IMPACT OF COMPUTER TECHNOLOGY

CHAPTER I

INTRODUCTION

In our generation today theres no denying that technology such as phones,

laptop and computers have become a huge piece of many people especially in

student’s everyday life. But many of us are still wondering on how these technologies

affects the student’s learning and what are good and bad effects of it.

Modern technology have incredibly improved individuals' lives through

various fields, for example, medicines, work, industry and especially education. For

the students, we know the advantages of using technology such as making student

progressively intrigued and excited for the exercise. It also increased the student’s

level of interaction and it brought us new perspectives and knowledge in class.

Likewise, the teaching techniques based on educational technology can be depicted as

ethical practices that encourage student’s learning and boost their capacity,

productivity, and performance. Instructors are never again constrained to write in a

plain paper or discuss the lesson in awhite board, but they can rely on our advanced

technologies that will empowerthem to make things easier.

In conclusion, technology is versatile and valuable tool for teaching and

learning and becoming a way of life. Technology in classroom is both beneficial to

students and teachers. It creates new ways of obtaining and presenting information

and gives us new ways of analyzing and understanding the world around us. These

inspired the researcher to conduct a study about technology. We focused on how

students should interact to technology in order to attain learningwith the help of it.
1.2 Statement of the problem

The general problem of the study is: “How does the technology affect the

student’s level of performance of Cebu Technological University? Specifically, it

sought to answer the following questions.

1. How the technology may affect the student’s academic performance in terms of the

following:

1.1 Computer

1.2 Cellphone

1.3 Internet

2 What is the level of performance of the Cebu Technological University – Dumanjug

Extension Campus students?

3. How does technology significantly affect the level of performance of Cebu

Technological University – Dumanjug Extension Campus Students?

OBJECTIVES OF THE STUDY

1.3 Hypothesis

There is no significant relationship between using technology and the level

of performance of students in Cebu Technological University – Dumanjug Extension

Campus.
1.4 Significance of the study

This research will help the researchers to determine and to know how the

technology affects the student’s level of performance. It is hoped that the findings

of this research would be important to the following:

Students

It will help the students to acknowledge on how they should use the

technological devices to attain learning and to help them to improve themselves and

participate actively, increase in productivity and increased motivation.

Parents

They could help their child to use technology for academic or school purposes

and they could guide them and keep themselves involved, this way they could monitor

their child in or out of school.

INSTRUCTOR / ASSITANT PROFESSORS/ASSOCIAT

PROFESSORS/PROFESSORS

It will help them to do some new strategies and techniques and it can also aid

teachers in coming up with simple lessons plans or activities.

1.5 Scope and Limitations of the study

This study assessed the level of performance of Cebu Technological

University – Dumanjug Extension Campus during the school year 2019-2020.

This study focuses only to the 1st year to 4th year students of Cebu Technological

University – Dumanjug Extension Campus who are using technology, are the subject

of the investigation. Same set of questionnaires will be given to the respondents. It is

limited to the objective of the study since the researcher only wanted to determine

the effects of using technology to the academic performance of the Cebu

Technological University – Dumanjug Extension Campus students. The attainment of

this study is dependent to the answers of the respondents. The

respondents are composed of students in different courses, in Cebu Technological

University – Dumanjug Extension Campus. The study will be conducted in this

school year 2019 - 2020. The framework of this study doesn’t covered any changes or

progress indetails and updated information beyond the said point.

1.6 Definition of the Terms

In this study, the following terms were written to clarify the meanings of the

words used and to provide a frame of reference and a clear interpretation of the study.

Cognitivist -a person who believes or works in cognitive grammar.

Ethical -relating to moral principles or the branch of knowledge dealing with these.

Millennium - a period of a thousand years, especially when calculated from the

traditional date of the birth of Christ.

Prominent – important or famous.

Utilization - the action of making practical and effective use of something.

Valuable - a thing that is of great worth, especially a small item of personal property.

Versatile - able to adapt or be adapted to many different functions or activities.

Technology -machinery and equipment developed from the application of scientific

knowledge.
Adequate -satisfactory or acceptable in quality or quantity.

Inferential Statistics - makes inferences and predictions about a population based on

a sample of data taken from the population in question.

1.7 Theoretical Framework

Over time, learning became easier and faster with the help of different tools

and methods. Blackboards have been used for at least a millennium, books and

pamphlets have held a prominent role in education. Now we have innovated

technologies that can be used for quicker and easier learning of every student.

Educational Technology is the study and ethical practice of facilitating learning and

improving performance by creating, using and managing appropriate technological

processes and resources.

According to David L. (2017) there are three (3) major educational theories,

such as Behaviorism, Cognitivism and Constructivism that widely implemented in

education and greatly linked to the development and utilization of the educational

technology. According to Frederic Skinner (1904-1990) one of the founders of

American new behaviorism, further developed the behavior theory, rewards and

punishment can change one’s learning performance. Researchers and scholars

confirmed that Behaviorism has greatly promoted and effectively implemented in

programmatic instruction, and has strongly promoted and widely applied in

computing-assisted-instruction and the development of educational technology.

Cognitive theory is represented by Jane Piaget (1898-1980), Jerome Seymour

Bruner(1915) and David P. Ausubel (1918-2008). In education, cognitive

developmental theory is to develop students' capabilities of creative thinking,

information analyzing, and problem-solving through computer-assisted instruction. It

concerns those mental processes that cannot be observed through human beings’

problem solving process and human beings’ learning strategies. It studies human

brains’ thinking process. Cognitivists believe that a human being possesses intrinsic

modes of receiving, processing and utilizing information at different cognitive

development stages; advocate the study of people’s cognitive development processes

and models, and design different instructional programs based on one’s cognitive

development needs at different developmental stages. Constructivist theory is in favor

of letting students to construct their point of view of the world, philosophy of living,

technical expertise, and knowledge structures; emphasizes one’s learning initiative,

and social and 162 Theories and Research in Educational Technology and Distance

Learning Instruction through Blackboard situational learning experiences. The core of

this theory is discovery learning. Students learn by doing. John Dewey (1859-1952),

a well-known educational psychologist, believed that practicing is a foundation of

learning, and without learning practice, students would get lost. He stressed that

students construct their knowledge in practice, and instructional design should respect

students’ psychological development needs.

Former Soviet psychologist Vygotsky proposed a social constructivist theory

that emphasizes one’s social and cultural backgrounds to determine one’s behavior.

He believed human’s growth is a product of culture. The influence of Constructivist

theory on the development and implementation of educational technology is mainly

reflected in the pioneering educational games, multimedia development and dynamic

online interactions.

1.6 Conceptual Framework

 It shows the relationship between the variable of the study. The

dependent variable is the level of performance of the Cebu Technological University

– Dumanjug Extension Campus student while the independent variable is the

Technology such as computers, laptops, cellphone, tablet and internet. It tells about

how the level of performance of the students may be affected by the technology.
 CHAPTER II

REVIEW OF RELATED LITERATURE

In a room full of students texting endlessly on their smartphones, the impacts

of computer innovation can be promptly observed. Huge amounts of data are

currently now literally at students fingertips. Teachers utilize computerized sight and

sound instruments to light up their exercises. Some classrooms are overseen on the

web and some happen completely on the Web making it feasible for the

topographically isolated and the underprivileged to interface with more extensive

learning networks. For all intents and purposes each part of training is influenced by

computer technology.

A study of Qing L. et al., (2010) examines the effect of computer technology

(CT) on arithmetic training in K-12 classrooms through an orderly survey of existing

writing. A meta-analysis of 85 free impact sizes extracted from 46 essential

examinations including a sum of 36,793 students showed statistically significant

positive effects of CT on mathematics achievement. Furthermore, a few qualities of

primary studies were distinguished as having impacts. For instance, CT indicated

advantage in promoting mathematics accomplishment of elementary over secondary

school students.

The role of technology in the world of education has been ever changing. Most

recently, technology has been a new phenomenon to help motivate, differentiate, and

allow students to achieve and excel in ways that they have never been able to before.

According to Johnson (2003), the computer and technology, if used correctly, has the

ability to “invoke dream in the minds of visionary educators who saw endless
potential for altering traditional notions of teaching and learning” (p. 2). Two past

presidents saw the need for fundamental change in education to keep American

students in competition with technology with other students from around the world. In

1994, President Bill Clinton signed The Goals 2000: Educate America Act (Goals

2000: Educate America Act, 1994). There were many parts of this bill that involved

technology and education. Part C of The Goals 2000: Educate America Act,

Leadership in Technology, (a) calls upon the Department of Education to create a

national strategy to involve technology into all educational programs and the state and

local school systems, (b) foster understanding of how technology can be used to

improve teaching and learning, (c) show how technology can be used to create an

equal opportunity for all students to be successful while meeting state education

requirements, and (g) create high-quality professional education opportunities for

educators with the ability to integrate technology into their instruction (Goals 2000:

Educate America Act, 1994).

According to the report by the Office of Technology Assessment (OTA), there

is a major issue with the current research surveying the effect of innovation. Most

research depends on the current proportions of student accomplishment. A significant

factor that should be incorporated goes past student accomplishment and incorporates

attitudinal measures. Students accomplishment is likely influenced by students

mentalities about school and learning (U.S. Congress, 1995).

Also, Computer Technology demonstrated bigger impacts on the mathematics

achievement of extraordinary need understudies than that of general training students,

the beneficial outcome of Computer Technology was more prominent when joined

with a constructivist way to deal with educating than with a traditional way to deal

with teaching, and concentrates that utilized non-government sanctioned tests as

proportions of arithmetic accomplishment announced bigger impacts of computer

technology than concentrates that utilized state administered tests. The weighted least

squares univariate and numerous relapse examinations showed that science

accomplishment could be represented by a couple of technology, usage and student

characteristics in the studies (Qing, 2010).

Technology is a fairly new wonder in the educational world, it should be

presented cautiously and with thought. Technology, being laptops or devices, ought to

be seen as tools and not replacements of best practices for teaching in the classroom.

Another significant part of Technology is student motivation. The teacher in the

classroom must understand how and why students are motivated to learn. In her study,

Spears (2012) cites the work of Keller. Spears (2012, p. 8) cites the work of Keller

(1987) and explains, “Attention, relevance, confidence, and satisfaction (ARCS) are

the four characteristics one needs to establish in order for people to be motivated to

learn.” When looking to implement Technology into a classroom, educators must look

closely at their student population to understand who they are working with, how their

students will learn best, and how to build their confidence with technology so they

will, in return, be satisfied with their learning experience, and thus become motivated

to learn. Educators cannot simply use technology as a replacement. Sansone et al.

(2011) addresses motivation and note that students who already have a greater interest

in computers may display greater knowledge and interest because the tasks they may

do on a computer are already relevant to their interests and they are able to make

connections on their own. This finding from Sansone et al. (2011) shows the

importance of using the four characteristics from Keller (1987). Attention, relevance,

confidence, and satisfaction all come into play with educators and students for

technology to be introduced and used effectively in the classroom. In another study of

technology implementation in Texas, Shapley et al. (2011, p. 299) noted, “technology

immersion had a positive effect on students’ technology proficiency and frequency of

their technology-based class activities and small-group interactions.” With more and

more emphasis being placed on student learning and achievement, schools are looking

at making changes and immersing students and teachers with technology. With that,

though, comes the ability and responsibility to train and uphold high standards of

learning with both teachers and students.

In order for any technology initiative to wind up effective, funding must

initially be available. On the off chance that there is no cash to fund these activities

and after that reserve the expanded expenses of labor, framework, and expert

improvement, these activities will be ineffectual and it will be difficult to obtain the

ideal outcomes. As Race to the Top and the Common Core State Standards produce

results, school regions over the provinces of the Philippines and different states are

searching for approaches to increment student scholastic accomplishment and

furthermore prepare students for the demands of college and careers they may hold in

the future (Harris et. al, 2016).

 CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the method of study, the respondents, instruments used,

and the statistical tools applied.

3.1 Method of Study

Descriptive-Correlation method of research was used by the researchers. It is

used todescribe the characteristics of a population or phenomenon being studied.

According to Ed Forest (2001) Descriptive research does not fit neatly into the

definitionof either quantitative or qualitative research methodologies, but instead it

can utilize elements of both, often within the same study. The term descriptive

research refers to the type of research question, design, and data analysis that will be

applied to a given topic. Descriptive statistics tell what is, while inferential statistics

try to determine cause and effect. According to Devin Kowalczyk (2013) a correlation

is simply defined as a relationship between two variables. The whole purpose of using

correlations in research is to figure out which variables are connected.

3.2 Population and Sample

3.3 Subjects of the Study

3.4 Description of the Instruments

3.5 Reliability and Validity of the Instrument

3.6 Procedure of Analysis

3.7 Data Gathering Procedure

3.8 Treatment of Data

 Survey Questionnaire

1 – Never
2 – Rarely
3 – Occasionally
4 – Often 5 - Always
 Questions 1 2 3 4 5
1. How often do you neglect household
chores to spend more time using computer?
2. How often do you find yourself saying just
few more minutes when you are infront of
computer?
3. How often does your school performance
or productivity suffer because of the use of
computer?
4. How often do you prefer the excitementof
using the computer than spending time
with your friends in person?
5. How often do you plan the time when you
were going to stop using the computer and
ended up failing?
6. How often do you snap, yell, or act
annoyed if someone bothers you while
using your phone?
7. How often does your sleeping time get
interrupted by the consistent and non-stop
use of the computer?
8. How often does someone in your life
complain about the time you have spent
using cellular phones?
9. How often do you use your cellphone to
escape from other problem in your life?
10. How often do you become defensive or
secretive when anyone asks you what you
are doing on your cellphone?

11. How often do you find that you stay

nline longer than you intended?
12. How often do you form new relationships
with fellow online users?
13. How often do you check your Email before
something else that you need todo?
14. How often do you block out disturbing
thoughts about your life with soothing
 thoughts of the Internet?
15. How often do you find yourself
anticipating when you will go online
again?
16. How often do you fear that life without the
Internet would be boring, empty,
and joyless?
17. How often do you feel preoccupied with
the Internet when offline, or fantasize
about being online?
18. How often do you try to cut down the
amount of time you spend online and fail?
19. How often do you try to hide how long
you've been online?
20. How often do you feel depressed, moody
or nervous when you are offline, which
goes away once you are back online?
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