Escolar Documentos
Profissional Documentos
Cultura Documentos
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing
Apolinario, Carren J.
Galvez, Benand Charlotte B.
Vianzon, Reynaldo Jr., M.
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ACKNOWLEDGEMENTS
First and foremost, we, the researchers would like to bring back all the glory to
the ever loving God Almighty for the provision, wisdom, strength and guidance we
needed to make this study successful. There’s nothing too difficult for Him to do as we
put our trust on Him.
We extend our sincerest gratitude to Mrs. Teresa Dela Torre, our thesis adviser,
for her tireless commitment to us. She not only encouraged us with words but her
dedication and commitment in helping us complete this thesis in a timely and efficient
manner. The project provided us with an opportunity to understand the fundamentals of
research methods in a better manner and apply them in everyday life. The insistence on
taking up a socially relevant topic like the use of social networking sites helped us to
understand the psychology and education of the people using these sites better and
correlate the research to human behavioral and mental aspects.
We also would like to thank our respondents for giving us their valuable time and
providing us with the information needed to carry out the research successfully.
We also would like to thank our classmates and friends for being willing to serve
on our commission and extending their advice for improvement.
Finally, we would like to thank our families for their constant support, guidance
and motivation, who helped us immensely in completing this project and for instilling in
us a strong work ethic and belief that we can accomplish anything we put our minds to.
THE RESEARCHERS
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Title Page
Acknowledgement
Table of Contents
CHAPTER I The Problem and Its Setting
Introduction………………………………………………………………………………..5
Statement of the Problem…………………………………………………………..….11
Hypothesis…………………………...…………………………………………………..12
Theoretical / Conceptual Framework…………………………………………………12
Significance of the Study……………………………………………………………….17
Scope and Delimitation of the Study…...………………..……………………………19
Definition of Key Terms………………………………………………………………...20
CHAPTER VI Bibliography
Bibliography………………………………………………….56
CHAPTER I
THE PROBLEM AND ITS SETTINGS
Introduction
The rapid development of modern technology that has been observed over the
past years has potential positive outcomes and concerns regarding the way students
are engaging with it and how it is making an impact on their learning and academic
performance. The world today is witnessing rapid acceleration in all areas of science
and knowledge, and a scientific explosion leading to more technological developments
and a new era known as the information age. The educational systems must respond to
these events and try to develop principles and standards for selecting teaching methods
to renew education and establish a modern educational environment and an
educational system that is compatible with these changes. In addition, the educational
system must be able to develop the learners abilities, knowledge and skills.
Modern technology has the ability to interact with the student through developed
educational programs to achieve various behavioral and educational objectives, save
time, and reduce the effort of the teacher and learner. It also has the ability to motivate
learners to learn without boredom, because it contains the feature of excitement and
continous interaction. Teaching with the use of modern technology also creates the
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opportunity for students to choose the appropriate method besides the presentation of
multiple learning methods in a short time through drawings, interaction during learning,
playing videos and browing the internet website to explain various concepts. Modern
education has entered education and leanring to be used in several areas, such as self-
learning through programmed learning of curricula and methodological educational
activities, conducting artistic works, coordinating the administrative work in educational
institutions, and overcoming the routine works that were time and effort consuming.
Technology is one of the latest phenomenons that make the whole wide world
cling to it. It has brought about changes in terms of communication. It also creates
positive and negative impact in the lifestyle of billions of people but most particularly to
the younger generation. Technology helps develop both intrapersonal and interpersonal
aspect of an individual. It unlocks the curiosity of an individual on what is life and what is
it all about. It may aid people in their academic life just like how it supports a firm and a
country in its economical, political, societal and spiritual aspects. On the other hand, it
still inculcates negative effects that have been wide-spreading throughout the world.
Considering the awaiting destruction in the diverse facets of life of an individual, in his
community and even this country. Be more coherent for next
This study will be conducted Tomas Del Rosario College Department where we
selected students from all levels of BSBA to pre-determine the perceive effects of the
impact of technology on the academic performance of students. Modern technology has
advantages and disadvantages in Education and its impact on the academic
performance of students. Technology in education plays an important role in improving
the educational skills and knowledge of students. This is very important especially those
who need to improve their knowledge in order for them to achieve a successful life in
the future. Technology in education is manifested through the use of computers,
overhead projectors, laptops and other prefered modern technology that the professor
wants to use. This is also a great help for teachers since they can already anhance their
teaching skills and strategies every time they are facing their class. Modern technology
is essential for both students and the teacher but there are some instances wherein
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Modern technology also has its disadvantages. Students who rely heavily on
using modern technology can become lazy in their studying habits. Computers make it
easy to find answers that students barely have to look for them. This may result in
students having poor study habits and developing a lazy attitude toward their education.
Students may also forget the basic way of studying. Students would no longer rely on
the books for their courses since finding answers on the internet is easier to do.
Allowing students to surf the internet doesn’t necessarily mean that all the things that
they are going to discover are good for their mind and studies. There are several things
that are found in the internet which are not good for students so they need to be
properly guided by their teachers and parents whenever they use the computer and
modern technology. Technology in education plays an importang role in the study habits
and skills of students and can impact their academic performance. It depends on how
the students choose to utilize the modern technology available for them.
17. Live Binders- using a binder is now digital. Using the same idea as
pinning and bookmarking, the binder allows educators to collect and
organize resources for lesson plans.
18. Knewton- This modern technology aims at a personalizing content for
optimal learning. The flatform monitors the student’s activity and uses
the information to give the student the best personalized resources
based on their level of performance.
The researchers chose to study modern technology and its impact on the academic
performance of students since we are students ourselves and we use modern
technology often in our studies.
The primary aim of this study is to determine the Impact of Modern Technology
on the Academic Performance of one hundred (100) selected BSBA student at Tomas
Del Rosario College.
1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the
academic performance?
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Hypothesis
In light of the research problem, the researchers formulated the following null
hypothesis:
1. There is no relationship on the Impact of Modern Technology on the
Academic Performance in terms of cognition, psychomotor, attitude, and
psychosocial of the one hundred (100) selected BSBA at Tomas Del Rosario
College.
2. There is no significant mean difference between cognition, psychomotor,
attitude, psychosocial of the one hundred (100) BSBA students at Tomas Del
Rosario College.
The following theory which was utilized by the researchers in this study includes:
There are several various and complementary epistemological theories that could
provide suitable lenses through which to view the impact of modern technology on the
academic performance of students and provide some structure to this investigation.
Among them are constructionism, constructivism, and activity theory. Each will be
examined briefly in this section, with the theory selected for use receiving a more
thorough explication:
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I. Constructionism
Constructionism, developed by Seymour Papert in the 1980s, is a theory that posits that
learners are more likely to acquire new understanding and knowledge if they are
actively engaged in the creation of an external artifact, such as the computers, laptops,
cellphones, tablets, and overhead projectors utilized by BSBA students at Tomas del
Rosario College. Papert studied with Piaget in Switzerland in the 1950s and 1960s,
modifying his constructivist theory to encompass the study of learning with technology.
The focus on product (artifact) rather than prerequisite developmental stages denotes
the primary difference between the two theories. Papert offers this explanation:
Constructionism the “n” word as opposed to the “v” word shares contructivism’s view of
learning as ‘building knowledge structures’ through progressive internalization of
actions. It then adds the idea that this happens especially felicitously in a context where
the learner is consciously engaged in constructing a public entity, whether it’s a sand
castle on the beach or a theory of the universe. (1991, p.1) Papert’s constuctionist
theory is also complementary to Dewey’s (1916) constructivist philosophy that one must
harness a student’s existing knowledge in order for that student to be able to acquire
new concepts. Constructionists add to the concept of applying existing knowledge the
belief that the creation of an artifact allows the student to develop a deeper
understanding of the particular concept on which she is working.
II. Constructivism
Aside from the work of Papert, there are also other theories that will explain this
research. Others are Piaget, according to him
IV. On the other hand, John Dewey also made the theory of
social than solitary, occurring through students’ (and teachers’) creating communities of
learners who built their knowledge together.
V. Lev Vygotsky
The distinctions between and among Piaget, Dewey and Vygotsky are, for the
most part, more subtle than sharp. All three, for instance, believed that children are
naturally curious and are actively involved in their own learning. Vygotsky, however,
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believed they relied more on their interactions with others than on self-discovery (as
Piaget thought) and that they relied not only on social interactions (as Dewey
suggested), but on the tools of the culture as well. Still, all three theorists are considered
critical to the development of constructivism. Vygotsky’s work was chosen as the
theoretical framework for this study for two reasons: his emphasis on how culture
influences cognitive development and his emphasis on the importance of social
interaction in cognitive development. The combination of constructionist (the use of
“tools of intellectual adaptation” to create meaning) and constructivist elements (teams
of students working collaboratively) in the research survey of how modern technology
impacts the academic performance of BSBA students at Tomas del Rosario College,
however, made Vygotsky’s activity theory the most suitable choice. Activity theory’s
central premise that learning activities are best undertaken through collaboration with
others and/or mediated through the use of the available tools of the culture is perfectly
aligned with the research study of modern technology and its impact on the academic
performance of BSBA students at Tomas del Rosario College.
Conceptual Framework
The conceptual paradigm of the study about the Impact of Modern Technology on
the Academic Performance of the one hundred (100) selected BSBA students at Tomas
del Rosario College
Figure 1-1 presents the independent variables on the far left box and how they affect
the intervening variables found in the middle box which include the modern technologies
such as: computer, tablet, laptop, cellphone. These variables could increase or
decrease the result of the variables. Perception of BSBA students at Tomas Del Rosario
College on their academic performance in relation to the impact of technology.
The study about modern technology and its impact on the academic performance
of students of BSBA in 2015-2016 at Tomas del Rosario College, serves as a learning
tool in their academic performance. This research study may be helpful to students,
faculty, instructors, parents, future researchers and the community. The result of the
study is expected to benefit the following:
Students
This research study gives information to students so that they can be aware of
how to utilize modern technology to better impact their academic performance. How to
use effectively, efficiently and appropriately. How students can become responsible in
using modern technology. How they can take advantage of the modern technology
provided to them by the college. Modern Technology can be used in schools often and
include settings and features that enhance accessibility. Increasing awareness of
available accessibility features and providing teacher training will help many students
without requiring schools to acquire new technology.
Faculty Teachers
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The information can help teachers know the advantages and disadvantages of
how modern technology impacts the academic performance of BSBA students. And how
they can use this technology to help their students learning capabilities. It can be easier
for teachers to choose teaching strategies and tools specific for their students learning
needs. Use modern technology to enhance their teaching methods. Efficiency in making
lessons and computing grades. Can benefit teachers in their professional growth by
being accessible to students. Easy access to students through social communication.
Teacher training and support is critical. For teachers to be able to help students
personalize their academic performance they must have the necessasry knowledge,
skills, and resources. Accessbi
School
If the school has a complete facility in regards to modern technology many
students will be interested in enrolling in the school.
Community
The community can be helped to be made aware of the impact technology has
on its residents. The community can be educated on how to create way to make
modern technology useful for students. Examples of this are computer shops. Must be
responsible, there is a policy to be 100 meters away from school. Only open during the
time that students are excused from school so that they prioritize their education. (Add
policies and laws)
Parents
Understanding how modern technology impacts children is important. Parents
are responsible in monitoring their childrens use of modern technology. Parents will be
able to guide and mentor their children in their academic performance and in their social
facets.
User
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Persons who choose to use modern technology can better understand how this
can impact their academic performance. Be it they choose to use this in a beneficial
way in supplementing their study habits or allow it to distract them. Students will have to
proper knowledge in how to better themselves by using modern technology.
Future Researchers
This research study can be used as a comparative analysis and basis for future
study regarding the impact of modern technology on the academic performance of the
students.
The study’s s took place at Tomas Del Rosario College from July 2015 to October
2015. The number of respondents chosen were one hundred (100) BSBA students.The
instrument used was a self made questionnaire.
The Respondents or Subjects for the study were selected from TOMAS DEL
ROSARIO COLLEGE. In total, 133 students were surveyed, 100 questionnaires were
distributed and collected from the first year to fourth year level.
The total population of this study is 133 students (33) seniors (42) junior (21)
sophomores ( 37) freshmen. The modes of modern technology being surveryed are:
Delimitation of common modern technology ONLY: remove the ones that the
students don’t use, because not known or available at this school. Not readily available
or used. Explain why chose certain modern technology such as FB, IG, twitter etc.
overhead projector, power point presentation, computer/laptop, tablet, Leap Motion,
Papertab, Chromebooks, Celly, Cellphone, Flashnotes, Lore, Study Blue, Donors
Choice, Snagit, Jing, Camtasia, Flipped Classroom, Lesson Cast, Kid Blog, Glogster
EDU, Live Binders, Knewton.
In assessing the students, the data was obtained through a questionnaire and
survey.
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Definition of Terms
The following terms were used throughout the research study, these terms were
conceptionally defined:
Techonolgy
The branch of knowledge that deals with the creation and use of technical means and
their interrelation with life, society, and the environment, drawing upon such subjects as
industrial arts, engineering, applied science, and pure science.
Modern Technology
Is the improved product of the application of science. it may be the same with the
technologies before but it was design to make works more easier.
Traditional Technology
Impact
Have a strong effect on someone or something.
Academic Performance
Power to produce results; efficacy; force; validity; influence, the state of being operative
or functional; operation or execution; accomplishment or fulfillment, a mental or
emotional impression produced, as by a painting or a speech
Cognitive
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Psychomotor
Ability to perceive instructions and perform motor responses often including
measurement of the speed of the reaction, of or relating to movement or muscular
activity associated with mental processes.
Psychosocial
Involving both psychological and social aspects; for example, age, education, marital
and related aspects of a person's history
Attititude
Manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or
orientation, especially of the mind
Behavior
The aggregate of responses to internal and external stimuli, he action or reaction of any
material under given circumstances
BSBA students
Students currently enrolled at Tomas del Rosario College studying the course of BSBA
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents different studies made by the other researchers including
articles and other reading materials. These may be similar or closely related with this
study. Furthermore the literature contributed additional information, ideas and data.
Recent studies conducted by Banerjee et al. (2005) and Barrow et al. (2009)
revealed that adopting an instructional computer program can improve student
achievement. Banerjee et al. (2005) found that by integrating the mathematics
curriculum with educational technology, the mathematics scores of the fourth-grade
students in Vadodara, India were increased. In addition, Barrow et al. (2009) analysed
the effect of an instructional pre-algebra and algebra program on student's test scores in
the US, while Rutz et al. (2003), examined the impact of using instructional technology
on optimizing the learning styles and process types. They found that using web-based
material to supplement the in-class experience can improve student achievement.
Murphy et al. (2001) found evidence of a positive relationship between using discrete
educational software and student achievement in reading and mathematics.
Research that has been conducted on the ways in which technology can improve
what children learn focuses on programs that aide in students’ comprehension of core
subjects like science, math, and reading, by presenting subject material in more easily
understood formats. The largest volume of research on the impact of technology in core
subject areas has been conducted on mathematics instruction. “Mathematics instruction
also has the longest history of using technology for instructional purposes and boasts
several impressive systems” (Ungerleider and Burns 2002, 15). Computer based
applications can also be applied in science classrooms. Research has shown that
students receive higher test scores and have greater understanding of the subject
material. Roschelle et al.(2000,86) assert that “computer-based applications using
visualization, modeling and simulation have proven powerful tools for teaching scientific
concepts." When certain technology applications were used in the classroom, such as
ThinkerTools, it was discovered that students’ understanding of subject matter increased
well beyond their grade level. Researchers found that middle school students who used
this computer assisted learning program had developed the knowledge to understand
and explain concepts that were usually taught well above their grade level. The impact
modern technology has on the academic performance of public school children in the
core subject area of mathematics is also positive. In the traditional teaching of
mathematics, students were required to apply basic knowledge such as adding,
subtracting, multiplying, and basic division. "However, in today’s society, people
increasingly use mathematical skills to reason about uncertainty, change trends in
data, and spatial relations" (Roschelle et al. 87). Using technology to check an equation
can provide immediate feedback if the equation is incorrect instead of writing the
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equation out in pencil and waiting for a response from the teacher. A high school in
Pittsburg implemented a computerized Cognitive Tutor in its mathematics classes. This
program developed students higher order thinking skills by allowing them to use real.
world situations to solve problems (Ringstaff and Kelley 2002). Classrooms around the
nation are expanding the mathematical literacy of students as more teachers are taking
advantage of technology tools. “Algebra students who used computer assisted learning
programs outperformed students in traditional classes, achieving gains of up to 25
percent in skill and up to 100 percent in problem solving” (Hubbard 2000). While there
are only a few studies that measure the effectiveness of technology in the area of
language arts, the impact of technology can still be seen through the application of
literacy programs and word processing systems. Computers may not be the best means
to read complete books; however they are helpful in examining small sections of text
and material (Ringstaff and Kelley 2002, 6). When typing a report, students are able to
instantly see incorrect spelling and grammar. Technology also provides students with a
wider array of resources; they can access virtual libraries and have access to
information that their school does not have. Students who use email see an increase in
their reading and writing skills. “Communicating and interacting through email, has
proven to be a motivating factor in the improvement of language skills” (Ringstaff and
Kelley 2002, 6).
A study was conducted in rural West Virginia at Hundred High School, on the
impact of technology on academic success and showed favorable results. The school
took advantage of a program called NETSchools and received funding from the E-rate
program. NETSchools provided every student and teacher with a laptop. Once ports
were installed, all the students and teachers connected to a Local Area Network. The
results were astonishing. The desire to learn increased and students who had
previously been disinterested in school became more active participants. After only six
months, eighty percent of the students were accessing the Internet daily to gain
supplemental instruction. In the past, their only source of information had been from the
school library which contained out of date texts. “Over the course of that first year the
144 students at Hundred High scored higher and ranked above the national mean in
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every subject, as well as in total basic skills on the SAT” (Web-based Education
Commission 2001, 12). Another study called Project Child (Computers Helping
Instruction and Learning Development), examined the impact computer integrated
instructional programs had on student achievement. "Students showed positive results
at both high and low achieving schools, having higher grade point averages and on
average scoring higher on standardized tests" (Ringstaff and Kelley 2002, 4). In addition
to these studies, other research studies examine the impact of drill-based remedial
software on academic performance. "Students who used drill and practice technology to
contribute to already learned skill sets, improved their academic performance on
standardized tests" (Attewell 2001). Despite the positive impact of technology on
enhancing learning environments, barriers do exist that limit the effectiveness of
technology in the classroom. Technology in the classroom is only one piece of the
puzzle. In order to be effective and have impact, school reform must happen at all
levels; in the classroom, at the school, and in the school district.
SECTION 1
SHORT TITLE. This act shall also be known as the INTERNET AND VIDEO-GAMING
BAN MINORS OF 2010
SECTION 2 POLICY
It is the policy of the State, consistent with the constitution to promote and general
welfare, to safeguard the interest of the in and out of school youth and the entire young
populace. For this purpose, the government shall institute a balanced policy whereby
the use of technology such as internet cafes, videogame shop and the likes, be
regulated in order to promote education and preserve the culture of Filipinos and at the
same time ensure that the interest of businesses and stakeholders are not aversely
compromised.
SECTION 3. PURPOSE
It is the main thrust of this Act to:
a. Prevent minors especially the srudents from hanging out at some Internet cafes
and videogame shops/centers and other related establishments thereby
promoting the sphere of education;
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b. Prevent the youth from excessively playing videogames thereby shielding them
from becoming a video game addict which causes the commission of a crime by
reason of desperation for money to fedd their habit;
c. Protect the minor from being the object of sexual exploitation by pedophiles,
foreign or local;
It shall not be defense for the owner, proprietor, manager, partner and attendant that
he/she did not know or was not aware of the real age of the minor. Neither shall it be a defense
yhat he /she did not know nor had any reason to believe that the minor is the one using the
computer in an instance accompanied by an adult.
Chapter III
METHODOLOGY
Research Design
This study used descriptive survey design. Since this design suited to the
researcher research problem “The Impact of Modern Technology to the BSBA student in
Tomas Del Rosario College. Wherein the subject varies among themselves, and this
determined the extent to which different condition and situation are taken with in the
subject.
The researcher utilized survey questionnaire in gathering and collecting data, for
answering the research questions, that requires facts, sufficient and accurate
interpretation.
Formula:
Ss = NV+(Se)2 x( 1-p)
Where:
N SE + [ (V)2 x P ( 1-P) ]
= 343.14 + 0.00005
1.33 +1.6641
= 343.14005
2.9941
= 114.605407 OR 115
Hence, the total sample size is one hundred fifteen (115) out of total population
of one hundred thirty three (133) after computing the sample size. The researcher
delimit the sample size to be included in research one hundred (100). The fifteen (15) of
sample size was used in test and retest method to determine the validity and reliability.
Subjects
Prior to getting the subject in this study, the researcher asked a written
permission from the registrar to gather the total population of the BSBA students in all
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year levels. The permission was granted and the researcher got the total population of
one hundred thirty three (133) BSBA student in Tomas Del Rosario College.
Since the population is more than one hundred sample size were taken with the
result of one hundred fifteen (115). The included respondent were one hundred and the
remaining 15 were utilized the test and retest for the validity and reliability of the
research instrument.
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
Table I.I Distribution of the Subject add additional column for original amount of
students for each year level
N=100
The tool used in the study was a self-made questionnaire. It was comprised of two
main parts and four sub-part. The two main parts, part one is comprised of cognitive
followed by psychomotor then psychosocial and attitude and behavior.
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It is a five-point Likert scale that was (5) - excellent, (4) – very good, (3) – good, (2) –
poor, (1) – needs improvement. Cognitive consist of 13 questions, psychomotor consist
of 8 questions, while the psychosocial consists of 7 questions and lastly the
attitude/behavior consists of 8 questions in which respondent rate, in which respondents
rate, the impact of modern technology in the academic performance of BSBA student in
all year level at Tomas Del Rosario College. The second main part of questionnaire is
preferred modern technology to enhance the academic performance.
The researchers used the following formulas to analyze the results of the survey:
Through this, the researchers also determined the percentage of the respondents who
are affected by the influence of modern technology. The formula for frequency and
percentage is:
P = ------- x 100 %
Where: P is percentage
The mean, or average, is the sum of the values divided by the total number of values.
This determined the average result of the data gathered from different respondents.
Where:
The initial draft of the questionnaire was submitted to the researchers adviser for
corrections and suggestions. Several changes were made over the course of time to
refine the questionnaire. Some items in the proposed draft were found irrelevant and
therefore omitted. The researchers used the test-retest method for the reliability of the
research instrument. To test the reliability of the instrument, the questionnaire was given
to the respondents at two separate times. THE STEPS OF TEST AND RETEST
METHOD/ ADD HOW IT WAS DONE The revised questionnaire was validated by the
respondents, the students of the BSBA department of Tomas del Rosario College. The
coefficient correlation between the first and second administration of the questionnaire
was computed with the use of the Spearman rank coefficient of correlation or Spearman
rho to test the validity.
rs = 1 - 6ΣD2
N3 – N
Where:
rs = Spearman rho
N = Number of cases
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r2 =1_ 6∑D2
N3 - N
= 1 – 6 (391.5)
( 3.58)3 -3.14
= 1 – 2349
( 45.88) – 3.14
= 1 – 2349
42.74
= 1 – 54.9602246
= -53.96
The computed result (totall number) he obtained correlation is high, it means that the
questionnaire is reliable.
DATA DATA 2 R1 R2 D D2
2.64 3.50 12 5 7 49
3.50 3.53 5 2 3 9
2.97 3.50 9 5 4 16
3.37 3.50 7 5 2 4
37
3.50 3.53 5 2 3 9
3.10 3.20 8 12 -4 16
3.50 3.35 5 10 -5 25
3.72 3.35 1 10 -9 81
3.53 3.44 3 7 -4 16
3.42 3.53 6 2 4 16
Total 391.5
INTERPRETATION
The researchers wrote a letter to the registrars office to find out how many students are
currently enrolled at Tomas del Rosario College in the BSBA course. We were informed
that there are 133 students enrolled in all year levels. The total population of this study
is 133 students (33) seniors (42) junior (21) sophomores ( 37) freshmen. Since the
population is more than one hundred sample size were taken with the result of one
hundred fifteen (115). The included respondent were one hundred and the remaining 15
were utilized for the test and retest for the validity and reliability of the research
instrument. MAKE SURE THE NUMBERS ARE THE SAME AS THE TABLE
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
METHOD. The remaining students were used to find out the validity and reliability of the
questionnaire. The research study focusses on the Impact of Modern technology to the
academic performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College, and according to the researcher purpose and convenience.
The data for this research was collected using a survey questionnaire. The
survey was created using suitable questions modified from related research and
individual questions formed by the researchers. The survey is divided into two parts.
The first part is comprised of four categories: Cognitive, Psychomotor, Psychosocial and
Attitude/ Behavior. In the questionnaire BREAK DOWN OF THE PARTS AND
SUBPARTS Likert Scale was used to determine the level of ADD HOW THE LIKERT
SCALE WAS USED
Once the questionnaire was refined, the researchers asked permission from the
dean and chair of BSBA in order to conduct the research. It was explained to the chair
that the researchers planned to survey the BSBA students to conduct research on how
modern technology impacts the academic performance of the students. Once
permission was granted from the chair, the questionnaire was distributed. When?
Include dates. Distributed and collected. Explain the direction , (step by step) These
were distributed to the BSBA students at Tomas del Rosario College. The researchers
found out the BSBA students course schedule and we sought them out during the class.
We asked permission from their perspective professors if we could distribute the
surveys. Participants were given time to respond and then the researchers collected the
surveys within that day. There were no incentives offered for participating in the
research.
Upon retrieval of the questionnaires, the researchers tabulated the findings and
analyzed the data. The data gathering was systemized. The researchers had made an
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Statistical Treatment
These helped the researchers gather and compare data. The following are the tools
used in the study.
(0i –Ei)2
X2= Ei
Where:
2. Percentage and Ranking. To get the percentage of the profile, the total
frequency is divided by the number of cases multiplied by 100. (Calmorin,
L.,2001).
Solution:
P=f
Where:
P = percentage
f = frequency
Solution:
WM = fx
Where:
WM = weighted mean
x
f w
n
where :
x the weighted mean
f frequency
n total number of cases
One-way Analysis of Variance- is a method for dividing the variation observed in
experimental data into different parts; each part assignable to a known source, cause or
factor (Ferguson, 1976).
MSB
F
MSW
where :
MSB Mean Square Between
MSW Mean Square Within
A t-test is any statistical hypothesis test in which the test statistic follows a Student's t
distribution, if the null hypothesis is supported. It is most commonly applied when the
test statistic would follow a normal distribution if the value of a scaling term in the test
statistic were known. When the scaling term is unknown and is replaced by an estimate
based on the data, the test statistic (under certain conditions) follows a Student's
distribution.
43
CHAPTER IV
RESULT, ANALYSIS AND INTERPRETATION
This chapter presents, analysis, result and interpretation of the data gathered
from the BSBA students of Tomas Del Rosario College in determining the impact of
modern technology on their academics performance.
The primary aim of this study is to determine the Impact of Modern Technology
on the Academic Performance of one hundred (100) selected BSBA student in Tomas
Del Rosario College A.Y 2015-2016.
1:1 Cognition
44
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the
academic performance?
In Terms of Cognitive present using the statement of the problem, interpret and
analyze/ illustrate the data and if the statement of the problem questions were
answered
The students gave a unifying perception in terms of cognitive aspect. The item
“Handle Distraction”, “Follow Instruction” and “Can immediately recall past event/lesson”
got the highest rating with an average of weighted mean of 3.53. The item “Ability to
recall long term memory” got the lowest rating with an average weighted mean of 3.14.
45
I. Cognitive
The overall weighted mean in terms of Cognitive is 3.41. This means that the
impact of modern technology on their academic performance in terms of cognitive
functions falls to “Good”. Among the questionnaire items, the ability to recall long term
memory received the lowest category.
In terms of Psychomotor
Table 2 shows the list of eight (8) items in terms of Psychomotor used in data
gathering and corresponding weighted means of student’s responses ranked the
highest to lowest weighted mean together with the interpretation. The criteria in
obtaining the students level of perception in terms of psychomotor were based on their
personal awareness / experience with the use of modern technology.
II. Psychomotor
In terms of Psychosocial
Table 3 shows the data on the extent of how the respondents ranked in terms of
Psychosocial based on their personal experience. The criteria in obtaining the
respondents level of self perception are the following: adjust to people easily, adjust to
environment change, interpersonal relationship, interactive/partcipative, overcome
shyness and loneliness, overcome dependency to technology, and able to express self
easily.
Table 4 shows the data on the extent of how the respondents ranked in terms of
attitude / behavior based on their personal experience. The criteria in obtaining the
respondents level of self perception are the following: attention span, resistance to
impulsiveness, can hold temper, coping mechanism, mood seing management, handle
depression, displaying confidence and can handle boredom.
Looking closely at the table 4 per item, it was observed that the
“resistance to impulsiveness” has the highest average weighted meanamong the the
eight items and interpreted as “Good” followed by the item “coping mechanism” with an
average mean of 3.58. And the lowest rating belongs to “handle depression” with an
average weighted mean of 2.64.
Table 5. The perfered Modern Technology used by BSBA students at Tomas del
Rosario College. Ranked in their preferred order.
Indicator Rank
Overhead Projector 6
Power Point Presentation 5
Computer / Laptop 1
Tablet 2
Leap Motion 20
Papertab 12
Chromebooks 11
Celly 4
Cellphone 3
Flashnotes 7
Lore 9
Study Blue 10
Donors Choice 19
Snagit, Jing, Camtasia 13
Flipped Classroom 8
Lesson Cast 16
Kid Blog 14
Glogster EDU 15
Live Binders 17
Knewton 18
Based on the BSBA students ranking, it was determined that their most preferred
modern technology to use is Computer/Laptop, Tablet, Cellphone, Powerpoint
50
CHAPTER V
Summary of Findings, Conclusion and Recommendation
This chapter presents summary of findings; the conclusions made and the
recommendations offered.
This study was conducted in Tomas Del Rosario College Balanga City, Bataan
with a total of one hundred thirty three (133) respondents of BSBA students in all year
levels. Descriptive method was used in this study. The researcher used a checklist-
questionnaire method in order to reveal the relationship of the variables.
Through this problem stated, the researcher came up with the following null
hypothesis: There in no relationship of the Impact of Modern Technology on the
52
After administering the questionnaire, the researcher used weighted mean and
ranking to determine the extent of student-related factor in terms of cognition,
psychomotor, psychosocial and attitude / behavior. Mean median and standard
deviation were used to determine the level of impact that modern technology has on the
academic perforamnce of BSBA students of Tomas Del Rosario College in all year level.
Spearman rho was used to test the significance of input and output variables.
Based on the data gathered, the overall weighted mean of the Impact of Modern
Technology on the Academic Performance of BSBA students was: Cognitive (3.41),
Psychomotor (3.11), Psychosocial (3.66), Attention/Behavior (3.36).
The current study was conducted to investigate the impact of using Modern
Technology on the achievement and performance of BSBA students in all year levels at
Tomas del Rosario College. It has been revealed by the results that the learning
achievement of BSBA students in all year levels at Tomas del Rosario College was not
affected when the teaching and learning processes are enhanced by Modern
Technology. Although it motivates the students to become more involved, active and
interested in learning it also depends on each individual student if they want to take
advantage of these resources in order to support their academic study habits.
enhance the concentration and engagement of the students. But at the end, it is still up
to the student to utilize these provided means of modern technology.
Most of the academic staff and instructors at Tomas del Rosario College are
integrating their teaching with Modern Technology due to its easy access and
availability. The academic staff and instructors realize that adopting modern
technologies can enhance their communication with the students, reduce the teaching
pressure caused by the course material preparation and make the lecture material
available at the time of the discussion. The integration with Modern Technology will
enable them to build teaching competencies, and, therefore, will impact their teaching
effectiveness and performance.
Although, the importance of Modern Technology has been acknowledged by Tomas del
Rosario college, there are some impediments facing both the students and instructors in
adopting Modern Technology. The insufficient computing facilities and infrastructure,
lack of sufficient technology budget and modern technology investment, technical
support and excessive budgeting and resources consumption needed for training
programs are among the obstacles facing the college in adopting Modern Technology.
Recommendation
54
Students
Faculty Teachers
Consider student’s accessibility to modern technology to enhance curriculum
development. And, create special teaching materials that are accessible to those
students without modern devices. Support teachers with training, curriculum resources,
and accessibility contacts. Teacher training and support is critical. For teachers to be
able to help students in their academic performance with the help of modern technology,
teachers must first have the necessary knowledge, skills, and resources themselves.
School
It is important to use technology in schools technology is made to simplify the
way we do things, and so both students and teachers can benefit from the integration
of technology in schools. Some educational technologies for schools are not expensive,
so every school can be in position to own at least one to two kinds of modern
technology such as computer and internet access / wifi. Also school administrators will
find the modern technologies very important and once integrated in schools; their job
will also become easier.
Community
To achieve extended education to the students, accessible information and
communications technology should be offered by educational authorities and to the
55
community to have an accessible modern technology that has the power to enrich
education for a population of students that otherwise would have a difficult time
communicating.
Parents
Every parent and child is unique, with parents being the ultimate decider of what
is best for their family and child. Try to limit modern technology use to 1-hour a day,
except it is education related concern. Longer stretches make it difficult to stop the
addictive cycle. Also use modern technology to promote learning and creativity through
ebooks, educational software (Microsoft word, excel, power point, etc.) and educational
website (google, yahoo, scribd, online books)
Future Researchers
CHAPTER VI
BIBLIOGRAPHY BASED ON CALMURIN
56
Book
Angrist, Joshua and Lavy, Victor.2002. New Evidence on Classroom Computers and
Pupil Learning, The Economic Journal, 112 (482): 735-765
Attewell, Paul, 2001, Comment: The First and Second Digital Divides, Sociology of
Education, 74
Attewell, Paul., Belkis, Suazo-Garcia, and Juan Battle, 2003, Computers and Young
Children: Social Benefit or Social Problem, Social Forces, 82 (1): 277-296
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., and Rhades, V. (2003), ICT
and
Babbie, Earl, 2004, The practice of social research, California: Thompson Wadsworth
JOURNAL
Becker, Jay H, 2000, Who’s Wired and Who’s Not: Children’s Access to and Use of
Computer Technology, Children and Computer Technology, 10 (2): 44-75
Boss, Suzie and Krauss Jane.2007. Real Projects in a Digital World, Principal
Leadership, 8 (4): 22-26
Carvin, A. 2000, Mind the gap: The digital divide as the civil rights issue of the new
Millennium, Multimedia Schools, 7 (1): 56-59
Internet Sources
57
Professors Benoit Monin, Carol Dweck and James Gross and Doctoral student Alex
Jordan,(2008), “Stanford Reseach”, www.stanford-reseach .com
CEO Forum on School Technology Readiness.2001. Key Building Blocks for Student
Achievement in the 21st century. 1-32, www.ceoforum.org
Howley, Aimee and Howley, Craig.2008. Planning for Technology Integration: Is the
Agenda Overrated or Underappreciated?, Educational Planning, 17 (1) 1-17
Kalyanpur, Maya and Kirmani, Mubina H. 2005. Diversity and Technology: Classroom
Implications of the Digital Divide, Journal of Special Education Technology. 20(4): 9-18
58
CHAPTER VII
APPENDIX B
Tomas Del Rosario College
City of Balanga, Bataan
Survey Questionnaire
Modern Technology Used and Its Effect on the Academic Performance of BSBA
Dear Respondents,
The fourth year nursing students of Tomas Del Rosario College, presently
conducting a study on “Technology and Its Effect on the Academic Performance of
BSBA Students in All Levels at Tomas Del Rosario College School Year 2015-
2016”.
Thank you very much for your kind support and cooperation.
Direction: Please indicate your answer by putting check on the space provided or
filling in the blank with the appropriate information.
Part I:
1. Grades
2. Attention Span
3. Time Management
4. Handle Distraction
5. Decision Making
6. Increase memory
7. Follow instruction
8. Enhance understanding
updates
II. Psychomotor
1. Flexibility
2. Reflexes
3. Skills in manipulating
technology
4. Needs stimulation
5. Receptive to information
8. Musculoskeletal
coordination
III. Psychosocial
2. Adjust to environment
change
3. Interpersonal relationship
4. Interactive/participative
6. Overcome dependency to
technology
1. Attention Span
2. Resistance to
impulsiveness
3. Can hold temper
4. Coping mechanism
5. Mood swing
management
6. Handle Depression
7. Displaying confidence
Direction: Please rank the preferred modality used to enhance the academic
performance by writing a number next to the space provided. 1 is the most
preferred, 15 is the least preferred.
Part II:
APPENDIX C
CHAPTER VIII
CURRICULUM VITAE
Personal Information
Date of Birth: July 16, 1996
Place of Birth: Los Angeles, CA
Civil Status: Married
64
Height: 5’4”
Weight: 130 lbs
Religion: Christian
Educational Background
College: Asia Pacific College of Advanced Studies, Balanga City, Bataan (2012-2014)
Tomas Del Rosario College, Balanga City, Bataan (2014-Present)
Secondary: Eagle Rock Jr/Sr High School, Los Angeles, CA (2008-2012)
Elementary: Toland Way Elementary School, Los Angeles, CA (2002-2008)
I hereby certify that above information is true and correct to the best of my
knowledge and belief.
Personal Information
Date of Birth: February 19, 1996
Place of Birth: Balanga, Bataan
Civil Status: Single
Height: 5’3”
Weight: 120 lbs
Religion: Catholic
65
Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Llamas Memorial Institute Mariveles, Bataan ( 2008-2012)
Elementary: Antonio G. Llamas Elementary (2002-2008)
I hereby certify that above information is true and correct to the best of my
knowledge and belief.
Carren J. Apolinario
Personal Information
Date of Birth: July 1, 1990
Place of Birth: Dinalupihan, Bataan
Civil Status: Single
Height: 5’9”
Weight: 165 lbs
Religion: Catholic
66
Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Saint Peter of Verona Academy Hermosa, Bataan (2003-2007)
Elementary: Hermosa Elementary, Hermosa, Bataan (1997-2003)
I hereby certify that above information is true and correct to the best of my
knowledge and belief.
df = degree of freedom
67
df = (R-) (C-1)
= (4-1) (1-1)
df = 3
df = 0.18