digital tools, understanding

online safely and security, and critically evaluating digital content.

Blended Learning: Blended Learning refers to an instruction approach that

combines traditional face to face classroom instruction with online learning

activities and resources. It seeks to leverage the strengths to both in person and

digital learning environments to promote active engagement, personalized

learning pathways, and flexibility for students and educations.

 CHAPTER II

METHODOLOGY

This chapter outlines the exploration of the research design, research

locale, participants, instruments, procedures, data analysis, roles of the

researchers, and ethical considerations.

Research Design

The research participants consisted of six students who were selected for

in-depth interviews. The selection criteria for this study included students who

were currently enrolled at Ulip National High School and were willing to

participate voluntarily. All students who will be present on the day of the survey

are going to be eligible to participate. Purposive sampling will be employed to

select the participants, allowing for a targeted selection of individuals who could

provide valuable insights into the future of computer-assisted education. This

sampling technique will provide the researchers with control over participant

selection, ensuring that individuals with relevant experiences and perspectives

were included in the study (Creswell, 2007).

Research Locale

This study will be conducted in the quiet town of Monkayo, nestled in the

heart of Davao de Oro, stood Ulip National High School, a public institution

where young minds gathered to learn and grow. The school, situated at Purok 2

in Barangay Upper Ulip, had a rich history steeped in legend and tradition.
 Legend had it that long ago, near the banks of the Upper Ulip River, a

majestic tree adorned with beautiful flowers once stood. Local women adorned

their hair with these blossoms to attract suitors. But one day, the tree vanished

without a trace, leaving behind only memories and mystery. The locals, unable to

forget the tree they fondly named Ulipo, continued to share tales of its

disappearance through generations.

The area of Upper Ulip was predominantly inhabited by Mandaya people,

who upheld their customs and traditions with pride. They celebrated Diwata with

fervor, donning traditional Mandayan attire and practicing age-old rituals. The

Mandaya were skilled hunters, using bows and arrows to hunt wild pigs and deer

in the surrounding forests. Superstitions ran deep among the natives, with

whispers of spirits and omens filling the night air.

Over time, the demographics of Upper Ulip began to change as migrants

from various tribes settled in the area. Visayans, Ilocanos, and other ethnic

groups arrived, bringing with them their own customs and cultures. Land

exchanges and cultivation became common practices, shaping the landscape of

the region.

In the early 1980s, Upper Ulip gained attention for its rich mineral

deposits, particularly gold. The discovery of a gold mine in the nearby mountain

led to a surge in mining activities, attracting investors and miners from far and

wide. The indigenous peoples of the area, recognized as ancestral domain

holders, asserted their rights to the land, leading to the formation of the Unified

Tribal Council of Elders and Leaders.

 Tragedy struck in 2012 when Typhoon Pablo ravaged Upper Ulip and the

neighboring Barangay Mt. Diwata, leaving destruction in its wake. Many lives

were lost, and communities were left reeling from the devastation.

Despite the challenges, Upper Ulip remained resilient, anchored by its

strong sense of community and faith. The establishment of a Catholic chapel

brought spiritual solace to the residents, while the opening of Ulip Elementary

School provided education to the youth.

In 1969, through the efforts of local leaders and government officials,

Barangay Hulip was officially established, marking a new chapter in the history of

Upper Ulip. Republic Act 5566, signed into law by President Ferdinand E.

Marcos, granted official recognition to the barrio, cementing its place in the

annals of Monkayo's heritage.

And so, the story of Upper Ulip continues to unfold, shaped by its past and

present, as it looks towards a future filled with hope and possibilities.

Figure 2. Research Locale
Research Participants

The research participants consisted of six students who were selected for

in-depth interviews. The selection criteria for this study included students who

were currently enrolled at Ulip National High School and were willing to

participate voluntarily. All students who will be present on the day of the survey

are going to be eligible to participate. Purposive sampling will be employed to

select the participants, allowing for a targeted selection of individuals who could

provide valuable insights into the future of computer-assisted education. This

sampling technique will provide the researchers with control over participant

selection, ensuring that individuals with relevant experiences and perspectives

were included in the study (Creswell, 2007).

Research Instrument

For this study, a single instrument will be employed. A validated semi-

structured interview guide will be utilized to conduct interviews, focusing on the

qualitative aspect of the research.

To explore the perspectives and strategies of the participants, the

researchers will be using a semi-structured interview questionnaire. This

interview method allowed for in-depth discussions and insights into the

experiences of the research participants. Throughout the interviews, researchers

will meticulously document the conversation, will be aided by video and audio

recordings, to supplement written notes. Additionally, observations of participant's

behaviors and gestures during the interviews will be carefully recorded to capture

important details.

Research Procedures

The proposed research procedures are outlined as follows:

Initially, the researchers intend to seek permission through a formal letter

addressed to the School Head, requesting approval for the study's

implementation. Following the receipt of informed consents from participants,

arrangements will be made to schedule in-depth interviews.

During the interview sessions, the researchers plan to introduce

themselves warmly, aiming to establish a comfortable rapport with the

participants. This approach is expected to encourage open and honest sharing of

experiences. The researchers will assure participants that all information shared

will be treated with confidentiality and solely utilized for research purposes,

fostering a conducive environment for fruitful discussions.

Upon completion of the interviews, the qualitative data collected will be

transcribed and coded meticulously by the research team. Subsequently, these

transcriptions will undergo a peer-review process involving the researchers

Practical Research teacher to ensure accuracy and reliability. Following this, hard

copies of the transcriptions will be provided to the participants during a second

round of visits for validation, with verification forms to be signed by them. Finally,

the qualitative data will be subjected to thorough thematic analysis conducted by

a skilled data analyst.

Data Analysis

For data collection, the researchers plan to conduct in-depth interviews

with participants. Responses will be carefully documented through notetaking

and audio recording for thorough analysis afterward. The researchers intend to

categorize these responses into overarching themes that capture various aspects

of the phenomenon under study. To ensure the credibility and accuracy of the

findings, a triangulation strategy will be employed, allowing for the cross-

verification of evidence from multiple individuals and sources. Each piece of

information will be meticulously examined and supported with evidence, fostering

the development of a comprehensive and credible research report.

Role of Researcher

The researchers, before conducting the study, it is their responsibility to

inform participants about the study's purpose and establish a good relationship

with them. Acting as a facilitator, researchers must maintain an open-minded

attitude and possess skills in extracting relevant information from participants.

Setting clear guidelines, such as addressing one question at a time and

respecting each other's opinions, promotes better and more productive

communication during interviews or surveys. Researchers should first put

participants at ease and introduce the study topic. Questions should be

structured from general to specific, using examples to elicit comprehensive

responses. Ensuring confidentiality of all information shared by participants is

paramount. All the facilitators should possess social and referencing skills to
guide participants effectively without influencing the discussion. Researchers

should handle any hurtful remarks or prejudice by reinforcing ground rules and

employing effective facilitation techniques. Additionally, researchers should be

proficient in using necessary instruments, such as tape recorders, to aid in data

collection, ensuring efficient and accurate recording of participant responses.

Ethical Considerations

The researcher adhered to ethical standards in conducting this study on

the future of computer-assisted education. These ethical considerations are

crucial for ensuring the well-being and rights of all involved: respect for persons,

beneficence, consent, confidentiality, and justice.

Respect for persons entails the researcher's obligation not to exploit the

participants and to maintain trust and confidence. Permission was sought from

the school head before commencing the research, demonstrating respect for

individuals involved.

Beneficence involves minimizing risks to participants by anonymizing their

identities and ensuring the safekeeping of files. All data were protected and not

left unattended, ensuring the well-being of participants.

Consent is vital for showing respect to participants, ensuring they are

aware of the study's purpose and objectives. Informed consent was obtained

from participants before their inclusion in the study.

Confidentiality was maintained to safeguard participants' identities, using

coding systems to hide identities and destroying materials after data analysis.
 Justice requires a fair allocation of risks and benefits, acknowledging

participants' contributions and giving them due credit for their involvement.

Participants' contributions are essential to the success of the research, and they

should maintain their dignity and reputation even after the study concludes.
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