CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
CLARK COLLEGE SCIENCE AND TECHNOLOGY
Dau, Mabalacat City, Pampanga
SENIOR HIGH SCHOOL DEPARTMENT
RESEARCH PAPER
RESEARCH TITLE:
"Technology and Academic Performance: High School Students' Perceptions and
Experiences"
Submitted By:
Andrew C. Dumolong
Katrina J. Garcia
Loraine Anne B. Macaspac
Kristin Elise R. Gelverio
John Timothy Velarde
Submitted To:
Mr. Lance Austria
DATE:
SENIOR HIGH SCHOOL DEPARTMENT
CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Background of the study
High school students today have access to a variety of platforms that have a
substantial impact on their academic success. These platforms include a variety of tools
and resources aimed at improving learning, organization, collaboration, and the overall
educational experience. According to Karehka Ramey (2022), the term ‘Technology’ is
broad and subject to individual interpretations. Technology refers to the use of products
and processes that simplify daily life tasks. It enables humans to extend their capabilities,
making them an integral part of any technological system. The widespread presence of
mobile technology has provided numerous opportunities to support teaching and learning
in higher education. However, it has also brought challenges and stress to mobile device
users. Technology has significantly impacted various aspects of life and redefined the way
we live. Its role is vital in all spheres of life, automating manual tasks and enhancing the
efficiency of complex processes. The application of technology has brought about positive
changes and revolutionized education. In schools, the importance of technology cannot be
overlooked, as it has facilitated knowledge impartation for teachers and acquisition for
students (Raja & Nagasubramani, 2018). Technology provides students with access to vast
amounts of information that they can use to enhance their learning. A study by Vockley
andWhalen (2015) found that students who used technology in the classroom had better
academic performance than those who did not. Enhanced collaboration: Technology
allows students to collaborate more easily with their peers, teachers, and other experts
from around the world. A study by Kay and Greenhill (2016) found that technologysupported collaborative learning led to improved academic performance. The use of
modern information technologies in education is one of the most important and
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CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
sustainable trends of the global educational process. In national educational institutions in
recent years, computer equipment and other means of information technologies are
increasingly used in the studies of the majority of subjects. In the learning process it is
important, not information technology itself, but rather how its use is implemented to
achieve educational goals. Computer role became more complex: its use in educational
process helps to teachers to make lesson more dynamic, targeted, rich, striking, and
memorable for a long time. Several studies have been conducted to investigate the effect
of various digital tools on students’ academic achievement and engagement. Alghamdi et
al. (2020) Ma et al. (2020) discovered that online platforms improved student engagement
and achievement in arithmetic. Alammary and Alhajri (2021) studied the benefits of an
academic mobile application and discovered that it had a favorable impact on both student
achievement and attitudes toward education. Chen and Lin (2020) investigated how the
usage of a digital pen and interactive whiteboard influenced students’ learning outcomes
such as achievement, engagement, and retention. Jahan and Ferdousi (2019) found that
playing an educational game improved both student achievement and motivation.Overall,
these findings indicate that introducing digital technologies into academic teaching can
improve students’ learning results and attitudes. While technology in education offers
many benefits, it is important to acknowledge the disadvantages that can have long-term
consequences for students. One major drawback is the distraction it causes, both inside
and outside the classroom. Students’ constant exposure to mobile phones and tablets, with
their addictive content, reduces attention spans and hampers learning. Similarly, reliance
on technology for tasks like calculations and spelling weakens cognitive development and
problem-solving skills, as students become dependent on automated tools. Technology
also hampers direct peer interaction, leading to increased rates of depression and
decreased social skills. Additionally, the high cost of maintaining and upgrading
technology poses financial burdens on educational institutions. Cheating on exams
becomes easier with technology, making it challenging for teachers to assess true
knowledge. Furthermore, automation and reduced salaries for teachers diminish their role
as authority figures, leading to a decline in the quality of education. To address these
issues, restrictions on technology use in classrooms, encouragement of face-to-face
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CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
interaction, careful cost estimation, and better treatment of teachers are necessary. These
statistics provide insight into how students use various digital technologies to improve
their academic achievement. Many students use various digital tools and platforms
into their academic activity. According to the data, 59% of students use blogs for research
publication, knowledge sharing, reflections, and dialogues with peers and professors.
Similarly, 90% of students utilize wikis for group project collaboration, developing shared
knowledge bases, and gathering research findings. 92% of students use instant messaging
to facilitate real-time chats, question asking, assignment discussions, and project
collaboration. Furthermore, 95% of students use podcasts to enhance their learning with
audio-based educational information, while 98% use search engines to find scholarly
articles, research papers, and other pertinent educational resources. The availability of
technology to high school pupils can vary based on their socioeconomic level, place of
residence, and educational institution. As a result, there might be differences in how well
each student performs academically, with those without access to technology performing
worse. Technology use can also result in distractions and a decline in motivation, which
could harm academic progress. A study that looks at how high school students experience
and perceive technology in the classroom and how it influences their academic
achievement is thus necessary. Such a study could shed light on how technology can
promote learning efficiently and fairly, to the advantage of all students.
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CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Statement of the problem
He integration of technology in education has increased significantly over the years, and
there is a need to understand its impact on high school students' academic performance.
While some studies suggest that technology positively affects students' performance,
others report negative effects. Therefore, it is essential to explore high school students'
perceptions and experiences regarding the relationship between technology and academic
performance to gain a better understanding of the issue.
1. How do high school students perceive the.
impact of technology on their academic
performance?
2. To what extent do high school students utilize technology for academic purposes
3. How does this impact their academic performance?
4. What are the experiences that high school students face in using technology for
academic purposes?
SENIOR HIGH SCHOOL DEPARTMENT
CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Significance of the Study
The findings of the study will be significant for the following:
To the Department of education. Gaining insights into high school students’ views and
encounters with technology allows the Department of Education to create useful
guidelines, training initiatives, and educational materials for teachers to improve academic
performance by integrating technology into their instruction. This research can guide
policy-making, enhance teaching methods, overcome obstacles, foster responsible digital
citizenship and well-being, and ensure fair access to technology resources for all students.
To the School Administrators. The results of the study may be used to develop some
guidelines in ensuring the safety of the students while they are learning amid the
pandemic.
To the Students. The result of these findings can help to provide perceptions and opinions
from learners on what they encountered within the school environment, whether those
factors are beneficial or harmful. In addition, further advancements can be introduced and
any personal issues arising from their experience can be addressed as soon as posstudent
To the Teachers. The teachers will be able to acquire perspicacity in areas where they can
assist students in their preparation for the face-to-face classes.
To Future Researchers. This current study that is being presented today may be valuable
for future researchers in order for them to perhaps obtain more information that will give
the context of an executive summary of the field of interest. It is a starting point for
researching additional aspects of face-to-face classes and developing more in depth
research related to this study.
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CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Scope of Delimitation
The purpose of this qualitative study is to investigate how junior high school
students perceive and experience the use of technology in their academic lives,
particularly in relation to their academic achievement. The study will take place at Santos
Ventura National High School and will include individuals aged 13 to 16. The study will
collect data on how participants use digital tools, software, and online resources in their
academic activities, their perspectives on the benefits and drawbacks of using technology,
and how technology has affected their academic achievements through focus group
discussions and individual interviews. The research’s major goal is to investigate how
technology has changed the learning experiences, study habits, and academic achievement
of junior high school students. The study will only include junior high school students
ages 13 to 16 who are currently enrolled at Santos Ventura National High School. The
study will only look at the participants’ perspectives and experiences with using
technology in their academic pursuits. The study will not look into teachers’ or parents’
perceptions on kids’ use of technology. It will also not look at how technology affects
other elements of students’ lives, such as their social interactions or mental health.
Furthermore, the study will not compare academic performance of kids who use
technology to those who do not.
SENIOR HIGH SCHOOL DEPARTMENT
CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Significance of the Study
The findings of the study will be significant for the following:
To the Department of education. Gaining insights into high school students’ views and
encounters with technology allows the Department of Education to create useful
guidelines, training initiatives, and educational materials for teachers to improve academic
performance by integrating technology into their instruction. This research can guide
policy-making, enhance teaching methods, overcome obstacles, foster responsible digital
citizenship and well-being, and ensure fair access to technology resources for all students.
To the School Administrators. The results of the study may be used to develop some
guidelines in ensuring the safety of the students while they are learning amid the
pandemic.
To the Students. The result of these findings can help to provide perceptions and opinions
from learners on what they encountered within the school environment, whether those
factors are beneficial or harmful. In addition, further advancements can be introduced and
any personal issues arising from their experience can be addressed as soon as posstudent
To the Teachers. The teachers will be able to acquire perspicacity in areas where they can
assist students in their preparation for the face-to-face classes.
To Future Researchers. This current study that is being presented today may be valuable
for future researchers in order for them to perhaps obtain more information that will give
the context of an executive summary of the field of interest. It is a starting point for
researching additional aspects of face-to-face classes and developing more in depth
research related to this study.
SENIOR HIGH SCHOOL DEPARTMENT
CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Definition of Terms
For a better understanding of this study the following terminologies are provided and
important to be recognized.
Conceptual Definitions:
Academic achievement: Academic achievement refers to the outcomes in the classroom
that show how well a student has met their learning objectives. Exams or ongoing
evaluations are frequently used to gauge academic performance.
Aldm (Alternative Learning Delivery Modality): Learning delivery has its own
methods, and these are the five of them: face-to-face training, virtual classrooms, online
learning, blended learning, and mobile learning.
Influence: The ability to influence or change a particular individual or thing, especially
the ability to bring about changes without really making them happen. Technology in this
study is the one that influences the student’s behavior.
Learning Practices: Evidence-based teaching methods that are properly applied and
informed by data result in long-lasting improvements in every student. Processes that help
the students understand the data they will consume
Student performance: The successful growth of young people in society depends on
their academic performance. Students who perform well academically have a better
chance of adjusting to adulthood and achieving success in their careers and finances. How
well the students do or perform in class.
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CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
Vital Insight: Needed immediately; absolutely necessary. Insight. Clear or profound
perception of a circumstance. Important insights/perceptions about the perceived situation.
Operational Definitions
Academic achievement: Academic achievement can be operationally defined as the
measurable outcomes and accomplishments attained by students in their academic
pursuits. It encompasses a range of indicators, including grades, test scores, completion of
assignments, projects, and assessments that demonstrate the level of knowledge, skills,
and understanding attained by students in specific academic subjects or areas.
ALDM (Alternative Learning Delivery Modality): ALDM, or Alternative Learning
Delivery Modality, can be operationally defined as an alternative approach or method of
delivering educational content and facilitating learning outside of traditional face-to-face
classroom settings. It encompasses various modes of instruction, such as virtual
classrooms, online learning platforms, blended learning (combining online and in-person
instruction), mobile learning (utilizing mobile devices for learning purposes), or other
non-traditional methods employed to provide educational opportunities to students.
Influence: Influence can be operationally defined as the ability or power to effect change
or have an impact on individuals or entities, particularly in shaping or modifying their
behaviors, attitudes, beliefs, or decisions. It involves examining the extent to which certain
factors or stimuli prompt observable changes in the target subjects, assessing the degree of
influence exerted, and analyzing the causal relationships between the influencing factor
and the observed changes.
Learning Practices: Learning practices can be operationally defined as evidence-based
teaching methods, strategies, or instructional approaches that are grounded in research and
aim to facilitate effective learning experiences for students. These practices involve
implementing specific techniques, pedagogical approaches, or interventions that have been
SENIOR HIGH SCHOOL DEPARTMENT
CLARK COLLEGE OF SCIENCE AND TECHNOLOGY
shown to enhance learning outcomes, engagement, and understanding. Examples of
learning practices include active learning, cooperative learning, direct instruction,
problem-based learning, or differentiated instruction.
Student performance: Student performance can be operationally defined as the
observable outcomes, achievements, or results exhibited by students in their academic
endeavors. It encompasses multiple dimensions, including academic achievement, mastery
of subject matter, demonstration of skills, critical thinking abilities, participation in class
activities, and overall adherence to learning objectives or standards. Student performance
can be assessed through grades, test scores, evaluations, assignments, projects, or other
forms of evaluation that measure the extent to which students meet specific educational
criteria or expectations.
Vital insight: Vital insight can be operationally defined as a crucial, indispensable, or
highly significant understanding or perception that is considered of utmost importance in a
given context or situation. It represents a deep, profound, or penetrating insight that
provides valuable knowledge, perspectives, or revelations about a specific circumstance or
issue. Vital insights often contribute to informed decision-making, problem-solving, or
strategic planning by offering critical information, awareness, or clarity that can
significantly impact the outcomes or course of action.
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