EVALUATING THE IMPACT OF EDUCATIONAL TECHNOLOGY ON LEARNING OUTCOMES: A CASE STUDY AT NEGROS COLLEGE IN THE PHILIPPINE CONTEXT by Ram Victorio Mahinay- Research President/ Research Brainstormer Ergie Balauro- Research Vice President/ Research Brainstormer Hailyn Seran- Research Secretary/ Research Brainstormer Maridel Guab- Research Treasurer/ Research Brainstormer Edie June Dayday- Research Brainstormer John Clarence Deguit- Research Brainstormer John Rey Dayapan- Research Brainstormer Reynaldo Abayle- Research Brainstormer Meludie Celestial- Research Brainstormer Maria Angelyn Bacane- Research Brainstormer An Educational Thesis Submitted to Mrs. Perla Hernandez Negros College In Fulfillment of the Requirements For Research Subject February 20, 2024 RESEARCH PROPOSAL Group II Ram Victorio Mahinay- Research President/ Research Brainstormer Ergie Balauro- Research Vice President/ Research Brainstormer Hailyn Seran- Research Secretary/ Research Brainstormer Maridel Guab- Research Treasurer/ Research Brainstormer Edie June Dayday- Research Brainstormer John Clarence Deguit- Research Brainstormer John Rey Dayapan- Research Brainstormer Reynaldo Abayle- Research Brainstormer Meludie Celestial- Research Brainstormer Maria Angelyn Bacane- Research Brainstormer Research Problem “Evaluating the Impact of Educational Technology on Learning Outcomes: A Case Study at Negros College in the Philippine Context”. Objectives The primary objective of this research is to systematically evaluate the impact of educational technology on learning outcomes at Negros College in the Philippine context. By conducting a comprehensive case study, this study aims to assess the effectiveness and influence of various educational technology tools and methods implemented at Negros College, providing insights into the relationship between technology integration and student learning outcomes. The research seeks to contribute valuable findings that can inform educational practices, policy development, and future research endeavors in the field of educational technology within the Philippine higher education landscape.. Methodology Quantitative Research Resources Questionnaire Checklist Participants Current College Students: Students who actively enrolled at Negros College, current faculty and instructors. RESULTS AND IMPACT The research on "Evaluating the Impact of Educational Technology on Learning Outcomes: A Case Study at Negros College in the Philippine Context" aims to uncover insights into the relationship between technology integration and learning outcomes. Positive correlations may highlight the benefits, such as improved academic performance and increased engagement. The study could identify specific impactful technological tools and reveal challenges in integration. Findings are expected to inform decision-making for institutions, guide professional development, and enhance the overall learning experience. Additionally, this research may influence educational policies and inspire future innovations in educational technology practices. Dissemination Current college students who are actively enrolled at Negros College, graduating Seniors, faculty and instructors. Setting Negros College Budgetting 3rims of long bond paper 250 each rims =750 500 for each researcher’s for the transportation fare every meeting 200 unplanned expenses for research Folder 15 long peses bweset Research Timeline MONTH DATES AND DOINGS 02-13-2024 Brainstorming and making research proposal 02-15-2024 Submitting the research proposal for checking 02-19-2024 Revision and enhancing the research proposal and making the Introduction Submitting the revised research proposal including the Introduction Continuation of making chapter 1 of the research Background of the study setting of the study theoretical/conceptual framework Continuation of making chapter 1 of the research Statement of the problem Hypothesis of the study 02-20-2024 FEBRUARY 02-21-2024 02-22-2024 02-24-2024 Continuation of making chapter 1 of the research Significance of the study 02-25-2024 Continuation of making chapter 1 of the research Delimitations of the study Definition of key terms 02-26-2024 Goal: Submission of chapter 1 for checking 02-28-2024 Revising the chapter 1 THE TIMELINE FOR THE MONTH OF MARCH WILL BE ARRANGE AFTER OUR MEETING ATTENDANCE 02-13-2024 TUESDAY BRAINSTORMING AND MAKING THE RESEARCH PROPOSAL Name Ram Victorio Mahinay Ergie Balauro Hailyn Seran Maridel Guab Edie June Dayday John Clarence Deguit John Rey Dayapan Reynaldo Abayle Meludie Celestial Maria Angelyn Bacane present Absent 02-19-2024 MONDAY Revision and enhancing the research proposal and making the Introduction Name Ram Victorio Mahinay Ergie Balauro Hailyn Seran Maridel Guab Edie June Dayday John Clarence Deguit John Rey Dayapan Reynaldo Abayle Meludie Celestial Maria Angelyn Bacane present Absent INTRODUCTION In the dynamic landscape of contemporary education, the integration of educational technology has emerged as a transformative force, redefining traditional teaching paradigms. This research endeavors to delve into the profound impact of educational technology on learning outcomes, centering its focus on a case study conducted at Negros College within the unique context of the Philippines. As the digital revolution continues to reshape the educational landscape, there is a pressing need to comprehensively understand how technological tools influence student learning. This study aims to unravel the intricate relationship between educational technology and critical educational metrics such as academic performance, student engagement, and overall learning experiences. The investigation takes a multifaceted approach by not only identifying specific tools that prove most effective in the academic setting but also scrutinizing potential challenges and barriers to successful integration. Integral to this exploration is the solicitation of feedback from both students and faculty members, providing nuanced qualitative insights into user experiences and preferences. By comprehensively examining the interplay between technology and education, this research aspires to offer more than statistical correlations; it aims to contribute detailed findings that will inform strategic decision-making processes for educational institutions, guide professional development initiatives for educators, and enrich the overall educational experience for students at Negros College. Furthermore, the implications of this research extend beyond the campus, holding the potential to influence educational policies in the Philippines. By contributing to the ongoing dialogue about the role of technology in education, this study aims to shape the future of educational practices and policies, not only at Negros College but also within the broader educational landscape of the Philippines. As educational institutions worldwide grapple with the challenges and opportunities presented by the integration of technology, the findings of this research aspire to contribute valuable insights to the global discourse on innovative and effective educational practices in the digital age. In addition to its regional and global implications, this research carries significant potential for fostering local collaborations and partnerships within Negros College. By understanding the nuanced dynamics of educational technology in the context of this institution, we can tailor recommendations and strategies that resonate with the unique needs and aspirations of its academic community. The findings may pave the way for collaborative initiatives between educators, students, and technology experts, fostering an ecosystem where innovation thrives. Furthermore, as Negros College serves as a microcosm of the broader Philippine educational landscape, the outcomes of this research may serve as a catalyst for positive change in how technology is integrated into teaching methodologies nationwide. Through sharing insights and best practices, Negros College can contribute to a collective effort aimed at enhancing the quality of education and ensuring that the benefits of educational technology reach every corner of the Philippine educational system. . BACKGROUND OF THE STUDY In the dynamic landscape of contemporary education, the integration of educational technology has become a global phenomenon, reshaping traditional pedagogies and student learning experiences (Brown & Green, 2020; OECD, 2019). Negros College, nestled within the vibrant educational context of the Philippines, finds itself at the intersection of this digital transformation. As the Philippine educational system aligns itself with global advancements, there is a growing imperative for institutions like Negros College to critically assess the impact of educational technology on learning outcomes in their unique socio-cultural and educational setting. The impetus for this research is rooted in recognizing the transformative potential of educational technology within the academic sphere. Studies suggest that when technology is strategically integrated, it has the power to enhance student engagement, facilitate personalized learning, and improve overall academic performance (Ertmer & Ottenbreit-Leftwich, 2013; Prensky, 2001). With the Philippines witnessing a significant push towards a technology-driven educational environment (DepEd, 2017), Negros College acknowledges the need for a tailored examination of how these advancements influence its educational landscape. This study is prompted by a dual objective: to explore the intricate dynamics between educational technology and learning outcomes specifically at Negros College and to contribute empirical evidence to the broader discourse on educational technology impact in the Philippine educational context. A case study approach is chosen to offer a detailed and contextually rich analysis (Yin, 2018). Through a comprehensive examination, this research aims to uncover insights that not only inform Negros College's strategic planning and instructional design but also provide valuable contributions to the broader educational community in the Philippines and beyond. The literature surrounding educational technology's impact on learning outcomes is extensive, yet there is a dearth of localized studies that consider the unique cultural and institutional aspects of Philippine higher education. This research aims to address this gap by providing evidence-based insights that can guide Negros College in navigating the digital landscape effectively. Moreover, it seeks to contribute to the global conversation on best practices in integrating educational technology into diverse educational settings, aligning with the internationalization goals of the institution (Altbach & Knight, 2007). As Negros College undertakes this exploration, it underscores the importance of evidence-based decision-making to harness the benefits of educational technology strategically. The findings of this study are anticipated to not only refine the college's pedagogical practices but also potentially influence educational policies at the institutional and national levels, contributing to the ongoing dialogue on the role of technology in shaping the future of education. SETTING OF THE STUDY The study takes place at Negros College, a higher education institution in Ayungon, Negros Oriental , Philippines. Established in [Year], the college is equipped with modern facilities, classrooms, and collaborative spaces that contribute to a dynamic learning environment. The research specifically focuses on how educational technology is integrated into academic programs at Negros College, reflecting the institution's commitment to staying abreast of technological advancements in education. Within this physical and cultural context, the study aims to explore the unique factors influencing the impact of educational technology on learning outcomes. The local community's cultural diversity and the college's role as a hub for academic excellence further enhance the significance of understanding how educational technology interacts with the specific educational practices at Negros College. THEORETICAL FRAMEWORK/CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK The research on evaluating the impact of educational technology on learning outcomes at Negros College draws on several key theoretical perspectives that collectively provide a comprehensive lens for understanding the intricate dynamics involved. 1. Technological Pedagogical Content Knowledge (TPACK): This framework, proposed by Mishra and Koehler (2006), emphasizes the interplay between technological knowledge, pedagogical knowledge, and content knowledge. TPACK serves as a foundational lens for assessing how the integration of educational technology aligns with the unique pedagogical and content requirements within Negros College. By examining the intersection of these knowledge domains, the research aims to uncover nuanced insights into effective technology integration. 2. Diffusion of Innovations Theory: Rogers' (1962) Diffusion of Innovations Theory offers a lens to understand how and why individuals adopt new ideas or technologies. Within the context of Negros College, this theory is particularly relevant for exploring the adoption patterns and factors influencing the integration of educational technology among faculty members and students. Understanding the stages of adoption, innovation-decision process, and communication channels will contribute to a more nuanced analysis. 3. Community of Inquiry Framework: Drawing on Garrison, Anderson, and Archer's (2000) Community of Inquiry Framework, the research considers the social and cognitive presence in online and blended learning environments. This framework is instrumental in understanding how educational technology influences collaborative learning and the development of a supportive community within the academic setting of Negros College. 4. Cultural-Historical Activity Theory (CHAT): Developed by Vygotsky (1978), CHAT focuses on the sociocultural aspects of learning. In the Philippine context, characterized by diverse cultural influences, this theory provides a lens for understanding how educational technology interacts with the socio-cultural dynamics at Negros College. It explores how cultural factors shape the adoption and integration of technology within the educational setting. By synthesizing these theoretical frameworks, the research aims to provide a robust foundation for analyzing the multifaceted relationships between educational technology and learning outcomes at Negros College. Each theoretical perspective contributes unique insights, allowing for a comprehensive understanding of the complex dynamics at play within this specific educational context. CONCEPTUAL FRAMEWORK STATEMENTS OF THE PROBLEM In the educational landscape of Negros College, the integration of educational technology has become increasingly prevalent, reflecting a global trend towards technologically enhanced learning environments. However, amidst this adoption, a critical need arises to systematically evaluate the impact of educational technology on learning outcomes. The study aims to address the following key issues: 1. Extent of Educational Technology Integration: To what extent is educational technology integrated into the teaching and learning processes at Negros College? This encompasses an examination of the types of technologies employed, the frequency of use, and the level of integration across various academic disciplines. 2. Perceptions and Attitudes of Stakeholders: What are the perceptions and attitudes of students, faculty, and administrators towards the integration of educational technology? Understanding the viewpoints of these key stakeholders is essential for gauging the receptiveness, challenges, and potential benefits associated with educational technology at Negros College. 3. Impact on Student Learning Outcomes: How does the integration of educational technology influence student learning outcomes, including academic performance, engagement, and overall learning experiences? The research aims to uncover the direct and indirect effects of educational technology on the achievement and satisfaction levels of students. 4. Faculty Preparedness and Professional Development: To what extent are faculty members prepared and equipped to integrate educational technology effectively? Investigating the availability and effectiveness of professional development programs, training initiatives, and ongoing support structures for faculty is crucial for understanding the facilitators and barriers to successful integration. 5. Challenges and Opportunities: What are the challenges and opportunities associated with the integration of educational technology at Negros College? Identifying obstacles, such as infrastructural limitations or resistance to change, alongside potential avenues for improvement will inform strategic planning for technology integration. 6. Alignment with Institutional Goals: To what degree does the integration of educational technology align with the overall goals and mission of Negros College? Assessing the congruence between institutional objectives and the use of educational technology is essential for ensuring that technological advancements contribute to the college's overarching educational mission. Addressing these key problem areas will provide a comprehensive understanding of the current state of educational technology integration at Negros College and its impact on learning outcomes. The findings will inform evidence-based recommendations for optimizing the integration of educational technology to enhance the overall educational experience for students and contribute to the institutional goals of Negros College. HYPOTHESIS OF THE PROBLEM Null Hypothesis (H0): There is no significant relationship between the extent of educational technology integration at Negros College and student learning outcomes. Alternative Hypothesis (H1): There is a significant and positive relationship between the extent of educational technology integration at Negros College and student learning outcomes. These two hypotheses focus on the core relationship between the integration of educational technology and its impact on student learning outcomes at Negros College. The research will rigorously test these hypotheses to draw meaningful conclusions about the effectiveness of educational technology integration in enhancing the overall educational experience for students. SIGNIFICANCE OF THE STUDY The research on evaluating the impact of educational technology on learning outcomes at Negros College holds paramount significance for various stakeholders, both within the institution and the broader educational community. 1. Institutional Decision-Making: The findings of the study will provide Negros College administrators with evidencebased insights into the effectiveness of current educational technology practices. This information is crucial for informed decision-making regarding strategic planning, resource allocation, and further development of technology integration initiatives. 2. Pedagogical Enhancement Faculty members at Negros College stand to benefit from the study by gaining a deeper understanding of how educational technology influences teaching and learning. The research outcomes may inform pedagogical practices, guide instructional design, and highlight areas for professional development to optimize the integration of technology in the classroom. 3. Student Learning Experience: Students are at the core of this research, and the study's findings will directly impact their learning experiences. A comprehensive understanding of the relationship between educational technology and learning outcomes will enable the institution to tailor technology integration to meet the diverse needs and preferences of students, ultimately enhancing their academic journey. 4. National Educational Discourse: The study contributes to the broader national discourse on educational technology within the Philippines. As the country continues to embrace technological advancements in education, the research findings may offer insights and recommendations applicable to other higher education institutions facing similar challenges and opportunities. 5. Research Gap Filling: This study addresses a notable research gap by providing localized insights into the impact of educational technology within the Philippine higher education context. The findings will contribute empirical evidence to the existing body of literature, enriching the global conversation on effective technology integration in diverse educational settings. 6. Policy Implications: The research may have implications for educational policies, both at the institutional and national levels. By understanding the alignment between educational technology practices and institutional goals, policymakers can shape frameworks that foster optimal technology integration in higher education institutions across the Philippines. 7. Professional Development Initiatives: Faculty development programs and initiatives aimed at enhancing technological pedagogical skills can be tailored based on the research findings. The study may guide the creation of targeted training sessions, workshops, and support structures to empower educators with the skills needed for effective technology integration. In summary, the significance of this study extends beyond Negros College, influencing institutional practices, educational policies, and contributing valuable insights to the broader educational community in the Philippines and beyond. The research outcomes are poised to drive positive changes in educational technology practices, ultimately enriching the teaching and learning experiences within the higher education landscape. DELIMITATIONS OF THE STUDY While this research aims to provide valuable insights into the impact of educational technology on learning outcomes at Negros College, certain delimitations have been set to refine the scope and focus of the study: 1. Institutional Focus: The study is limited to Negros College, and the findings may not be directly generalizable to other educational institutions. The unique characteristics, technological infrastructure, and institutional culture of Negros College form the specific context for this research 2. Time Frame: The study is conducted within a specific time frame and is reflective of the technological and educational landscape during that period. Technological advancements or policy changes occurring after the study period may not be directly accounted for in the findings. 3. Technological Infrastructure: The research assumes a certain level of technological infrastructure at Negros College. The study does not comprehensively assess the technological capabilities or limitations of the college's infrastructure, and as such, the findings may not fully capture the nuances of technological access and availability. 4. Subjectivity of Perceptions: Stakeholder perceptions, including those of students, faculty, and administrators, are inherently subjective. While efforts are made to gather diverse perspectives, individual experiences and attitudes towards educational technology may vary, introducing an element of subjectivity to the study. 5. External Factors: External factors, such as broader economic conditions, global events, or societal changes, may influence the study's context. These external factors are considered beyond the scope of the research, and their potential impact on educational technology integration is not systematically examined. 6. Quantitative Emphasis: The research primarily relies on quantitative methods to analyze the relationships between educational technology and learning outcomes. While this approach provides valuable statistical insights, it may not capture the full richness of qualitative aspects that qualitative research methods could explore in greater depth. 7. Causation Inference: The research establishes associations between variables but does not claim causation. While efforts are made to identify relationships, causation in complex educational settings is influenced by numerous interconnected factors, and the study does not attempt to delineate causal pathways definitively. 8. Generalization: Findings from this study are intended to contribute to the understanding of educational technology impact within the specific context of Negros College. Caution should be exercised when attempting to generalize the results to different educational levels, contexts, or institutions. Acknowledging these delimitations is crucial for interpreting the study's findings accurately and understanding the specific context within which the research unfolds. While these constraints refine the scope, they also contribute to the rigor and specificity of the study's focus on educational technology at Negros College . DEFINITION OF TERMS 1. Educational Technology: Definition: Educational technology refers to the systematic integration of digital tools, resources, and strategies into the teaching and learning processes to enhance educational outcomes. It encompasses the use of computers, software applications, internet-based platforms, and other technological advancements designed to facilitate and optimize educational practices. 2. Learning Outcomes: Definition: Learning outcomes are observable and measurable results that demonstrate the knowledge, skills, and competencies acquired by students through the educational process. These outcomes reflect the tangible achievements and growth in understanding or performance within a specific academic context. 3. Integration: Definition: Integration, in the context of this study, refers to the purposeful incorporation and use of educational technology within the teaching and learning activities at Negros College. It involves the seamless blending of technological tools with pedagogical practices to achieve enhanced educational objectives. 4. Stakeholders: Definition: Stakeholders encompass various individuals and groups involved in or affected by the educational processes at Negros College. This includes students, faculty members, administrators, and other key personnel who contribute to or are impacted by the integration of educational technology. 5. Faculty Preparedness: Definition: Faculty preparedness denotes the readiness and proficiency of educators at Negros College in effectively utilizing educational technology. It includes their knowledge, skills, and comfort level with integrating technology into instructional practices. 6. Professional Development: Definition: Professional development refers to organized and structured activities, workshops, training sessions, or programs aimed at enhancing the knowledge, skills, and competencies of faculty members at Negros College related to the integration of educational technology. 7. Challenges: Definition: Challenges refer to obstacles, difficulties, or hindrances encountered in the process of integrating educational technology at Negros College. These may include technological barriers, resistance to change, resource limitations, or any factors impeding the effective incorporation of technology in education. 8. Learning Experience: Definition: Learning experience encompasses the overall encounter, both cognitive and affective, that students undergo during their educational journey at Negros College. It involves the combination of instructional methods, resources, and interactions that contribute to the students' understanding and engagement. 9. Institutional Goals: Definition: Institutional goals represent the overarching objectives and aspirations of Negros College. These goals guide the mission and strategic direction of the institution, shaping its educational philosophy, priorities, and long-term vision. These definitions provide clarity on the key terms central to the research, ensuring a shared understanding of the concepts integral to the study of educational technology and its impact on learning outcomes at Negros College.