LEVEL OF TECHNOLOGY AWARENESS AND EXTENT OF

TECHNOLOGY UTILIZATION AT MSU-SAGUIARAN

COMMUNITY HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 8
Pages: 743-749
Document ID: 2024PEMJ1709
DOI: 10.5281/zenodo.10950723
Manuscript Accepted: 03-11-2024
 Psych Educ, 2024, 18(8): 743-749, Document ID:2024PEMJ1709, doi:10.5281/zenodo.10950723, ISSN 2822-4353
Research Article

Level of Technology Awareness and Extent of Technology Utilization at

MSU Saguiaran Community High School
Sheillannie S. Macarambon-Salacop,* Erlinda N. Basmayor
For affiliations and correspondence, see the last page.
Abstract
The effect of information technology on human life is immense, and its role in education cannot be subsided. The
contribution of information technology has gained momentum due to the closure of educational institutions, raises
challenges for students learning. The purpose of this study was to determine the level of technology awareness and
extent of technology utilization in the classroom, the benefits and drawbacks of the use of technology in education,
and particularly the impact on students’ learning. The study used the descriptive-correlational research design. The
researchers chose the junior high students in MSU- Saguiaran Community High School because the researchers
wanted to determine the level of technology awareness and the extent of technology utilization at MSU-Saguiaran
Community High School. Based on the results of the study, the level of awareness of the respondents, among the
indicators of the level of awareness, the indicator, “Learning the use of is worthwhile and necessary subject” obtained
the highest mean of 3.36, the highest indicator (4- It motivates me to explore many topics I may not have seen before)
with a mean of 3.52. Further, in correlation, the null hypothesis, which states that there is no significant relationship
between the extent of technology utilization in learning activities and the level of technology awareness of the
respondents was rejected. Furthermore, in the regression analysis, the null hypothesis stating that “there is no variable/s
best predict the extent of technology utilization the respondents” was rejected.
Keywords: technology awareness, technology utilization, learning activities, junior high school students

Introduction
The effect of information technology on human life is immense, and its role in education cannot be subsided. The contribution of
information technology has gained momentum due to the closure of educational institutions, raises challenges for students learning.
Technology is serving as the solution for the ongoing learning process through innovative learning management systems. It has
provided opportunities for educators to implement IT solutions for teaching as well as evaluation for the completion of students'
coursework. The efforts of stakeholders namely teachers, students, and institutional administrators are on for the optimal use of the
technology and efficient learning process.
Due to the advancements, which are accelerated world has unbeatably seen, technological developments have not become an important
nerve for wealth and comfort and must be used and extracted from education, an absolute necessity for our everyday life. Technology
has become the backbone of life, and it is necessary to exploit it in education and benefit from it, which is an essential requirement in
our daily lives. Technology moves the world without exception, whether they are individuals or institutions, because of its significant
impact when used in the educational field.
Every day, many students are spending countless hours immersed in popular technologies such as Facebook, Instagram, Messenger,
and YouTube. In today’s classroom, technology is becoming a more prominent form of learning. With the ever-changing world of
technology, teachers work hard to incorporate technology into their everyday instruction to connect student passion with learning.
According to Harris (2016), today’s educators are under great pressure to provide 21st-century students with a quality education based
on 21st-century standards. Those standards include providing students with the technological and informational skills needed to
compete in an ever-changing, technology-driven world.
The Department of Education issued a memorandum no. 78 series of 2010 on the guidelines in the implementation of the DepEd
Computerization Program (DCP), which aims to provide public schools with appropriate technologies that would enhance the teaching-
learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by
providing them hardware and software, and training on simple trouble shooting. Through this program and the combined efforts of
other government agencies and the private sector, 5,409 public secondary schools have been provided with at least one computer
laboratory each.
Technology is an important part of students’ lives. Incorporating technology into the classroom has proven to be beneficial yet also has
some drawbacks. Technology has helped student willingness and engagement and allows for the enhancements of learning. According
to Fisher et al. (2014), “The need for construction and engagement means that the best types of learning will be those that involve
choices that the student can make and learning where there are meaningful contexts where the student is engaged”.
The purpose of this study was to determine the level of technology awareness and extent of technology utilization in the classroom, the
benefits and drawbacks of the use of technology in education, and particularly the impact on students’ learning. For this study,
technology included only educational technology, i.e. internet and computer-mediated tools. It is important to understand the impact

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Research Article

of technology on student learning because it can significantly impair or empower the learner. This study was also intended to help
educate teachers on best practices in the classroom. Students can benefit from instruction aims to help them achieve success. Parents
of students can discover how technology impacts their child’s learning. The findings from this study will contribute to existing
knowledge on technology incorporation in classroom settings. The study was conducted at Mindanao State University - Saguiaran
Community High School in the 2nd Quarter of the school year 2022-2023.
Research Questions
This study aimed to determine the level of technology awareness and the extent of technology utilization at MSU-Saguiaran Community
High School in the 3rd Quarter of the school year 2022-2023. Specifically, this study sought to answer the following questions:
1. What is the level of technology awareness of the respondents?
2. What is the extent of technology utilization in teaching-learning activities?
3. Is there a significant relationship between the respondents’ extent of technology utilization and the level of awareness?
4. Is the respondents’ level of awareness best predicts the extent of technology utilization?
5. What action plan can be derived from the findings of the study?

Methodology
This section presents the research methods, including the research design, research environment, sampling design instruments used and
validity, gathering procedure, and statistical tools used in the research.
Research Design
The study used the descriptive-correlational research design. It was a descriptive in nature since the study determined the level of
technology awareness and the extent of technology utilization. This was also a correlational design since it tried to establish the
relationship between the level of technology awareness and the extent of technology utilization.
Respondents
This study was conducted at MSU-Saguiaran Community High School. The respondents were the 100 students who were officially
enrolled during the school year 2022- 2023. The researchers chose the junior high students in MSU-Saguiaran Community High School
because the researchers wanted to determine the level of technology awareness and the extent of technology utilization at MSU-
Saguiaran Community High School for the school year 2022-2023.
The study utilized simple random sampling as a sampling procedure to determine the sample and actual respondents. A simple random
sample is a randomly selected subset of a population. In this sampling method, each member of the population has an exactly equal
chance of being selected. This method is the most straightforward of all the probability sampling methods, since it only involves a
single random selection and requires little advance knowledge about the population. Because it uses randomization, any research
performed on this sample should have high internal and external validity, and be at a lower risk for research biases like sampling bias
and selection bias (Thomas, 2020).
Instruments
The study used an adapted standardized questionnaire from Das and Mishra (2016) entitled “Questionnaire on Learner use of
Technology”. The questionnaire was divided into two parts. The first part dealt with the level of technology awareness composed of
15 statements. While the second part assessed the extent of technology utilization and was composed of 15 indicators.
The questionnaire was adapted and undergone reliability analysis. Reliability analysis of the research scale reliability analysis indicates
the extent to which the questions asked in the questionnaire research relate to each other, their consistency, and the scale used reflects
the problem of interest. The purpose of reliability analysis is to measure the randomness of the data. If the answers to the questionnaire
are randomly distributed, it is decided that the survey results are reliable. Reliability analysis is used to test the reliability, coincidence,
and consistency of the selected sample. It is decided according to Cronbach’s Alpha (α) whether or not the result is reliable (Hasbay &
Altındag, 2018).
Table 1. Reliability Analysis of Variables
Variables Number Of Questions Cronbach Alpha Interpretation
Level of Awareness on the use of
15 0.830 Reliable
technology
Extent of Technology utilization 15 0.854 Reliable

Table 1 presents the reliability analysis of variables. The result shows that the questionnaire consisted of 30 questions composed of the
level of awareness on the use of technology with a Cronbach Alpha value of 0.830 and the extent of technology utilization with 0.854,
which indicated that all questions were reliable. The threshold value in the literature is much higher than 0.700. This implied that the
participating respondents clearly understand the research questions, and similar questions are answered in the same direction.

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Research Article

In the scoring procedure, the level of technology awareness was analyzed and interpreted as follows: 1.00 – 1.74 Very Unaware, 1.75
– 2.49 Unaware, 2.50 – 3.24 Aware, 3.25 – 4.00 Very Aware. In terms of the extent of technology utilization was analyzed and
interpreted as follows: 1.00 – 1.74 Strongly Disagree, 1.75 – 2.49 Disagree, 2.50 – 3.24 Agree, 3.25 – 4.00 Strongly Agree.
Procedure
The researchers personally visited the selected school covered in the study. The proponent requested somebody to assist her in the
administration and the retrieval of the questionnaires to facilitate the gathering of data. Permission to conduct the study was obtained
from the School Principal. The said survey questionnaires were distributed after the class session. During the distribution of the
questionnaire to the respondents, the researchers further explained the importance and mechanics of how to answer some parts of it.
The confidentiality of their answers was assured by the researchers.
Data Analysis
The data were tabulated and interpreted to acquire the actual information needed. The following statistical tools were used in the
treatment and analysis of data; Problems1 and 2, Mean and Standard deviation were used to identify the respondents’ level of
technology awareness and the extent of technology utilization. Problem 3, Pearson r Correlation was used to describe the relationship
between the respondents’ level of technology awareness and the extent of technology utilization. Problem 4, Regression was used to
correlate between the extent of technology utilization and the best predictor variable/s.

Results and Discussion

Problem 1: What is the level of technology awareness among the respondents?
Technology trend awareness as a skill refers to being mindful of the technology that is recently becoming popular and is readily
accepted in the market or industry. It also encompasses one’s ability to recognize and understand the usefulness of any such technology
for the success of the teaching and learning process.

Table 2. Level of Technology Awareness of the Respondents

Indicators Mean + SD Description
1. Technology increases academic performance (e.g. grades). 3.34+ 0.48 Very Aware
2. Technology promotes collaboration and participation. 3.21+ 0.43 Aware
3. Technology promotes the development of communication skills (e.g., writing and
3.34+ 0.52 Very Aware
presentation skills).
4. Technology is an effective tool for students to develop their abilities. 3.34+ 0.48 Very Aware
5. I can get good grades in courses related to technology. 3.24+ 0.43 Aware
6. I have much confidence when it comes to the use of technology. 3.10+ 0.46 Aware
7. I am good at using technology. 3.22+ 0.46 Aware
8. I think I could use advanced technology. 2.81+ 0.56 Aware
9. I am the type to do well in using technology. 3.05+ 0.39 Aware
10. I can use technology in every part of my life in different ways. 3.14+ 0.45 Aware
11. Using technology effectively will help me earn a living. 3.28+ 0.49 Very Aware
12. Learning the use of technology is worthwhile and necessary subject. 3.36+ 0.48 Very Aware
13. The use of technology will be necessary for the rest of my life. 3.25+ 0.54 Very Aware
14. When I facea technology-related problem, I can solve it immediately. 3.08+ 0.39 Aware
15. I try to use technology since I know how useful it is. 3.41+0.49 Very Aware
Over-all Total 3.21+ 0.21 Aware
Note: 3.25-4.00 Very Aware 1.75-2.49 Unaware
2.50-3.24 Aware 1.00-1.74 Very Unaware

Table 2 presents the level of technology awareness among the respondents. As shown in the table, results demonstrated that respondents
acquired an overall mean of 3.21, which means that the respondents involved in the study are aware of the use of the technology. The
respondents believed that with the integration of technology in the classroom, will promote collaboration and participation among their
classmates and will improve their grades. In addition, among the indicators of the level of awareness, the indicator, “Learning the use
of technology is worthwhile and necessary subject” obtained the highest mean of 3.36, which means that the respondent’s responses to
the level of awareness are at a very aware level. On the other hand, the lowest mean score acquired by the respondents is 2.81 (indicator
8 - I think I could use advanced technology), which means that students are aware that because of the availability of technology in their
school, they might not use the advanced technology in their learning.
The current social, economic, and political conditions have imposed that dealing with Technology and technological awareness is
obligatory for everyone who deals with these new technical resources. The contemporary visions revealed how learners have a tendency
to use technology and how their learning influences when using technology, it has been exposed that the use of digital technology and
students' interactivity and learning is growing (Nagasubramani, 2018).

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Research Article

Problem 2: What is the extent of technology utilization on the learning activities of the respondents?
The utilization of Technology in the classroom to allow teachers and students to discover a new interface of life is of vital significance.
The role of technology in education is to create a better instructional syllabus, learning content, and provide better services. With
advancements in every field of life, technological development must be incorporated into the classrooms and educational institutes.
Table 3. Extent of Technology Utilization of the Respondents
Indicators Mean + SD Description
I want to use technology in my studies because:
1. It will help me get better results in my subjects. 3.34+ 0.52 Strongly Agree
2. It will help me understand the subject material more deeply. 3.44+ 0.52 Strongly Agree
3. It makes completing work in my subjects more convenient. 3.25+ 0.50 Strongly Agree
4. It motivates me to explore many topics I may not have seen before. 3.52+ 0.48 Strongly Agree
5. It allows me to collaborate with others easily, both on and outside of the campus. 3.30+ 0.52 Strongly Agree
6. It will improve my IT/information management skills in general. 3.23+ 0.52 Agree
7. It will improve my career or employment prospects in the long term. 3.26+ 0.45 Strongly Agree
8. I get more actively involved in courses that use technology. 3.14+ 0.51 Agree
9. I am more likely to attend classes even if the materials from course lectures are
3.18+ 0.57 Agree
available online.
10. Technology makes me feel connected to what is going on at school. 3.38+ 0.63 Strongly Agree
11. Technology makes me feel connected to other students. 3.31+ 0.51 Strongly Agree
12. Technology makes me feel connected to teachers. 3.23+ 0.56 Agree
13. Technology interferes with my ability to concentrate and think deeply about subjects
3.19+ 0.55 Agree
I care about.
14. When it comes to social media (e.g. Facebook, Twitter, LinkedIn), I like to keep my
3.38+ 0.51 Strongly Agree
academic life and social life separate.
15. I am concerned that technological advances may increasingly invade my privacy. 3.34+0.54 Strongly Agree
Over-all Total 3.30+ 0.27 Strongly Agree
Note: 3.25-4.00 Strongly Agree 1.75-2.49 Disagree
2.50-3.24 Agree 1.00-1.74 Strongly Disagree

Table 3 shows the extent of technology utilization in the learning activities of the respondents. The results show that the overall mean
acquired by the respondents is 3.30. This can be interpreted as respondents’ response to the extent of technology utilization in learning
activities as strongly agreed. The lowest indicator (8 - I get more actively involved in courses that use technology) garnered a mean of
3.14, which can be interpreted as agreed. While the highest indicator (4- It motivates me to explore many topics I may not have seen
before) with a mean of 3.52, which can be interpreted as the respondents strongly agreed that technology would significantly help to
increase their interest in their study.
Classrooms across the globe have implemented many modes of Technology to boost student interest and accomplishment. Student
participation and inquisitiveness had also increased because of the perpetuation of Technology. Thus, it would not be wrong to say that
we live in an era of science, engineering, and Technology (Bindu, 2017).
Moreover, according to Malik, Gholamzadeh, Abdou, Goni, Klemes, & Alotaibi (2019) that classroom technology helps students and
teachers in the practice of accomplishing and providing education systematically. Teachers are studying and implementing the most
recent technology in the classrooms. That is why it is critically important for universities to implement innovative learning materials
for laboratories and classes. The use of technologies in universities has increased the amount of precision in educational materials to
higher standards.
Problem 3: Is there a significant relationship between the extent of technology utilization in learning activities and the level of
technology awareness of the respondents?
Table 4 displays the relationship between the respondents’ extent of technology utilization in learning activities and the level of
technology awareness.
Table 4. Relationship1Respondents’ Extent of Technology Utilization and the Level of Technology Awareness
Extent of Technology Utilization
Variables Remarks Decision
r - value p-value
Level of Technology Awareness 0.658** <0.000 Significant Reject Ho
Note: 1 – based on Pearson Correlation ** - P < 0.01 *** - P < 0.001 ns – P > 0.05 n* - P < 0.05

The result showed that the respondents’ extent of technology utilization in learning activities had a highly significant relationship with
the level of technology awareness. Thus, the null hypothesis, which states that there is no significant relationship between the extent
of technology utilization in learning activities and the level of technology awareness of the respondents was rejected.
In order to promote the use of technological innovations, potential users must first be made aware of the technology and accept it.
Understanding the various factors that affect the acceptance of technology is at the heart of technology adoption research (Teo et al.,

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Research Article

2019).
Students achieve online learning awareness based on previous experiences with technology and may require training and assistance to
use learning tools and platforms before the start of an online course (Heckel & Ringeisen, 2019). Ultimately, if the student believes
they have knowledge and resources to support them, it will positively influence their use of the application (Alghamdi, Karpinski,
Lepp, & Barkley, 2020; Yakubu & Dasuki, 2019).
Problem 4: Is the respondents’ level of technology awareness best predict the extent of technology utilization?
Table 5. Variable that best predicts Respondents’ Extent of Technology Utilization
Standardized
Unstandardized Coefficients
Indicator Coefficients
B Std. Error Beta t Sig.

(Constant) 0.523 0.320 1.662 0.100

Level of Technology
0.862 0.100 0.658 8.660 0.000
Awareness
2
R = 0.658R =0.434F = 75.001 Sig. = 0.000

Table 5 presents the variables that best predict respondents’ extent of technology utilization. The respondents’ extent of technology
utilization was affected by the level of technology awareness with β = 0.862, t=8.660, (p <0.000). In addition, this implied that the
level of technology awareness was a predictor that affects the extent of technology utilization by the respondents.
It is important to consider how students will receive technology when implementing it in the classroom. When students perceive that
the attributes of a given technology are engaging and beneficial to their learning, they are likely to adopt that technology and use it to
enhance their understanding of course content (Sun, Lee, Lee & Law, 2016). Some features that make technology more appealing to
students are flexibility, accessibility, ease-of-use and overall engagement. In general, studies show that students report high levels of
satisfaction with the use of educational technology as it allows them to interactively engage in learning. Students also believe that
technology facilitates a greater understanding of course content, contributes to higher academic achievement and better prepares them
for the technology-dependent workforce (Schindler, Burkholder, Morad & Marsh., 2017).
The regression analysis is significant, with an F-value of 75.001 with a corresponding p-value of 0.000. Therefore, the null hypothesis
stating that “there is no variable/s best predict the extent of technology utilization the respondents” was rejected.
Incorporating the use of several technological applications allows students to participate in higher-order thinking, enhance
communication, engage in collaborative problem-solving activities and discussions, critically reflect on content, and expand digital
competencies (Schindler et al., 2017).
Problem 5: What action plan can be designed based on the findings of the study?
Teaching media as a teaching tool used by teachers as an intermediary to deliver teaching materials in teaching and learning process
so as to facilitate the achievement of learning objectives. Media used is PowerPoint, as a teaching tool used by teachers when delivering
lessons to students in the classroom. Besides, it can help to realize effective teaching and learning situation, increase student learning
motivation and enable student response to the delivery of teaching materials by using PowerPoint as a medium of instruction.
With the use of media, the process of teaching and learning is believed to be more interesting. Media encourage students to learn better
in the classroom activities. Media also provide students with information and richness of cultural input. They can help students process
information and minimize teachers from excessive explanation. In short, the objective of using media in teaching is to make the process
of English teaching and learning effective and efficient.
Conclusion
Based on the results of the study, the following conclusions are drawn: In the level of awareness of the respondents, among the
indicators of the level of awareness, the indicator, “Learning the use of is worthwhile and necessary subject” obtained the highest mean
of 3.36, which means that the respondent’s responses to the level of awareness are at a very aware level while in the extent of technology
utilization, the highest indicator (4- It motivates me to explore many topics I may not have seen before) with a mean of 3.52, which
can be interpreted as the respondents strongly agreed that technology would significantly help to increase their interest in their study.
Further, in correlation, the null hypothesis, which states that there is no significant relationship between the extent of technology
utilization in learning activities and the level of technology awareness of the respondents was rejected. Furthermore, in the regression
analysis, the null hypothesis stating that “there is no variable/s best predict the extent of technology utilization the respondents” was
rejected.
It is important to consider how students will receive technology when implementing it in the classroom. When students perceive that
the attributes of a given technology are engaging and beneficial to their learning, they are likely to adopt that technology and use it to
enhance their understanding of course content (Sun et. al, 2016). Some features that make technology more appealing to students are
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Research Article

flexibility, accessibility, ease-of-use and overall engagement. In general, studies show that students report high levels of satisfaction
with the use of educational technology as it allows them to interactively engage in learning. Students also believe that technology
facilitates a greater understanding of course content, contributes to higher academic achievement and better prepares them for the
technology-dependent workforce (Schindler et. al., 2017).
The results of the study were supported by the Technology Acceptance Model (TAM) by Levin& Hansen, (2008) that provides a
framework for understanding the use of new technologies. The primary determining factors in technology use, according to this model,
are perceived usefulness and perceived ease of use (Bagozzi, 1992; Davis &Warshaw, 1992). This model makes an explicit connection
between users’ perception of technology’s usefulness and the actual use of the technology. In light of the findings, as mentioned above
and conclusions, the following recommendations are offered: Students may continue to explore more applications in technology and
may gain support from the school officials to have advanced facilities to keep them updated on the latest trend and get more actively
involved in courses that use technology.
The School Administrator may encourage the teachers about the integration of technology in the classroom to make the teaching-
learning process more meaningful.
Teachers may integrate the use of technology in the classroom to boost the interest of the students and may attend seminars and
workshops to update their knowledge and usage on the latest trends in technology.
Other researchers are also encouraged to conduct similar studies to identify other related factors affecting the extent of technology
utilization of the students.
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Affiliations and Corresponding Information

Sheillannie M. Salacop, LPT, MAEd
Marawi Compensation Board – Philippines
MSU Marawi City
Erlinda N. Basmayor, PhD
St. Peter’s College – Philippines

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