Problem and Its Background: Pres. Diosdadomacapagal High School

PRES.
DIOSDADOMACAPAGAL HIGH SCHOOL 1
Chapter 1
Problem and Its Background
INTRODUCTION
People have witnessed many developments and innovations related to new
technologies in different areas and observed the changes that have affected the routines
of their life. This situation has had an impact not only on social, cultural, and economic
aspects of the community, but it has had a substantial effect on the technologies used in
the educational arena. In this information age, schools, which invested in new
technologies, were able to successfully disseminate knowledge on the use of technologies
among teachers to provide quality teaching and learning for their students. The most
prominent feature of this era is that it is called the information age as people are becoming
more aware of the fact that having access to a specific knowledge is easier through
technologies such as computers and internet. Since obtaining information through
technology saves time and effort, training people to effectively use new technology and
establishing positive attitudes towards such tools must be considered as a pivotal concern.
With information age, changes occurred in the field of information and communication
technologies not only brought comfort into people’s life but it eliminated the barriers
preventing effective communication and provided fast and effective communication among
peers (Özgür, 2013). The rapid changes in new technologies enabled some individuals to
develop positive attitudes towards such tools in order to improve their knowledge and
effectively communicate with others. On the other hand, getting adapted to the rapid
changes in ICT has become a challenging issue for some other individuals as they started
to observe deficiencies in their self-confidence towards ICT (Adıgüzel, 2010). Several
factors have dictated the computer attitudes, internet attitudes, and self-confidence of
PRES. DIOSDADOMACAPAGAL HIGH SCHOOL 2
people towards ICT. These factors included but were not limited to having an experience
with computers in early ages, possessing a computer, and having access to ICT (Yucel,
Acun, Tarman, and Mete, 2010). Computer Attitudes There have been efforts put into
place in many countries to increase the instructional usage of computers in schools
(Deniz, 1997). The widespread use of computers in schools has created fundamental
changes in the perceptions of individuals, in instruction and learning, and leadership
process (Deniz, 2000). In addition, the usage of computers in the classrooms has affected
the attitudes of both students and teachers. There have been several definitions made
about attitudes. Eren (1993) suggested that attitude is a recognition process of values that
are associated with a person’s own beliefs. According to Mathis, Smith, and Hansen
(1970), attitude is attributed to a person’s psychological thoughts, feelings and behaviors.
In that sense, computer attitudes refer to the tendency of a person towards computers,
computer use, and the effects of computers on thoughts and feelings of society (Deniz,
1995). In general, the computer attitudes include computer anxiety, self-confidence in
computers, interest in computers, fondness to computers, and prejudice against
computers (Lloyd and Lloyd, 1985; Marcoulides, 1989). Research has been conducted
about computer attitudes and it specifically focused on gender, experience, and computer
literacy (Tans, 1990). According to research conducted by Coilis and Williams (1987),
males were more involved and interested in computer related activities than females. In
another research, Tans (1990) found that both males and females had positive attitudes
towards computers and that there were no significant differences on attitudes towards
computers between males and females. A person’s experience about computers depends
on several factors: taking computer courses, spending enough time on computers, having
a computer at home, and being able to use computers for various purposes (Anderson,
1987). In a study, Loyd and Gressard (1984) suggested that there was a meaningful
relationship between developing positive attitudes towards computers and being
experienced on computers. Ventura and Ramamurthy (2004) investigated the effect of
computer experiences on students’ achievement. They found that there were no significant
relationships between two variables. Tans (1990) indicated that individuals lacking in
computer literacy may establish computer anxiety in their cognition. He added that there
was a strong relationship between computer literacy and computer attitudes. Internet
Attitudes Internet has been one of the most indispensable technologies that people use as
a venue to reach to knowledge and resources. Comparing to a decade ago, people have
frequently been using internet as an active tool to collect information from certain
resources. In this case, internet is the biggest international web, which creates
communication among all computers (Yalin, 2002). The importance of internet has
become clearer in this information era. It is evident that the needs and attitudes of people,
who constantly seek knowledge, have increased (Akkoyunlu, Saglam, and Atav, 2006).
The use of internet has become common not just in business related activities, but it has
widely been used in schools to allow administrators, teachers, and students to benefit from
the advantages of accessing knowledge through technology (Gökçearslan and Seferoglu,
2005). Internet has been in education for different purposes including instruction, research,
social media, sharing information, and as educational tools (Akkoyunlu and Yılmaz, 2005).
Using internet teaches students how to take responsibility in reaching knowledge and
establish learning experiences in their school or community. Students would be able
conduct research and learn how to communicate with others about their research topics
and projects (Altun and Altun, 2000). Research suggests that providing professional
development for teachers on how to use internet may allow teachers to pass their
knowledge onto next generations (Dursun and Çevik, 2005). According to Usta, Bozdoğan,
and Yıldırım (2007), there was a difference in internet attitudes of students based on their
genders. They suggested that students, who had a computer at their homes, had higher
internet attitudes than those who did not have a computer. Researchers claimed that
students, who started using computers at early ages, had more positive attitudes towards
internet than students, who started using computers during college years. Lastly, they
found that students mainly used internet for educational purposes.
Statement of the Problem
This research aimed to Determine “Attitudes Towards The Use Of Technology And
Internet Experience As Perceived By Selected Grade 11 Senior High School Students Of
Pres. Diosdado Macapagal High School”
Specifically, this study sought to answer the following questions:
1. What is the profile of the student-respondents in terms of :
a. Age
b. Gender
c. Section
2. What are the students’ attitude towards the use of technology?
3. What are the students’ attitude towards internet experience?
4. Do you know about the future trends and tools using technology?
Theoretical Framework
Davis (2000) developed the Technology Acceptance Model which deals more
specifically with the prediction of acceptability of an information system. The purpose of
this model
Significance of the Study
The study aims to yield important empirical data which would serve as tools for self-
evaluation of the following beneficiaries:
Teachers – The result of this study will help the teachers to incorporate the use of
technological devices to further enhance the teaching and learning process of the
students.
Students – The result of this study will guide the students and help them realize the
proper way of using their technological devices and its role on their learning process.
Parents – The result of this study will help the parents to be well-informed on how their
children utilize their technological devices and will also provide them a basis for
supervision.
Future researchers – The result of the study can also help them generate new findings in
terms of theoretical contributions to enrich the existing literature.
Scope and Limitation
This research aimed to determine “Attitudes Towards The Use Of Technology And
Internet Experience As Perceived By Selected Grade 11 Senior High School Students Of
Pres. Diosdado Macapagal High School” in S.Y. 2017-2018 .The study covers the two
important factors; first, the attitude of using technology, and second is the internet
experience of the students
Definition of Terms
The following terms used in this study are defined conceptually and operationally to
ensure better understanding of the text:
Internet-defined as an “international computer network of information” available to the
public through modem links so the internet is a worldwide system of linked computers
networks
Society - the aggregate of people living together in a more or less ordered community.
Academic-not of practical relevance; of only theoretical interest

Chapter II
Review of Related Literature and Studies
Academic oriented internet utilization
The academic oriented internet utilization is confined to the specific use of the internet for
academic purposes; using the internet to do research, assignments, classroom tasks,
home works and class presentations. Researchers and Academicians have been debating
about the students’ academic performance being influenced both positively and negatively
with the increasing internet usage (Englander, Terregrossa& Wang, 2010). Present
scenario shows that the number of students accessing internet multiplies every year.
Hence if the students access the internet for academic purposes student’s academic
performance will be enhanced (Brown, Ellore&Niranjan, 2014). A non-profit organization-
EDUCAUSE (located in Colorado, USA) conducted a survey in 2011 gathering 3000
college undergraduate students from 1179 US colleges and universities. The survey
showed that students used the internet for personal use and academic discourse while
students also felt that cyber classrooms empowered students to learn more compared to
the conventional classroom methods (Dahlstrom, Boor, Grunwald&Vockley, 2011). Young
(2006) conducted a research on the ‘Effect of the Internet and Social capital on Academic
performance in Korea.’ The result showed that only the students with better academic
grades spent more time on the Internet than others. Also more than a half of the survey
respondents considered the Internet the most important information source for widespread
knowledge, wisdom, and entertainment. Suhail and Bargees (2006) indicated that
academic oriented internet usage impacts education in a positive way by increasing

communication with classmates and professors, providing easy access to libraries and
educational databases, and improving study hours and study habits.
Social oriented internet utilization
Socialoriented internet utilizationis restricted to use of the internet for social communication
and interaction such as various social networking sites.The Internet addiction is defined as,
“an individual’s inability to control his or her use of the internet, which eventually causes
psychological, social, school, and/or work difficulties in a person’s life” (Chao and Hsiao,
2000). Addiction to social oriented internet use can affect a student’s academic
performance negatively (Brown, Ellore&Niranjan, 2014). Akhter (2013) found that
academic problems caused by the internet addiction include decline in study habits, drastic
drop in grades, missing classes and poor integration in extracurricular activities. Moreover
some college students seem to have impacted adversely on their academic performance
by social oriented internet utilization. Research findings have shown that excessive use of
the Internet or Internet addiction adversely affects one's physical health, family wellbeing
and academic performance (Akhter, 2013). One of the most commonly used purposes of
the Internet is social oriented such as facebook, Twitter, MySpace, and LinkedIn etc. Other
uses of the Internet like online streaming media usage will potentially influence student’s
academic performance (Coyne, Padilla-Walker & Howard, 2013). A survey conducted by
Englander, Terregrossa& Wang (2010) showed a negative relation between the amount of
time spent on the Internet per week and students exam performance in a micro-economic
class. Social use of the internet such as online social media has become prominent in
student community. Thus academic institutions and faculty are concerned about its impact
on academic performance. According to Paul, Baker and Cochran (2012) the time spends
on online social networks pose significant negativity on academic performance of the

students. This view was further supported by Kirschner and Karpinski (2010) saying that
excess involvement or obsession with social networking by students can have negatively
impact academic performance. Researchers have hypothesized that college students are
at particularly high risk for developing internet addiction (Akhter, 2013). The possible
reasons could be available free time, no monitoring because of being away from parents
and sometimes to get away from tough University routine (Kandell, 1998). On the basis of
the existing literature it was theorized that internet addiction would have negative impact
on academic performance of the University students.
Crosby and Stelovsky (2009) measured effects of technology-mediated instruction
on students’ learning, compared to traditional lecture type instruction. In their study, an
instructor gave the same lecture to students in both sections and had them complete a
pretest. And then, students in one section received the only traditional instruction, while
students in the other section received technology-mediated instruction by using
multimedia. After all instructions, students were asked to complete a posttest. The authors
found that students performed better when they were instructed using the technology such
as multimedia.
Cooper and Brna (2007) discovered that pleasure and variety kept students
engaged and motivated. Further, since students worked happily and would less easily lose
motivation, the teacher had more time to help individuals. Cooper and Brna concluded that
if ICT is carefully planned and pedagogically implemented, it can support relationships and
motivation that in turn support long-lasting engagement and learning. In general, use of
ICT in class room can produce student-centred learning environment, which would make
student an independent learner

Feinstein (2007) studied the significant increase in learner’s food safety and
sanitation knowledge after students’ taking an online food safety and sanitation course.
They assessed differences in ServSafe ® Food Manager Certification Examination
(ServSafe ® Exam) scores, administered as pretests and posttests. Participants first took
the ServSafe ® Exam to assess the individual level of food safety knowledge before taking
the actual online course. After completing the online course, participants took a different
version of the ServSafe ® Exam. A paired-sample t-test revealed that there was a
significant difference between pretest and posttest scores and led to the conclusion that
participants learned a significant amount through ServSafe
® Online.
According to Lidstone and Stoltman (2007), studied the lack of well-equipped
technology stands as a barrier to innovative learning in many schools. Lidstone and
Stoltman argue that while many politicians and educators claim they want to build a
community of constant learners, they do not put the necessary tools in place to achieve
this. The authors find this amazing in world where people can “Google” nearly anything to
learn about it. In addition, the authors fear that even though geographical technology
exists, students do not receive adequate training in geography to take advantage of the
technology. In order to create a situation where lifelong learning will occur, teachers must
create a classroom environment that encourages the use of technology, while providing
students with the fundamental skills and knowledge necessary for success. In many ways,
this challenge resembles a balancing act that may prove difficult (Lidstone & Stoltman,
2007).
Marjaana and Anna (2010) held that motivation and interest play important roles
in students’ learning. The assumption that ICT increases student motivation is seen as a
reason why ICT should be used in schools. It is common to say that students are
interested in using ICT; students found it more pleasant, more appealing, and more
motivating to study with computers than with traditional means. It is important to notice that
this feeling of “nicer”, more motivating or more interesting is an effect of the encounter with
new ways of learning. They further emphasized that first; an individual’s attention must be
caught by the topic or activity. Then, because this initial phase is not necessarily anchored
in the individual, interest must be held in order to engage in a deeper learning process.
These two phases can be described as “catch” factors (which trigger interest) and “hold”
factors (which maintain interest). The catch factors can, for instance, be created through
aesthetic appeal, bright colors, or game-like features. Hold factors are issues that show
meaningfulness and importance of the issue/topic to be learnt; students become interested
in the learning topic itself not just ICT. There is a danger that ICT is only triggering catch
factors and not hold factors.
Pauw, A. (2007) studied teachers against becoming lazy and attempting to use
technology to replace their teaching. She did not feel that teachers should abandon
technology, but she believed teachers should use technology to teach in new ways. She
gave examples such as presenting artwork to students through slides as a way to replicate
some learning experiences which may be impossible to reproduce otherwise. In her
courses at a seminary, Pauw takes advantage of technology to design lesson and save
them for future occasions. She argued that teachers should take advantage of this aspect
of technology to save time in creating the lesson, allowing teachers more time to research
and prepare for the lesson at hand. When a teacher implements technology in this
manner, the classroom experience enriches the student.
Price, H (2008) assessed educational outcomes among students learning with
traditional lecture versus CD-ROM. Although they found students preferred traditional
lecture instruction, they suggested that when given the option of total self-instruction,
students who knew they learned well using this type of instruction chose it but there were
always students who preferred the traditional lecture method of instruction. To satisfy the
diverse learning needs of students and enhance computer skills, the authors concluded
that it would be beneficial to offer courses that combine traditional lecture methods of
instruction with computer-assisted self-study.
Solvberg (2007), as cited by Marjaana and Anna, (2010) found that the students’
intrinsic motivation was high and remained relatively stable over time and there was no
evidence of novelty effect as found by others; and therefore concluded that the
improvement of quality and functionality of computer tools (e.g. interfaces & usefulness)
during the last decade may influence the interest and value of computers among students
in a school setting. Thus, as students become more familiar with computers, the potential
for educational use becomes more profound for students. Along the line of Solvberg's
findings,
Winn,J (2013), a Lieutenant Colonel in the United States Army and an assistant
professor in the United States Military Academy, found that technology such as
PowerPoint benefits students in all courses, especially the social sciences, if the teacher
uses the technology in the correct manner. Winn encouraged teachers to create slides
that challenge and engage students in the classroom. Winn said technology will only be
beneficial if it is presented in a manner that stimulates thought. Winn (2007) warned that
too many teachers do not know how to effectively use PowerPoint technology in their
classroom. When this situation occurs, teachers, instead of fostering learning and
development, actually start to stunt the two. According to Winn, several things may cause
this to happen in many ways: wordy slides, boring backgrounds, and useless information
to name a few. In these instances, teachers may feel that they are benefiting their
students, but in actuality they hurt their students.
Witt, P (2008) conducted research about the impact of technology on teacher
respect and students’ expectations of learning. Witt found that introducing a secondary
website to a course does not increase teacher respect or improve students’ expectations
of learning. Witt said this attitude may occur because of several factors: limited Internet
access, slow download times, or the perception that more work is being created for the
student.
While many authors based their findings on a college classroom, the message
holds great significance for grade school teachers. Many people view college students as
people who want to learn new information, but this does not always hold true when
discussing students in grade school. If some college students have problems with
technology being used in the classroom, grade school teachers must find ways to address
this issue.
Yesilyurt (2010) studied the contribution of the technological devices on students’
success has been examined. The effects of the ownership of cell phones, the connection
to internet from cell phones , the ownership of computers and the connection to internet
from their computers and the numbers of TVs at home on the attendance exam which
represents the success of the students have been investigated with parametric tests in the
province of Denizli. As a result the students who have computers and have connection to
internet at home have been found more successful.
Chapter 3
RESEARCH METHODOLOGY
This chapter deals with the discussion of the research method that was used in the
study, the venue, as well as the target population. It is, likewise concerned with the types
of sampling scheme that was employed and the description of the subject-respondents.
The kinds of instruments and procedures in gathering data are similarly discussed and
finally the statistical treatment of the data.
Method of Research Used
With the primary objective of exploring The Attitudes Towards The Use Of
Technology And Internet Experience As Perceived By Selected Grade 11 Senior High
School Students Of Pres. Diosdado Macapagal High School, the researchers deemed that
it was appropriate to use the descriptive research. According to Burns and Grove (2011)
descriptive method aims primarily at “designed to provide a picture of a situation as it
naturally happens”.
Population, Sample Size and Sampling Technique
The population frame of this study included students from (4) sections of Grade 11
of Pres. Diosdado Macapagal High School.
To determine the sample size, Slovin’s Formula was utilized:
n = sample size
N = Population size
e = margin of error
Table 1
Liker-Point Scale
1.1:5-Point 1.2:3-point
Scale Verbal Scale Verbal
Interpretation Interpretation
4.20-5.00 Strongly Agree 2.25-3.00 Regularly
3.40-4.20 Agree 1.75-2.25 Infrequently
2.60-3.40 Neutral 1.00-1.75 Never
1.80-2.60 Disagree
1.00-1.80 Strongly Disagree
1.3:2-Point
Scale Verbal Interpretation
1.50-2.00 I know what this is
1.00-1.50 I’d Like to explore this more
Description of the Respondents
In this study 191 respondents were randomly selected from four different sections:
Diamond, Aquamarine, Alexandrite, and Jasper in the Grade 11 of Pres. Diosdado
Macapagal High School.
Table 2
Population Size and Sample Size
Population Size Sample Size

Section f % f %
Diamond 47 22 42 22
Aquamarine 61 28 53 28
Alexandrite 49 22 43 22
Jasper 61 28 53 28
Total 218 100 191 100
Figure 1
Population size Sample Size
Diamond Aquamarine Diamond Aquamarine

Alexandrite Jasper Alexandrite Jasper
Population Size and Sample Size
Research Instrumentation
In gathering the data, the researchers used on main instruments, the Technology&
Internet attitude survey. The questionnaire was divided into two parts: Part 1 dealt with the
profile of the student-respondents; Part 2 determined the Attitudes towards the Use of
Technology and Internet Experience as perceived by the student-respondents.

Technology & Internet Attitude Survey consists of 3 Parts, First Part has a 12 items.
A rating scale of 1-5 was used where 5 indicated strongly agree, 4 agree, 3 neutral, 2
disagree, 1 strongly disagree, Second part has a 13 items each items has a choices of
regularly, infrequently, & never, Third Part has a 10 items the choices compose of two the
I know what this is and second is I’d like to explore more. The respondents had to check
the column that corresponds to the degree of their agreeableness on each statement listed
on the questionnaire.
Technology in Classroom consisted of 35 items which were derived from the
questionnaire developed by Erie Peterson but was modified to suit the Philippine setting.
Table 3
Table of Specification of Technology & Internet Attitude
Multimedia Design Item Placement Total

Multimedia principle 1,16,17,18,29 5
Spatial contiguity 3,13,14,15,23 5
principle
Temporal contiguity 2,8,10,20,21 5
principle
Coherence principle 4,5,6,7,22 5
Modality principle 9,24,27,31,34 5
Redundancy principle 19,26,28,32,35 5
Individual differences 11,12,25,30,33 5
principle
TOTAL 35
Table 2 shows the Table of Specification of Attitudes of Technology. Thirty five (35)
items were grouped according to the Factors of Multimedia affects in the Student-
Respondents. Items number 1, 16, 17, 18, 29 were categorized under Multimedia
Principle; whereas items number 3, 13, 14, 15, 23 from Spatial Contiguity Principle; 2, 8,
10, 20, 21 from Temporal Contiguity Principle; 4, 5, 6, 7, 22 from Coherence Principle; 9,

24, 27, 31, 34 from Modality Principle; 19, 26, 28, 32, 35 from Redundancy Principle and
11, 12, 25 , 30, 33 from Individual Differences Principle.
Data Gathering Procedure
The researchers sought the approval of the research adviser for the distribution of
the questionnaire to (4) selected section: (1) in General Academic Strand and (3) for Tech-
Voc. When this was granted, the researchers prepared letters of request to the teachers to
allow them to distribute the instrument to the student-respondents.
After the questionnaires were retrieved, the data elicited were tabulated and
appropriate statistical tools were used to answer the specific problems to the study.
Statistical Treatment of Data
Data gathered in this research were treated statistically for analysis and
interpretation relative to the problems sought from the beginning of the study.
To determine the profile of the student-respondents in terms of gender, age, section
etc., frequency and percentage distribution were used:

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data gathered from the
student-respondents of Pres. Diosdado Macapagal High School located in Taguig City.
Table 4: The profile of Student-Respondents in terms of Section
Ages Diamond Aquamarine Alexandrite Jasper Total
14-16 yrs. 30 31 32 23 126

Old
17-18 yrs. 10 15 10 23 58
Old
19-20 yrs. 2 7 1 7 17
Old
Total 42 53 43 53 191
Figure 2 : Profile of students-respondents in terms of section
 Table 4 shows the Profile of student-respondents in terms of their age in each
section there are 3 brakets, first 14-16 yrs old, 17-18 yrs old and 19-20 yrs old for
section Diamond. There are 30 students who belongs to 14-16 yrs old, 8 students
are 17-18 yrs old and 2 students are 19-20 yrs old. While in section Aquamarine 31
students are 14-16 yrs old, 15 students are 17-18 yrs old and 7 students are 19-20
yrs old . But in section Alexandrite 32 students are 14-16 yrs old, 10 students are
17-18 yrs old and 1 for 19-20 yrs old. And for the last section Jasper there are 23
students are 14-16, 7 students are 17-18 and 7 students are 19-20 yrs old
Table 5: Profile of Students in terms of Gender
Gender Diamond Aquamarine Alexandrite Jasper

Male 14 29 23 20
Female 28 24 19 33
Total 42 53 43 53
Figure 3: Profile of Students in terms of Gender
Alexandrite
Jasper Aquamarine
28% 45%
38% 55%
62%
72%
male female
Male
Male Female
Female
Diamond
MALE
33%
FEMALE
67%
MALE FEMALE
Table 5 shows the gender of student-respondents in each sections. Diamond has
14 male and 28 female and Aquamarine has 29 male and 24 female while Alexandrite has
23 male and 19 female. Lastly in Jasper there aren 20 male and 33 female.
Table 6: Profile of student-respondents in terms of Section
Population Size Sample Size

Sections F % F %
Diamond 47 22 42 22
Aquamarine 61 28 53 28
Alexandrite 49 22 43 22
Jasper 61 28 53 28
218 100 191 100
Figure 4: Profile of student-

Figure
Figure
10:11:Sample
Population
Size
Size respondents in terms of Section
Diamond
Jasper 22%
28%
JASPER DIAMOND
28% 22%
ALEXANDRITE AQUAMARINE
Aquamarine
Alexandrite
22% 28% 28%
22%
DIAMOND
Diamond AQUAMARINE
Aquamarine
ALEXANDRITE
Alexandrite JASPER
Jasper
Table 6 shows the profile of Student-Respondents in
terms of section. First, they are separated into two parts, the population size and
sampling size. The highest number of Student-Respondent coming from sections
Aquamarine and Jasper that is 28%. And the Lowest number is on the sections of
Diamond and Alexandrite that has 22%
Table 7: Attitudes towards the use of technology
Questions 1 2 3 4 5 Scale Verbal

Interpretation
1. I enjoy
using Agree
Technology 27 18 21 90 35 3.46
2. I avoid
using
technology
when I can 19 54 38 64 16 3.02 Neutral
3. I think
using
technology in
class takes
up too much
time 18 26 44 43 60 3.53 Agree
4. I Know that 20 20 46 78 27 3.38
technology
can help me Neutral
to learn many
new things
5.
Technology
intimidates
and threatens
me. 16 53 53 57 12 2.98 Neutral
6. Students
should know
what how to
use
technology in
class. 16 34 33 84 24 3.35 Neutral
7. I would be
a better
learner if I
knew how to
use
technology
properly. 17 31 36 71 36 3.41 Agree
8. I’m very
confident when it
comes to
working with
technology at
home/at work/ at
school. 22 33 46 49 41 3.28 Neutral
9. I want to
learn more about
using technology
at home/at
work/at school. 17 33 50 60 31 3.29 Neutral
10. I believed
that I can
improve my
language 20 30 27 53 61 3.55 Agree
11. Using
Technology in
learning
language is not
necessary 20 27 33 59 52 3.50 Agree
12.
Technology
breaks down too
often to be of
very much use 20 26 34 58 53 3.51 Agree
Grand Weighted Mean 3.5 Agree
Table 7 shows the questions about the students’ attitude
toward the use of technology. The highest weighted mean is Question 10: I believed
that I can improve my language with the scale of 3.55 with verbal interpretation of
Agree, followed by the question 3. I think using technology in class takes up too much
time and question 12: Technology breaks down too often to be of very much use with
the weighted mean of 3.52 and verbal interpretation of agree. Third one is the
question 11. Using Technology in learning language is not necessary with the
weighted mean of 3.50 and verbal interpretation of agree also same verbal
interpretation of agree the questions 1 & 7 with the weighted scale of 3.46 and 3.41.
The following questions has a verbal interpretation of neutral, first is the question 4. I
Know that technology can help me to learn many new things with the weighted mean
of 3.38, after that the second one is the question 6. Students should know what how
to use technology in class with weighted mean of 3.41, followed by question 9: I want
to learn more about using technology at home/at work/at school has a weighted mean
of 3.29 next one is the question 8: I’m very confident when it comes to working with
technology at home/at work/ at school has a weighted mean of 3.28 .Last two are the
questions 2 & 5 with the weighted mean of 3.02 and 2.98.

Table 8: Students’ attitude towards internet experience
Regularly Infrequently Never Scale Verbal

Interpretation
13. I use
internet at
school 92 64 35 1.70 Never
14. I use
internet at
home 60 70 61 2.01 Infrequently
15. I use
internet at
work 63 68 60 1.98 Infrequently
16. I use
the Internet
in English to
communicat
e with people 91 51 49 1.78 Infrequently
17. I use 80 67 44
the Internet
in English to
find
information 1.81 Infrequently
18. I use
the Internet
in English to
read the
news. 60 71 60 2.00 Infrequently
20. I use the
internet in
English to
prepare home
assignments
(e.g. projects,
web quest etc.) 55 61 75 2.10 Infrequently
21. I use
the internet in
English to buy
and sell
products. 61 68 62 2.01 Infrequently
22. I use the

internet in
English to
learn 63 83 45 1.91 Infrequently
23. I use the

internet in
English to
have fun
(e.g. playing
computer
games) 55 61 75 2.10 Infrequently
24. I use
the internet in
English to
download
software 55 76 60 2.03 Infrequently
25. I use
the internet
in English in
anything else 55 67 69 2.07 Infrequently
Grand Weighted Mean 1.81 Infrequently
Table 8: Students’ attitude towards internet experience.
The highest weighted mean the questions 20. I use the internet in English to prepare
home assignments (e.g. projects, web quest etc.) and question 23. I use the internet
in English to have fun (e.g. playing computer games) with the scale 2.10 and verbal
interpretation of infrequently follow by the question 25: I use the internet in English in
anything else with the scale of 2.07 and verbal interpretation of infrequently. The third
one question 24. I use the internet in English to download software with the scale of
2.03 and verbal interpretation of infrequently and the fourth one is question 14. I use
internet at home and question 21. I use the internet in English to buy and sell
products has a scale of 2.01 in addition the fifth one is the question 18. I use the
Internet in English to read the news with a scale of 2.00 and an interpretation of
infrequently also the following question has a verbal interpretation of infrequently next
to the question 18 the sixth was question 15. I use internet at work with scale of 1.98
after that in question 22. I use the internet in English to learn with the scale of 1.91.
After the question 22 followed by 17. I use the Internet in English to find information
with the scale of 1.81.The last two least scale are the question 16:I use the Internet in
English to communicate with people and question 13:I use internet at school with
scales of 1.78 & 1.70 but in question 13 was the verbal interpretation of never.
Table 9: The Future Trends and Tools Using Technology
I’d like to
I Know what explore this Verbal
Tool/Trend this is more Scale Interpretation
I Know what
26. e-learning 111 80 1.42 this is
27.m- I Know what
Learning 99 92 1.48 this is
28. Use of 92 99 1.52 I’d like to
VLE(e.g. explore this
Moodle) or more
CMS (e.g.
Etomite)
I’d like to
explore this
29. Blogs 92 99 1.52 more
I Know what
30. wikis 98 93 1.49 this is
31. e- I Know what
portfolios 100 91 1.48 this is
32. Use of
MUVE (e.g. I Know what
Second Life) 111 80 1.42 this is
33. Use I Know what
mobile phone this is
texting activity
in class 111 80 1.42
I’d like to
34. explore this
podcast 89 101 1.52 more
35.
Tool/Trend: I’d like to
Join an online explore this
discussion 90 101 1.53 more
I Know what
Grand Weighted Mean 1.47 this is
Table 9 shows the Future Trends and Tools Using
Technology the highest weighted mean has a verbal interpretation I’d like to explore this
more is question 35. Join an online discussion with scale of 1.53 also the following
question has a verbal interpretation of I’d like explore this more the questions 28. Use of
VLE (e.g. Moodle) or CMS (e.g. Etomite), 29. Blogs, and 34. Podcast, next one has verbal
interpretation of I know what this is the questions 30. Wikis with scale of 1.49 after the
questions 27.m-Learning and 31. E-portfolios has a scale of 1.48 lastly the questions 26.
E-learning, 32. Use of MUVE (e.g. Second Life), and 33. Use mobile phone texting
activity in class with the scale of 1.42 are the lowest weighted scale of all to questions.
CHAPTER 5
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and recommendations of the
study which sought to determine the Attitudes towards the Use of Technology and Internet
experience as perceived by selected grade 11 senior high school students of
Pres. Diosdado Macapagal High School
Specifically, this study answer the following questions:

a. Age
b. Gender
c. Section
FINDINGS
 Table 4 shows the Profile of student-respondents in terms of their age in each
section there are 3 brakets, first 14-16 yrs old, 17-18 yrs old and 19-20 yrs old for
section Diamond. There are 30 students who belongs to 14-16 yrs old, 8 students
are 17-18 yrs old and 2 students are 19-20 yrs old. While in section Aquamarine 31
students are 14-16 yrs old, 15 students are 17-18 yrs old and 7 students are 19-20
yrs old . But in section Alexandrite 32 students are 14-16 yrs old, 10 students are
17-18 yrs old and 1 for 19-20 yrs old. And for the last section Jasper there are 23
students are 14-16, 7 students are 17-18 and 7 students are 19-20 yrs old
 Table 5 shows the gender of student-respondents in each sections. Diamond has
14 male and 28 female and Aquamarine has 29 male and 24 female while
Alexandrite has 23 male and 19 female. Lastly in Jasper there aren 20 male and 33
female.
 Table 6 shows the profile of Student-Respondents in terms of section. First, they
are separated into two parts, the population size and sampling size. The highest
number of Student-Respondent coming from sections Aquamarine and Jasper that
is 28%. And the Lowest number is on the sections of Diamond and Alexandrite that
has 22%
 The questions about the students’ attitude toward the use of technology. The
highest weighted mean is Question 10: I believed that I can improve my language
with the scale of 3.55 with verbal interpretation of Agree, followed by the question 3.
I think using technology in class takes up too much time and question 12:
Technology breaks down too often to be of very much use with the weighted mean
of 3.52 and verbal interpretation of agree. Third one is the question 11. Using
Technology in learning language is not necessary with the weighted mean of 3.50
and verbal interpretation of agree also same verbal interpretation of agree the
questions 1 & 7 with the weighted scale of 3.46 and 3.41. The following questions
has a verbal interpretation of neutral, first is the question 4. I Know that technology
can help me to learn many new things with the weighted mean of 3.38, after that the
second one is the question 6. Students should know what how to use technology in
class with weighted mean of 3.41, followed by question 9: I want to learn more
about using technology at home/at work/at school has a weighted mean of 3.29
next one is the question 8: I’m very confident when it comes to working with
technology at home/at work/ at school has a weighted mean of 3.28 .Last two are
the questions 2 & 5 with the weighted mean of 3.02 and 2.98.
 Students’ attitude towards internet experience. The highest weighted mean the
questions 20. I use the internet in English to prepare home assignments (e.g.
projects, web quest etc.) and question 23. I use the internet in English to have fun
(e.g. playing computer games) with the scale 2.10 and verbal interpretation of
infrequently follow by the question 25: I use the internet in English in anything else
with the scale of 2.07 and verbal interpretation of infrequently. The third one
question 24. I use the internet in English to download software with the scale of
2.03 and verbal interpretation of infrequently and the fourth one is question 14. I
use internet at home and question 21. I use the internet in English to buy and sell
products has a scale of 2.01 in addition the fifth one is the question 18. I use the
Internet in English to read the news with a scale of 2.00 and an interpretation of
infrequently also the following question has a verbal interpretation of infrequently
next to the question 18 the sixth was question 15. I use internet at work with scale
of 1.98 after that in question 22. I use the internet in English to learn with the scale
of 1.91. After the question 22 followed by 17. I use the Internet in English to find
information with the scale of 1.81.The last two least scale are the question 16:I use
the Internet in English to communicate with people and question 13:I use internet at
school with scales of 1.78 & 1.70 but in question 13 was the verbal interpretation of
never.
 The Future Trends and Tools Using Technology the highest weighted mean has a
verbal interpretation I’d like to explore this more is question 35. Join an online
discussion with scale of 1.53 also the following question has a verbal interpretation
of I’d like explore this more the questions 28. Use of VLE (e.g. Moodle) or CMS
(e.g. Etomite), 29. Blogs, and 34. Podcast, next one has verbal interpretation of I
know what this is the questions 30. Wikis with scale of 1.49 after the questions
27.m-Learning and 31. E-portfolios has a scale of 1.48 lastly the questions 26. E-
learning, 32. Use of MUVE (e.g. Second Life), and 33. Use mobile phone texting
activity in class with the scale of 1.42 are the lowest weighted scale of all to
questions.
CONCLUSIONS
Based from the summary of findings, the following conclusions were drawn:
• I believed that I can improve my language I use the internet in English to prepare
home assignments (e.g. projects, web quest etc.)
• I use the internet in English to prepare home assignments
• Join an online discussion
RECOMMENDATIONS
In the light of the findings and conclusions, the following recommendations are
offered to improve the Attitudes towards the Use of Technology and Internet experience as
perceived by selected grade 11 senior high school students of Pres. Diosdado Macapagal
High School.
Based on the findings and conclusions the following recommendations were
derived:
• The researchers suggest that avoid using technology when you can.
• The researchers’ advice that technology intimidates and threatens to us sometimes.
• Also suggest that we use the Internet in English to communicate with people and
question & I use internet at school
• Lastly the researchers propose that don’t use mobile phone texting activity in class.
Bibliography
• Crosby and Stelovsky (2009) measured effects of technology-mediated instruction

on students’ learning. International Journal of Research in master of
education, 19(6), 309-310
• Cooper and Brna (2007), effects of technology in their study motivation. Technology
Book of learners, p.13
• Feinstein (2007), the effects of online in food process and student’s learning.
International Research in Technological Education, p.29
• Lidstone, J. & Stoltman, J. (2007). Searching for, or creating, knowledge: the roles
of Google and GIS in geographical education. International Research in
Geographical & Environmental Education, 15(3), 205-209.
• Marjaana S. and Anna F. (2010), motivation and interest play important roles in
students’ learning. Journal in research technology, p.29
• Pauw, A. (2007). Discoveries and dangers in teaching theology with PowerPoint.

Teaching Theology & Religion, 5(1), 39-41.
• Price, H (2008) assessment of educational outcomes among students learning with

traditional lecture versus CD-ROM. Journal of Internet Experience.p.13
• Solvberg (2007), students’ intrinsic motivation on technology. Technology and

internet Journal, p.12
• Winn, J. (2007). Avoiding death by PowerPoint. Journal of Professional Issues in

Engineering Education and Practice, 129(3), 115-118.
• Witt, P. (2008). Students’ perceptions of teacher credibility and learning

expectations in classroom courses with websites. Community College
Journal of Research &Practice, 28(5), 423-434.
• Yesilyurt (2010) contribution of the technological devices on students’ success.

International Research of science and technology in US.p.23
Appendix –A: Letter of Request
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL

8TH STREET BRGY. KATUPARAN, TAGUIG CITY
Senior High School DEPARTMENT
AY: 2017-2018
September 14, 2017
Dear Sir/Madame,
We, the researchers from GAS12-Bronze are conducting a research entitled “Attitudes towards the
Technology and Internet Experience as Perceived by selected Grade 11 Senior High School
Students of President Diosdado Macapagal High School” as impartial fulfillment for the course
requirement in Practical Research II.
In view thereof, may we request your good office to get a copy of the master list of your section,
including their population size, In addition to, we would like to also conduct a survey about the mentioned
research title.
Thank you very much for your positive response to this request. God Bless Us!
Respectfully Yours,
Jater Jay Sabusab

Leader of the Group
John Carl Claudio

Co-Leader of the Group
John Rel Albino
Christian Cabrera
Al Frances Pesigan
Myra Allauigan
Aimee Iwarat
Angelica Laggui
Bernadeth Malagueno
Members of the Group
Noted By:
Mrs. Kathleen C. Abaja

Research Adviser
Appendix- C
Curriculum Vitae
Jater Jay Sabusab

391 6th st. Zone 1-C GHQ Vill. Brgy. Katuparan
Taguig City
09083229847
jatersabusab@yahoo.com
Objectives: To obtain a position and work with my fullest potential
Personal Data:
Age : 17 yrs. Old

Birthdate : 03 December 1999
Place of birth : Taguig City
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Sex : Male
Father’s Name: Teddy Laguna Sabusab Occupation: Security Officer
Mother’s Name: Jasmin Benza Iman Occupation House wife
Educational Background:
Schools
Elementary MERE Academy Inc,

#40 Pag-asa Ave Brgy.Katuparan Taguig City
2006-2012
Secondary Pres. Diosdado Macapagal High School

8th St. GHQ Vill. Brgy. Katuparan
Taguig City
S.Y. 2012-Present
Awards:
 Consistent Top notcher

 Leadership Awardees
Interest:
 Computer literate
 Socializing
 Singing And Dancing
Abilities and Skills:
 Can Speak English

 Good Listener
 Can type Fast
 Proficient and Knowledgeable in most computer programs like Microsoft Office programs
Work Experience:
Service Crew
McDonald’s Market-Market
References:
Vilma Endab
Registrar, Royal Era Academy
Ronald Nabo
Restaurant Manager, McDonald’s Market-Market
Julian Jose Beato

Brach Administrator, Philippine Red Cross-Rizal Chapter, Taguig City Branch
I Hereby that certify that above information is true and correct to the best of my knowledge and
belief.
JATER JAY IMAN SABUSAB

Applicant
John Carl C. Claudio

Blk 7 Lot 47 7th street GHQ Vill. Brgy. Katuparan
Taguig City
09153039421
Johncarl_95@yahoo.com
Personal Data:
Age : 18 yrs. Old

Birthdate : 01 October 1999
Religion : Iglesia Ni Cristo
Sex : Male
Father’s Name: John Fitz Jerald S. Claudio Occupation: Businessman
Mother’s Name: Mary Ann C. Claudio Occupation House wife
Schools
Elementary Kapt. Eddie T. Reyes Memorial Elementary School

Phase 2 Brgy. Pinagsama Taguig City
2006-2012

Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Singing
 Racing
 Video Games

 Good Listener
 Can type Fast
References:
Jezzel Prime Badanguio

Brother
belief.
JOHN CARL CLAUDIO

Applicant
JOHNREL ALBINO
Blk8 lot6 Narra Green Brgy. Pag-asa
Taguig City
09484551442
johnrelalbino@yahoo.com
Personal Data:
Age : 20 yrs. Old

Birthdate : 05 January 1997
Place of birth : Quezon City
Sex : Male
Father’s Name: Raul Albino Occupation: Electrician
Mother’s Name: Lanie Albino Occupation House wife
Schools
Elementary Eusebio C. Santos. Elementary School

Brgy. Hagonoy Taguig City
SY: 2006-2012

Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Singing

 Good Listener
 Can type Fast
References:
Jater Jay. Sabusab

Student, Pres.Diosdado Macapagal High School
Dandy. Boncalos
Student,Pres.Diosdado Macapagal High School
belief.
JOHN REL ALBINO

Applicant
Christian A. Cabrera
4-C 3rd Avenue HHSG North Signal Taguig City
09273737964
Tianzxc29@yahoo.com
Objectives: To grow competently by giving my skills to organization and vice versa
Personal Data:
Age : 18 yrs. Old

Birthdate : 29 May 1999
Sex : Male
Father’s Name : Alfredo Ayeras Occupation: Manager at Motor Shop
Mother’s Name: Myra Ayeras Occupation House wife
Schools
Elementary Kapitan Eddie T. Reyes Memorial Elementary School

Pinagsama Village Taguig City
2006-2012

8th St. GHQ Vill. Brgy. Katuparan Taguig City
S.Y. 2012-Present
Interest:
 Socializing

 Good Listener
 Can type Fast
References:
Arnold Navalta
Mcdo Crew
Holy Cruz
Computer Shop Owner
I Hereby attest the above information is true and correct to the best of my understanding.
CHRISTIAN A. CABRERA
Applicant
Al Frances B. Pesigan
330 Medel St. Brgy.Central Signal
Taguig City
09993020046
Francispesigan33@yahoo.com
Personal Data:
Age : 18 yrs. Old

Birthdate : 05 February 1999
Sex : Male
Father’s Name: Ferdinand Z. Pesigan Occupation: Messenger
Mother’s Name: Ma. Cecilia B. Basilan Occupation Laundry assistant
Schools
Elementary Tayabas East Central School I

Barangay Ilayang Wakas, Tayabas Quezon
2006-2012

Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Singing And Dancing

 Good Listener
 Can type Fast
References:
Leilani Concepcion
Teacher, Pres. Diosdado Macapagal H.S
Mario Tiongco
General Manager, La Funeraria Paz
Cheri Amour Calicdan

I.T Manager
belief.
AL FRANCES B. PESIGAN
Applicant
Myra C. Allauigan
36J 10th Avenue HHSG Village North Signal
Taguig City
09059050911
Myraallauigan5@yahoo.com
Personal Data:
Age : 18 yrs. Old

Birthdate : 05 October 1999
Sex : Female
Father’s Name: Celestino Allauigan Occupation: Farmer
Mother’s Name: Francisca Allauigan Occupation House wife
Schools
Elementary San Antonio Cabisera 4 Elementary School

Cabisera 4 Ilagan City Isabela
2006-2012
Secondary President Diosdado Macapagal High School

Taguig City
S.Y. 2012-Present
Awards
 Best in math
 Top notcher

 Good Listener
 Good in Math
 Proficient and Knowledgeable in most computer programs like Microsoft Office program
References:
Raffy Tagayun
Assistant Manager at Market-Market
Rex Tagayun
Teacher at President Diosdado Macapagal High School
belief.
MYRA ALLAUIGAN
Applicant
Aimie B. Iwarat
Blk11 Lot2 Brgy.Pinagsama
Taguig City
09284264748
aimeebautista@rocketmail.com
Objectives: To enhance my skills

Personal Data:
Age : 18 yrs. Old

Birthdate : 16 February 1999
Place of birth : Inao-Awan
Sex : Female
Father’s Name: Norman Iwarat Occupation: Karpenter
Mother’s Name: Nenita Iwarat Occupation House wife
Schools
Elementary Inao-Awan Elementary Scchool

Cavinti,Laguna
2005-2011

8th St. GHQ Village,Brgy.Katuparan
Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Drawing and Dancing

 Good Listener
References:
Carolyn Ang
LUPON,Brgy. Pinagsama
Toto Ang
Engineer, Shangri-La Hotel
belief.
AIMIE B. IWARAT
Applicant
Angelica D. Laggui
Blk.14 Lot1 Phase2 Pinagsama Village
Taguig City
09092929782
Angelicalaggui@yahoo.com
Personal Data:
Age : 17 yrs. Old

Birthdate : 08 March 2000
Sex : Female
Father’s Name: Eustaquio Laggui Occupation: Vendor
Mother’s Name: Aileen Laggui Occupation House wife
Schools
Elementary Southville4 Elementary School

Santarosa Laguna
2006-2012

Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Singing

 Good Listener
 Can type Fast
References:
Diosa Dayag
Civil Engineer
Alvin Marquez
Police
Lhea Corpuz
Airforce
belief.
ANGELICA LAGGUI
Applicant
Bernadeth C. Malagueno
Blk 9 lot 4 11th ave north signal taguig city
09757410777
Bernadethbosco@yahoo.com
Personal Data:
Age : 18 yrs. Old

Birthdate : 23 December 1998

Sex : Female
Father’s Name: Rogelio Bosco Occupation: Disease
Mother’s Name: Analyn Bosco Occupation House wife
Schools
Elementary (AES) Abuyod Elementary School

Sito Abuyod Brgy dalig Teresa Rizal
2006-2012

Taguig City
S.Y. 2012-Present
Interest:
 Socializing
 Can do paper works
Work Experience:
Service Crew
LR. Restaurant,buting Pasig city
References
Mr.Emmanuel Santos
Antipolo City
09357443931
Ms. Anne Bragais

Bicutan Taguig City
09067405412
belief.
BERNADETH C. MALAGUENO
Applicant

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PRES.

DIOSDADOMACAPAGAL HIGH SCHOOL 1

Problem and Its Background

People have witnessed many developments and innovations related to new

technologies, were able to successfully disseminate knowledge on the use of technologies

technologies such as computers and internet. Since obtaining information through

to observe deficiencies in their self-confidence towards ICT (Adıgüzel, 2010). Several

place in many countries to increase the instructional usage of computers in schools

changes in the perceptions of individuals, in instruction and learning, and leadership

(1970), attitude is attributed to a person’s psychological thoughts, feelings and behaviors.

1995). In general, the computer attitudes include computer anxiety, self-confidence in

computers, interest in computers, fondness to computers, and prejudice against

relationship between developing positive attitudes towards computers and being

experienced on computers. Ventura and Ramamurthy (2004) investigated the effect of

the advantages of accessing knowledge through technology (Gökçearslan and Seferoglu,

establish learning experiences in their school or community. Students would be able

found that students mainly used internet for educational purposes.

Statement of the Problem

Internet Experience As Perceived By Selected Grade 11 Senior High School Students Of

Pres. Diosdado Macapagal High School”

Specifically, this study sought to answer the following questions:

1. What is the profile of the student-respondents in terms of :

2. What are the students’ attitude towards the use of technology?

3. What are the students’ attitude towards internet experience?

specifically with the prediction of acceptability of an information system. The purpose of

Significance of the Study

evaluation of the following beneficiaries:

terms of theoretical contributions to enrich the existing literature.

Scope and Limitation

Internet Experience As Perceived By Selected Grade 11 Senior High School Students Of

experience of the students

ensure better understanding of the text:

Internet-defined as an “international computer network of information” available to the

Academic-not of practical relevance; of only theoretical interest

Review of Related Literature and Studies

Academic oriented internet utilization

academic purposes; using the internet to do research, assignments, classroom tasks,

performance will be enhanced (Brown, Ellore&Niranjan, 2014). A non-profit organization-

EDUCAUSE (located in Colorado, USA) conducted a survey in 2011 gathering 3000

the conventional classroom methods (Dahlstrom, Boor, Grunwald&Vockley, 2011). Young

academic oriented internet usage impacts education in a positive way by increasing

educational databases, and improving study hours and study habits.

Social oriented internet utilization

performance negatively (Brown, Ellore&Niranjan, 2014). Akhter (2013) found that

academic performance (Coyne, Padilla-Walker & Howard, 2013). A survey conducted by

on online social networks pose significant negativity on academic performance of the

on academic performance of the University students.

Crosby and Stelovsky (2009) measured effects of technology-mediated instruction

on students’ learning, compared to traditional lecture type instruction. In their study, an

students in the other section received technology-mediated instruction by using

student an independent learner

They assessed differences in ServSafe ® Food Manager Certification Examination

participants learned a significant amount through ServSafe

According to Lidstone and Stoltman (2007), studied the lack of well-equipped

technology stands as a barrier to innovative learning in many schools. Lidstone and

meaningfulness and importance of the issue/topic to be learnt; students become interested

factors and not hold factors.

some learning experiences which may be impossible to reproduce otherwise. In her