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CHAPTER I

INTRODUCTION

In recent years, the integration of technology in educational settings has seen a rapid

evolution, particularly with the widespread adoption of smartphones and tablets. The

prevalence of Android apps within the realm of education has generated a lot of interest in

understanding their impact on student engagement and learning outcomes. Android

applications have transformed the landscape of education by offering a wide array of tools

that address diverse learning requirements. They offer interactive and engaging experiences,

making learning more accessible

BACKGROUND OF THE STUDY

Historically, the early 2010s saw a rise in the use of Android apps in the classroom.

During this time, the use of mobile technology for education was made easier by the

widespread use of smartphones and tablets in classrooms. According to research conducted

by Kay, L. and Laverock, S. (2015) in their article "M-Learning: Implications in Learning

Domain", mobile learning, which includes the use of mobile apps, emerged as an innovative

approach to enhance education, enabling anytime, anywhere access to educational resources.

Samar State University, like many educational institutions, has embraced technological

advancements in its pursuit of providing quality education to its students. The Bachelor of

Science in Education (BSED) program, specifically in the Science and Mathematics

discipline, stands to benefit from innovative approaches that leverage technology to enhance

learning experiences.

The investigation into the impact of student engagement through digital technology

by Fredericks' Student Engagement Dimension Theory (Nikoma et al., 2021). Fredericks

identifies three dimensions for assessing engagement: behavioral, focusing on participation

and effort; Cognitive, evaluating understanding in technology-based learning; and Emotional,

considering the students’ reactions during the learning process. Supporting this study,

McGuinness and Fulton (2019) titled Digital Literacy in Higher Education: A Case Study of

Student Engagement With E-Tutorials using Blended Learning explores the teaching and

learning process with digital technology, emphasizing indicators such as cognitive,

emotional, and behavioral engagement.

Another relevant study of Pec Henkin. et al (2017) investigated whether the use of a

gamified mobile learning app influenced students’ academic performance and boosted their

engagement in the subject. They found that there was a positive correlation between students

scoring highly on the app and achieving higher academic grades. Hence, the causal

relationship between the app usage and improved student outcomes requires further

investigation

In the dynamic landscape of education, the integration of Android apps has become

increasingly prevalent. The significance of this study lies in exploring how the integration of

Digital Tools influences student engagement among all Senior High School Students. While

previous research has acknowledged the potential of educational apps to transform learning

experiences, there remains a gap in understanding the specific impact on student engagement

within this particular academic context. Developing effective teaching strategies requires an

understanding of app usage trends, student perceptions of these apps, and their impact on

engagement. Through research into this field, educators and legislators may decide how best

to use technology in the curriculum to optimize student engagement and enhance learning

outcomes overall.
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Therefore, this study aims to investigate the relationship between Digital Tools

integration and student engagement of the ABM students in Catbalogan National

Comprehensive High School. The findings seek to contribute to the ongoing discourse on

effective pedagogical practices in the digital age and offer insights into optimizing

educational technology for enhanced student engagement. Through this exploration,

educators, administrators, and stakeholders can gain valuable insights into leveraging Digital

Tools as a means to foster more engaging and enriching learning environment

THEORETICAL FRAMEWORK

Technology has changed the way classroom instructions are handled today. Teaching

strategies have undergone a paradigm shift from education's traditional ways to the most

recent ones. The teacher's role has also changed from being the sole source of information to

being the facilitator of learning. Students‟ role has also changed from being receivers of

spoon-fed information to being discoverers of learning. With the coming of modern

technology, especially the computer, classroom instruction has been changed forever.

Students can now perform different tasks and take up an active role in learning with the aid of

information technology. And up to this day, researchers have been finding out the many

benefits of modern technology to both students and teachers. John Dewey's Learning by

Doing Theory also contributes to the answer to the questions previously mentioned. The

theory emphasizes that knowledge is the tool for managing experience. There is no such thing

as genuine knowledge and fruitful understanding except as the offspring of doing.

(Novack,2005) Knowledge power is achieved by sending the mind to school of nature to

learn her processes of change. It is the learner and not the subject which determines both

quality and quantity of learning. Learning means something which the individual does when

he studies. He learns as a consequence of his direct activities. Thinking is the method of

intelligent learning, of learning that employs and rewards the mind (Novack, 2005). Students
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have different ways of learning and mastering new things. Howard Gardner presented seven

"multiple intelligences" that are of equal importance to human beings and develop at different

times and in different ways for different individuals. Multi-media can go a long way to

addressing these intelligences, much more than traditional teaching methods. With the use of

computers, students‟ different learning styles can be tapped to maximize motivation, learning

and skills development (Gardner, 198). Thee USA‟s Information Technology in Teacher

Education (ITTE) had proposed different ways by which technology could maximize learning

in the classroom by applying it Gardner's theory of Multiple Intelligence. The first of these

kinds of intelligences is the verbal/linguistic intelligence which is the ability to think,

communicate, and create through words both in speech and in writing. Computer software

which allows young children to write and illustrate their own stories before their fine motor

skills are developed enough to allow them to do so by hand. Word processing software

stimulates learners to interact more closely with their work and so on (ITTE, 1983). When it

comes to logical/mathematical intelligences, the ability to memorize and perform

mathematical operations, think mathematically, logically, and analytically, multimedia

products that graphically illustrate physics concepts and challenging visual/spatial tasks

which develop mathematical and logical thinking skills among students. Bodily/kinesthetic

students who prefer to learn through physical coordination and dexterity may utilize

educational games which challenge fine motor coordination while developing logical

thinking skills and mastery over abstractions. Students who are musically intelligent and have

the ability to understand, appreciate, perform, and create music by voice or instruments or

dance may find Musical Instrument Digital Interface (MIDI) useful in making music on an

electronic keyboard, which can be made to sound like any instrument and then can be

orchestrated electronically. Students with interpersonal intelligence who could work

cooperatively with other people and apply a variety of skills to understand others could work
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with clusters of students on computers and learn more than when working alone. Electronic

networks link students with their peers within the community and around the world.

RESEARCH OBJECTIVES

To investigate the correlation between the integration of Android applications or Digital

tools and the levels of student engagement in classroom activities among Senior High School

Student in Catbalogan National Comprehensive High School.

Specific objectives

1. What are the most used Android applications or digital tools by senior high school

students in Catbalogan National Comprehensive High School?

2. How do teachers perceive the impact of Android applications or digital tools on

student engagement in classroom activities?

3. Are there any specific Android applications or digital tools that have been found to

have a significant correlation with increased student engagement in classroom

activities?

SCOPE AND DELIMITATION

This study's purpose is to maintain the impact of using digital tools to all senior high

school students in Catbalogan National high school (CNCHS) in Catbalogan city. This

technology is integrated during class time or after school hours, students are given more

opportunities to interact with instructors, collaborate with peers and engage themselves in the

learning process Numerous studies have supported the idea that overall student motivation

and engagement in learning is enhanced by the implementation of instructional technology

(Mo, 2011).
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SIGNIFICANCE OF THE STUDY

of this study lies in its potential to provide valuable insights into how the integration

of digital tools in the classroom can enhance student engagement in learning activities. By

understanding how digital tools can be effectively utilized to increase student participation

and motivation, teachers can optimize their teaching practices to create a more interactive and

dynamic learning environment. This, in turn, can lead to improved academic performance, as

engaged students are more likely to be attentive, focused, and enthusiastic about their

learning.

Furthermore, by identifying the specific digital tools and strategies that are most effective in

promoting student engagement, teachers can make informed decisions about how to

incorporate technology into their lesson plans. This can help to bridge the gap between

traditional teaching methods and the digital preferences of today's tech-savvy students,

making learning more relevant and relatable to their everyday experiences.

Ultimately, the findings of this study can serve as a valuable resource for educators looking

to enhance their instructional practices and increase student engagement in the classroom. By

leveraging the power of digital tools, teachers can create a more interactive and collaborative

learning environment that empowers students to take ownership of their learning and achieve

academic success.

DEFINITION OF TERMS