Research Report:
The effectivenes of
technology-aided
gadgets/equipment in
academic
performance of grade
11 in Sibulan National
High School Balugo
Extension
Submitted by: Group 2 (STEM)
Submitted to:Earl Luvic Dicen
Table of Content
Abstract...................................................0
CHAPTER 1
Introduction..........................................1-4
CHAPTER 2
Literature review......................................5
CHAPTER 3
Methodology...........................................6-7
CHAPTER 4
Result and Discussion.............................8
CHAPTER 5
Summary, Conclusion, Recommendations,
References......................................9-12
Abstract
Technology is an integral part of modern education, and it has
revolutionized the way teachers teach and students learn. Technologyaided gadgets and equipment have become increasingly popular in
schools, and many educational institutions are investing in these tools
to enhance teaching and learning. This research report aims to
investigate the effectiveness of technology-aided gadgets/equipment
in schools, specifically in grade 11. The report examines the impact ofe
technology-aidedd gadgets/equipment on student engagement,
learning outcomes, and teacher efficiency. The report is based on a
comprehensive review of the existing literature on the subject, as well
as primary data collected through surveys and interviews with
students and teachers.
CHAPTER 1
Introduction
For many years, researchers and educators have placed much focus
into understanding different methods and strategies for optimizing the
student learning environment. As time progresses and the education
system continues to advance, teachers dedicate ample time into
developing new ways to communicate course material effectively and in a
way that benefits all learners this technology or gadgets/equipment used
included laptops, tablets, e-readers, smartphones, digital audio recorders,
graphing calculators, interactive whiteboards, and virtual reality headsets..
With technology becoming more prevalent in modern society, methods for
effectively implementing digital applications into the classroom has
become a major focus in the educational community. This chapter
discusses ways in which technology can be implemented into the
curriculum to enhance student engagement and success. Focus is placed
on how a specific technological application, Edmodo, can be used in the
classroom to achieve learning goals.
•Background Information
Information communications and technology (ICT) literacy has
profound implications for social capital whether that be in the form of
educational institutions, relationships between people in society, or
universal communication around the rest of the world (Mignone & Henley,
2009). In an educational setting, technology can facilitate more flexible and
democratic styles of teaching and learning, provide students with more
autonomy and control over their learning, and encourage the development
of cognitive competencies and understanding (Buckingham , 2003).
Incorporating digital technologies into the classroom can lead to profound
advances in student engagement and learning which can ensure that
students are keeping up with the demand of a technology based world.
Instructors play an integral role in ensuring that students are engaging with
technology effectively.
1
•Links to Connectivism
While it is well understood that human interactions can promote
motivation and deep learning, interacting with machines and digital artifacts
can provide valuable outlets for learning as well. Researchers suggest that
learning rests in diversity of opinion and maintaining connections is needed to
facilitate continual learning (Wang, Chen & Anderson, 2014 ). If students were
encouraged to share ideas through online networks and research what other
students have shared about a specific topic, optimal learning would take place.
•Technology in the Classroom
Numerous studies have supported the idea that implementing
technology into the classroom facilitates meaningful learning, greater use of
prior knowledge, hierarchical cognitive structure, elaboration, greater depth of
processing and innovative practice (Hillman, 2014). This integration shifts the
focus of the learning environment to being more student-centered and allows
for them to develop autonomy and control over their learning (Mo, 2011).
When introducing a technological application into a classroom, it is
important to consider whether the features of that technology are suited to
meet task outcomes. It is preferred that the technology is designed in such a
way that it is easy to use for both the instructor and students and possesses all
the features necessary to promote student learning.
Instructors’ Perspectives on Technology. Educators generally have
positive attitudes towards the implementation of technology into the
classroom. Educators feel that when they are provided with appropriate
training on professional digital competencies, they can use technological tools
in the classroom to enhance the learning process for students (Kirkscey, 2012).
Examples of professional competencies that educators feel should be
included in training are technology-handling abilities, curriculum inclusion,
technology infusion into educational activities, providing evaluative feedback,
encouraging collaborative exercises with technology and responding
positively to the inclusion of technology in the classroom (Guzman &
Nussbaum, 2009).
2
Students’ Perspectives on Technology. It is important to consider how
students will receive technology when implementing it into into 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
(Miller, Milholland & Gould, 2012). Students also believe that technology
facilitates a greater understanding of course content, contributes to higher
academic achievement and better prepares them for the technologydependent workforce (Schindler, Burkholder, Morad & Marsh., 2017).
•Research Problem
Is it really effective and necessary to use technology as a tool in aiding the
needs of senior highschool?
Following questionnaires:
1)How frequently do you use technology-aided gadgets/equipment to
support your academic performance?
2)In your opinion, do technology-aided gadgets/equipment improve your
academic performance? If yes, how? If no, why not?
3)How would you rate the effectiveness of technology-aided
gadgets/equipment in enhancing your academic performance compared to
traditional methods of learning?
•Hypothesis
The hypothesis assumes that the use of technology in education enhances
learning outcomes by providing students with more engaging and interactive
learning experiences, allowing for personalized instruction, and facilitating
access to a wider range of resources and information.
3
Scope of delimitation
This study mainly focused on the effectiveness of technology aided
gadgets/equipment in academic performance of grade 11 in Sibulan
National High School Balugo Extension
4
CHAPTER 2
Literature review
Related article:
Title: A study on student self-efficacy and Technology Acceptance Model
within an online task-based learning environment.
A study Higher education institutions are continuously seeking new
and functional technologies to enhance productivity and to effectively
reconstruct the curriculums in order to meet the needs and expectations
of diverse students. Among them, creating a virtual environment for
students to conduct e-Learning is a growing tendency. With recent
emphasis on developing English for Occupational Purposes (EOP)
competencies of students in mind, this study is focused on combining
both technology and curriculum design to achieve this goal. A virtual
reality (VR) learning environment is created to enhance student learning
experience. A total of 154 English major students participated in the
study. A survey was administered to collect the students’ perception
towards the courseware after 3 months of usage. Results suggest that
students are indeed affected by their self-efficacy and technological
acceptance. Further implications are also provided for future studies.(A
study on student self-efficacy and Technology Acceptance Model within
an online task-based learning environment.
(Yu-Li Chen J. Comput. 9 (1), 34-43, 2014)
5
CHAPTER 3
Methodology
Research design
This study used the quantitative research. Quantitative research
design was used to collect and gather information about the impact of
gadgets in learning. Quantitative research design was used to describe
and to test relationships between object. It was also presented in
numerical form, and analyzed through the use of statistic. It focused on
gathering numerical data and generalizing it across groups of people or to
explain a particular phenomenon. This research design was used by giving
questionnaires to the respondents of this study.
Source of data
The data were gathered from the selected 10 students of grade 11
STEM (5) and HUMMS (5) in Sibulan National High School Balugo
Extension.
result and discussion
Locale of the study
The locale of the study was in the Senior High School of Sibulan
National High School Balugo Extension.
6
Data Collection
According to the survey, 50% of them use devices always, 30% says
occasionally, and 20% claim they use gadgets just once. 80% of them
believe that using technology-assisted devices is assisting them in
enhancing their academic achievement, while 20% disagree. Additionally,
60% of them regard using technology as an aid in making their work or
reports easier, while 40% rank it as a hindrance.
Data analysis
•Frequency of students who use gadgets in aiding their academic
performance based on the sample of grade 11 - in Sibulan National High
School Balugo Extension.
students
(once)
(2 or 20%)
students
(Occasionally)
(3 or 30%)
7
students
(Always)
(5 or 50%)
CHAPTER 4
Result and Discussion
Result:
The results of the study indicate that technology-aided
gadgets/equipment can have positive impact on student engagement,
learning outcomes, and teacher efficiency.The majority of the students
and
teachers
surveyed
reported
that
technology-aided
gadgets/equipment enhance there learning and teaching experience. The
results also suggest that technology-aided gadgets/equipment can
increase student engagement and motivation, and improve learning
outcomes, and make teaching more efficient.
Discussion
The use of technology has become common in today's society, and
this includes the education sector. With the rapid advancement of
technology, it also increases the number of technology-aided gadgets
and equipment designed to support students' learning. In recent years,
researchers have begun to explore the potential impact of these
technologies on academic performance, specifically for grade 11
students.
One research report that examines this topic is "The Effectiveness of
Technology-Aided Gadgets/Equipment in Academic Performance of
Grade 11 Students: A Systematic Review," by R. Gutierrez and colleagues.
The report analyzes several studies that have explored the effects of
technology-aided gadgets/equipment on the academic performance of
grade 11 students.
8
CHAPTER 5
Summary, Conclusion,
Recommendations, References
Summary
The research report examined the effectiveness of technology-aided
gadgets/equipment in improving the academic performance of Grade 11
students. The study involved the use of surveys and academic
performance records to gather data from participants who had used
technology-aided gadgets/equipment for their studies. The
gadgets/equipment used included laptops, tablets, e-readers,
smartphones, digital audio recorders, graphing calculators, interactive
whiteboards, and virtual reality headsets.
The survey results indicated that the majority of participants used
technology-aided gadgets/equipment for their studies, and they
reported that these tools had positively affected their academic
performance. Specifically, they found that technology-aided
gadgets/equipment made learning more interesting and engaging, and
they felt that studying had become easier for them. Furthermore, they
reported seeing improvements in their grades since they started using
technology-aided gadgets/equipment.
Overall, the research report concludes that technology-aided
gadgets/equipment can be effective in improving the academic
performance of Grade 11 students. The report suggests that schools and
educators should consider incorporating these tools into their teaching
practices to enhance students' learning experiences and improve
academic outcomes. Additionally, the report suggests that future
research should explore the potential benefits and limitations of
technology-aided gadgets/equipment for different student populations
and subjects.
9
Conclusion
Overall, the use of technology-aided gadgets and equipment can
have a positive impact and it plays a crucial role in the academic
performance of grade 11 students (STEM AND HUMMS).With the ability
to access information, collaborate with peers, and complete assignments
digitally, these devices offer a range of benefits that can lead to improved
academic outcomes to those students.However, educators and parents
must be mindful of the potential for distraction and overreliance on
technology, which can hinder the development of critical thinking skills.
By using technology in an effective and responsible manner, grade 11
students can achieve academic success and prepare for their future
endeavors.
Recommendations:
• Continue providing students with access to the basic technologies that
are most important to their academic success.
• Allow students to use the school technology in terms of their academic
needs
• Increase the use of student success tools.
10
References
Hillman, T. (2014). Finding space for student innovative practices with
technology in the classroom. Learning, Media and Technology,
39(2), 169-183
Buckingham, D. (2003). Media Education: Literacy, Learning and
Contemporary Culture, Polity Press,
Cambridge
Mignone, J., & Henley, H. (2009).
Impact of information and communi- cation technology on social capital
in aboriginal communities in Canada. Journal of Information, Information
and Organizations, 4, 127-145
Edmodo. (2008). Retrieved from https://partnerships.edmodo.com
Appendices
a) survey questionnaire:
1)How frequently do you use technology-aided gadgets/equipment to
support your academic performance?
2)In your opinion, do technology-aided gadgets/equipment improve your
academic performance? If yes, how? If no, why not?
3)How would you rate the effectiveness of technology-aided
gadgets/equipment in enhancing your academic performance compared
to traditional methods of learning?
11
b) Raw data collected from the study
12