Chapter 2

Review of Related Literature

Lorenzo, A. (2016), Effectiveness of the Computer and

Internet Literacy Project in Public High Schools of Tarlac

Province, Philippines, Turkish Online Journal of Education

Technology-TOJET

Assessing the strengths, weaknesses, and overall

effectiveness of an activity is crucial. This research focused on

evaluating the I Schools Project, which was implemented in the

Public High Schools of Tarlac Province, Philippines, by the

Commission on Information and Communications Technology (CICT) in

collaboration with selected State Universities and Colleges. The

study utilized survey questionnaires to collect data from public

high school teachers who were beneficiaries of the project. In

addition to the survey, interviews with Principals and ICT

Coordinators, as well as direct observation of classes in the

laboratory, were conducted. The results revealed challenges faced

by the beneficiary schools during project implementation, such as

hardware failures, software package usability issues,

insufficient follow-up on capacity building, lack of internet

connection, limited laboratory access, and inadequate equipment

maintenance. Despite these challenges, the teachers rated the

project as very satisfactory in terms of project administration,

project effectively achieved its objectives of integrating ICT in

education and bridging the digital divide among public high

school teachers.

Castillo, J G., Dumriqu, D O, (2018), Online Gaming: Impact

on the Academic Performance and Social of the Students in

Polytechnic University of the Philippines Laboratory High School,

Knowedege E

This study was conducted to assess and find out the impact

of on-line gaming on the academic performance and social behavior

of the students in the Polytechnic University of the Philippines-

Laboratory High School. Furthermore, this study sought answers on

the significant relationship between playing on-line games and

academic performance and to social behavior of the students. The

study revealed that boys are more of a player compared to girls

who often play games that require three or more players like

League of Legends, Clash of Clans, Crossfire and many more to

mention. It is also stated that those who play online games are

around 14-15 years old who are believed to be in the Grade 8

level. These students who often play games have an average weekly

allowance of 101 pesos to 500 pesos. Playing online games do not

affect their grades badly for they know how to limit themselves.

They know that they need to control themselves in order to

function well in their class that is why they only play games
during vacation and weekends with a lot of time compared when

they have classes. Even though they play online games; they know

how to socialize well and they can perform very well when it

comes to academic performance. However, it is inevitable not to

play even for half an hour especially when they are accustomed to

it. Therefore, it is just a matter of discipline.

Abun,D.,2021,Academic Self-Regulation of STEM of Senior High

School Students of Divine Word College in Region I, Philippines

and Their Academic Performance, SSRN

The study wanted to determine the level of academic self-

regulation of the STEM students of Senior High School students of

the Divine Word Colleges and its effect toward academic

performance. There were four aspects of self-regulation

investigated such as external regulation, introjected regulation,

identified regulation and intrinsic motivation. Questionnaires

were used to gather the data. The quantitative descriptive

research design and explanation research was used in the study.

The findings showed that the academic self-regulation of the STEM

students of the senior high school of Divine Word Colleges is

high which means that they have high external regulation,

introjected regulation, identified regulation and moderate

intrinsic motivation. However, the findings also showed that

there is no correlation between academic self-regulation and

caused by other factors that are not considered in this study.

Georgetown University, (2023) The Impact of Lack of Internet

and Technology Access on Students' Academic Achievement, K Y

Perez. ([Link], ND.)

The Covid-19 pandemic has exacerbated an academic

achievement gap that has persisted despite many policies designed

to combat it. Due to Covid-19 causing a rapid switch to an

online-learning, many students did not have ample time to gain

the resources necessary to complete their schoolwork. The lack of

internet-access and computer-access disproportionately harmed the

academic performance of low-income and minority students.

Additionally, Rural students face significant barriers to obtain

additional academic resources, and therefore, the Covid-19

lockdowns significantly harm their ability to obtain information.

Based on the findings of this thesis, there is statistically

significant evidence that the addition of at-home computer

access, at-home internet access, and time spent utilizing a

computer can benefit minorities, low-income, and students from

urban communities. The findings of this thesis did not find

statistically significant evidence that these resources can

benefit students from rural communities. However, these results

may indicate that students from rural communities need more

academic direction on how to utilize online resources

buses, a nationwide computer provision program, and a national

initiative to inform teachers and students on how to utilize the

internet effectively must be implemented to ensure students

receive the benefits from access to these resources.

American Behavioral Scientist, (2020) How lack of technology

affects student achievement, B Reisdorf, W Triwibowo. (SAGE

JOURNALS, ND.)

Research shows that digital divides and inequalities are

related to lower socioeconomic status and detrimental to social

and economic capital acquisition. Other studies show that use of

information and communication technologies in the classroom can

lead to worse academic performance. Nevertheless, many

universities require that students own or buy a laptop, and many

offer financial aid for students who cannot afford to buy one. As

such, laptop ownership may be crucially tied to academic

performance. Based on a large data set of incoming freshmen at a

large public university in the United States, this article shows

that not owning a laptop is negatively associated with overall

college performance, even when controlling for socioeconomic

background. Whereas we find that laptop ownership is not

necessarily responsible for the higher performance of individuals

in our broader sample, it could be beneficial to nonowners, which

has implications for university policies seeking to provide

interactions with students who do not own a laptop.