Effects of teaching science with the use of technology as perceived by the grade 11 stem
students of st. albert the great school
Effects of Teaching Science with the Use of Digital Apps as Perceived by the Grade 11
STEMS Students of St. Albert the Great School
CHAPTER I
INTRODUCTION
Background of the Study
Technology has changed over the past years thus changing our world in both positive and
negative ways. People all over the world use and benefit from modern technology. It is widely
used in communication, business, transportation, in the field of medicine and also education.
The ways teachers instruct is not the only thing that is changing. Technology is varying
the way people do things at home, school, and work. Since technology is such a huge part of our
daily lives and is changing rapidly, it is no surprise that it should also be included in classrooms
to help prepare students for the technological world of the future.
In this 21st century, the term “technology” is an important issue in many fields including
education. This is because technology has become the knowledge transfer highway in most
countries. Technology integration nowadays has gone through innovations and transformed
society that has changed the way people think, work and live (Grabe, 2007). As part of this,
schools and other educational institutions which are supposed to prepare students to live in “a
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knowledge society” need to consider technology integration in their curriculum (Ghavifekr,
Afshari&AmlaSalleh, 2012).
Incorporating the use of technology in teaching is an advantage to both teachers and
learners. Teachers can use creative different software such as PowerPoint presentation and
videos for teaching, in this way it would be easy for the students to visualize, analyze and
interpret the information with the graphics presented from the software.
The educational field is constantly looking for innovative ways to instruct topics to
students more efficiently. Recently, there has been a focus on science, mathematics, and
technology education because of the United States current mathematics and science achievement
levels compared to other nations. One of the studies, the PISA (Program for International Student
Assessment, 2013), ranked the United States behind 25 other nations in regards to mathematics
and science skills.
Philippines still belong to the third world developing countries in Asia. The archipelago
of Philippines is still under the battle of such called low competent technological readiness of
education. Speaking about the educational system of Filipinos, this would be a big and serious
topic in the country. Government gives a little attention about education resulting to some
educational problems that hinders teachers to support a better learning to students because of the
lack of facilities and equipment as medium of learning.
Science education in our country cannot be considered as strength. Based on results from
2014, the passing rate for the national achievement test (NAT) for grade six pupils is only
69.21%. The passing rate for high school seems far worse, with a passing rate of only 46.38%
from 2010 statistics.
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According to Quetulio (2018), the smart televisions and computer sets were provided by
the Phoenix Publishing House Inc, (PPHI), one of the school’s providers of books, as part of the
Phoenix Aralinks.
In today’s digital age, audio learners are lessening in numbers compared to visual
learners, with the help of technology it catches and motivates learners to make the teaching
process livelier with the use of smart TVs.
Statement of the Problem
This study aims to examine if using digital apps such as power points, videos, and
aralinks in the classroom has a positive impact in teaching and learning. It also intends to
determine the role of technology in classroom. The study addresses the following questions:
1. What are the teaching strategies that use technology in teaching science?
2. Are these teaching strategies effective in teaching science?
3. What are the effects of teaching science with the use of technology?
Research Objective
The overall objective of this study is to examine how technology affects the students’
learning of St. Albert the Great School. Exploring the subject on hand, is mainly for the purpose
of discovering the effects of integrating technology, the strategies of teaching science that is best
for students’ learning and how the use of technology facilitate the works of teachers.
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Significance of the Study
The purpose of the research is to see whether teaching science using technology is an
effective way to relay information. It will serve as an eye-opener to the faculty of the school the
effects of teaching science using technology as perceived by the students. It will also help to
improve the quality of the schools’ education.
This study will show the strengths and weaknesses within the effects of teaching science
using technology. Furthermore, this study will provide data for future researchers whose subject
of study will have to tackle with teaching with the use of technology.
Scope and Limitation of the Study
This study covered the effects of teaching science with PowerPoint Presentation, videos,
and aralinks as visual aids at St. Albert the Great School for the school year 2019-2020. The
respondents are the Grade 11-STEM students of St. Albert the Great School who are enrolled for
the school year 2019-2020 only.
Hypothesis
Using technology in teaching science is an effective teaching tool that helps the students
to understand and interpret the lessons better.
Conceptual Framework
The researchers decided to examine this problem to know the effects of using technology
in teaching the science subject.
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Definition of Terms
1. Teaching strategy - using different forms of technology to aid or enhance
educational instruction. It is not a discipline.
2. Technological device - any computer, cellular phone, smartphone, digital
camera, video camera, audio recording device, or other electronic device that can
be used3.25 for creating, storing, or transmitting information in the form of
electronic data.
3. Aralinks- a program that promotes 21st century learning through the dynamic
and effective synthesis of pedagogy, technology, and learning spaces.
4. Interactive White Boards - commonly known as Smart Whiteboards; is a large
interactive display in the form factor of a whiteboard. It can either be a
standalone touchscreen computer used independently to perform tasks and
operations, or a connectable apparatus used as a touchpad to control computers
from a projector.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Technology as a Tool in Teaching
The classroom is a dynamic environment, bringing together students from different
backgrounds with various abilities and personalities. Being an effective teacher therefore
requires the implementation of creative and innovative teaching strategies in order to meet
students’ individual needs.
The basis for choice of teaching styles is to a large extent determined by the nature of the
program and its objectives. The development of rational faculties for critical thinking, a sense of
enquiry and receptive attitude for acquiring not only biological knowledge but also an
understanding of the larger issues of life can be realized only if the teaching method leads to the
transfer of knowledge from school to life situations, to the development of decision making skills
and to the development of values. These behaviors cannot be nurtured through the conventional
chalk and talk method.
Incorporating technology into teaching is a great way to actively engage students,
especially as digital media surrounds young people in the 21st century. Different technologies
such as Interactive White Boards (IWBs), Smart TVs, and projectors can be used to display
different visual aids, which help students, visualize new academic concepts. Learning can
become more interactive when technology is used as students can physically engage during
lessons as well as instantly research their ideas, which develops autonomy. Visualization brings
academic concepts to life with visual and practical learning experiences, helping students to
understand how their schooling applies in the real-world.
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Function of Visualization in Science
Visual aids arouse the interest of learners and help the teachers to explain the concepts
easily. Visual aids are those instructional aids which are used in the classroom to encourage
teaching learning process. Visual aids are those instructional devices which are used in the
classroom to encourage learning and make it easier and motivating. The material like projectors,
radio, television, called instructional aids. (Rather, 2004). Visual aids are effective tool that
“invest the past with an air of actuality.” They demand to the mind through the visual auditory
senses. When we use visual aids as teaching aid, it is one of the aspects which root participation
of students in the lesson because when students look at visual model or aid, it is measured as a
kind of contribution. Visual aids give chance to speakers to make a more professional and
consistent performance. The teaching career is full with limitless opportunities to enrich the
academic survives of students, while some ideas and educational goals will be easy for students
to hold, other will need educators to think productively to ensure that important learning aims are
met. By visual aids in teaching is one mode to enhance lesson plans and give students additional
ways to process subject information (Kunari, 2006). Visual aids are devices present unit of
knowledge through auditory of visual stimuli both with a view to aid learning. Audio visual aids
are teaching machines like television, radio, and all kinds of projectors with sound attributes.
Visual aids can be very useful in supportive a topic and the amalgamation of both visual and
audio stimuli are particularly effective since the two most important senses are involved.
External representation, internal representation and cognitive process in the brain are the
overlapping parts of visualization in science education to make students learn better regarding a
variety of profound scientific concepts.
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In order to promote higher-order thinking in education (i.e. analyzing and evaluating),
Benjamin Bloom created Bloom's Taxonomy with the three identified domains (cognitive,
affective and psychomotor domains) as educational activities (B. S. Bloom, 1956). In other
words, these three domains can also be seen as knowledge, attitude and skills that learners ought
to achieve through education. On the basis of Bloom’s Taxonomy of the cognitive, affective and
psychomotor domains, the roles visualization can play to benefit science teaching and learning
are addressed as follows. The cognitive domain involves knowledge and intellectual skills (B. S.
Bloom, 1956). For example, recall and/or recognition of facts, interpretation of instruction and
problems, application of knowledge to a new situation as well as making judgments on ideas.
Here, the use of visualizations in science education relating to the cognitive domain has the role
of not only making invisible concepts/ideas visible but also illustrating abstract concepts and
making it concrete.
Basically, through visualization, complex or abstract knowledge and ideas can be
expressed in effective and concrete ways that then can make learners encode and recall their
knowledge easier. Visualization has its benefits in representing the process of scientific concepts
explicitly via presentation soft wares (e.g. Rundgren et al., 2012). For example, the process of
protein synthesis can be clearly presented by a still image. However, dynamic visualization can
improve student understanding of abstract concept of molecular processes more than static
illustrations. Research has shown that animations did help students to understand biomolecular
process and the random nature of biomolecular interaction better (Rundgren & Tibell, 2010).
Ryoo and Linn (2012) also found that dynamic visualization had the potential to enhance 7th
graders’ understanding of the concept of photosynthesis compared to static illustrations.
Similarly, animations have been found to have the same learning effect in chemistry education
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(e.g. Jones, Jordon, & Stillings, 2005; Sanger & Greenbowe, 1997; Williamson & Abraham,
1995)
According to Krathwohl and colleagues (1964), the affective domain includes emotion,
attitude and value. In other words, receiving, responding and showing feelings, values,
appreciation, enthusiasm, motivation, and attitudes are all embraced in the affective domain.
Based on the perceptual theory applied in the field of visualization, the role of visualization can
attract student attention and induce emotion via the colorful visual representations combined
with audio/verbal representations, and make students enthusiastic by engaging them in an
interactive visual environment, i.e., a game-based learning environment.
In the psychomotor domain, physical movement and coordination are embedded in the
psychomotor domain (Simpson, 1966). The embraced skills demand practice and are judged in
terms of speed, precision, procedures, or techniques in the execution. Visualization research in
science education has shown that learners’ spatial skills and prior knowledge are related to the
use of ER in science learning (e.g. Wu, Lin, & Hsu, 2013). Even though visualization demands
spatial skills, it might be a useful way to improve learners’ spatial skills via visualization.
Different Technologies for Teaching
According to Tom Harbert (2017) Projectors still have a firm hold as a front-of-theclassroom display in K-12 education, even as students' attention is shifting toward the growing
number of digital learning devices they use in classes. In fact, classroom projectors are the
fastest-growing type of technology hardware in the United States. Today’s modern projectors are
different from the ones gone by. They have become more adaptable, interactive, and reliable.
Even so, classroom projectors are now under pressure from other display technologies, especially
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Smart TVs. The battle for the display-technology market appears to be fueled by educators'
growing demands for interactive features.
As stated by Diana Walls (2013) one of the struggles of educators these days is how to
attract the attention of their students when they are teaching. Students have short attention span
and they are not fans of listening to lectures. An hour of sitting around bore and tires the
students. This is why educators are using few tools to encourage students to participate in class.
Smart Television is one of the tools that is used in modern day classrooms. Smart TV is an
emerging trend in technology and education. Teachers encourage students to participate in
classroom discussions, with Smart TVs this becomes an easy task. Like any other television, this
device is capable of playing videos, audio recordings, and image streams. It is also capable of
connecting with the internet. Sites like Picassa and Youtube are easily accessed on this
television. Smart TV allows download of interactive games, such as tactical games, word plays,
quizzes and math problems that promote class participation among students. The fun games keep
classes active and lively. There are Smart TVs that features voice control and motion sensor,
which adds to the fun and interactivity. It is an effective teaching tool; integrating technology in
learning is helpful in attracting the attention of students. This is the initial step in making every
lesson effective. Media contents like videos, music and images promote better learning among
students. Lessons become easy to study because there are these contents to supplement every
lesson. With Smart television, educators can easily access these contents. This modern
innovation is a good academic tool. This is the reason why more and more classrooms are
infusing this device in their everyday lessons. Learning should not be limited to typical class
discussions. Using smart TVs promote better academic learning among students.
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In the article entitled Television as a Medium for Education, television has been given
considerable importance in many countries as source and a tool of teaching. TV is an adaptable
and can follow different approaches when used in various educational situation
(RitibaB.Gohil,2016) she also added that to support formal education, television usually function
as supporter and as reinforcement tool: This instructional tool is an idea, practice or object which
is consider new by the people (Roger,2006) or a solution which is applicable in economic
benefits, knowledge or other practices applicable in working life (Kairisto-Mertanen, Pentilla
and Auotio, 2011). Moreover, educational technology is not restricted only about computer used
of individual but also other equipment and applications such as video conferencing, digital
television (allowing students interact with its programs at their own pace), electronic
whiteboards and digital cameras(Jackson, 2008). Hilary Mason (2017) on his interview said that
he believes technology gives us superpowers. Since everyone has the opportunity to learn, think,
analyze and create with teachers. It is for the fact that teachers care deeply about the social and
moral education of the students in the classroom, but educations system has come yet establish
content and explicit approaches that will allow us to build the societies we want to see. (Caroline
Smistk, 2018) Furthermore, advocates also claim that teachers benefits from the introduction of
technology into the classroom. Technology gives teachers the ability to instructional materials
for students to draw up on the classroom (Dunleavy, et al., 2007; Waddups, 2004; Healey 2001).
Strengthening this statement, RitibaGohil (2016) added that Smart TVs offers other feature like
USB Display, of presentations and videos without the aid of laptops or computer instead even
just portable is enough to work on this technology. Furthermore, since smart tv is both for
education and entertainment Attewell (2001) termed this as edutainment. He found out that
through the use of text, graphics, audio, video and animations, edutainment steers away from the
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traditional teaching method. This technology helps to reinforce learning more fun rather than a
hassle. Another advantage of edutainment is that it allows the students to control their own
learning pace. The districts and schools implemented such tool for many reasons but what is the
main purpose is that to increase student’s competitiveness in economic, enhancing ones skills
through the use of Smart TV (Bonifaz and Zucker, 2004). It is for the fact that technology raises
different contributions supporting the effectiveness of its usage in education that includes the
delivery of instruction can be more standardized, instruction can be more interesting, learning
becomes more interactive, the quality of learning can be enhance, according to the book of
“Educational Technology”. However, Smart TV doesn’t just talk about enhancement of
classroom skills but also work-based skills as stated by Caroline SmiskGether (2018). He said
that there are few basic things in acquiring job skills such as deciding with fair solving problems,
knowing how to apply new skills, requiring strength and weaknesses. We can do much better job
by thinking purposely about the kind of social learning that we want students to the engage in
using technology in the classroom comes with host of benefits on education(Joni Nguyen, 2017).
Filipino students act likely as to other students outside the country who were born into
digital nature in every sense that they ate in the age of touch screens, tablets and any
technologies they have right now. Recently, one of the greatest challenges of the educators is
how to encourage the students to participate well in the class discussion knowing that students
have short attention span. Particularly, hours of sitting around for the whole day long listening on
lectures and a monotonous discussion with no such excitement makes them bored and tired. This
was the reasons why educators use smart tv as a teaching tools to attract students’ attention.
Many of the schools in Philippines implemented such tool for they have realized that if television
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content in the house in able to get the attention of young ones and they keep interested to bring
televisions in the discussion inside the classroom.
Using technology such as data-logging and simulations is important for modeling
subjects such as Science. The presence of computer-based technology (Shih, Huang, Hsu, &
Chen, 2012) changes the way subjects such as Science are being taught. There is growing
evidence that information and communication technologies have a positive effect on student’s
attainment in science (Van Veen, 2011). Especially with abstract concept lessons like Science,
the usage of educational technologies and materials is very crucial (Akçay, Feyzioğlu, & Tüysüz,
2003; Serin, Bulut, & Saygili, 2009). Educational technologies and materials, which offer
additional opportunities for learning and putting forward what learners know, provides different
learning environments and maintains permanent and interactive learning.
The interactive whiteboard (IWB) is part of information and communication technologies
(ICT) enhanced learning and teaching Science and is able to combine a lot of beneficial features
of ICT in one medium. According to Higgins, Beauchamp, and Miller (S. Higgins, Beauchamp,
& Miller, 2007), “the use of IWB may be the most significant change in the classroom learning
environment in the past decade”. Kennewell and Beauchamp (2007) describe lessons with IWB,
which give a more visual and dynamic look, resulting in the fact that students spent longer
looking at the board rather than the teacher. They describe teachers also showing projected
graphs and tables which are particularly common in science work. Many students encountered
numerous difficulties in learning Science and it was the subject which students felt most anxious
and afraid. The use of IWB in the classroom can make a difference for students who have trouble
with thinking abstractly in abstract subjects, because it makes the teaching/ learning process
more concrete, when using the features of the IWB (Bui, 2009).
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Within the context of using the interactive whiteboard in the teaching and learning of
Science, many surveys emphasize the effectiveness of using this technology tool to improve
students’ capacities and teachers’ professional development. Due to the increasing body of
research that is emerging from the implementation of IWBs in learning and teaching science,
analysis has been necessary to summarize and identify general trends. Smith et al. (H. Smith,
Higgins, Wall, & Miller, 2005) consider there are two main categories of research which have
emerged from theirs study of the reference literature: “the IWB as a tool to enhance teaching and
as a tool to support learning”. The authors identified in the literature the potential benefits of
IWBs for teaching: flexibility and versatility, multimedia/multimodal presentation, efficiency,
supporting planning and the development of resources, modeling information and
communication technologies skills, interactivity and lesson participation. Also, they find the
unique features of IWBs relate to the promotion of students’ learning and falls into motivation
and affect and multimedia and multi-sensory presentation.
Visual Aids
PowerPoint Presentation
PowerPoint (PPT) is one of the most popular presentation tool (Margaryan, 2017). The
Greenbook Research Industry Trends Report (GRIT) of 2015 publicized that 86% of researchers
use PPT to present research results. The position of PPT is driven by its dominance in reporting,
charting and info graphics. PowerPoint is a powerful piece of presentation software that enables
any computer-literate science teacher to make professional-looking slides with ease. There may
be certain intrinsic benefits to the use of PowerPoint in the science lab. Daniels (1999) suggests
it as a good way to introduce technology into the classroom and highlights its potential for the
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presentation of organized, animated, legible, interactive and up-to-date (via the Internet)
information with relative ease and at ‘minimal cost’. It is good practice to provide varied stimuli
for students (Kyriacou, 1995), and Power Point could provide one such stimulus.
Sipress (1995) encourages teachers not to use the program simply to update their existing
style of teaching but to use it to take their teaching further, grasping the possibilities it offers to
enrich learning. It can result in a speaker being better and organized and can ensure that main
points are made clearly (Harknett and Cobane 1997).
Microsoft Power-Point is a presentation program developed by Microsoft. It is a part of
the Microsoft Office system which is widely used by business people, educators, students, and
trainers. As a part of the Microsoft Office suite, Power-Point has become the world's most
widely used presentation program. It is a complete presentation program that allows teachers to
produce professional-looking presentations (Segundo & Salazar, 2011).
Ozaslan & Maden (2013) concluded in their study that students learned better if the
course material was presented through some visual tools. They, also, reported that teachers
believed that PowerPoint presentations made the content more appealing; therefore, they helped
them to take students' attention.
The results of Corbeil's study (2007) showed that students exposed to power-point
presentations preferred them over the textbook presentations; she believed that the students were
learning better when their attention was captured via highlighting, color, different fonts, and
visual effects. Power-point presentations could be used for presenting new structures to students,
practicing and drilling, or for reviewing language structures which have already been taught
(Segundo & Salazar, 2011).
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Stepp-Greany (2002), reported, in her study, a number of benefits for students related to
the general use of technology in classrooms including increased motivation, improvement in
self-concept and mastery of basic skills, more student-centered learning and engagement in the
learning process.
Zhao (2007) conducted a qualitative research to investigate the perspectives and
experiences of 17 social studies teachers following technology integration training. The research
showed that teachers held a variety of views towards technology integration. These views
influenced their use of technology in the classroom. Most teachers were willing to use
technology, expressed positive experiences with technology integration training, increased their
use of technology in the classroom, and used technology more creativity.
Videos
According to Max Bevan (2017) digital videos are continuing to gain popularity, it seems
only natural that this familiar and widespread platform extends into the education setting.
Students today are utilizing educational videos as a tool for learning everything. Remarkably,
millennials make up 92% of the digital video viewing audience. Abstract topics that once seemed
difficult to teach and learn are now more accessible and understandable because of the
availability of educational videos.
Studies have shown that the use of short video clips allows for more efficient processing
and memory recall. The visual and auditory nature of videos appeals to a wide audience and
allows each user to process information in a way that’s natural to them. The use of videos in
teaching and learning serves to not only benefit students, but also teachers and their affiliated
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institutions. A 2015 study conducted by software company Kaltura concluded that 93% of
teachers believe that the use of educational videos improves the learning experience.
Science teachers frequently source the Web for short videos, knowing they can be
powerful tools for demonstrating hard-to-explain concepts and piquing students’ interest in their
subject. The new Science Take series in The Times is full of such videos, taking advantage of
time-lapse photography and high-speed video to reveal the natural world’s secrets. Additionally,
the Creature Cast series uses short animated films to explain scientific ideas and show the beauty
in nature. (ALISON FROMME, JENNIFER CUTRARO AND MICHAEL GONCHAR, 2013)
Videos are particularly good for training purposes. Short videos can also be embedded
into a PowerPoint presentation to make a point, or provide an example. This is becoming
increasingly popular with the advent of YouTube, because far more videos are available.
A study by the students of Universiti Kebangsaan Malaysia in 2011, conducted an
experiment on using videos in teaching science, the results showed that the strategy developed
pupils’ interest and made teaching and learning activities more fun. Pupils loved for teachers to
teach the subject and as a result their Science performance increased. Furthermore, this strategy
is a viable alternative for diversifying science teaching and expanding the learning techniques
available to teachers. The creative use of video attracts pupils and increased their attention and
desire to learn. Pupils not only enjoyed watching the videos as they were aired, but also acquired
the knowledge contained in them that had been targeted by the teacher for delivery to the class.
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Aralinks
Phoenix have been approved and endorsed by the Department of Education (DepEd) as
provider of textbooks, references, and other supplementary instructional resources to private and
public schools alike.
One of their products is the Phoenix Aralinks eLearning System which features holistic
programs: Teachnology, Hub, and NextGen School to help educators effectively integrate
technology into the curriculum, extending learning in powerful ways. Through Phoenix
Aralink’s dynamic and successful synthesis of pedagogy, technology, and learning spaces, it
makes educators create an active, flexible, and collaborative learning environment where
students develop the skills they need for work and for life.
While most eBooks only provide digital copies of print books, Aralinks eBooks are here
to prove there is more to using eBooks in class than merely browsing through the pages. Aralinks
eBooks are equipped with interactive features, including varied assessment types for the different
exercises found in your textbooks, making it easy for you to upgrade the way digital books are
used in the classroom.
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
A non-experimental research design was conducted because there was no manipulation of
the variables. The type of non-experimental research that was used is survey. The research team
aimed to study the effects of teaching science with technology as perceived by the Grade 11
STEM students.
Research Locale
The research team conducted the survey in the high school campus of St. Albert the Great
School, specifically in the classrooms of the Grade 11 STEM students.
Respondents
The grade 11 students, from the 2 sections of Science, Technology, Engineering and
Mathematics (STEM) enrolled in SAGS for the academic S.Y. 2018-2019 were the respondents
for the survey. The sample of the population for the survey stood at 63 students of both female
and male ranging from ages 15-17. There are 38 students in STEM A and 25 in STEM B. Out of
63 respondents, 26 are female and the remaining 37 are male students.
Research Instruments
The researchers design a survey questionnaire as the primary instrument in obtaining
statistical information, which was distributed to the respondents of elicit factual answers. The
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questionnaire consisted of three questions in a multiple-choice type regarding the effects of using
technology in teaching science perceived by the grade 11 STEM students. Its contents were
based on different articles and studies found on Review of Related Literature. The internet is also
a vital source of information that was used to obtain other necessary for the research.
Data Collection Procedure
Before conducting the survey, our research team obtained permission to conduct the
survey from the school principal through a request letter that they signed. Survey questionnaires
were personally given and collected to the grade 11 students from the 11-STEM strand. Hence,
the research team went to their classrooms and asked permission from the subject teacher of the
respective classes. Afterwards we briefed them for less than 3 minutes about the study to easily
answer the survey. Then we personally distributed the survey questionnaire to all the grade 11STEM students in the class. They were given enough time to fill the questionnaires with their answers
before it was collected again by tallying.
Data Analysis Procedure
The team used the statistical measure is Frequency Count and Percentage to answer the
problems which sought to describe the effects of teaching science with technology as perceived
by the grade 11-STEM students of St. Albert the Great School. The tallied data from the acquired
survey questionnaire was then presented and interpreted in a graph indicating the specific total and
percentages of the data.
The formula of the percentage is as follows:
𝑃
% = 𝑛 x 100
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Where:
P = Percentile
% = Percentile location
n = number of data set
100 = constant
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter contains the results of the study, the analysis and interpretation of data.
Powerpoint
Aralinks
Videos
22%
6%
72%
Figure 1: Visual Aid Used in Teaching Science
The figure represents the results on the first question of the survey, which is what type of visual
aid the science teacher uses. Based on the data, PowerPoint presentation is mostly used in
teaching with a total of 72% or 45 votes. This verifies that PowerPoint is the most popular visual
aid, because of the following reasons: 1.) It can enhance the teaching and learning experience 2.)
It provides support to teachers by facilitating the structuring of lessons in a professional manner.
3.) Power Points can appeal to a number of different learning styles and be made more
stimulating. While videos comes in second with a total of 22% or 14 votes and lastly Aralinks
with 6% or 4 votes.
22
Yes
No
0%
100%
Figure 2: Visual Aids as an Effective Tool in Teaching Science
The figure illustrates the results whether using visual aids in teaching science is effective in their
learning. Based on the data, all of the respondents answered yes, accumulating a full 100%.
Visual aids are effective because a significant portion of the brain is dedicated to visual function.
It can help to keep the students’ attention focused forward and increases the retention of the
lesson being taught.
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Better Understanding
Engaging
Improve Spatial Skill
Easy to Recall
13%
11%
39%
37%
Figure 3: Effects of Using Technology in Teaching Science
The figure shows the effects of teaching science with the use of technology. 40% of the
respondents perceived that using technology helps them understand the lessons better, 32% of
the respondents answered it is engaging. 13% says it is easy to recall lessons, and 11% of the
respondents say that it improves their spatial skills.
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CHAPTER V
FINDINGS, CONCLUSION AND RECOMMENDATION
Findings
Visualization is an effective teaching tool with the aid of technology to the Grade 11
STEM students. Based on the results, the role of visualization in science education was met.
Although all of the students perceived to have a positive effect on them, improving spatial skill is
the lowest.
Conclusion
Therefore introducing technology into the learning environment has a great impact that
shown to make learning more student-centered, to encourage cooperative learning, and to
stimulate increased teacher/student interaction.
The standards for science education provide expectations for the development of
understanding for students through the entire course of their K-12 education. Since science has a
lot of abstract concepts, using visualization with the aid of technology can help students to easily
recall and understand lessons better, and improve their spatial skills.
Recommendations
The use of technologies in classroom has been proved that it is effective. Since
Technologies are evolving each year, the school should adapt interactive white boards since the
use of this type of technology can not only benefit the students but also the teachers. Interactive
whiteboards can help the students give a visual look on what they are learning especially in their
science subject since it is an abstract subject. Teachers should download interactive games, such
25
as tactical games, word plays, quizzes and that promote class participation among students since
fun games keep classes active and lively.
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APPENDIX A
REQUEST LETTER
July 24, 2019
Mrs. Adelaida G. Carvajal, MA. Ed.
The Principal
St. Albert the Great School
Dear Mrs. Carvajal:
We, the Grade 12 STEM students of St. Albert the Great School, are required to present a
research paper as a requirement for our Practical Research 3 subject. Our research group aims to
know the “The Effects of Teaching Science with Technology as Perceived by the Grade 11STEM Students of SAGS”
We ask for your consent to let us conduct a survey to the Grade 11-STEM students to help us
attain the goal of our research. Rest assured that all gathered data will be used for this research.
Attached is our survey questionnaire for your reference.
Thank you for your time and consideration.
Respectfully yours,
Iris G. Cariño
Fleur Francine L. Manaois
Nur-Aynh B. Espinoza
Stephanie De Vera Berot
Jewel Fabia Arambulo
John Marc H. Español
Mikael Blane B. Solis
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BIBLIOGRAPHY
Sarah (2018) 7 Effective Teaching Strategies For The Classroom
https://www.quizalize.com/blog/2018/02/23/teaching-strategies/
UNESCO (1987-2006) Scholars who set great store by the educational value
https://www.coursehero.com/file/p14citg/scholars-who-set-great-store-by-the-educational-valueof-nature-have-not-lost/
Rundgren & Tibell (2010) Visualization in research and science teachers’ professional
development https://www.eduhk.hk/apfslt/download/v15_issue2_files/changsn.pdf
RitibaGohil (2016), Roger (2006), Mertanen, Pentilla & Autio (2011), Jackson (2008), Mason
(2017), Smistk (2018), Dunleavy (2007), Waddups (2004), Healy (2001), Attewell (2001),
Bonifaz & Zucker (2004), SmiskGether (2018), Nguyen (2017) The Utilization of Smart TV as
an Integral Learning Tool bridging Classroom Skills and Work-based Skills Smart: Smart
Students
Enhancement
Plan
https://www.academia.edu/37652971/The_Utilization_of_Smart_TV_as_an_Integral_Learning_
Tool_bridging_Classroom_Skills_and_Workbased_Skills_Smart_Smart_Students_Enhancement_Plan?fbclid=IwAR3hNaHcuqa2Xc6XcnLQ
N3aqAnO2MuUyXpN2YpBIFSwUWD2L7z7yANZ-2MM
Holz1 (1997), Daniels (1999), Kyriacou (1995), Sipress (1995), Harknett & Cobane (1997)
Using PowerPoint effectively in science education
https://www.academia.edu/10024802/Using_PowerPoint_effectively_in_science_education
Harbert
(2017)
Projectors
Face
New
Classroom
https://www.edweek.org/ew/articles/2017/06/14/projectors-face-new-classroomcompetition.html
Competition
Walls (2013) Smart TV for Effective Academic Learning http://theconchtech.com/tv/smarttv/smart-tv-to-teach/
S. Higgins, Beauchamp, & Miller (2007), Kennewell & Beauchamp (2007), Bui (2009), Smith,
Higgins, Wall, & Miller (2005) INTERACTIVE WHITEBOARDS FOR TEACHING AND
LEARNING
SCIENCE:
ASCERTAINED
RESEARCH
https://files.eric.ed.gov/fulltext/ED572335.pdf
Fromme, Cutraro, and Gonchar (2013) Nature in Focus: Using Short Videos to Teach Science
https://learning.blogs.nytimes.com/2013/10/02/nature-in-focus-using-short-videos-to-teachscience/
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Aziz, Nor, and Rahmat (2011) Teaching Strategies to Increase Science Subject Achievement:
Using Videos for Year Five Pupils in Primary School
https://pdfs.semanticscholar.org/f7c6/5dd0158e7f5a55dfe8ae418db2d9e7b0adcf.pdf\
Max Bevan (2017) Why Videos are Important in Education
https://www.nextthoughtstudios.com/video-production-blog/2017/1/31/why-videos-areimportant-in-education?hs_amp=true
Phoenix Publishing House https://phoenix.com.ph/about-us/
Fateme Samiei Lari (2014) The Impact of Using PowerPoint Presentations on Students’
Learning and Motivation in Secondary Schools https://doi.org/10.1016/j.sbspro.2014.03.592
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APPENDIX B
SURVEY FORMS
Name:
Age:
Section:
Direction: Check the circle of your choice. Please answer all questions and do not leave any
blank.
1. What visual aids do your science teacher uses?
o PowerPoint Presentation
o Videos
o Aralinks
2. Is using visual aids effective?
o Yes
o No
3. What are the effects of teaching science with the use of technology?
o Improves spatial skill
o Easy to recall
o Engaging
o Better understanding
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