DIGITAL TECHNOLOGY AS A LEARNING MATERIAL AND ITS IMPACT

ON THE IMPROVEMENT OF THE ACADEMIC PERFORMANCE

OF THE STEM STRAND STUDENTS
IN NCST – SHS

A Research Paper
Presented to the Faculty of
Senior High School Department
National College of Science and Technology

In Partial Fulfillment
of the requirements for the subject
APPLIED 007
INQUIRIES, INVESTIGATIONS, AND IMMERSIONS

Cyrille Kayne A. Magdua

Kloudette M. Samson

Angeline G. Perea

Aslanie M. Cabili

Kirl Jan L. Chow

May 2021
 APPROVAL SHEET

This research study entitled “Digital Technology as a Learning Material

and its Impact on the Improvement of the Academic Performance of the
STEM Strand students in NCST – SHS,” prepared and submitted by Cyrille
Kayne A. Magdua, Kloudette M. Samson, Angeline G. Perea, Aslanie M.
Cabili, and Kirl Jan L. Chow, in partial fulfillment of the requirements for
Inquiries, Investigations, and Immersions, has been examined and is
recommended for acceptance and approval of ORAL PRESENTATION.

DAZZLE P. MULI, LPT

Research Instructor

PANEL OF EXAMINERS

has been accepted and approved by the Committee on Oral

Presentation with a grade of PASSED

KYLA SHANE D. RIVERA ROBERTA A. MIRHAN, LPT

Academic-in-Charge SHS – Assistant Principal

CAROLINA P. BAYLEN, LPT, MFL, MBA

SHS – Principal

Accepted and approved in partial fulfillment of the requirements for the

subject Inquiries, Investigations, and Immersions

Date: May 2021

 ACKNOWLEDGEMENT

The researchers, CYRILLE KAYNE A. MAGDUA, KLOUDETTE M.

SAMSON, ANGELINE G. PEREA, ASLANIE M. CABILI, AND KIRL JAN L.

CHOW, would like to express their utmost gratitude, respect, and appreciation

to the following people whom they owed much especially for the success and

completion of this study:

Ms. Dazzle P. Muli, their research adviser, for giving us the opportunity

to conduct this research and for giving indispensable and invaluable guidance

throughout this research. Her valuable suggestions were of immense help

throughout our research work. Her insightful criticisms kept us working to

make this project better as it will ever be;

Ms. Katrina Kaye E. Patawe, their research statistician, for the helpful

suggestion and statistical study to conduct this research;

Ms. Carolina P. Baylen, the Senior High School Principal, for her

unending guidance;

Ms. Roberta A. Mirhan, the Senior High School Assistant School

Principal, for her endless supervision;

Ms. Kyla Shane D. Rivera, the Senior High School Academic in-Charge,

for her support throughout this research;

 Ms. Sheela B. Vidallo, Ms. Elsa P. San Carlos, and Ms. Angelica A.

Luce, for validating and marking the survey questionnaires appropriate for the

respondents;

Their beloved classmates, STEM 122-01, for the warm camaraderie

and the precious moments shared throughout their stay in NCST-SHS;

Their families and loved ones, for their sacrifices, unconditional love,

moral and financial support that helped the authors to complete this study;

And above all, outmost gratitude to our Almighty God for His

unspeakable gifts and blessings that He continues to shower, and for His

guidance throughout the research journey to complete the study successfully.

To God be the glory!

KIRL JAN L. CHOW

ASLANIE M. CABILI

ANGELINE G. PEREA

KLOUDETTE M. SAMSON

CYRILLE KAYNE A. MAGDUA

 Abstract

DIGITAL TECHNOLOGY AS A LEARNING MATERIAL AND ITS IMPACT

ON THE IMPROVEMENT OF THE ACADEMIC PERFORMANCE OF THE
STEM STRAND STUDENTS IN NCST – SHS

By:

Cyrille Kayne A. Magdua, Kloudette M. Samson, Angeline G. Perea,

Aslanie M. Cabili, and Kirl Jan L. Chow

This study is mainly focused on the use of digital technology as a

learning material to students. This study aimed to identify the most

frequently used mediums of digital technology which could aid the

improvement of the academic performance of the students; determine the

perception of the students towards the use of digital technology as a

learning material; and ascertain the impact of using digital technology as a

learning material.

The convergent parallel design was used in this study to

compare and relate quantitative and qualitative data. Using Slovin’s formula,

246 STEM Strand students of National College of Science and Technology

– SHS were selected through simple random sampling. In order to collect

the data from the respondents, a structured interview and a researcher-

made survey questionnaire which was validated by a panel of experts were

used. For data analysis, percentage and weighted mean were used.

The results showed that smartphone is the most frequently used

medium of digital technology by the STEM students. Second, STEM

students perceived that the use of digital technology in learning is a must to

improve their academic performance. Lastly, digital technology has a

positive impact on students’ academic performance because it helps to

provide latest and current issues where students can obtain information

very easily and integrate it into their learning process.

The following are hereby recommended by the researchers:

Students should be more responsible in using different mediums of digital

technology to improve their academic performance. Teachers should

integrate the use of appropriate digital technology to their discussions to

improve students’ academic performance. School administrators should

devise a program in improving the use of digital technology to help the

students to develop their academic performance.

Keywords: digital technology, academic performance, STEM,

learning material
 TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………… i

APPROVAL SHEET ………………………………………………………….. ii

ACKNOWLEDGEMENT ……………………………………………………… iii

ABSTRACT ……………………………………………………………………. v

TABLE OF CONTENTS ……………………………………………………… vii

LIST OF TABLES …………………………………………………….……..... ix

LIST OF FIGURES …………………………………………………….……… x

LIST OF APPENDICES …………………………………………………….……xi

INTRODUCTION ……………………………………………………………… 1

Objectives of the Study …………………………………………………… 4

Statement of the Problem ………………………………………………… 4

Scope and Delimitation of the Study ……………………………………. 5

Significance of the Study …………………………………………………. 5

Conceptual Framework …………………………………………………… 7

Review of Related Literature …………………………………………….. 8

Definition of Terms ………………………………………………………... 20

METHODOLOGY ……………………………………………………………... 22

Research Design …………………………………………………………. 22

Sampling …………………………………………………………………… 22

23

24
 Research Instrument ………………………………………………………

Validity ……………………………………………………….……………...

Reliability …………………………………………………………………… 24

Data Gathering Procedure ……………………………………………….. 25

Statistical Treatment of Data …………………………………………….. 26

RESULTS ……………………………………………………….……………… 29

DISCUSSIONS ………………………………………………………………… 35

REFERENCES ………………………………………………………………… 38
 LIST OF TABLES

2.1 Cronbach’s alpha Interpretation 25

…………………………………….... 27

2.2 Interpretation for Weighted Mean …………………………………….

3.1 Different Mediums of Digital Technology Aiding the Improvement 29

of the Academic Performance of the Students

……………………… 30

3.2 The Perception of Students towards the Use of Digital Technology

as a Learning Material to Improve Academic Performance ………

3.3 The Impact of Using Digital Technology as a Learning Material 32

towards the Improvement of the Academic Performance of the

Students …………………………………………………………………
 LIST OF FIGURES

Figure 1. The conceptual paradigm of the study ……………………………. 7

 APPENDICES

Appendix A. Sample Survey Questionnaire ……………………........... 41

Appendix B Photo Documentation .……………….............................. 43

Appendix C Curriculum Vitae ……………………………………........... 44

 CHAPTER 1

INTRODUCTION

Technology is arguably the best invention that was ever created and

developed. Before the advent of modern-day technology, life was

burdensome and onerous making everyday chores consume a lot of time.

Without a doubt, technology made our lives easier for it allows us to do a lot

of things all at the same time. One of the forms of technology that

continuously make our lives easier is digital technology. Like what Richard

Stallman have said, “Sharing is good, and with digital technology, sharing is

easy”. The help that digital technology is giving to people can be achieved

instantly because it is only a click or a push of a button away. Furthermore,

mostly of the students nowadays are visual learners and tend to retain the

knowledge that has been taught to them by their teachers.

Due to the convenience and efficiency the digital technology is

providing, the students of the National College of Science and Technology –

Senior High School has now resorted to and considered using digital

technology as a learning material. Advances in digital technology have

opened up many avenues of learning. Technology has made information

accessible or transmittable from anywhere and by/to all groups of people.

This is probably the reason why students nowadays are resorting to digital

technology as a new learning material, to have more information immediately

and conveniently. 2

Digital technology includes all types of electronic equipment and

application that uses and displays information and data in the form of

numeric codes. Devices that process and use digital information include

personal computers, calculators, automobiles, cell phones, television sets,

and basically anything that is programmed.

Several methods are used to measure child academic performance,

including standardized achievement test scores, teacher ratings of academic

performance, and report card grades. Standardized achievement tests are

objective instruments that assess skills and abilities children learn through

direct instruction in a variety of subject areas including reading, mathematics,

and writing (Sattler, 2001). Most performances are only slightly analyzable

by the means which we present. Many writers have mentioned "knowledge"

and "acquired skill" as being worthy of investigation. Bay Jr., B.E (2013)

concluded that (1) The technology-driven teaching strategies were often

used; specifically, the PowerPoint presentation being the frequently used

and video tutorial clips as the least used. (2) PowerPoint presentations and

digital cameras are highly effective in the delivery of instruction, along with
Audio Video Presentation (AVP) and Video Tutorial Clips as effective

strategies.

Society nowadays wants to know information when it happens and as

it happens. We have now become a knowledge society from being an

information society. Education is now starting to be the highest priority since

brainpower is now becoming the most valuable asset of a human being and

an organization, hence the formulation of this research study. The

improvement and enhancement of a students’ academic performance is very

significant, for their academic performance will help shape their personality

and help equip them for their adult life. It is also because the students’

academic performance will be one of the bases of their qualifications.

The general objective of this research study is to identify the impact of

using digital technology as a learning material towards the improvement of

academic performance of the STEM students of the National College of

Science and Technology – Senior High School.

 4

Objectives of the Study

Specifically, this study aims to:

1.) identify the most frequently used medium of digital technology which

could aid the improvement of the academic performance of the

students.

2.) determine the perception of the students towards the use of digital

technology as a learning material to improve their academic

performance.

3.) ascertain the impact of using digital technology as a learning material

towards the improvement of the academic performance of the students

Statement of the Problem

The main purpose of this study is to determine the impact of using

digital technology as a learning material towards the improvement of students’

academic performance.
 Specifically, it aims to answer the following questions:

1.) What are the different mediums of digital technology which could aid the

improvement of the academic performance of the students?

2.) What is the perception of the students towards the use of digital

technology as a learning material to improve their academic

performance?

3.) What is the impact of using digital technology as a learning material

towards the improvement of the academic performance of the students? 5

Scope and Delimitation of the Study

This study mainly focused on the impact of using digital technology as

learning material towards the improvement of the students' academic

performance; find the most frequently used mediums of digital technology that

will aid the improvement of the academic performance of the students and

determine the perception of students towards the use of digital technology as a

learning material.

The convergent parallel design was used in this study to compare and

relate quantitative and qualitative data. Using Slovin’s formula, 246 STEM

Strand students of National College of Science and Technology – SHS were

selected through simple random sampling. In order to collect the data from the

respondents, a structured interview and a researcher-made survey

questionnaire which was validated by a panel of experts were used. The study
was limited to STEM students because they are more exposed to digital

technology than any other strands.

The study started on February 2021 and ended on May 2021.

Significance of the Study

Significance of the study provides details to the reader on how the study

will contribute such as what the study will contribute and who will benefit from

it

also includes an explanation of the work's importance as well as its potential

benefits. The following are the ones who will be benefited by this study:

Students. This is important to students because they will know the

effects of using digital technology as a learning material towards their

academic performance.

Teachers. The results of this study may provide information to teachers

concerning the impact of digital technology on students’ academic

performance. Through this study, they can select the best and appropriate

medium of technology in teaching to improve the performance of the students.

Parents. The results of this study may make parents realize the

importance of digital technology in improving students’ academic performance.

They can help their children develop skills by providing them the necessary

learning materials and technology.

School Administrators. The results of this study may provide an

information on how school administrators can help integrate digital technology

to help the students develop their academic performance.

Future Researchers - Future researcher can use the findings of the

study as a basis for their future studies. They can get some information and

data that they needed regarding about the study that will serve as their

reference material if they would like to conduct a similar study. 7

Conceptual Framework
 Figure 1. The paradigm of the study
DIGITAL TECHNOLOGY
AS A LEARNING This study
STUDENTS’ ACADEMIC
MATERIAL PERFORMANCE
identified
 PowerPoint  Grades
the impact of
Presentations  Honors or Awards
 Audio or Visual  Test Scores
digital
Presentations  Productivity
 Portable Document technology  Understanding
Formats (PDFs)
on  Digital Hand outs the
(Soft copies)
 Online Classes
 Online Quizzes improvements of students’ academic

performance. The predictor variable is

the digital technology and the criterion variable is the students’ academic

performance.

REVIEW OF RELATED LITERATURE

Related Literature

Technology has been argued as having a positive impact on the

peoples’ way of thinking. Steve Johnson (2005), in his nationally bestselling

book Everything Bad is Good for You, posited that technology is making

people more intelligent due to their means of obtaining, interpreting, and

processing information. Using digital technology would support the active

learning of students in an educational environment designed to help students

achieve meaningful learning which, in return, will result in positive,

cumulatively progressive gains in learning outcomes. With this, the approach

would shift teaching from the classical or traditional approach towards the

deep-meaning approaches that would help students seek a true understanding

of the central principles, themes, and applications of any given area of study.

Sebastian et al. (2012) regarded digital learning as the learning mode

the most rapidly developed in past years as well as the learning mainstream in

the future. In addition to the time background, it was rapidly developed

because it broke through traditional teaching modes and presented various

strengths.

Miyoshi et al. (2012) organized the advantages of digital learning for the

comparison with traditional teaching. Digital learning does not restrict learners

on time and space so learners could select the time and location for online 9
learning and had no pressure and obstacle of time and space through the

instructors’ online interaction mechanism (Jude et al., 2014). The Internet

covers rich and diverse information that learners could acquire data simply by

searching key words. When a digital learning platform was able to organize

relevant resources for the use or connection of learners, network resources

would be effectively applied through digital learning, and instructors or learners

could acquire richer information beyond teaching materials in the curriculum to

enhance the learning effect (Im et al., 2011). Learners were equally treated in

traditional teaching for same teaching schedule and contents, regardless of

learners’ level. However, the curriculum design and the production of teaching

materials for digital learning were digital contents that learners could freely

select different courses and teaching materials, according to the level and

preference, to achieve the tailored learning outcome (Sun et al., 2012). A good

digital learning platform should be able to completely record learners’ learning

history so that instructors could understand learners’ learning conditions and

learners could clearly realize the level or learning outcome for adjustment and

improvement. Digital learning was self-learning that the production of teaching

materials should cover more media pictures sound, or images than traditional

ones to generate more attractive and lively teaching materials. Moreover,

digital teaching platforms would provide interactive functions like chat room

and discussion for more two-way communication between learners and

instructors and among learners (Hockly, 2012). The teaching material contents

utilized in a
 10

digital teaching platform were kept as digital files that the completed teaching

materials could be repeatedly utilized. In other words, the teaching material

contents made by instructors before lessons allowed learners using for several

times and learning repeatedly. Traditional teaching required all learners

gathering at the same time and same place for the instruction that the teaching

costs were increased. The digital learning mode could systematically and

completely record all online teaching materials and learners’ learning history.

For learners, it could efficiently and step by step accumulated personal

knowledge. For instructors, the teaching material contents could be effectively

organized and accumulated through a digital learning platform and rapidly

delivered to learners for effectively implementing knowledge management

(Jude et al., 2014). Instruction could be more vivid and lively through

information technology and the presentation of various media to enhance

learners’ interests, make learning more efficient, and promote learners’

learning persistence (Kaklamanou et al., 2012). Digital learning stressed on

learners learning distinct knowledge and new technologies of computers and

network with digital tools to promote the ability of using information technology

(Shin et al., 2011). In summary, digital learning is attractive because the

contents would not change with media or standards so that learners could

easily operate to learn and break through the restriction on time and space for

thorough learning and successful learning.

 11

According to Laping (2016) in her article entitled “Why Teachers Have

to Use Technology?”, she stated that (1) technology is a way of life – it is

everywhere in this computer age; (2) students use technology improperly and

unproductively – we must provide guidance; (3) free educational tools are

easier and faster to use than traditional tools.

Chua (2014), acknowledged that maintaining attention is really a

challenge in class. Chua said that this is not because they do not want to pay

attention. According to her, the students cannot pay attention because the

attention center has not been formed. Regarding the use of technology in

class, i.e., iPads and tablets, Chua said that technology use should be

balanced. She personally does not allow gadgets in class. She mentioned that

in Finland, one of the countries with the highest rankings in the Programme for

International Student Assessment (PISA), they do not incorporate gadgets

such as iPads or tablets in school, but instead use blackboards, chalk, and

other traditional media to create a “child centered” environment for their

students.

The advancement of technology really changed the educational

landscape in such a way where teaching is no longer confined to the traditional

way of teaching which is done face-to-face. The convenience and

effectiveness of e-learning had long been recognized by educational

institutions and education officials. A number of schools in the country have

embraced with enthusiasm emerging education technology in that lectures are

boosted by computer-based, or gadget-based, learning. Today, in some
12
schools, netbooks

have replaced notebooks and some lessons are delivered electronically

(Espinosa, J.P. 2016)

According to Inder (2014), there are four types of digital technology that

can be used in a classroom as a learning material namely: Smart boards,

classroom PC, projectors, and televisions. Smart board is an interactive white

board that allows the teacher to project an image from a laptop to the front of

the room and the teacher can then digitally draw on that image. On the other

hand, classroom personal computers give them the option of recording their

notes for long period of time. Most classes require student to do a lot of

reports and presentations. This allows for students to be more in tune with

their learning by allowing them to have their own personal computer.

Projectors hook up to the teacher's laptop and projects the screen from the

laptop to the white board in the front of the room. It allows students to see a

larger version of what is on the laptop screen. Lastly, televisions can be used

to show instructional DVDs or to be able to watch important current events,

such as 9-11 or presidential elections.

Related Studies

According to Al-Hariri and Al-Hattami (2016), the application of the use

of technology in education should indeed be encouraged and even be

incorporated, routine part of students’ daily activities within academic and

extra-curricular activities. His studies have shown that people learn

13
considerably

better from a combination of both words and images than merely from words

alone. The increased implementation of digital technology will increase the

students’ comprehension of content and development of skills in areas such as

analytical reasoning, problem solving, information evaluation, creative thinking,

and overall academic performance. The use of digital technology in lectures

makes the discussions comparatively more interactive and it provides more

valuable learning experiences in comparison with the traditional way of

teaching. Course websites function as resource centers that provides access

to all related documents along with links to additional resources making

learning more efficient and convenient. The usage of digital technology has

been demonstrated to be a potentially effective and productive means of

creating a good learning environment that will help the teachers become more

efficient in imparting information and improving the students’ abilities and

understanding through critical and in-depth analysis. Digital technology usage

was directly correlative and statistically significant with the students’

achievements. Furthermore, his research has indicated that effective teaching

can be achieved and students’ will acquire a higher degree of achievements

when the use of digital technology is incorporated more than when it is not.
 Higgins et al (2012) provided a summary of research findings from

studies with experimental and quasi-experimental designs, which have been

combined in meta-analyses to assess the impact of digital learning in schools.

14
Their search identified 48 studies which synthesized empirical research of the

impact of digital tools and resources on the attainment of school age learners

(5–18-year-olds). They found consistent but small positive associations

between digital learning and educational outcomes. According to Ghavifekr,

and Rosdy (2015), concluded that both teachers and students agreed that the

use of ICT provide the chances for students to be active and take more parts

or roles for their best learning experience. The use of digital technology also

helps to broaden student’s knowledge paradigm where students are able to

integrate their prior knowledge into the current learning systems as well as

sharing and exchanging point of view with the teachers and classmates. Digital

technology helps to provide latest and current issues where students can

obtain it very easily and integrate it into their learning process. Besides,

technology helps students to learn more effectively as well as it helps students

to find related knowledge and information for learning. The technology always

acts as a medium for students to find related knowledge and information for

their learning. It is best when the students are able to gather information, relate

it back with what they have learnt and have a discussion on the information

with teachers and their classmates so that they can see the relation of what is

new and what the latest issues they need to catch up for effective learning.
Other than that, there a lot of educational videos provided for students online

which it helps to improve student’s ability in language learning skills such as

reading, writing, listening and speaking. It is good for students to watch videos

and learn from it so they can gather the confidence needed when it comes to
15
argumentative

issues in the classroom where they are able to provide clear clarification and

their judgments on certain issues.

Lin, Chen, and Liu (2017) concluded (1) digital learning presents better

positive effects on learning motivation than traditional teaching does, (2) digital

learning shows better positive effects on learning outcome than traditional

teaching does, (3) learning motivation reveals significantly positive effects on

learning effect in learning outcome, and (4) learning motivation appears

remarkably positive effects on learning gain in learning outcome. The key in

developing the effectiveness of digital learning on teaching lies in teachers. In

other words, the promotion of digital learning could provide alternative

innovation of class teaching. Making changes in traditional teaching modes

would encounter some difficulties, but such difficulties would be overcome

when teachers often exchange teaching experiences with peers or experts or

sharing and learning through web communities to advance the teaching

methods and improve the classroom management as well as to present

professionalism and self-development. With the advance of information

technology and the relevant technologies, digital learning would be accepted

by students and teachers. It is the goal and task of teachers to have students

receive systematic knowledge through network and possess correct use

concepts.

According to Stakkestad and Stordal (2017), technology, represented

by the laptop program, can affect students’ academic performance through

several channels. Firstly, it increases the access to information, for example, it

becomes 16

easier for students to do online research and teachers can provide course

content to students digitally. Secondly, it is likely to provide students with

digital tools that can improve learning and performance. Examples are

dictionaries, programs correcting grammar, calculators, and graphical

mathematics tools. Thirdly, it might increase opportunities to communicate and

collaborate with other students and take advantage of each other’s knowledge.

All of the above will strengthen educational outcomes.

The widespread availability of technology and devices has become an

inevitable part of the way we live and work. Using technology is already

second nature to today’s young people, and many schools have already

adopted the use of personal devices as a teaching tool.

According to Lumadi et al. (2013) addresses the impact of e-learning on

the academic performance of student- teachers. They conducted an

experiment to determine if student- teacher taught using method of e-learning

performed better that student-teacher taught using the traditional method of

teaching and learning. Their findings suggests that e-learning has a significant

influence on the performance of students as student-teachers taught using e-

learning consistently perform better than student teacher taught using the

traditional method. In their conclusion, e-learning was found to have a

significant effect on student-teachers.

17

They supported an initial professional development of student-teachers

based on e-learning technologies, change in training approaches, strategies

and activities in order to meet the educational challenges. Their study was

focused on South Africa and could be useful to developing countries such as

Philippines.

On every change there has to be positive and negative results,

sometimes students need to be aware of this result because they will know if

the changes are working or they are not improving in their learning. To let

directors and teachers know if it is worth it to give the advantage of computers

and other technology to students. By paying attention to the improvement of

the students and how they are using this technology, giving a sense of being

worth spending thousands of dollars to the increase of computers to colleges

and local schools.

 Bay Jr. (2013) concluded that: (1) the technology-driven teaching

strategies were often used; specifically, the PowerPoint presentation being the

frequently used and video tutorial clips as the least used; (2) PowerPoint

presentations and digital cameras are highly effective in the delivery of

instruction, along with Audio Video Presentation (AVP) and Video Tutorial

Clips as effective strategies. However, using networking site group for

collaborative learning, updates and announcements and download sample

images relevant to the lesson are perceived as the least effective among the

strategies; (3) there 18

are serious problems encountered by the students relative to execution of the

technology-driven teaching strategies under institutional/departmental factors

while only slight problems under both self/student and lecturer/facilitator

factors; (4) the degree of effectiveness depends on how frequent the

technology-driven teaching strategies, while effectiveness is not affected by

the problems they encountered during the entire course.

According to Gorra and Bhati (2016), most students in state colleges

and universities of Caraga region in the Philippines are likely to use technology

in classroom for the purpose of positive consequences supporting the view

that use of technology helps in enhancing learning related activities in

classroom. The excitement of students in involving these technologies as part

of their learning can cause also disruptions inside the classroom that being
considered as negative consequences. Managing this kind of problem should

be included and part of the curriculum and the concerned staff and faculty may

take efforts on how these technologies being use as a tool to achieve learning

environment.

Boholano (2017) concluded that technology in the 21st century serves

as an extraordinary tool to shape and enhance the learning environment.

Digital literacy skills are absolutely necessary to ensure the technology is used

to supplement—and not substitute for—high‐quality instructional methods.

Pre-service teachers using digital technology with valuable skills is the most

powerful tools in teaching in the 21st century. 19

The researcher studied previous literature in order to find out proper

area of research, limitations of the study, importance of the study, population

and method of the study. By reviewing literature, the researcher decided the

area of this research and got guidance to plan chapter three systematically.

Digital technology makes people more intelligent due to their means of

obtaining, interpreting, and processing information. Digital technology can be

used both as a teaching material and learning material as well. But, using

digital technology should be balance. Sometimes, students cannot pay

attention because the attention center has not been formed.

Technology helps students to learn more effectively as well as it helps

students to find related knowledge and information for learning. In the

Philippines, students are more likely prefer to use technology in classroom for

it helps in enhancing learning related activities in classroom. The review of

related literature will serve as the foundation of the study about the effects of

digital technology as a learning material towards the improvement of the

academic performance of the students, specifically the STEM strand students.

20

Definition of Terms

The following terminologies defined are keywords used in the study in

order to have a clear understanding of the whole concept of the study.

Academic Performance – defined by a student’s reporting of

GPAs/GWAs. It is a term used to describe things that relate to the work

performed in universities and academic achievements of students in K-12

institutions. It extends to achievement outside the classroom.

Digital Technology – includes all types of electronic equipment and

applications that use information in the form of numeric code. Devices that
process and use digital information include personal computers, calculators,

automobiles, traffic light controllers, etc.

Effectivity - power to be effective; the quality of being able to bring

about an effect.

GPA - Grade Point Average, is a number that indicates how well or how

high you scored in your courses on average.

GWA - General Weighted Average, is a representation (often

numerical) of the overall scholastic standing of students used for evaluation.

Knowledge Retention - Knowledge retention involves capturing

knowledge in the organization so that it can be used later. 21

STEM – is an approach to learning and development that integrates the

areas of science, technology, engineering and mathematics. Through STEM,

students develop key skills including: problem solving, creativity, critical

analysis, teamwork, independent thinking, initiative, communication, digital

literacy.

Teaching Materials – are also called instructional/learning materials;

the resources a teacher uses to deliver instruction. These are the tools that will

assist and support student learning. These materials play a large role in

making knowledge accessible to a learner and can encourage a student to

engage with knowledge in different ways.

 Visual Learners - Visual learners remember best if they can take notes

with words and pictures. They are more likely to forget things they hear if they

do not write them down.

CHAPTER 2

METHODOLOGY

This chapter presents the research procedures used in the study. It

describes the design of the study, the respondents of the study, the

instruments used, the validity and reliability of the instrument, the data

gathering procedure, and the statistical tools employed in the analysis of data

in determining the impact of digital technology on improving students’

academic performance.

Research Design
 The convergent parallel design was used in this study in order to

compare and relate both qualitative and quantitative data gathered.

In this design, the researchers typically collect both forms of data at the

same time, prioritize the methods equally, keep the data analysis independent,

mix the results during the overall interpretation and try to look for convergence,

divergence, contradictions or relationships of two sources of data. The

purpose of convergent parallel design mixed methods is to provide a

comprehensive analysis of the research problem by converges or merges

quantitative and qualitative data (Razali et al., 2019).

Sampling

Slovins’ formula was used to calculate the sample size. The total
23
population was 640 STEM students and the margin of error was set to 5%.

Finally, 246 STEM students were selected as respondents at National

College of Science and Technology enrolled this academic year 2020-2021.

They were selected using the simple random sampling technique.

Simple random sampling technique was used to give the population of

the STEM students with equal chances of being included in the study. 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 (Thomas, 2020).

Research Instrument

In order to collect data and to provide answers to the research

questions, an unstructured interview and researcher-made questionnaire were

used by the researchers.

Interviews are primarily done in qualitative research and occur when

researchers ask one or more participants general, open-ended questions and

record their answers. Often audiotapes are utilized to allow for more consistent

transcription (Creswell, 2012). An unstructured interview was used by the

researchers to give the interviewees the freedom to express themselves.

On the other hand, a questionnaire can is a research instrument that

consists of a set of questions to collect information from a respondent. The

24
researcher-made questionnaire consisted of four (4) parts. Part I asked the

profile of the respondents. The tool for profile was made by the researchers; it

will determine the name, age, gender, and section of the respondents;

however, these are optional. Part II, which used a recognition type of question,

is the tool to determine the most frequently used medium of digital technology

in improving academic performance by the STEM students. Part III is the tool

to identify the perception of STEM students on the use of digital technology.

Part IV is the tool used to ascertain the impact of digital technology in

improving academic performance by the STEM students. Both Part III and IV

used 5-point Likert scales (SA, A, N, D, SD).

Validity
 Validity refers to how accurately a method measures what it is intended to

measure. If research has high validity, that means it produces results that correspond

to real properties, characteristics, and variations in the physical or social world

(Middleton, 2019).

Three experts were asked to validate the questionnaire. The

questionnaire was marked and checked highly valid with a rating of 3.44.

Reliability

Reliability refers to how consistently a method measures something. If

the same result can be consistently achieved by using the same methods

under the same circumstances, the measurement is considered reliable. First,

the researchers tried the survey out to 10 students to know how far the

reliability of the instrument before administering the survey to the actual

respondents. Using 25

Cronbach’s alpha, the questionnaire showed the reliability of 0.74 which is

interpreted as acceptable.

Table 2.1

Cronbach’s alpha Interpretation

CRONBACH’S α INTERNAL CONSISTENCY

0.90 and above Excellent

0.80 – 0.89 Good

0.70-0.79 Acceptable

0.60-0.69 Questionable

0.50-0.59 Poor

Below 0.50 Unacceptable

Data Gathering Procedure

A letter of request to conduct the study was prepared. The researcher

constructed a questionnaire checklist, validated by three instructors of the

subject then the questionnaire checklists are distributed. The researchers

conducted the research in NCST-SHS through survey. Simultaneously, an

interview was also conducted to gather some insight from five (5) participants.

After gathering the data through the survey questionnaire, the researcher

asked a statistician to help in determining the appropriate statistical tool to be

used and

26

in interpreting the data. Based on the data, the researchers came up with the

conclusions and recommendations of the study.

Statistical Treatment of Data

In this study, to get the weight and number of data, the researchers will

use the formula for percentage. The researcher will get the percentage to see

the outcome of the study based on the answers of the respondents.

 F
P ¿ N x 100

Where:

P= percentage

F= frequency

N= number of respondents

Weighted Mean

Weighted arithmetic mean is similar to an ordinary arithmetic mean (the

most common type of average), except that instead of each of the data points

contributing equally to the final average, some data points contribute more

than others. The notion of weighted mean plays a role in descriptive statistics

and also occurs in a more general form in several other areas of mathematics.

27

Formula for Weighted Mean:

∑ w ι xi
x=
wi

Where:

Σ = summation
w = the weights
x = the value
Table 2.2
Interpretation for Weighted Mean:

SCALE INTERPRETATION
4.21-5.0 Strongly Agree
3.41-4.20 Agree
2.61 - 3.40 Neither
1.81-2.60 Disagree
1.0-1.80 Strongly Disagree

Slovin’s Formula

Slovin’s formula is used to calculate the sample size (n) given the

population size (N) and a margin of error (e). It’s a random sampling technique

formula to estimate sampling size.

28

Formula for Slovin:

N
N= 2
1+ N e

Where:

n = sample size
N = population size
e = desired margin of error
 CHAPTER 3

RESULTS

This chapter presents, analyzes, and interprets the data gathered from

the survey and interview conducted by the researchers.

Table 3.1

Different Mediums of Digital Technology Aiding the Improvement of the

Academic Performance of the Students
 Digital Technology f %
Laptops 49 19.91
Smartphones 83 33.73
Television 14 5.69
PowerPoint Presentations 30 12.19
Projectors 7 2.84
Audio-Visual Presentation (AVP) 5 2.03
Internet 54 21.95
Others 4 1.62
Total 246 100

Table 1 shows the different mediums of digital technology which aids

the improvement of the academic performance of the students. Smartphone is

the most frequently used medium of digital technology by the students with a

percentage of 33. 73. In the interview conducted, respondent B said that

“Smartphone really helped me to cope with my studies. I can use it to surf the

Internet. I also use it for 30

communicating with my friends when I have questions about the lesson.

Smartphones are very convenient to use.”

This supports the study of Gikas and Grant (2013) wherein they find out

the value of smartphones for interactions, specifically finding increased value

of peer group collaborations at both a formal level with peer group projects and

on an informal level through social networking mediums, which increased

student communication.
Table 3.2

The Perception of Students Towards the Use of Digital Technology as a

Learning Material to Improve Academic Performance

Statement WM VI

1. For me, the use of digital technology 3.93 A

in learning is a must.
2. Digital learning distracts the students 3.55 A
rather than aid the improvement of their
academic performance.
3. For me, Digital technology enhances 3.99 A
the learning interests of the students.
4. The excitement of the students 3.76 A
brought by the use of digital technology
can cause disruptions inside the
classroom.
5. For me, Digital technology improves 3.77 A
the academic performance of students.
AWM 3.8 A
31

Table 2 presents the perception of students towards the use of digital

technology as a learning material to improve academic performance. Students

agreed that digital technology enhances the learning interests of the students

with a weighted mean of 3.99.

In the interview, Respondents A, B, and C commented that digital

technology improves their learning capabilities especially if it involves visual

aids and aesthetic graphics. Respondent C added “The use of digitalized tools

in the classroom catches our attention.”

This reinforced the studies of Bates (2015) and Laurillard (2012) who

both asserted the strong relationship between education and technology. They

recognized digital technologies as being important drivers for education, even

though most technologies used in education have not been specifically

developed for educational purposes.

32

Table 3.3

The Impact of Using Digital Technology as a Learning Material towards the

Improvement of the Academic Performance of the Students

Statement WM VI
6. The use of digital technology helps to 4.51 SA
provide latest and current issues where
students can obtain it very easily and
integrate it into their learning process.
7. Digital technology supports the active 4.10 A
 learning of students in an educational
environment.
8. The use of digital technology in 4.01 A
lectures makes the discussions more
interactive and it provides more valuable
learning.
9. Digital technology increases the access 4.43 SA
to information.
10. The use of digital technology 4.28 SA
increases the opportunity to communicate
and collaborate with other students and
take advantage of each other’s
knowledge.
AWM 4.27 SA

Table 3 shows the impact of using digital technology as a learning

material towards the improvement of the academic performance of the

students. Students strongly agreed that digital technology has a positive

impact on their academic performance with an average weighted mean of

4.27. Specifically, they strongly agreed that the use of digital technology helps

to provide latest and current issues where students can obtain it very easily

and integrate it into their learning process; digital technology increases the

access to information;

33

and the use of digital technology increases the opportunity to communicate

and collaborate with other students and take advantage of each other’s

knowledge with a weighted mean of 4.51, 4.43 and 4.28 respectively.

 The quantitative data from the survey is in line with the responses of the

participants in the interview. Respondents A, B, and C opined that digital

technology positively impacts their studies since they can access a lot of

information through digital technology. Respondent A commented “Through

digital technology, you can access tons of information that you can use for

your studies. It can also promote individual learning because it enables us to

discover knowledge on our own volition.”

However, Respondent B emphasized that digital technology should

serve as supplements and should not replace teaching. “But digital technology

are learning supplements and learning aids. It cannot replace teaching itself

because the effectiveness of technological tools lies on the delivery and its

usage in the classroom.”

This is in line with the study conducted by Gomez (2015) wherein he

concluded that the effective use of digital technology is driven by learning and

teaching goals rather than a specific technology: the technology is not an end

in itself. One should be clear about how any new technology will improve

teaching and learning interactions. New technology does not automatically

lead to increased achievement. Students’ motivation to use digital technology

34
does not

always translate into more effective learning, particularly if the use of the digital

technology and the desired learning outcomes are not closely aligned.
Teachers need support and time to learn to use new technology effectively.

This involves more than just learning how to use the hardware or software;

training should also support teachers to understand how it can be used for

learning.

CHAPTER 4
 DISCUSSIONS

This chapter will provide the summary of findings, conclusions, and

recommendations of this study.

Summary of Findings

The purpose of this research is to identify the impact of using digital

technology as a learning material. Out of 640 STEM students, 246

respondents were chosen. Slovin’s formula was used to compute for the

sample size with the margin of error of 5%. The respondents were chosen

through simple random sampling. The research design used was convergent

parallel design. The statistical tools used to analyze data were percentage and

weighted mean. The salient findings of the study are as follows:

1. What is the most frequently used medium of digital technology which

could aid the improvement of the academic performance of the students?

Smartphone is the most frequently used medium of digital technology

by the STEM students with a percentage of 33. 73. In the interview,

participants also answered that smartphones could aid the improvement of

their academic performance.

2. What is the perception of the students towards the use of digital

technology as a learning material to improve their academic performance? 36

 The STEM students, both in the interview and survey, agreed with the

use of digital technology as a learning material to improve their academic

performance with an average weighted mean of 3.8.

3. What are the impacts of using digital technology as a learning

material towards the improvement of the academic performance of the

students?

The respondents strongly agreed that digital technology has a positive

impact on their academic performance with an average weighted mean of

4.27. Moreover, a participant in the interview emphasized that digital

technology should serve as supplements and should not replace teaching.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Smartphone is the most frequently used medium of digital technology

by the STEM students.

2. STEM students perceived that the use of digital technology in learning

is a must to improve their academic performance.

3. Digital technology has a positive impact on students’ academic

performance because it helps to provide latest and current issues

where students can obtain information very easily and integrate it into

their learning process.

 37

Recommendations

Based on the findings and conclusions presented, the following

recommendations are suggested:

1. Students should be more responsible in using different mediums of

digital technology to improve their academic performance.

2. Teachers should integrate the use of appropriate digital technology to

their discussions to improve students’ academic performance.

3. School administrators should devise a program in improving the use of

digital technology to help the students to develop their academic

performance.

4. Future researchers can use the findings of this study as a basis for their

future studies.
 38

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APPENDICES
 41

APPENDIX A
SURVEY QUESTIONNAIRE
42
 43

APPENDIX B
PHOTO DOCUMENTATION
 44

CURRICULUM VITAE

1. Personal Data

a. Kloudette M. Samson

b. March 14, 2001

c. Trece Martirez

d. Single

e. Laila M. Samson

2. Educational Qualifications

a. Junior High School

b. Science, Technology, Engineering, and Mathematics (STEM)

c. National College of Science and Technology

3. Seminars/Workshops/Training Attended

a. Red Cross – Basic Leadership Training

b. Personality Development Seminar

c. Work Ethics Seminar

d. Pre-Deployment Orientation
 45

1. Personal Data

a. Angeline G. Perea

b. April 18, 2001

c. Manila

d. Single

e. Eleanor O. Guido

2. Educational Qualifications

a. Junior High School

b. Science, Technology, Engineering, and Mathematics (STEM)

c. National College of Science and Technology

2. Seminars/Workshops/Training Attended

a. Personality Development Seminar

b. Work Ethics Seminar

c. Pre-Deployment Orientation
 46

1. Personal Data

a. Kirl Jan L. Chow

b. January 11, 2000

c. Molino

d. Single

e. Lolisa L. Chow

2. Educational Qualifications

a. Junior High School

b. Science, Technology, Engineering, and Mathematics (STEM)

c. National College of Science and Technology

3. Seminars/Workshops/Training Attended

a. Personality Development Seminar

b. Work Ethics Seminar

c. Pre-Deployment Orientation
 47

1. Personal Data

a. Cyrille Kayne A. Magdua

b. January 08, 2000

c. Dasmarinas City, Cavite

d. Single

e. Jenny A. Magdua

2. Educational Qualifications

a. Junior High School

b. Science, Technology, Engineering, and Mathematics (STEM)

c. National College of Science and Technology

3. Seminars/Workshops/Training Attended

a. Personality Development Seminar

b. Work Ethics Seminar

c. Pre-Deployment Orientation

d. EIM NC II Training assessment at JAVA training assessment Inc.

 48

1. Personal Data

a. Aslanie M. Cabili

b. March 18, 1998

c. Batangas City

d. Single

e. Noraniah M. Cabili

2. Educational Qualifications

a. Junior High School

b. Science, Technology, Engineering, and Mathematics (STEM)

c. National College of Science and Technology

3. Seminars/Workshops/Training Attended

a. Boys Scout

b. C.A.T