THE EFFECTS OF TECHNOLOGY INTEGRATION TO ACADEMIC ACHIEVEMENT

OF GRADE-11 SENIOR HIGH SCHOOL IN DAEHAN COLLEGE BUSINESS AND

TECHNOLOGY

A Research

Presented to

The Faculty of the Senior High School

Daehan College of Business and Technology Taytay Rizal

In Partial Fulfilment

Of the Requirements in Practical Research

Researchers:

Fabito, Mariela

Flores, Ashley Nicole M.

Gutierrez, Daneill Nicole

Giduquio, Jay

Gonzales, Denmark

Pantua, Lorence

. Silig, Jolly Rose

General Academic Strand-12

April 2024
 CHAPTER I

The Problem and Its Background

This chapter contains the introduction, significance of the study, statement of the

problem, scope and delimitations, and definition of terms.

Introduction

Technology is an application of scientific knowledge for practical purposes,

particularly in everyday life. It encompasses a broad range of highly advanced tools

designed to enhance efficiency and expand human capabilities. Examples of such

technology include computers, laptop, projectors, smartphone, and printers which are

widely untilized by individuals across various contexts. The development of technology

truly affect the everyday life of individuals making their task and work uncomplicated.

According to some studies, technology has a positive effect on students learning as the

technology causes students to be more engaged and help them to store a more

information compared to traditional methods.

However Technology can have various negative effects including eye strain

sleep deprivation and increased stress levels. For education technology may lead to

lack of interaction face to face resulting to having an issue related to socializing skills

and emotional development of a students. Technology use for practical purposes and

should not be habituated in exchange to personal contentment that is not designated

purpose. It may considered inappropriate if its used for unintended purposespotentially

resulting in less effective use of technology.

Technology provide an instant access to gather amount of data and

information. About 50% of the world’s lower secondary schools were connected to the
internet for pedagogical purposes in 2022 (GEM REPORT 2023). Integrating

technologies like internet, laptop and printer can make difference to students academic

and personal growths. Technology offer great opportunities for more effective learning

that can be suitable in every circumstances. Moreover technology make a learning more

interactive, interesting and less boring as it give less complicated in addressing students

difficulty in learning. Using technology with the right of used may lead to a successful

outcome to a specific purposes.

Technology Integration plays an important role in contribution to the academic

success of students. In school it help students to be able to collaborate with peers using

internet or online platforms, finding information in multiple sources and discover their

creativity through technological features. While implementing technology into curriculum

shifts the learning experience will be more convenience, offering a wide of teaching

and taking an important step in ensuring their learning goals to be achieved.

Implementing technology into the curriculum provides instructors with an invaluable

opportunity to enhance student engagement and academic success(D’Angelo, 2018).

At the end of this study, the researchers will evaluate the effects of technology

integration to academic achievement of grade 11 senior high school in Daehan College

Business Technology.

Significance of the Study

 This research is conducted to find out the effects of technology integration on the

academic achievement of Grade 11 Senior High School Students. The researchers

expect the results of the study to be beneficial to the following:

Students: The results of this study will provide students with the privilege of

understanding the effects of technology integration on their academic achievement. This

knowledge is significant for determining whether technology integration has contributed

to their academic achievement.

Teachers: The outcomes of this study could benefit teachers by providing them

with valuable insights regarding the effects of technology integration on their student’s

academic achievement. This relevant information could help them improve their

teaching practices and guide their students through supported education with

technology.

Parents: The conclusion of this study could benefit parents by providing insights into

the effects of technology integration on students academic achievement. This

knowledge increases transparency regarding their child’s educational experience and

academic progress.

Future Researchers: The findings of the study will be beneficial to the future

researchers as this study provides a foundation for similar topics relevant to the effects

of technology integration on academic achievement.

Statement of the Problem

The researchers aim to answer the following question:

1. What is the profile of the participants?

 1.1 Name (optional)

1.2 Age

1.3 Gender

1.4 Grade Level

1.5 Previous Academic Achievement?

1.6 Frequency of Technology Use?

1.7 Types of Technology Used for Learning?

2. What are the contributions of technology integration to academic achievement of

Grade 11 Senior High School at Daehan College Business and Technology?

3. How does the effects of technology integration to academic achievement of Grade 11

Senior High School in Daehan College Business and Technology?

4. What are the significance of technology integration to academic achievement of

Grade 11 Senior High School in Daehan College Business and technology?

Scope and Delimitation

This study focuses on the effects of technology integration on the academic

achievements of Grade 11 Senior High School Students. Its objective is to determine

the effects of integrating technology on the participants academic achievement. The

study will be conducted at Daehan College of Business and Technology during the

second semester of the academic year 2024-2025. The participants will consist of 30

grade 11 students at Daehan College of Technology aged between 17 and 18 year’s

old. The variables to be included specifically technology integration and its effects on

the academic achievement of Grade 11 students. Technologies such as computers,

laptop, projectors, internet access, smartphones, and software (such as PowerPoint and
educational apps) will be considered. Data will be collected through a survey distributed

in printed form to organize and gather information on students participation.

Definition of Terms

The following key terms are utilized throughout this study to provide clarity and

understanding:

Application- The act of putting something into operation or the software designed to

perform specific tasks.

Broad- Wide-ranging or extensive.

Circumstances- The conditions or facts affecting a situation.

Contentment- A statement of happiness and satisfaction.

Curriculum- The set of courses and their content offered at a school or university.

Habituated- Accustomed to or familiar with something through repeated exposure or

experience.

Integration- The act of combining or merging different parts or elements into a unified

whole.

Peers- Individuals who are of the same age, status, or social group as oneself.

Practical- Relating to real life situations or actions; useful and realistic.

Platforms- Technologies, systems, or mediums that provide a foundation or framework

for certain activities or functions.

Sleep Deprivation- The condition of not getting enough sleep, often due to various

factors or circumstances.

Software- Programs and applications that run on computers or other electronic devices.
Technology- The application of scientific knowledge and tools to create practical

solutions or innovations.

Technological Features- Specific characteristics or functionalities of a technological

product or system.
 CHAPTER II

This chapter presents the related literature to the topic in accordance with local

and foreign literature.

Foreign Literature

The integration of laptops in the secondary english classroom offering insights

into the complexities of utilizing technology to improve literacy skills. In Australian

school, the availability of laptops is common but it emphasizes that they’re not

effectively utilize for enhancing the literacy. The presence of technology in the

classroom does not necessarily translate to improved academic achievement, according

to Robinson (2016). In addition, the significant of the role of individual teacher attitude

and perception toward integration of technology specifically laptops determine its

effectivity. However, Some studies may indicate a positive correlation between laptop

integration and literacy achievement, suggesting that the use of laptops in the

classroom contributes to improved reading and writing skills among students. The

impact of the laptops on the literacy achievement may vary depending on the various

factors such as student engagement, teachers attitudes and teaching approaches.

In Pakistan, there are numerous challenges with regards to education system.

Teachers’ professional competencies, particularly their ability to integrate technology

effectively, play a crucial role in improving student achievement. They integrate

technology effectively into their teaching practices. Investing their training and support

to enhance their technological knowledge affect the student critical thinking skills and

engaged more effectively with their particular course. Ali and Ahmad (2022), suggested

that technology integration with the help of teachers proficiency positively impact
students academic progress, it indicates that technology integration can enhance the

learning experience and students academic growth overtime.

ICSGRC (2019), Multimedia technology integration in teaching which

corresponds under the broader scope of technology integration indicates that using

electronic equipment and computers to present various forms of media such as text,

audio, images, animation, and video can improve students engagement and enhance

their knowledge, skills, and personalities, resulting to an improved academic

achievement. Multimedia integration provide advance way of obtaining knowledge. The

research indicates that the students remember more information when multimedia is

used in teaching compared to traditional methods. Ismail and Masek (2019), It is also

supported that the use of multimedia can encourage creative and critical development.

Through video and multimedia in PowerPoint, software and application where the

student can imagine the content clearly.

Local Literature

In the Philippines,The emergence of technology integration play an important role

especially on the knowledge and skills acquisition of K-12 students. According to Dublar

(2023), Integration of Technologies in K-12 education such as social media and e-

learning platforms, had led to improved learning outcomes for students and resulted in

enhanced learning experiences , as they engage with various forms of multimedia,

including text, images, animation, and video. These multimedia tools provide advanced

ways of obtaining knowledge and facilitate a deeper understanding for a particular

academic course, contributing to improved academic achievement. While technology

integration has led to improved learning outcomes, the study also acknowledges the
challenges and opportunities associated with integrating technology in education.

Identifying and addressing these challenges is essential for maximizing the potential of

technology to enhance academic achievement and improve student experience.

The integration of technology in the education of the Philippine is gradually

increasing. Lapinid (2017) conducted a study indicating the influence of Knowledge

Channel (KC) educational videos on students' academic achievement. Their research

suggests that integrating television for educational purposes has a positive impact on

students' acquisition of knowledge, skills, and attitudes across various subject areas.

This emphasizes the effectiveness of utilizing technology-enhanced academic materials

to support student learning and academic progress within schools. In addition the

combination of visual elements and sounds in the videos made learning more engaging,

resulting to an improved comprehension for the content. The study demonstrated the

positive impact of knowledge channel educational videos on students' academic

achievement portraying that integrating technologies can contribute to the students

learning experience as well as their academic success.

 CHAPTER III

Methodology of the Study

This chapter presented the research design, research instruments, data-

gathering procedures, and sampling of the study.

Research Design

This research study used quantitative research design with descriptive research

approach which is describing characteristics and components of the population or a

phenomenon. The researchers used the said design to portray the current state of

technology integration and academic achievement of grade-11 senior high school. This

means measuring and analyzing the variables.

Quantitative research was used to assess and determine the effects of

integrating technologies to academic achievement. CUSL (2024), quantitative defined

as a method of research that relies on measuring variables using a numerical system,

analyzing these measurements using any of a variety of statistical models, and

reporting relationships and associations among the studied variables.

Research Instrument

The survey questionnaire from will the instrument that we will use to collect and

gather information from a large number of participants. The survey questionnaire will be

distributed through printed form, which includes the participant’s profile and the survey.

Participant’s profile. The participant’s background information will be included,

such as their name (optional), age, gender, grade level, previous academic

achievement, frequency of technology used and the types of technology they used for

learning.
 Survey. The survey was in the paper-based survey form. It was designed to

assess the perception and experience in technology usage to the participant’s academic

achievement. It is made of a few survey questions that relate to technology usage and

it’s effects to their academic performance. Including technology usage, how much do

they believe that technology integration positively impact their academic performance,

impact of technology integration to their engagement and collaboration, self assessment

of their academic performance and lastly, preferred learning methods. To answer these

questions we provided choices for each question for participant’s responses.

The answer will be gather through the responses of the participant’s

participation that is analyzed and reviewed by the researchers, to come up with the

conclusions of the study conducted.

Data Gathering Procedure

The survey questionnaire forms will serve as a data gathering tool that the

researchers will use to gather data. The researchers will obtain the approvals from the

teachers and participants. After that the survey questionnaire printed form will be

distributed and will be given to the respondents.

We will use our vacant time to ensure that we will not affect the other subjects

during their respective time hours.

The survey questionnaire will be collected once the participants is finished.

After thaw, we will ensure that all responses are clarified and completely answered.

Once all the necessary things are finished, we will organize the questionnaire in order to

analyze and evaluate the outcomes. The summarized collected data will be present

through quantitative data presentation.

Sampling of the Study

The researchers used simple random sampling to select participants from the

population of grade-11 senior high school students at Daehan College of Business and

Technology. A total of 30 grade-11 students were invited to participate in this study

through a survey questionnaire during their free time. While random sampling allows for

the minimization of bias, it also ensured that the entire population of grade-11 students

would be equally selected. Considerations were addressed by obtaining informed

consent from participants and to ensure the transparency and adherence to ethical

guidelines.
 CHAPTER IV

SUMMARY OF FINDINGS AND CONCLUTION

This chapter presented the summary of findings , conclusion and recommendation of

this study.

Summary of Findings

After all the data gathered from the respondents, the findings are illustrated in the table.

Table . 1 Frequency distribution of the age of the participants.

AGE FREQUENCY AVERAGE

17 24 80

18 6 20

On the frequency distribution of age who participated on the survey, 24

participants which is equivalent to the average of 80, are seventeen (17) years old, 6

participants which is equivalent to the average of 20, are eighteen (18) years old.

Table. 2 Frequency distribution of the gender of the participants.

GENDER FREQUENCY AVERAGE

MALE 9 30

FEMALE 21 70

On the gender of participants, the majority are female, totaling 21, which is

equivalent to an average of 70, while 9 of the participants are male, equivalent to an

average of 30.
Table. 3 Frequency distribution of the participant academic status

ACADEMIC

ACHIEVEMENT FREQUENCY AVERAGE

ACADEMIC

EXCELLENCE 15 50

ACADEMIC ACHIEVER 15 50

For the participant’s academic achievement, 15 participants have academic

excellence, which is equivalent to an average of 50, while 15 participants are academic

achievers, also equivalent to an average of 50.

Table. 4 Frequency distribution of the participants types of use technology.

TYPES OF FREQUENCY AVERAGE

TECHNOLOGY

FACEBOOK 20 66.67

GOOGLE 10 33.33

For the participant’s types of technology that they use, 20 participants use

Facebook, which is equivalent to an average of 66.67, while 10 participants use Google,

which is equivalent to an average of 33.33.

Table. 5 Frequency distribution of participant’s frequency used in technology.

FREQUENCY USED IN FREQUENCY AVERAGE

TECHNOLOGY

DAILY 28 93.33

Weekly 2 6.67
 For the participant’s frequency of technology usage, the majority used

technology daily, totaling 28, which is equivalent to an average of 93.33, while 2 of them

used technology weekly, equivalent to an average of 6.67.

Table . 6 Frequency distribution of the participant’s awareness towards

technology integration for the learning of the students.

RESPONSE FREQUENCY AVERAGE

YES 29 96.67

NO 1 3.33

In this table, 29 participants, equivalent to an average of 96.67, we aware of

technology integration for student learning, while 1 participant, equivalent to an average

of 3.33% is not aware of technology integration for student learning.

Table. 7 Frequency distribution of the participant’s perception towards

technology integration.

OPTION FREQUENCY AVERAGE

TECHNOLOGICAL

APPLICATION 7 23.33

STRATEGIC FOR NEW

LEARNING 23 76.67

For participant’s perception toward technology integration, 7 participant,

equivalent to an average of 23.33, view the technology integration as technological

application, while 23 participants, equivalent to an average of 76.67, view the integration

of technology as strategic for new learning.

Table. 8 Frequency distribution of the contribution of technology integration to

participant’s academic achievement.

RESPONSE FREQUENCY AVERAGE

YES 29 96.67

NO 1 3.33

For the contribution of technology integration to participant’s academic, 29

participants, equivalent to an average of 96.67, responded “yes”,, indicating that

technology integration has a contribution to their academic, while 1 participant,

equivalent to an average of 3.33 responded “no” , indicating that technology integration

has no contribution to his academic.

Table. 9 Frequency distribution of how the contribution of technology integration

helps participants, academic achievement.

OPTION FREQUENCY AVERAGE

Enhance students learning

experience 25 83.33

Promote students

satisfaction 5 16.67

In this table, 25 participants, equivalent to an average of 83.33, claimed

that technology integration enhance students learning experience, while 5 participants,

equivalent to an average of 16.67, claimed that technology integration promote students

satisfaction.

Table 10. Frequency distribution on the effects of technology integration to

participant’s academic achievement.

 Response Frequency Average

Yes 27 90

No 3 10

In this table, 27 participants, equivalent to an average of 90, responded “yes”,

that technology integration have effects to their academic achievement, while 3

participants, equivalent to an average of 10, responded “no”, that technology integration

has no effects to their academic achievement. 76.67.

Table. 11 Frequency distribution of how does Technology Integration affects on

participant's academic achievement.

Option Frequency Average

Laziness 9 30

Give more interaction to 21 70

instructors

In this table, 9 participants, equivalent to an average of 30, perceive technology

integration as leading to “laziness” in terms of academic achievement, while 21

participants, equivalent to an average of 70, believe that technology integration provides

“more interaction to instructors” , suggesting that it enhances academic achievement.

Table. 12 Frequency distribution on the significance of technology integration to

participant’s academic achievement.

RESPONSE FREQUENCY AVERAGE

YES 29 96.67
 NO 1 3.33

In this table, 29 participants, equivalent to an average of 96.67, believe that

technology integration has significance for their academic achievement, while 1

participant, equivalent to an average of 3.33, believe that technology integration has no

any significance for his academic achievement.

Conclusion

At the end of the study, the researcher analyzed the data across 12 tables. It

shows that technology integration plays a significant role to academic achievement of

grade 11 senior high school students at Daehan College of Business Technology. 76.67

of the participants view technology integration as strategic for new learning, and 23.33

of them see it as technological application. On the other hand 83.33 of the participants

believe that technology integration enhanced their academic learning while, 16.67

believed that technology integration promote students satisfaction, these indicates that

both have positive effects. Furthermore, 70 of participants answered that technology

integration give more interaction to instructors, it means that technology integration

make class hour more interactive, resulting into positive effects to their academic

achievement. Lastly the majority of participants, 96.67, claimed that technology

integration has significance for their academic achievement, it suggests a strong

positive perception regarding the role of technology integration in enhancing their

learning outcomes.

Recommendation
 Based on the study findings, we recommend continuing to integrate

technology into teaching practices, as it has shown positive effects on students’

academic achievement. We suggest that schools optimize the quality of technology

integration into their educational environment. This will enhance students’ academic

achievement and the quality of education. Allowing the schools to increase the scope of

technology integration across all the courses and subjects will also ensure that the

students can benefit from its advantages in various academic areas. In addition, we

recommend keeping parents informed about their child’s academic performance

through communication platforms. This promotes positivity, as when parents are

engaged, students are more likely to perform well academically and stay motivated.

Lastly, we recommend monitoring students’ technology usage and its impact regularly

to identify whether adjustments are needed to improve the quality of integrating

technology.
 Curriculum Vitae

I. PERSONAL DATA

Name : Mariela R. Fabito

Address. : 20 Brgy. Sitio Siwang

San Juan Taytay Rizal

 Date of Birth. : October 30, 2005

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : Manuel I. Santos Memorial

National High School

Rizal, Taytay

(2018-2022)

Primary : Bagong Pag-asa Elementary School

Rizal, Taytay.

(2012-2018)

I. PERSONAL DATA

Name : Ashley Nicole Flores

Address : Anak pawis, brgy San Juan

Cainta Rizal

Date of Birth : August 06, 2004

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : San Juan National

High School

Rizal, Cainta

(2018-2022)

Primary : Exodus Elementary School

Rizal, Taytay

(2012-2018)

I. PERSONAL DATA

Name : Daneill Nicole Gutierrez

Address : Blk 15, lot 5 orchids st

Highway 2000, Taytay Rizal

Date of Birth : April 30, 2006

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : Manuel I. Santos Memorial

National High School

Rizal, Taytay

(2018-2022)

Primary : Exodus Elementary School

Rizal, Taytay

(2012-2018)

I. PERSONAL DATA

Name : John Peter S. Giduquio

Address. : Blk 40, damayan, brgy

San Juan Taytay Rizal

Date of Birth : March 16, 2006

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : Manuel I. Santos Memorial

National High School

Rizal, Taytay

(2018-2022)

Primary : Bagong Pag-asa Elementary School

Rizal, Taytay.

(2012-2018)

I. PERSONAL DATA

Name : Denmark O. Gonzales

Address : Blk 10 Constantine Tapayan aven.

brgy San sta Ana yaytay Rizal

Date of Birth. : October 8, 2005

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : Antonio C. Esguerra Memorial

National High School

Rizal, Taytay

(2018-2022)

Primary : Sitio Tapayan Elementary School

Rizal, Taytay.

(2012-2018)

I. PERSONAL DATA

Name : Lorence G. Pantua

Address : Blk 29, USA ST, brgy

Sta Ana, Taytay Rizal

Date of Birth. : April 24, 2006

Civil Status : Single

II. EDUCATIONAL BACKGROUND

 Secondary : Daehan College of Business and Technology

Rizal, Taytay

(2022 – present)

Junior High School : Sta Lucia High School

30, Tramo brgy, Sta Lucia

Pasig City

(2018-2022)

Primary : Bagong Pag-asa Elementary School

Rizal, Taytay

(2012-2018)

I. PERSONAL DATA

Name : Jolly Rose C. Silig

Address : Nagtinig road 7, brgy

San Juan Taytay Rizal

Date of Birth : October 10, 2004

Civil Status : Single

II. EDUCATIONAL BACKGROUND

Secondary : Daehan College of Business and Technology

 Rizal, Taytay

(2022 – present)

Junior High School : Nagpayong high School

Centennial II, brgy pinag buhatan

Pasig City

(2018-2022)

Primary : Bagong Pag-asa Elementary School

Rizal, Taytay.

(2012-2018)

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