CHAPTER I
INTRODUCTION
Background of the Study
Integrating technology into tutoring and literacy is critical in perfecting class and pupil
issues. Technology can enhance creative, flexible, and purposeful thinking and knowledge
construction within the classroom and expand the "reach" of educational opportunities for
scholars. With the fast-paced growth of information and communication technology,
instructors and researchers are less frequently punctuating the latent graces of using educational
technology to better STEM literacy issues.
"STEM education" is tutoring and literacy in Science, Technology, Engineering, and
Mathematics, generally including educational conditioning across all grade situations, from
school to post-doctorate, and in formal and informal classroom settings (Gonzalez & Kuenzi,
2012). Since engaging students in STEM is of great importance to society, it is essential to
investigate how technological advancements can enhance and encourage pupil engagement
towards them.
The creation of technology has significantly impacted education, particularly in
Science, Technology, Engineering, and Mathematics (STEM). Advancements in online
platforms, interactive tools, and virtual simulations have broadened STEM education's reach
and deepened students' understanding (Bossi, 2018). However, the full impact of these
technological advancements can be achieved by examining the perceptions and experiences of
high school students, their primary users.
This study examined five well-known online theories: Cognitivism, Connectivism,
Heutagogy, Social Learning, and Transformative learning theories. The hypothesis was chosen
due to their significance in enhancing online teaching. Design/methodology/approach: To
make comparisons, the researchers analyzed literature concerning adult learning theories from
Academic Search Premier, ERIC, and ProQuest databases. The hypothesis indicates several
guidelines for course designers to enhance online education. According to cognitivism,
educators can employ media-driven teaching specifically tailored for the working memory.
Likewise, connectivism guides educators to create technology-integrated instructional designs.
1
Heutagogy further supports the use of technology in online education and fosters self-directed
learning. However, social learning theory encourages educators to create group discussions and
activities that promote collaboration. The remaining three concepts--cognitivism,
connectivism, and heutagogy-- encourage the incorporation of technology. The researchers
reviewed some beneficial literature because it offered a theoretical framework for educators
and developers of adult learning theories.
Research supports the use of digital tools in STEM education, as online simulations,
interactive videos, and virtual labs make learning more engaging and accessible (Means et al.,
2014; Hämäläinen et al., 2021). Blended learning, which combines online and in-person
instruction, has further enriched the educational experience (Graham, 2006). In addition,
researchers also stress that technology helps create personalized learning environments (Bossi,
2018) and mitigates ethical issues such as privacy in data and risk of passivity.
Online literacy has emerged as a requirement for expanding the reach of STEM
education and strengthening pupils' mastery. In such an invention and work-based leanings
environment, it is commonplace for the STEM education community often to find itself at the
novel "crossroads" of traditional versus online literacy (Bossi, 2018). As online literacy
continues to change the face of education, those at this crossroad have a tremendous occasion
to embrace digital advancements and, eventually, enhance traditional classroom surroundings
and hands-on programs for High School Students. Technology companies like Google have
played an integral part in making online literacy part of traditional K- 12 classrooms. More
than 10 years ago, Google launched its online literacy platform, G Suite for Education, to
provide High School students and teachers with a simple and secure way to share documents
and other innovative capabilities (Bossi, 2018). Their user-friendly technology has
revolutionized the way teachers and students communicate and collaborate. Online learning
has become an effective means of expanding the scope of STEM education and increasing the
depth of understanding (Bossi, 2018). STEM students often experience challenges in certain
subjects, including mathematics, science, and engineering. For example, students cannot easily
grasp and apply complex math concepts in real-life situations. This problem is further
exacerbated by inadequate resources such as textbooks, laboratory equipment, and hands-on
activities, which are essential for learning in STEM (Rogayan, D. V., Rafanan, R. J. L., & de
Guzman, C. Y., 2021).
2
Technology is essential in making STEM education more interactive and accessible.
Tools such as simulations, virtual labs, and online collaborative platforms enable students to
visualize complex concepts and apply theoretical knowledge to practical problems. These
innovations foster critical thinking and problem-solving skills among students. However, the
impact of the development of these technologies can be fully appreciated in the perceptions
and experiences of high school students, who are their key users (Rogayan, D. V., Rafanan, R.
J. L., & de Guzman, C. Y., 2021). For example, despite the advantages that technology provides
to online learning, big challenges of mimicking practical experiences, lack of internet access,
and technical bottlenecks often occur (Cavanaugh et al., 2009; Papanastasiou & Angeli, 2008).
In addition, studies on technology in online learning still concentrate on the educators
and organizations while ignoring the crucial perspectives of high school learners in STEM
areas. This ambiguity cannot be allowed to hinder the formulation of ideal online learning
experiences. Very little research examines which technologies students find most beneficial
and how they perceive the role of technology in enhancing their learning, engagement, and
skill development. The findings of this study have practical significance for teachers and
schools to develop more engaging, inclusive, and effective online learning materials. Because
the research is built around students' needs, support is given to targeted improvement strategies
in STEM learning outcomes. It further pushes the areas of developing digital literacy and
critical thinking skills for better preparedness by students for real-world use of STEM
knowledge.
Therefore, this study aims at exploring the knowledge of high school students on the
role of technology in shaping the learning process among them in STEM. It thus tries to explore
the student insights into how varied technological tools would influence their experiences and
engagements that may contribute toward the understanding of the effectiveness of technology
in the online learning context of STEM disciplines.
Research Questions
Main Problem
This study seeks to explore high school students' insight into how technology shapes
their learnings in the STEM field, which specifically to answer the following questions:
Specific Problems
3
1. What is the status of the students' progress in their mastery of STEM concepts in an
online environment?
2. How do STEM students perceive the use of technology in online learning?
3. How do STEM students view the role of technology in overcoming the challenges
they face in online learning?
4. Why do STEM students engage in online learning?
Significance of the Study
The result of this study will benefit the following:
Students. This study will help students understand how to effectively use technology in their
online STEM learning. Through the findings, they will gain insights into how various
technological tools enhance their learning experiences and improve their academic
performance in STEM subjects.
Teachers and Educators. This study will provide teachers and educators with a deeper
understanding of students’ perceptions regarding the role of technology in STEM learning. The
findings will inform them about how technology influences student engagement,
comprehension, and learning outcomes, helping them develop more effective teaching
strategies.
School Administrators. The study will offer school administrators evidence-based insights
into how technology impacts STEM education. These insights will help them evaluate the
effectiveness of digital tools and online learning platforms, guiding them in making informed
decisions about improvements and innovations in STEM education.
4
Future Researchers. This study will serve as a valuable resource for future researchers
interested in exploring the connection between technology and education. The findings can be
used as a reference to identify gaps in existing research and areas that require further
investigation.
Scope and Delimitation
This study explores how technology enhances online STEM learning among Senior
High School (SHS) STEM students at Dulag National High School
Scope. The study will focus exclusively on all SHS STEM students, providing a
comprehensive view of how technology plays a role in online learning for students specializing
in STEM subjects. The study aims to gather focused insights into their unique needs and
experiences with technology in an online learning environment by including the entire SHS
STEM population.
Delimitation. The study is limited to SHS STEM students of Dulag National High
School and does not include students from other schools or academic tracks, which may affect
how the findings apply to different settings. It will rely on self-reported surveys, which could
lead to some responses being overestimated or underestimated. The study focuses only on
online STEM learning and does not cover other subjects or traditional, in-person STEM
education.
Definition of Terms
Digital Advancements. The continuous evolution of technology that enhances various aspects
of life, including education. In this study, digital advancements refer to innovations in
educational tools and online platforms that shape high school students’ STEM learning
experiences.
Educational Technology. The use of digital tools, software, and online platforms to improve
teaching and learning. This study focuses on technologies such as virtual simulations,
5
interactive applications, and artificial intelligence-driven tools that support online STEM
learning.
Educator. Teachers or instructors who facilitate student learning through guidance,
mentorship, and instruction. In this study, educators integrate technology into their teaching
methods to enhance STEM education in an online setting.
Knowledge Construction. The process of building new knowledge through experience, study,
and collaboration. In this study, knowledge construction refers to how students develop their
understanding of STEM concepts through technology-enhanced learning experiences, such as
virtual experiments and online group work.
STEM. A field of study encompassing Science, Technology, Engineering, and Mathematics,
focusing on exploring the natural world, developing technology, designing solutions, and
applying mathematical concepts. In this study, STEM refers specifically to subjects taught
online, leveraging technology to enhance students' learning experiences.
STEM Education. A curriculum integrating Science, Technology, Engineering, and
Mathematics with real-world applications and problem-solving. This study examines how
technology facilitates STEM learning in both traditional and online settings for high school
students.
Technology. The application of scientific knowledge for practical purposes, including
education. In this study, technology refers to digital tools and platforms—such as online
learning environments, educational software, and communication tools—that enhance STEM
education for high school students.
6
Theoretical and Conceptual Framework of the Study
Theoretical Framework
This study is guided by four key learning theories: Cognitivism, Connectivism,
Heutagogy, and Social Learning Theory. These theories help researchers investigate how
technology supports and enhances STEM education in an online setting.
Cognitivism focuses on how students absorb and process information. In an online
STEM environment, tools like virtual simulations, interactive media, and digital learning
platforms help students better understand complex concepts. Connectivism highlights the
importance of learning through networks, where technology allows students to connect with
peers, teachers, and experts, expanding their access to knowledge beyond the traditional
classroom. Heutagogy promotes self-directed learning, encouraging students to take charge of
their education through flexible, technology-driven resources such as self-paced courses and
personalized learning platforms. Meanwhile, Social Learning Theory emphasizes the role of
collaboration, with technology enabling group discussions, virtual teamwork, and shared
problem-solving experiences.
These theories collectively illustrate how technology supports the examination of the
problem and accessibility in STEM education. However, the effectiveness of these digital tools
can only be fully understood through the experiences of the students who use them. By
examining their insights, this study aims to shed light on the role of technology in shaping their
learning and academic growth.
7
Conceptual Framework
Figure 1 Conceptual Framework of "Enhancing Online STEM Learning: Senior High School Students' Insights into the Role of
Technology"
The researcher explores the relationship between technology integration, student
engagement, and the enhancement of online STEM learning, emphasizing the role of access to
technology, digital literacy, and instructional strategies in addressing challenges in digital
education. As technology becomes increasingly embedded in STEM learning, its effective
utilization depends on both the availability of digital tools and the preparedness of educators
and students. The study highlights how teachers’ instructional strategies influence the way
technology is integrated into online education, shaping student motivation and participation.
As illustrated in the conceptual framework, technology integration is foundational to
online STEM learning but is often hindered by challenges in effective technology utilization.
These challenges, in turn, impact student engagement and motivation, which are crucial for an
interactive and meaningful learning experience. Teachers’ instructional strategies play a key
role in overcoming these barriers, ensuring that students can fully engage with digital resources
and interactive learning environments. When students actively interact with innovative tools
such as virtual labs, gamified learning, and AI-driven tutoring, their participation and
motivation increase, leading to improved educational outcomes.
8
By examining these interconnected factors, the research underscores how strategic
technology integration, supported by effective pedagogy and digital accessibility, enhances
online STEM learning. This study aims to identify best practices that foster a more dynamic,
inclusive, and effective online STEM education environment, ultimately shaping the future of
digital learning.
9
CHAPTER II
REVIEW OF LITERATURE
Related Literature
Integrating technology into STEM education has become essential for enhancing online
learning experiences among senior high school students. Several studies have explored various
aspects of this integration, highlighting both the benefits and challenges associated with it.
The Center for Integrated STEM Education, Inc. (CISTEM), established in 2019
through a collaboration between Unilab Foundation's STEM+PH and the University of the
Philippines College of Education, aims to enhance integrated STEM education in the
Philippines by focusing on capacity building for teachers, curricular innovations, network
expansion, and learner empowerment (Paderna & Monterola, 2021). One of its key initiatives,
the year-long Science, Technology, Engineering, Agriculture, and Mathematics (STEAM)
innovation program, engaged 1,000 students from 13 STEM schools in underprivileged areas,
integrating design thinking into the senior high school curriculum and providing capacitybuilding workshops for 108 teachers. This initiative underscores the importance of integrating
technology into STEM education to enhance online learning experiences, particularly for
senior high school students. By equipping educators with essential digital competencies and
promoting curriculum enhancements, programs like CISTEM’s STEAM initiative address
challenges in online STEM education, including equitable access to technology and effective
teacher training. These efforts align with the goal of improving student engagement and
learning outcomes in online STEM environments, reinforcing the crucial role of technology in
modern STEM education (Paderna & Monterola, 2021).
Despite these advancements, challenges persist in the realm of online STEM education.
A study focusing on senior high school students in Zambales, Philippines, identified several
obstacles in distance learning environments. Students often faced issues related to their learning
environment, such as distractions at home, feelings of isolation due to reduced peer interaction,
and increased workloads (Baterna, Mina, & Rogayan Jr., 2020). These challenges highlight the
need for strategies that address both the technical and emotional aspects of online learning.
Furthermore, a study by Estonanto (2017) explored the acceptability and challenges of
implementing the STEM track in Senior High Schools in the Philippines. The findings revealed
10
low acceptability among students and parents due to concerns over additional school years and
lack of awareness of the program’s benefits. Additionally, inadequate facilities and
instructional materials significantly impacted teaching quality, further emphasizing the need
for curriculum support in online STEM education (Estonanto, 2017).
A systematic review of K-12 STEM education revealed that while STEM education
promotes the development of 21st-century skills, designing effective STEM activities remains
challenging. This finding suggested that educators may require additional support and
resources to create engaging and effective STEM curricula in online settings (Gamage & Tan,
2022). Additionally, a study by Llego (2021) found out that while online learning platforms
have significantly improved accessibility to STEM education, students still struggle with
digital literacy gaps, particularly in self-directed learning and research skills. These findings
indicate that structured digital literacy programs are necessary to help students maximize the
benefits of online STEM education (Llego, 2021).
Enhancing online STEM learning for senior high school students necessitates a
multifaceted approach that includes improving digital literacy, providing robust support
systems to mitigate challenges in distance learning, and equipping educators with the necessary
tools and training to design effective STEM activities. By addressing these areas, stakeholders
can work towards a more effective and inclusive online STEM education landscape. In
addition, the integration of technology into STEM education provides numerous benefits for
both students and teachers. For example, it enhances learning by offering access to digital
resources such as videos, simulations, and interactive activities, helping students better
understand complex concepts (TED, 2023). Furthermore, as STEM education becomes
increasingly essential in today’s workforce, technology plays a crucial role in strengthening
students’ problem-solving and critical-thinking skills.
The OECD report, Sparking Innovation in STEM Education with Technology and
Collaboration: A Case Study of the HP Catalyst Initiative, highlights how technology enhances
STEM education by fostering higher-order thinking skills and improving learning outcomes
through digital tools. It introduces five key pedagogical models—gaming, virtual laboratories,
international collaborative projects, real-time formative assessment, and skills-based
assessment—that make STEM education more interactive and effective (OECD, n.d.).
Additionally, the report emphasizes the role of collaboration, particularly at an international
level, in promoting knowledge exchange and sustaining educational innovation. This aligns
11
with our study on Enhancing Online STEM Learning: Senior High School Students’ Insights
into the Role of Technology, as it underscores the importance of digital tools and collaborative
learning in improving student engagement and academic performance. By integrating these
technological advancements into online STEM education, students can experience a more
dynamic and inclusive learning environment that prepares them for future challenges in a
rapidly evolving digital landscape. Understanding students’ perspectives on technology’s role
in their education is crucial for refining digital learning strategies, ensuring that these
innovations effectively support their academic growth and skill development (OECD, n.d.).
According to Triplett (2023), the successful integration of technology in STEM
education has the potential to positively impact teaching and learning outcomes. When
effectively incorporated, technology can increase student engagement, motivation, and
problem-solving skills. Additionally, it allows students to gain real-world experience and
prepares them for future careers in STEM-related fields. However, despite its advantages,
challenges persist. Issues such as equitable access to technology and providing adequate
training for educators remain significant hurdles to effective implementation (ResearchGate,
2023). Addressing these concerns is essential to maximizing the potential of technology in
STEM education.
A key area of research focuses on the role of technology in online STEM learning,
particularly its impact on student engagement and academic performance. STEM, as an
interdisciplinary approach to education, emphasizes real-world applications and problemsolving. Technology has been instrumental in enhancing engagement, particularly in online
learning environments, where interactive digital tools—such as virtual simulations and online
platforms—have been shown to increase student interest and participation. Akpen (2024)
highlighted that the rapid transition to online learning during the COVID-19 pandemic
accelerated the adoption of digital platforms, reshaping educational practices worldwide.
Technology-enhanced learning is now a cornerstone of modern STEM education,
incorporating interactive resources that improve engagement and knowledge retention. Virtual
laboratories and simulations provide students with hands-on experience in scientific
experiments within a risk-free environment, promoting practical learning (Smith, 2021).
Additionally, online collaboration tools and learning management systems enable students to
communicate and work together effectively, regardless of their physical location (Johnson &
Lee, 2020). Adaptive learning technologies further support personalized learning by adjusting
12
content based on individual progress, fostering a self-paced learning environment (Brown,
2019).
Furthermore, educational software and apps simplify complex STEM concepts through
interactive modules and tutorials, making learning more accessible and engaging (Taylor,
2022). These tools not only enhance learning outcomes but also equip students with essential
digital competencies for a technology-driven world. As education continues to evolve
alongside advancements in technology, integrating digital tools into STEM curricula remains
crucial in ensuring students develop the skills necessary to succeed in an increasingly techdriven landscape.
Related Studies
Technology has become an integral component of modern education, particularly in
online learning, where it bridges students and educational content. The shift toward digital
learning environments has brought opportunities and challenges, especially in STEM
education, which often requires interactive, hands-on learning experiences. Several studies
have explored the impact of technology on student learning, providing valuable insights into
its benefits, challenges, and potential improvements.
One such study by Beruin (2022) investigated STEM students’ perceptions of online
learning during the COVID-19 pandemic, using a phenomenographic approach to understand
their experiences. The study employed purposive sampling to select participants from a private
school in Laguna, Philippines, and collected data through semi-structured interviews. Thematic
analysis revealed nine core themes shaping students’ online learning experiences, including
unfavorable sentiments, technical barriers, effectiveness of online tools, distractions in home
learning environments, and institutional support. These findings underscore the need for
technology that fosters engagement, accessibility, and collaboration in STEM education.
Despite advancements, several gaps remain in online STEM education. A systematic
review by Gamage and Tan (2022) found that while STEM education promotes the
development of 21st-century skills, designing effective online STEM activities remains a
challenge. Their study reviewed peer-reviewed journal articles using content analysis and
13
highlighted the need for additional support and resources to enhance digital learning. Similarly,
Llego (2021) conducted a descriptive quantitative study on digital literacy gaps among senior
high school students in the Philippines. Using survey instruments and statistical analysis, the
study found that self-directed learning and research skills were significant barriers to online
STEM education, reinforcing the need for structured digital literacy programs that cater to
students’ varying proficiency levels.
Furthermore, Jiang et al. (2025) explored the potential of virtual and augmented reality
(VR/AR) in K-12 STEM learning through an experimental study. The research, which involved
students using VR/AR-integrated learning modules, employed pre- and post-tests along with
student feedback surveys. Results from t-tests showed that these technologies enhanced student
engagement and comprehension, demonstrating the potential of immersive technology in
STEM learning. However, more studies are required to determine best practices for effective
VR/AR integration into STEM curricula. Similarly, Buque (2023) examined digital tools in
online learning through a mixed-methods approach, incorporating online assessments and
focus group discussions. The study revealed that interactive platforms supported engagement
and comprehension, emphasizing the role of digital tools across multiple disciplines, including
STEM.
Further emphasizing the connection between technology and academic performance,
Monserate (2018) explored technology’s impact on student learning outcomes in public and
private schools in Negros Occidental. Using a correlational research design with survey
questionnaires and focus group discussions, the study found a significant relationship between
students' academic performance and digital literacy. Juanillo (2017) conducted an explanatory
sequential mixed-methods study at LPU Laguna, assessing the influence of digital platforms
on STEM students’ performance. Through online assessments, usage tracking, and student
interviews, regression analysis revealed a positive correlation between technology use and
academic success, while also cautioning against potential distractions that may hinder learning
outcomes.
The importance of digital literacy in online STEM education is further supported by the
study of Baterna, Mina, and Rogayan (2020). Their descriptive cross-sectional study in
Zambales, Philippines, assessed digital literacy across six domains using an online
questionnaire-based survey. ANOVA results indicated significant differences in digital literacy
14
levels based on sex and grade level, emphasizing the need for targeted programs that address
gaps in technological proficiency among different student demographics.
Moreover, Xu and Ouyang (2022) conducted an experimental study on TechnologyEnhanced Learning (TEL) in STEM education, analyzing interactive simulations, virtual labs,
and educational software. Pre- and post-tests, alongside learning analytics, were examined
using ANCOVA, demonstrating improvements in engagement and comprehension. Yang and
Baldwin (2022) also investigated the role of online learning platforms through survey-based
research, collecting student engagement metrics and self-reports. Their chi-square analysis
found that user-friendly, interactive learning management systems (LMS) positively influenced
learning outcomes, further supporting the need for accessible and engaging digital learning
tools.
Expanding on the role of technology in STEM education, Wang, Abdul Rahman, and
Shaharom (2024) conducted an experimental study on AR in preschool STEM education in
China. Using direct observation, pre- and post-tests, and student performance data, their paired
t-tests revealed that AR enhanced young learners’ ability to grasp abstract concepts, making
complex STEM topics more accessible. Similarly, Alenezi (2021) examined virtual
laboratories in STEM education in Saudi Arabia using a quasi-experimental study. Pre- and
post-intervention assessments were analyzed using MANOVA, indicating improved
conceptual understanding among students exposed to digital simulations in virtual lab
environments.
Additionally, Smith and Johnson (2023) explored the effectiveness of gamified learning
platforms in Australian high schools through a longitudinal study. Digital performance tracking
and periodic surveys were analyzed using hierarchical linear modeling (HLM), revealing that
gamification elements like points and badges improved motivation and engagement in STEM
subjects. These findings align with the broader consensus that technology-driven approaches,
when effectively implemented, can significantly enhance student learning experiences.
Collectively, these studies provide a comprehensive understanding of how technology
and digital literacy influence STEM education, highlighting their potential benefits and
challenges. By synthesizing these findings, the current research proposes strategies for
enhancing online STEM learning through technology, focusing on promoting engagement,
interaction, and accessibility for senior high school students. Understanding students' varying
15
levels of digital skills can inform the development of more effective online learning strategies.
Furthermore, these studies support the need for accessible and interactive platforms that
promote critical thinking, collaboration, and responsible digital citizenship—key elements in
enhancing online STEM learning. As digital tools continue to evolve, future research should
explore how emerging technologies, such as AI-driven tutoring systems and adaptive learning
models, can further support students in STEM education.
16
CHAPTER III
METHODOLOGY
Research Design
The study, “Enhancing Online STEM Learning: Senior High School Students’ Insight
into the Role of Technology,” will employ a grounded theory approach, a qualitative research
methodology designed to generate theories based on data collected from participants. This
approach will enable the researchers to systematically analyze students' experiences and
construct a theoretical framework explaining how technology influences online STEM
learning.
Through surveys and observations, the study will seek to uncover students’ genuine
perspectives on the role of technology in their learning experiences, extending beyond
academic performance or satisfaction levels. The research will aim to identify the challenges
students encounter, the factors contributing to their success, and any underlying concerns or
insights that conventional methods might fail to capture.
A key strength of grounded theory research is its ability to develop new theories
grounded in real-world data. Students may articulate unexpected concerns regarding online
learning or highlight specific technological features that enhance their comprehension of
STEM concepts. These emerging themes and patterns will serve as the foundation for
constructing a theory that explains the relationship between technology and students' online
STEM learning experiences.
Utilizing this approach, the study will seek to develop a substantive theory that provides
a deeper understanding of students’ experiences, ultimately contributing to the design of more
effective and engaging online STEM learning programs.
17
Research Respondents
This study will involve 100 senior high school students from the STEM strand at Dulag
National High School. The researchers will use purposive sampling, selecting students based
on specific criteria to ensure that participants have relevant insights into the role of technology
in STEM education.
To determine the 100 respondents, the researchers will first conduct a pre-survey
questionnaire among STEM students. The questionnaire will assess:

Frequency of technology use for learning (e.g., coding, simulations, online research,
educational apps).

Types of digital tools and platforms used in STEM subjects.

Preferred learning methods (technology-based vs. traditional materials).
After analyzing the responses, students will be intentionally selected to ensure a balanced
representation of different levels of technology exposure. The selection process will aim to
include:
1. 50 students with high exposure to technology (frequent users of digital tools).
2. 50 students with low exposure to technology (primarily using traditional learning
methods).
The final number of 100 students will be chosen to ensure diverse perspectives while
maintaining a manageable sample size for data collection and analysis.
By using purposive sampling, this study will focus on students with relevant experiences,
ensuring meaningful insights into how technology influences STEM education. This approach
will allow researchers to focus on specific experiences rather than generalizing across all
STEM students.
Participation will be voluntary and confidential, with students providing informed consent
before answering the survey and interview questions.
18
Research Locale
This study will be conducted at Dulag National High School (DNHS), a public
secondary school located in Dulag, Leyte, Philippines. DNHS will serve as the research site
due to its relevance to the study’s focus areas.
The school will be selected for three main reasons. First, its growing integration of
technology in STEM education makes it an ideal environment for examining how digital tools
enhance online learning. Second, DNHS faces challenges related to limited digital
infrastructure, making it a suitable setting for exploring students' experiences and adaptations
in online STEM learning. Lastly, the increasing reliance on technology in education at DNHS
allows for an in-depth investigation into the challenges and benefits of digital learning tools.
Given these factors, DNHS will provide a well-rounded context for this research,
ensuring that the findings will be relevant and applicable to similar educational settings.
Research Instruments
A paper-based survey questionnaire will serve as the primary data collection tool. The
questionnaire will consist of:
1. Checklist-type questions that will assess students' perceptions based on predefined
criteria.
2. Open-ended questions that will gather qualitative insights regarding their experiences
and suggestions for improvement.
Before implementation, the survey instrument will undergo a pilot test to ensure clarity
and reliability.
Data Collection Procedure
Step 1: Preparation
19
1. Approval from the school principal will be obtained.
2. Informed consent from students will be sought before distributing the survey forms.
3. A pilot test of the questionnaire will be conducted to ensure clarity and reliability.
4. Sufficient copies of the survey forms will be prepared.
Step 2: Data Collection
1st Phase: Pre-survey
Grade level
a. 50 students from Grade 11
b. 50 students from Grade 12
Technology exposure
1. 50 students with high exposure to technology in learning (e.g., frequent use of coding,
simulations, and online learning platforms).
2. 50 students with low exposure to technology in learning (e.g., reliance on traditional
textbooks and face-to-face instruction).
To classify students based on their level of technology exposure, the researchers will use
a pre-survey questionnaire before the main data collection.
2nd phase: Actual data gathering through questionnaire
1. Printed survey forms will be distributed to selected senior high school students.
2. Clear instructions on how to answer the questionnaire will be provided.
3. Students will be given adequate time to complete the survey independently.
4. Completed survey forms will be collected, ensuring all responses are properly filled
out.
Step 3: Data Recording and Organization
1. All collected survey forms will be reviewed and organized.
2. Responses will be manually recorded in a structured format:
20
a. Checklist-type responses will be tallied for frequency analysis.
b. Open-ended responses will be grouped into common themes for qualitative
analysis.
3. Data confidentiality will be ensured by using participant codes instead of names.
4. Backups will be created by scanning or photocopying completed survey forms.
5. All documents will be securely stored for further analysis
Sampling Technique and Procedure
This study will employ purposive sampling to ensure that the selected participants have
relevant experiences and insights into technology-enhanced online learning. The participant
selection process will consist of two phases: a pre-survey to identify eligible students and the
actual survey for data collection. The target population consists of Senior High School (SHS)
STEM students at Dulag National High School, which includes four sections—two in Grade
11 and two in Grade 12.
In the first phase, a pre-survey will be administered to all SHS STEM students to gather
initial insights and identify students who meet the study’s criteria. Based on their responses,
participants for the actual survey will be intentionally selected using purposive sampling.
Instead of employing random selection, this method will ensure that the chosen respondents
accurately represent a diverse range of experiences and perspectives regarding the role of
technology in STEM education.
By including students from both Grade 11 and Grade 12, the study will enable a
comparative analysis of how students at different levels engage with and perceive technology
in their education. The selection process will be structured to ensure a balanced representation
of students with high and low exposure to technology, capturing a wide range of experiences.
This purposive sampling approach will enhance the validity and reliability of the study by
focusing on students with relevant backgrounds. The findings will provide meaningful insights
for educators, administrators, and policymakers in improving digital learning strategies for
STEM students.
21
Data Analysis
This study will use thematic analysis to interpret survey responses, allowing for a
deeper understanding of Senior High School STEM students' perspectives on technology in
online STEM learning. The analysis will follow a structured process to ensure accuracy,
reliability, and meaningful interpretation of the data.
1. Data Organization and Preparation
Before analysis, the collected survey responses will be:
a. Reviewed for completeness to ensure all responses are valid and usable.
b. Categorized by grade level (Grade 11 and Grade 12) and technology exposure
(high and low) to allow for comparative analysis.
c. Recorded and compiled for systematic coding and thematic interpretation.
2. Thematic Analysis Process
The study will follow the six-step thematic analysis approach to systematically interpret
the collected data:
a. Familiarization with the Data
The researchers will carefully review the survey responses multiple times to gain an
initial understanding. Key observations and preliminary insights will be noted to guide
further analysis.
b. Coding
Important sections of text, phrases, or sentences related to students' experiences,
challenges, and views on technology in STEM learning will be highlighted. These segments
will be labeled using specific codes to categorize similar ideas.
c. Generating Themes
The coded data will be examined to identify patterns and form broader themes.
Related codes will be grouped together to create a single theme that captures common ideas.
d. Reviewing Themes
22
The identified themes will be carefully reviewed and refined to ensure they accurately
represent the data. Themes that are too similar may be merged, while unclear themes will
be adjusted for clarity.
e. Defining and Naming Themes
Each theme will be given a concise and meaningful name that best represents its key
idea. The themes will be clearly defined to ensure they are easily understandable and
accurately reflect students' perspectives.
f. Writing Up
The final themes will be presented in a structured report, including:

Introduction: A summary of the analysis process.

Methodology: A detailed explanation of how the data was analyzed.

Findings: A discussion of each theme, supported by direct student quotes
and visual representations (e.g., tables, graphs).
3. Presentation of Findings
The results will be presented using:

Narrative summaries explaining each theme in detail.

Direct student quotations to highlight authentic perspectives.

Tables, graphs, and thematic maps to visually represent key findings.
Ethical Considerations
In conducting the qualitative research for this study, several ethical considerations will need
to be addressed:
1. Informed Consent: Every participant will receive full disclosure concerning the study.
Consent will be obtained before participation begins. Participants will be informed that
their involvement is purely voluntary and that they may withdraw at any time without
penalty.
23
2. Confidentiality and Privacy: The protection of participants' identities will be ensured at
all times. The reporting of data will omit or alter any possible identifiers to protect the
identity of the students.
3. Respect for Diversity: The research will be conducted with respect for diversity in
backgrounds and experiences. Inclusivity will be maintained at all stages of the study.
4. Data Integrity: The researchers will validate the information obtained for accuracy. The
interpretation of findings will be conducted transparently and ethically.
5. Risk of Harm: The study will minimize possible risks to participants, particularly
psychological, emotional, or academic risks. A safe environment will be provided to ensure
participants feel comfortable expressing their views.
6. Data Collection and Analysis: The methods used for data collection and analysis will be
carefully selected to maintain the integrity of qualitative research. Whether through
interviews, focus groups, or observations, researchers will remain transparent about their
methods and ensure they are ethically sound.
7. Use of Findings: The ethical use of research findings will be prioritized to ensure that
results benefit society without causing harm. Researchers will use findings in a manner that
respects participants and enhances the understanding of the studied issues. Transparency
about research limitations will be maintained to prevent overgeneralization
24
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
This chapter presents the results of the survey conducted among STEM students from
Grade 11 and 12 regarding their experiences with technology in learning STEM subjects. The
data, gathered from senior high school students, was analyzed using thematic analysis and
categorized into five themes, each addressing specific aspects of technology’s role in enhancing
online STEM learning. The findings, supported by student responses, tables, and graphical
representations, provide a detailed understanding of students' insights, experiences,
perceptions, and challenges related to technology in STEM education.
Brief review of Methodology
This study utilized a qualitative research design to explore Senior High School STEM
students’ insights on the role of technology in enhancing online STEM learning. The
participants were Grade 11 and Grade 12 STEM students from Dulag National High School.
The data collection instrument used was a survey questionnaire composed of both pre-survey
and main survey questions, which aimed to gather information on students’ experiences,
perceptions, and challenges regarding the use of technology in STEM education.
The research focused on five key themes, including the impact of technology on
learning, the challenges students face with technology, students' perceptions on dependency
versus enhancement, opinions on the increase or decrease of technology use in STEM
education, and the role of teachers in facilitating online STEM learning.
The responses were analyzed thematically, allowing researchers to identify patterns and
insights based on recurring themes from both Grade 11 and Grade 12 datasets. Direct student
quotes were also extracted to provide richer and more authentic insights into the students’
personal experiences and perspectives.
25
Findings
This chapter presents the comprehensive insights gathered from both Grade 11 and
Grade 12 STEM students regarding the impact of technology on their online STEM learning
experiences. Five recurring themes were identified across the responses: (1) Enhancing STEM
Learning with Technology, (2) Challenges Faced with Technology Implementation, (3)
Learning Enhancement vs. Technology Dependence, (4) Perspectives on Increasing or
Decreasing Technology in STEM Education, and (5) The Role of Teachers and Educators in
Online STEM Learning.
The data revealed that technology has significantly reshaped the STEM learning
landscape. Students from both levels highlighted that technology has made complex scientific
and mathematical concepts more accessible, interactive, and engaging through tools like online
simulations, video tutorials, and virtual laboratories. They expressed that digital resources
enable self-paced learning and foster independent study habits. One Grade 11 student
commented, “Technology helps me understand topics faster and in a more interesting way.”
Similarly, a Grade 12 student shared, “It has made learning easier through available sources
and media online.”
While most students exhibited a high level of comfort with using technology for
educational purposes, a minority pointed out challenges, such as distractions, procrastination,
and over-reliance on digital tools. Several students mentioned that although technology helps
them gather information quickly, it sometimes leads them to take shortcuts instead of deeply
analyzing problems. A Grade 12 student remarked, “Sometimes, the ease of access to
information makes me less motivated to study thoroughly.” Another stated, “I sometimes use
the internet just to find answers instead of thinking it through.”
Students acknowledged the dual nature of technology as both a tool for enhanced
learning and a potential source of dependency. While the majority advocate for increasing
technology’s role in STEM education, there were concerns about misuse and excessive screen
time. A Grade 11 student wisely pointed out, “It depends on how STEM students use it—as a
weapon to eradicate ignorance or as a blade that cuts them.”
26
Moreover, the responses emphasized the crucial role that teachers play in facilitating
effective online learning. Many students shared that their educators integrated technology into
lessons, making them clearer and more engaging. However, some students also noted that
independent use of online resources helped them build autonomy and confidence. As one Grade
12 student explained, “Even with online resources, I still rely on my teacher to clarify difficult
topics.”
Overall, students recognize that while technology offers numerous benefits in STEM
learning, it should be used responsibly and in balance with traditional learning methods and
strong teacher support.
Theme 1: Enhancing STEM Learning with Technology
Students unanimously agreed that technology boosts their ability to learn STEM
subjects more efficiently. Interactive simulations, YouTube tutorials, and online platforms like
Google Classroom and virtual labs allow them to visualize abstract concepts better and study
at their own pace. One Grade 11 student shared how “technology helps me understand topics
faster and in a more interesting way,” while another added that “using technology, I can access
virtual labs and real-world simulations which I wouldn’t experience in a traditional classroom.”
Likewise, a Grade 12 respondent emphasized, “Technology helps me visualize difficult
concepts better than textbooks alone,” and many students echoed that technology not only
simplifies learning but also improves their confidence and motivation.
Table 1: Student Perception on Technology's Impact on STEM Learning
Aspect
Grade 11 Key Findings
Grade 12 Key Findings
Comfort level with
Majority are comfortable or
Majority are comfortable or
technology
very comfortable
very comfortable
Acknowledged benefits
Easier understanding, faster
Interactive learning, self-
learning, virtual labs
paced study, efficiency
Videos, simulations, online
Simulations, virtual
platforms
experiments, video tutorials
Common tools used
27
Impact on STEM careers
Exposure to problem-
Prepares students for tech-
solving tools and data
driven industries
analysis
Theme 2: Challenges Faced with Technology Implementation
Despite the advantages of technology, students also face significant challenges that
hinder their learning process. Many respondents mentioned unstable internet connections and
the lack of personal devices as barriers to effective online learning. One Grade 12 student
explained, “Slow internet is my biggest problem—it makes online classes frustrating,” while
another pointed out, “Sometimes my internet is too slow for online lessons, so I can’t watch
videos properly.” From Grade 11, a student shared, “Most of the time, I try to fix the problem
myself before asking for help.” Additionally, some students struggled with software usability,
reporting that certain platforms were difficult to navigate or would crash unexpectedly during
critical moments of learning.
Table 2: Challenges and Problem-Solving Method
Challenges
Grade 11 Findings
Grade 12 Findings
Internet and device
accessibility
Unstable internet, outdated
or limited devices
Slow internet, lack of
personal devices
Software/application
usability
Software glitches,
incompatibility
Some tools are difficult to
navigate
Distractions
Procrastination due to nonacademic online activities
Distractions from social
media and multitasking
Problem-solving strategies
Self-diagnosis, online
Peer help, trial-and-error,
troubleshooting, peer
teacher guidance
support
Theme 3: Learning Enhancement vs. Technology Dependence
The data revealed mixed views about whether technology promotes deep learning or
fosters dependency. A Grade 12 STEM student admitted, “I sometimes use the internet just to
28
find answers instead of thinking it through,” while another reflected, “Technology helps me
understand subjects better, but I try not to depend on it entirely.” Similarly, a Grade 11 student
shared, “It helps me gather more information about our lessons in school, but sometimes I feel
I rely too much on it.” Despite this concern, many students also acknowledged that technology
serves as a powerful tool for exploration and comprehension of STEM topics. One student
thoughtfully remarked, “If used wisely, it helps us learn more, but if abused, it weakens our
problem-solving skills.”
Table 3: Technology as a Learning Aid vs. Dependency
Aspect
Perceived learning impact
Dependency concern
Suggested balance
Grade 11 Insights
Enhances understanding of
difficult concepts
Some over-reliance on online
resources
Combine tech with traditional
learning
Grade 12 Insights
Aids comprehension, but risks
reducing critical thinking
Some students avoid deep
thinking due to quick access
Integrate tech but retain
critical thinking skills
Theme 4: Students' Perspectives on Increasing or Decreasing Technology in STEM
Education
Most students favored increasing technology use in STEM education, citing its positive
effects on engagement and access to resources. A Grade 12 student remarked, “Because STEM
is a strand that focuses mostly on Science and Mathematics, it needs specific technologies to
accomplish the competencies of a STEM student.” However, others recommended a more
balanced approach. One Grade 11 student wisely commented, “It depends on how STEM
students use it—as a weapon to eradicate ignorance or as a blade that cuts them.” Another
student from Grade 12 expressed, “I recommend both increasing and decreasing because it can
help with interactive learning, but it’s also important to avoid reliance.”
Table 4: Student Views on Expanding Technology Use
Aspect
Grade 11 Views
Grade 12 Views
Preferred Approach
Increase with responsible use Increase but retain traditional
methods
29
Benefits cited
Concerns
Better engagement,
Self-paced learning,
accessible resources
improved understanding
Risk of misuse and
Over-reliance, decreased
distraction
basic proficiencies
Theme 5: The Role of Teachers/Educators in Online STEM Learning
Students emphasized that teachers play an essential role in maximizing the benefits of
technology in online STEM learning. Many respondents mentioned that teachers helped them
integrate technology effectively into lessons, while others expressed that they sometimes prefer
independent learning. A Grade 11 student shared, “Our teacher usually uses videos and online
tools to make the lesson clearer,” while a Grade 12 student added, “Even with online resources,
I still rely on my teacher to clarify difficult topics.” Some students wished for more interactive
lessons, as one mentioned, “I wish there were more live discussions instead of just reading
materials online.”
Table 5: Teacher Support in Online STEM Learning
Aspect
Grade 11 Responses
Grade 12 Responses
Teacher integration of
Regularly integrated into
Frequently incorporated into
technology
lessons
lessons
Student reliance on teachers
Helpful but some feel
Most still value teacher
capable of self-study
guidance
Online collaboration
Mixed opinions; some prefer Similar mixed feedback;
teamwork, others solo
desire for live discussions
The results presented in this chapter demonstrate that technology plays a crucial role in
enhancing STEM learning for Senior High School students. While most students view
technology as a valuable tool for improving understanding, accessibility, and engagement in
STEM subjects, they also acknowledge challenges such as internet issues and distractions. A
balance between digital and traditional learning methods, along with teacher support, is
30
considered essential. These findings will be further discussed in the next chapter to draw deeper
insights and provide actionable recommendations.
31
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This study explored Senior High School STEM students' insights on the role of
technology in enhancing online STEM learning at Dulag National High School. The research
employed a qualitative design and thematic analysis to interpret data gathered from 100
respondents—50 from Grade 11 and 50 from Grade 12—through survey questionnaires. The
study aimed to answer four specific questions regarding students' progress in mastering STEM
concepts online, their perceptions of technology use, how technology helps them overcome
learning challenges, and their motivations for engaging in online learning.
The findings revealed five key themes:
1. Enhancing STEM Learning with Technology: Students highlighted that technology
improves understanding, engagement, and confidence. Tools like simulations, video
tutorials, and virtual labs made abstract STEM concepts easier to grasp and allowed for
self-paced learning.
2. Challenges Faced with Technology Implementation: Major issues identified were poor
internet connectivity, lack of personal devices, software usability problems, and
distractions caused by social media and other non-academic activities.
3. Learning Enhancement vs. Technology Dependence: While technology was viewed as
a valuable learning aid, students expressed concern over over-reliance, which may
negatively affect critical thinking and problem-solving skills.
4. Perspectives on Increasing or Decreasing Technology Use: Most students favored
increasing technology use in STEM education but emphasized the need for balance to
avoid dependency and preserve traditional learning methods.
5. The Role of Teachers/Educators: Students stressed that teacher support remains crucial
in clarifying complex concepts, facilitating online learning, and helping them maximize
the benefits of digital tools.
32
Conclusion
Based on the findings, technology plays a significant and multifaceted role in enhancing
online STEM learning for Senior High School students. It provides them with access to a
broader range of learning resources, fosters deeper engagement, and equips them with skills
relevant to future STEM careers. However, its effectiveness is influenced by several factors,
including the availability of reliable internet, access to suitable devices, and students’ ability to
maintain discipline in managing distractions.
Students recognize technology as both a learning enhancer and a potential source of
dependency. While it supports comprehension and allows for flexibility in learning, there is a
risk of undermining critical thinking if students become too reliant on digital shortcuts.
Moreover, the role of teachers remains vital in guiding students toward responsible and
effective use of technology. Teacher facilitation bridges gaps between digital learning and
traditional classroom methods, creating a balanced and supportive learning environment.
Implications
The results of this study highlight the importance of technology integration in modern
STEM education. The findings imply that schools and educators must create a learning
environment where technology complements, rather than replaces, critical thinking and
problem-solving activities. In addition, education policymakers should consider these insights
when developing strategies for digital literacy programs, infrastructure improvements, and
training teachers to optimize technology use.
Furthermore, students must be equipped with not only technical skills but also
metacognitive strategies to manage online distractions, prevent technology over-reliance, and
foster independent learning. These insights can contribute to a more effective, balanced, and
engaging online STEM learning environment, preparing students for both academic success
and future career readiness.
33
Limitations of the Study
While this study provides valuable insights, it is important to acknowledge its
limitations. The research was conducted within a single institution, Dulag National High
School, which may limit the generalizability of the findings to other contexts. Additionally,
since the data were collected through self-reported surveys, responses may be subject to bias,
including over- or under-reporting of experiences and perceptions.
The study also focused exclusively on STEM students, omitting students from other
academic tracks who may have different experiences with technology in online learning.
Lastly, the research primarily explored students' perspectives and did not include teachers' or
administrators' viewpoints, which could have offered a more holistic understanding.
Recommendations
1. For Students:

Develop self-discipline in managing distractions when using technology for
online learning.

Balance the use of digital tools with traditional methods such as note-taking and
problem-solving without immediate reliance on online answers.
2. For Teachers:

Integrate interactive and student-centered digital tools while maintaining
opportunities for collaborative learning and critical thinking activities.

Provide ongoing guidance on how to effectively use technology for academic
purposes and encourage students to reflect on their learning habits.
3. For School Administrators:

Improve digital infrastructure by providing more reliable internet access and
ensuring that students have access to updated devices and essential
educational software.

Implement policies and workshops that promote digital literacy and
responsible technology use among students.
4. For Future Researchers:
34

Conduct studies involving STEM students from multiple schools to compare
insights and identify broader trends.

Explore the long-term effects of technology reliance on students' critical
thinking and problem-solving abilities in STEM fields.

Include teacher and administrator perspectives to build a more comprehensive
understanding of technology's role in online STEM learning.
35
References
Bossi, L. (2018). Online literacy and digital transformation in STEM education.
Brown, A. (2019). Adaptive learning technologies: Supporting personalized learning in
STEM education.
Cavanaugh, C., Barbour, M., & Clark, T. (2009). Research and practice in K-12 online
learning: A review of open access literature. The International Review of Research in
Open and Distributed Learning, 10(1), 1–22.
Estonanto, A. R. (2017). Acceptability and challenges of implementing the STEM strand
in senior high school.
Gamage, K., & Tan, T. (2022). Systematic review of STEM education: Challenges in
designing effective online activities.
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and
mathematics (STEM) education: A primer (CRS Report No. R42642). Congressional
Research Service.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future
directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning:
Global perspectives, local designs (pp. 3–21). Pfeiffer.
Hämäläinen, R., Kiili, C., & Smith, B. (2021). Digital learning environments in STEM
education: Engaging students through virtual labs and simulations.
Jiang, Y., Li, X., & Chen, W. (2025). The impact of VR/AR-integrated learning modules
in K-12 STEM education.
Johnson, D., & Lee, C. (2020). Collaborative online learning in STEM: Improving
communication and engagement.
36
Juanillo, E. G. (2017). The influence of digital platforms on STEM student performance:
A mixed-methods approach.
Llego, M. A. (2021). Digital literacy gaps in online STEM education among senior high
school students.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2014). The effectiveness of
online and blended learning: A meta-analysis of empirical literature. Teachers College
Record, 115(3), 1–47.
Monserate, M. F. (2018). The relationship between digital literacy and academic
performance in public and private schools.
OECD. (n.d.). Sparking innovation in STEM education with technology and
collaboration: A case study of the HP Catalyst Initiative. OECD Publishing.
Paderna, L. S., & Monterola, C. (2021). The Center for Integrated STEM Education
(CISTEM) initiative and its impact on underprivileged STEM learners in the Philippines.
Papanastasiou, E., & Angeli, C. (2008). Evaluating the use of ICT in education:
Assessing benefits and challenges. Journal of Educational Technology & Society, 11(3),
69–86.
Rogayan, D. V., Rafanan, R. J. L., & de Guzman, C. Y. (2021). Addressing resource
limitations in STEM education: The role of technology.
Smith, J. (2021). Virtual laboratories in modern STEM education: Improving hands-on
experience online.
Smith, K., & Johnson, P. (2023). Gamified learning in Australian high schools:
Motivation and engagement in STEM subjects.
Taylor, R. (2022). Interactive educational software and apps in STEM: Simplifying
complex concepts.
37
Triplett, J. (2023). Integrating technology in STEM education: Benefits, challenges, and
strategies. ResearchGate.
Wang, H., Abdul Rahman, S., & Shaharom, S. (2024). The use of AR in preschool STEM
education: Insights from China.
Xu, D., & Ouyang, F. (2022). Technology-enhanced learning (TEL) in STEM: Effects on
student engagement and comprehension.
Yang, S., & Baldwin, K. (2022). The impact of interactive LMS on student engagement
in online STEM learning.
38
Appendices
Appendix A
Consent form signed by the school principal and subject adviser
39
Appendix B
Consent form for respondents
Consent Form for Participation in Research
Study Title:
" Enhancing Online STEM Learning: High School Students' Insights into the Role of
Technology "
Principal Investigator:
Irish Joy R. Villamor Nathaniel Kyle K. Tingzon | Research Team Leader
Contact: Irish Joy R. Villamor - 09683240938 | Facebook – Phone No.
Nathaniel Kyle K. Tingzon - 09602945893 | Facebook – Phone No.
Purpose of the Study:
The purpose of this study is to explore how technology enhances online STEM learning
among Senior High School (SHS) STEM students at Dulag National High School and how it
improves their academic performance in STEM subjects.
Procedures:
Chosen participants is expected take part in answering the prepared survey questionnaires
where they will share experiences with technology and online learning with regards to STEM
subjects.
Potential Risks:
The study pose minimal risk. Participants may experience slight discomfort when answering
our questionnaire Any question may be skipped, and participation can be discontinued at any
time without any negative consequences.
Potential Benefits:
Participation will help students understand how to effectively use technology in their online
STEM learning. All information gathered will be used solely for research purposes, and
personal data will be kept strictly confidential.
Confidentiality:
All data collected will be treated with strict confidentiality. Personal information will be
coded or removed to ensure that individual identities are not disclosed in any school reports
or publications.
Voluntary Participation:
Participation in this study is completely voluntary. Refusal to participate or withdrawal from
40
the study will have no effect on any current or future relationships with the school or the
research team.
Consent Statement:
By signing below, you acknowledge that you have read and understood the information
provided above. You agree to participate in this study and understand that you may withdraw
at any time without any negative consequences.
Participant’s Name: ___________________________________
Participant’s Signature: ________________________________
Date: ___________________
If there are any questions, please contact the research team using the information provided.
41
Appendix C
Survey Questionnaire Used for Data Collection
Survey Questionnaire on Enhancing Online STEM Learning: High School
Students' Insights into the Role of Technology (2nd Semester, S.Y. 2024-2025)
Name (Optional):______________________________
Grade Level:_______________
Section:_______________
Instructions: Please answer the following questions honestly. Your responses will be used for
research purposes only and will remain confidential.
Technology Exposure Survey
1. Do you have access to a stable internet connection for online learning?
o Yes
o No
o Sometimes
2. What device do you primarily use for online learning?
o Laptop
o Desktop computer
o Tablet
o Smartphone
o Other (please specify): _________
3. Have you taken online STEM classes before?
o Yes
o No
4. How comfortable are you with using technology for learning STEM subjects?
o Very comfortable
o Comfortable
o Neutral
o Uncomfortable
o Very uncomfortable
42
5. What is your preferred learning environment for STEM subjects?
o Fully online
o Blended (online and face-to-face)
o Fully face-to-face
6. How often do you use online resources (videos, simulations, interactive exercises) to
study STEM subjects?
o Always
o Often
o Sometimes
o Rarely
o Never
7. Which method do you prefer for learning STEM subjects?
o Technology-based learning (videos, simulations, online platforms)
o Traditional learning (textbooks, printed materials, face-to-face lectures)
o A combination of both
o No preference
8. What are your expectations about how technology can improve your STEM learning
experience?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________
Technology Integration in STEM Education Survey
Opening Question
How do you describe your mastery in STEM subjects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
43
1. How has technology influenced your understanding of STEM subjects?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________
2. Why do you engage in online learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________
3. How does technology affect your engagement and motivation in STEM subjects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
4. In what ways do you think technology prepares you for future STEM careers?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
5. What improvements would you suggest for better technology integration in STEM
learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
6. What aspects of STEM learning do you believe technology improves the most? (Check
all that apply)
o Understanding of concepts
o Problem-solving skills
o Hands-on experimentation through virtual labs
o Collaboration with peers
o Research and self-paced learning
o Others (Please specify): ___________
44
7. What are the most common technical issues you face while using technology for STEM
learning? (Check all that apply)
o Internet connectivity problems
o Software/application errors
o Lack of access to the right tools
o Limited tech nical knowledge
o Others (Please specify): ___________
8. How do you usually resolve technology-related issues while studying STEM?
o Seeking help from teachers
o Searching for solutions online
o Asking classmates for help
o Trying to fix the problem myself
o Others (Please specify): ___________
9. What types of online STEM resources do you find most useful? (Check all that apply)
o Online textbooks and articles
o Video tutorials
o Interactive quizzes and assessments
o Virtual labs and simulations
o Discussion forums and peer collaboration platforms
o Others (Please specify): ___________
10. How often do your teachers incorporate technology into STEM lessons?
o Always
o Often
o Sometimes
o Rarely
o Never
11. What role does teacher support play in your ability to use technology for STEM learning?
o Essential—I need guidance to use it effectively
o Helpful—but I can manage without much assistance
o Neutral—I use technology independently
o Not important—I prefer learning on my own
12. How do you feel about collaborative STEM activities using technology?
o I enjoy working with others using technology
o I prefer working alone
o I find it challenging to collaborate online
o Others (Please specify): ___________
13. Have you participated in any online STEM competitions, workshops, or collaborative
projects?
o Yes
o No
45
o I’m interested but haven’t had the opportunity
14. Do you believe technology enhances or hinders critical thinking in STEM? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
15. Would you recommend increasing or decreasing the use of technology in STEM
education? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
46