THE EFFECTS OF HIGH-TECH DEVICES IN THE ACADEMIC PERFORMANCE OF GRADE

12 TVL STUDENTS OF BAYBAYOG NATIONAL HIGH SCHOOL

A Research Paper

Presented to the Faculty of

Baybayog National High School

In Partial Fulfillment

for Subject

Practical Research 2

Christian R. Batalla

John Kenneth A. Batalla

Ariel T. Contillo Jr.

MARCH 20, 2022

 Chapter I

INTRODUCTION

We live in a dynamic world surrounded by almost endless amounts of

information. Riding the coattails of information is all of the technology we have at

our fingertips. For as prevalent as technology is now, is it replacing real lasting

education? Does technology have a place in our classrooms?

we think any level-headed educator would agree that children must be able to

use technology to be competitive in the workplace after graduation. With all the

trends and advancements in technology, no one can argue that we will go backward

from here. we don't foresee technology replacing passionate teachers educating their

students. we simply see it as an important tool to help the education process and

prepare students for the future. From a recent studies, teachers want to use more

technology in the classroom. The kids seem to really enjoy it and are excited about

using it. Those interested in embracing technology need to educate themselves on

what's out there. Here is a small sliver of the advantages we gain from using

technology to educate people. School districts across the country are not created

equal. There is so much disparity in educational resources depending on the wealth,

or lack thereof, depending on certain areas. Students using technology in low-income

districts gain significant skills and advantages in the learning process. Using the

same technology is an equalizer for disadvantaged students. The world is moving

towards technology at a breakneck pace. Educators have a responsibility to

introduce, encourage, and help students master technology, as well as subjects, as it

applies to school and the future. Technology will be used in every aspect of the
professional lives of current students. So upon graduation, whether the next step is

college or career, technology will be used daily. Why not use it daily in school?

Using technology the classroom can be taken anywhere. With all the knowledge and

resources contained and deliverable on demand on a mobile device, students can

learn at home or in the “field”. Mobile technology allows for greater collaboration

between students promoting strong foundations in group work. Technology tracks

and reports student's progress instantly. What fun is running a marathon if you don't

know how long it takes. Runners can get instant feedback from hundreds of data

points as to their condition. This feedback provides instant motivation to improve

performance.

Similarly, students who use technology are motivated to improve performance. Just

like they do at home on their gaming consoles. Trying to beat high scores at home

and trying to beat high scores in math use the same psychology. This runs along the

same lines as motivation. Creating a social element to educational technology can

allow for healthy competition amongst peers both in the same classroom or across

the country. Performing well and earning badges to giving. The savings which result

from using technology can come in many facets. On a basic level technology can

replace infrastructure. Desks, books, lab equipment and other items are a heavy cost

burden on schools everywhere. Technology and devices can help save on these costs.

In addition, geographically isolated or economically disadvantaged children can

benefit from access to online software or resources which would be cost prohibitive

without technology. According an article that reported students using 10-year-old

textbook in school. Updating textbooks can cost lots of money and do significant

damage to budgets. On the other hand, updating software and educational content are

not as expensive or cumbersome. With the help of technology, course curriculum can

reflect real world data. In some applications, students can be exposed to real-time

information. Assessing students’ performance can be done instantly with technology.

It's more than just test scores, simply understanding students grasp of the subject in

real time can be done on tablets in classrooms. A classroom could be questioned with

a multiple-choice problem. Students could then input their answer and the feedback

score is instantly given to the student and teacher. Corrections can be made long

before examinations. Students and classrooms or even schools can be connected to

anyone in the world instantly. Devices coupled to the Internet can allow for a free

way to communicate globally. The chance to understand international or different

cultural perspectives on the same topic is incredible. Having children carry heavy

backpacks, textbooks, and binders isn't very efficient. A new lightweight laptop

weighs less than 5 pounds and can have an internal storage capability of more than 2

million illustrated pages. In addition to an internal hard drive, access to the Internet

can provide an almost unlimited source of information. Ergonomic issues and back

pain are a real problem in children. These conditions can lead to chronic problems

throughout adulthood.

The school of 10 years ago looks very different from schools today. Also, students

are being inundated with technology at a very young age. The transition has already

begun. Education of the future will be delivered with current information delivered

through traditional teaching methods and fantastic technological tools. Virtual social

status is at the heart of many social applications today. Personal identities do not

have to be used, instead, students could use avatars to hide possible confidentiality

breaches. Using technology to make education have social elements can make

learning very addictive. The savings which result from using technology can come in

many facets. On a basic level technology can replace infrastructure. Desks, books,

lab equipment and other items are a heavy cost burden on schools everywhere.

Assessing students performance can be done instantly with technology. It's more than

just test scores, simply understanding students grasp of the subject in real time can be

done on tablets in classrooms. A classroom could be questioned with a multiple-

choice problem. Students could then input their answer and the feedback score is

instantly given to the student and teacher. Corrections can be made long before

examinations. Students and classrooms or even schools can be connected to anyone

in the world instantly. Devices coupled to the Internet can allow for a free way to

communicate globally. The chance to understand international or different cultural

perspectives on the same topic is incredible. Having children carry heavy backpacks,

textbooks, and binders isn't very efficient. A new lightweight laptop weighs less than

5 pounds and can have an internal storage capability of more than 2 million

illustrated pages. In addition to an internal hard drive, access to the Internet can

provide an almost unlimited source of information. Ergonomic issues and back pain

are a real problem in children. These conditions can lead to chronic problems

throughout adulthood. The school of 10 years ago looks very different from schools

today. Also, students are being inundated with technology at a very young age. The

transition has already begun. Education of the future will be delivered with current

information delivered through traditional teaching methods and fantastic

technological tools.

STATEMENT OF THE PROBLEM

Technology has always flourished for the gain of mankind. The major

achievements of technology have left man spell-bound and every part of the world

today is enjoying the comforts provided by technology. Thanks to technology, all the

countries are interlinked and we are now living in a global village. Modern

technology has greatly improved people's lives through different fields such as

medicine, work, education and industry, especially education. However, we cannot

say that technology is all good in itself. It is a two-edged sword and we have to see to

what extent it has really helped improved people's standard of living. There are many
possible effects on using it. And it depends only on the way the users used it. They

have to know how to use it for their benefit and should not abuse its use. It should be

properly used rather than rely on it totally.

The use of technology has changed the world we live in today and this continues

to evolve daily. Although we are lucky to live in a world where this is going on

around us, it too has its downsides.

This study is aimed to determine the Effects of using High-Tech Devices in the

Academic Performance of Grade 12 TVL Students of Baybayog National High

School

Specifically, This study attempted to answer the following questions:

1. What is the profile of the students in terms of :

a. age

b. sex

c. equipmental gadgets

2. What are the factors that cause the Grade 12 TVL students to use modern

Technology?

3. What are the effects of using High-Tech Devices in the Academic Performances of

Gas students?

PURPOSE OF THE STUDY

 The goal of this research focuses on identifying the Effects of using High-tech

Devices in the Academic Performances of Grade 12 TVL Students of Baybayog

National High School. And it aims to identify how does Technology affects the

learning of students and how they can become benefited. In order for us to know how

does Technology changes our education and how the way we live compared when

there was no Technology.

SIGNIFICANCE OF THE STUDY

This study was significant to the following :

Senior High School Grade 12 TVL Students - Integrating technology into the

classroom is an effective way to connect with students of all learning styles.

Technology helps students be more responsible. Owning your own device or

borrowing the school's devices gives students the opportunity to improve their

decision making skills as well as taking ownership of a valuable (and often times

expensive) device. Again, this needs to be complemented by proper digital

citizenship training to see the best results. Technology transforms the learning

experience. Students have access to an incredible amount of new opportunities. From

learning how to code to learning how to better collaborate across teams and with

their instructors--technology empowers students to be more creative and be more

connected. New tech has super-charged how we learn today.

Teacher - Using technology in the classroom gives teachers and other faculty

members the opportunity to develop their student's digital citizenship skills. It's one
thing to use mobile devices, it's a completely other thing to know how to use them

correctly and responsibly.

Researchers – With the help of Technology they can be benefited by searching more

information with the use of Technology to increase their knowledge and

understanding about their research.

Chapter II
 REVIEW OF RELATED LITERATURE

Foreign Related Literature

The evolution of technology has dramatically changed society. An endless number

of people all over the world use modern technology. Of the most profound changes in

the past decade has been ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online)

www.ijern.com 2 the widespread proliferation of information and communications

technologies (UNICEF, 2011). The growth of technology has changed the world,

which in turn has changed the daily lives of adolescents. Dehmler (2009) asserts that

children today are growing up in an interconnected, networked world. The youth

have unprecedented access to modern technologies and use them in expected and

unexpected ways. Teens all over the world are growing up in a world in which the

Internet, cellphones, text messaging, television and video games, and other

technologies dominate their communication and are an integral part of everyday life.

Children are immersed in a world abounding with information (Livazovic, 2011).

While technology is often described as the most important influence upon society, it

remains a subject which has undergone little study. Recognizing that technology lies

at the very heart of society, this study wishes to investigate its impact on adolescents.

Technological advancement is one of the most essential factors for teenagers in many

societies. Due to the enormous development of technologies, this era can also be

called the Age of Technology. With the purpose of serving in the social, educational,

and employment world, technology is becoming the most essential tool

(http://www.customessaymeister.com). Social network sites, online games, video-

sharing sites and gadgets, such as iPods and mobile phones are now fixtures of youth

culture (UNICEF, 2011). They have so permeated youth lives that it is hard to believe

that less than a decade ago, these technologies barely existed. Modern technologies

have altered how youth socialize and learn and that raises a new set of issues that
educators, parents, and policy makers should consider. An important question which

this paper tries to address is how modern technologies affect academic performance

of these adolescents. Technology is an integral part of most adolescents’ lives, hence

it is important to understand the impact it has on academic achievement. According

to Honey (2005), Pew Internet and American Life Project carried out a survey that

explored technology use among 802 youth ages 12 through 17. The survey was

conducted between 26 July and 30 September 2012. The study found out that 78% of

the teens have a cellphone and almost half of them, 47%, own smart phones; 23% of

the teens have a tablet computer, a level comparable to a general adult population;

95% of teens use the internet, and 93% of teens have a computer or have access to

one at home. Methodology The study was undertaken to present a deep

understanding of the impact of modern technology on academic performance of

adolescents. The qualitative research methodology was used to guide the study.

According to Babbie (1990) qualitative research is sensitive to contexts and lived

experiences, and aims for in-depth and holistic understanding in an attempt to do

justice to the complexity of social life. Within the qualitative research, the case study

design was employed. The case study is an in-depth examination of a unit of interest

such as an individual, and a company (Muranda, 2004:54). A case study selects a

small geographical area or a very limited number of individuals as subjects of study.

Purpose of case study is to probe deeply, to analyze intensively so International

Journal of Education and Research Vol. 1 No. 9 September 2013 3 as to establish

generalization about the wider population to which unit belongs. The population of

this study consisted of adolescents, teachers and parents. Purposive sampling was

adopted for this study. Durrheim (2006) purports that purposive sampling ensures

that a small number of people participate in the study. Qualitative research focuses on

the richness of data where a relatively small sample is selected. The participants

include 24 adolescents, 4 teachers and 4 parents. The researcher, as alluded to by

Saunders (2009) was able to identify the participants as able to provide significant

data. The research largely drew information from interviews and focus group

discussions. Interviews are ways for participants to get involved and talk about their

views. There is room for immediate feedback, probing and clarification. Leedy and

Ormrod (2005) observe that in some cases, a researcher may want to interview

several participants in a focus group to discuss a particular issue. Researcher can

obtain a variety of opinions on a certain issue when time is limited. Discussion The

study set out to investigate the impact of modern technology on the academic

performance of adolescents. It emerged from the study that modern technology refers

to many forms of electronic communications, which include the Internet, which is

accessible through both computers and mobile phones, and instant messaging

services, such as Whatsapp. Dehlmer (2009) also asserts that modern technology

refers to the types of devices most commonly used for communication and

entertainment purposes, including: Computers (including Internet Access, Online

Games, and other computer games); Cellphones (including phone calls and text

messages); Console Video Games, and Television (including TV shows and movies

shown on television and played on VCRs or DVD players). Thus, as also echoed by

MacArthur (2008), the term Modern Technology is used to describe media ecology

where more traditional media, such as books, TV, and radio are converging with

digital media, specifically interactive media and media for social communication. All

participants agreed that for adolescents, the modern technologies have assumed a

substantial stake in their social and educational lives. The majority of the adolescents

are increasingly connected in a virtual world using different technologies on a daily

basis. These technologies popular among teens, as also alluded to by Mikulec, Goniu

and Moreno (2013) include cellphones, television, text messaging and video gaming.

Of these Internet-using teens, approximately half use online social networking

websites (SMS) such as MySpace (http://www.myspace.com) and face book

(http://www.facebook.com). Thus adolescents are avid users of modern technologies.

Social network sites, mobile phone operators, and other private actors are

implementing savvy methods designed to appeal to youth in developed countries

(UNICEF, 2011). Face book Zero was launched in May 2012 as a mobile site free of

data charges and available in 45 countries, 10 in Africa. These developments are

exciting and offer possibilities for transforming learning, innovation and much more.

However, they also pose risk. ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online)

www.ijern.com 4 Although research on the effects of children’s use of modern

technology is still sketchy and ambiguous, some initial indications of positive and

negative effects are beginning to emerge (Subrahamanyam, Kraut, Greenfield &

Gross (2000)). According to the findings, adolescents’ use of modern technologies

has implications for educational practice because it is now a prevalent environmental

factor in their lives. In the same vein, Watt (2010) posits that there is need for

professionals working with young people to have a fully informed evidence-base as

to the possible benefits and drawbacks of modern technology. A growing concern for

parents, educators and others involved with the welfare of adolescents is related to

young people’s ability to use these tools safely and effectively. Findings of this study

indicate that modern technology has both positive and negative effects in the area of

education. According to the study findings, teenagers frequently use the computer

and Internet for their schoolwork; they use them to complete school assignments.

Students can learn from computers to become independent learners. In line with this

finding, Marshal (2002) cited in Honey, Culp and Spielvogel (2005), found strong

evidence that modern technology complements what a great teacher does naturally,

extending their reach and broadening their students’ experiences beyond the

classroom. Honey et al (2005) go further to say young people are taking advantage of

the new powerful technology. Three quarters of online teens use instant messaging,

representing close to 16 million youth. Of these 16 million, 78% say they use instant
messaging to talk about homework, tests or schoolwork. Subrahmanyam et al (2000)

posits that cognitive researchers suggest that for example, playing computer games

can be an important building block in enhancing children’s ability to read and

visualize images. Playing specific computer and video games have been found to

have immediate positive effects on specific cognitive skills. They may improve

problem solving skills. Modern technology also motivates and engages the learner

when students have a choice in their assignments, see the relevance or can self-assess

with teacher-feedback intertwined, student motivation increases (C. O’Hara and

Pritchard, 2010). The study also is in agreement with these findings. The rapid

evolution of modern technology has indeed broadened society’s vision of the

technologies as tools for developing children’s skills and motivating in academic

areas such as Mathematics, Science, Language arts and writing. Even parents

generally believe that modern technologies are an important educational resource.

Among teens, schoolwork has surpassed games as the most frequent online activity.

It was noted that in the classrooms, computer software applications, along with word

processing software, are the most widely available applications of educational

technology. Database and spreadsheet programs promote organizational skills and

modelling software promotes the understanding of science and Mathematics concepts

(Honey et al, 2005). The primary form of student learning is described by the above

authors as discrete educational software (DES) programs such as integrated learning

systems (ILS), computer-based instruction (CBI). Teachers use DES to supplement

instruction, introduce new topics and provide means for self study. Similarly, Centre

for Children and Technology (2005) note that various technologies deliver different

kinds of content International Journal of Education and Research Vol. 1 No. 9

September 2013 5 and serve different purposes in the classroom. Word processing

and e-mail promote communication skills, database and spreadsheet programs

promote organizational skills, and modelling software promotes understanding of

science and Mathematics skills. Even the cellphones many students carry with them

can be used to learn. Bruce and Lewin (1997) cited in Centre for Children and

Technology look at ways in which applications can support integrated enquiry-based

learning to engage students in exploring, thinking, reading, writing, researching,

inventing, problem solving and experience of the world. They develop the idea of

technology as media with four different focuses:  Media for inquiry such as data

modeling and spreadsheets;  Media for communication such as word processing, e-

mail, simulations, tutorials and synchronous conferencing;  Media for construction

such as robotics, computer aided design and control systems;  Media for

Expression such as interactive video, animation software, and music composition. No

longer limited to school laboratory, school hours and specific devices, technology

access is increasingly centered on the learner experience. Learning with technology

enhances students’ reasoning and problem solving abilities. Although there seems to

be a great deal of research indicating the positive aspects of modern technology on

academic achievement, some research as has also been found by this study indicate

that modern technology (especially when used in excess) has detrimental effects on

adolescents (Dehmler, 2009). Excessive use of technology has its drawbacks on

educational achievement. The number of hours as noted by the study, adolescents

spend using technology, is increasing. Adolescents spending many hours surfing

social websites. They engage in constant interaction and socialization. Their

attraction to and involvement in activities on social platform likely means greater

concentration. Although teen users experience delight and enjoyment when

interacting with others on social networks, they may lose control over other tasks

they are expected to perform. (Roois, Limayem & Salehi – Sangari, 2011). Similarly,

Strasburger, Jordan and Donnerstein (2010) allude to the fact that modern technology

can affect adolescents by not only displacing time they do their homework, but also

influence behaviors. Teens can download violent videos, send sexual text messages,
buy cigarettes and beer on the Internet, and post enticing profiles on myspace.com.

According to the social learning theory, adolescents learn by observing and imitating

what they see on the screen. The super-peer theory states that the media are like

powerful best friends in sometimes making risky behavior seem like normal

behavior. All this interferes with learning. Time flies while they are absorbed in the

joy and curiosity produced by these websites and no time is left to conduct school

tasks. This significant use of technology decreases students’ academic achievement.

Absorption distracts from the main task of studying or homework preparation and

impedes students’ concentration on assignments. ISSN: 2201-6333 (Print) ISSN:

2201-6740 (Online) www.ijern.com 6 Another problem of excessive usage of

electronic gadgets is that they can weaken people’s memory. Students of the new

generation seem to have problems with writing complete sentences or spelling words

because of frequent use of text messages. This study also found that when

adolescents are exposed to computer games, television or other technological device,

this detracts from the quality of sleep adolescents experience and will lead to poor

academic performance as day functioning will be affected. These findings seem to be

congruent with Zavodyny (2006) who asserts adolescents’ increased use of modern

technology has been accompanied by a decrease in amount of sleep and increase in

attention difficulties and poorer academic achievement. Delmher cites a study by

Wolfson and Carskadon (1998) who examined the effects of high school students

regarding their sleeping habits. The results indicated that students who earned C’s,

D’s and F’s reported less sleep on school nights than students who earned A’s and

B’s. Thus, heavy use of modern technology has been linked to reduced time in bed

and in increased sleep disturbances in adolescents. Implications The findings have

implications for schools using or planning to use modern technology.  Modern

educational technology is less effective when learning objectives are unclear and the

focus of the technology use is diffused. The schools need to convene a technology
planing team comprising administrators, teachers, technology coordinators, students,

parents and representatives of the community (community-wide involvement) to

determine the educational goals for students and types of technology that will

support efforts to meet the goals. The team should also develop a vision of how

technology can improve teaching and learning.  Students cannot be expected to

benefit from technology if their teachers are neither familiar nor comfortable with it.

Many teachers fall behind their students when it comes to modern technology skills

and competences, thus making it difficult to interest, motivate and engage children in

conventional lessons. They need to have experience with the technology. Hence it is

important to provide professional development to teachers to help them not only to

learn how to use new technology, but also how to provide meaningful instruction and

activities using technology in the classroom.  Longer class periods and more

allowance for team teaching should be built in the daily schedule. Students may need

more than a daily 30- or 40-minute period to find, explore and synthesize material.

Thus more time should be built into daily schedule allowing teachers time to

collaborate and work with their students. Ongoing evaluation of technology

applications and student achievement, based on the overall education goals, helps

ensure that the technology is appropriate, adaptable and useful. International Journal

of Education and Research Vol. 1 No. 9 September 2013 With a variety of theories

suggesting a potentially powerful effect of media and the growing empirical evidence

for negative impact, parents should take care to limit exposure to detrimental

technology. With the amount of sexual suggestiveness in for example, movies,

schools should provide comprehensive school-based sex education programs for

adolescents. Also drug and media education programs are crucial. Conclusion

Modern technology is transforming the experience of growing up of adolescents. It

brings the good and bad to the adolescents. At its best as conclusively remarked by

Honey (2005), technology can facilitate deep exploration and integration of

information, high-level thinking and profound engagement by allowing students to

design, explore, experiment, access information and model complex phenomenon.

High level engagement in social networking causes students to lose focus on

academic tasks and negatively affects their academic results. Using media as both a

source of information and a means of communication are an integral part of curricula

in many developing countries. Competence in technology usage is therefore key to

adolescents’ academic achievement in schools. With ever-expanding technology,

there is an unprecedented need to understand the recipe for success, which involves

the learner, the teacher, the content and the environment in which technology is used.

FOREIGN RELATED STUDY

Northeastern State University in the US recently announced the launch of the

GuardianSentral smartphone app, for students at its three campuses.

The application, which can be downloaded free of charge by iPhone and Android

users, is designed to help students feel safer around campus. If a student feels

threatened, she or he can use the app to send a ‘danger’ alert to campus police,

including details of their current location.

The official ETH-Zurich App, recently relaunched in an updated version, allows staff

and students to check the university events calendar, read the latest campus news,

find room locations, and even see what’s on offer that day in the various campus

restaurants.

Users can also access contact details for university staff members, including email,

phone and office location.

Koni Osterwalder is head of the group which implements and evaluates the use of

new technologies in teaching at ETH-Zurich. He says universities cannot ignore the

fact that “ICT is transforming almost every aspect of our personal and professional

lives.”

The Sauder School of Business, at the University of British Columbia,Canada, has

recently undergone a large redevelopment project.

Amongst the new facilities are lecture theatres designed to put an end to the days of

students seeing lectures as a time to catch up on sleep! There are large screens at the

front of the room, connected to a live camera which zooms in on whoever is

speaking at the time – whether it’s the lecturer, a guest speaker, or one of the

students.

Each seat has a button, which students press to indicate that they want to ask a

question or contribute to a discussion, and a microphone, to ensure everyone can

make themselves heard.

The idea is to make the space, which may hold up to 260 students, feel smaller and

more intimate – as well as holding students’ attention for longer.

Katriona MacDonald, associate dean of international relations and strategic planning,

says faculty members are now “actively designing the curriculum around this

technology.”

Another option now available to lecturers at the Sauder Business School – and in

many other universities too – is the use of an electronic voting system.

Many universities are now using online software to make course materials available

free of charge, not just for their own students, but for anyone with internet access.

For example, La Trobe University in Australia uses iTunes U to upload talks and

lectures given by faculty members at the university. These can then be downloaded
and listened to by anyone who’s interested. Some are just single podcasts, others are

part of a series on a subject.

Topics so far have included Australian environmental history, postcolonial literature

for children, principles of physics, press and society, and the European Union in a

new millennium.

Professor John Rosenberg, senior vice chancellor, says there are multiple benefits:

making information available to a wider audience, giving prospective students a

‘taster’ of courses at the university, and encouraging staff to become more adept at

using modern technology.

But the biggest advantage, Rosenberg believes, is the ‘enthusiasm’ generated among

students and within the wider academic community. This response reinforces his

belief that “it's important for universities to remain accessible and relevant to an

increasingly tech-savvy student population.”

Lots of universities are finding ways to use existing social media, such as Facebook

and Twitter, but in Montreal, Canada, students have their very own specially

designed online networking system.

Developed by a group of students and recent graduates, UniYu was launched in

February 2012 with the aim of providing a ‘one-stop shop’ for students’ networking

needs. This includes sharing class notes and course advice, but also passing on

information about clubs and social activities, and generally keeping in touch with

what’s happening on and around campus.

Having already launched in five Montreal universities, the UniYu team plan to

continue expanding across a wider region, and also to develop more features. In

future students may be able to use UniYu to sell and buy books, find apartments to

rent or roommates to share them with, and post reviews of local clubs and attractions.
The team’s spokesperson, Emmanuel Darmon, says, “Universities need to help

students make better decisions with respect to their tutors, classes and so forth. We

think technology can help to achieve this, especially if it includes a social and

networking dimension.”

DEFINITION OF TERMS

The following are the important terms used in this study and may therefore be

meeting by the learners, researchers, and critics as they go through in reading this

study :

1. Modern Technology - is simply an advancement of old technology. The impact of

technology in modern life is unmeasurable, we use technology in different ways and

sometimes the way we implement various technologies do more damage than good.

2. Academic Performance - Academic achievement or (academic) performance is the

extent to which a student, teacher or institution has achieved their short or long-term

educational goals. Cumulative GPA and completion of educational degrees such as

High School and bachelor's degrees represent academic achievement.

3. General Academic Strand (GAS) - General Academic Strand is great for students

who are still undecided on which track to take. You can choose electives from the

different academic strands under this track.

4. SHS Grade 11 Students - Grade 11 is the first year of Senior High School. Topics

discussed depend on the four tracks and their strands.

CONCEPTUAL FRAMEWORK
 The paradigm illustrates the conceptual framework of this study. It is composed of

three parts: the input, which focuses on determining of the profile of the student

respondents in terms of age, sex, and equipmental gadgets; The Effects of using

modern technology in Academic Performances of Grade 11 Gas Students of

Pangasinan National High School; the status of the senior high school GAS student

in using modern technology in education; the output, which can shows the

interventions that can be proposed to enhance their academic performances through

using Modern Technology ; and the research process that will be used which is

descriptive.

CHAPTER III

RESEARCH METHODOLOGY
 This Chapter will discuss the research design that will be used on the gathering of

data as well as the sources from whom the data will be gathered. It is also in this

chapter that the instrument and the statistical treatment will also be presented.

Research Design

The research design will be used is the descriptive research. As the name implies,

descriptive research method is used when the researcher wants to describe specific

behavior as it occurs in the environment.

Descriptive research design describes and interprets “what is”. It is concerned with

conditions or relationships that exist, practices that prevails, beliefs and processes

that are going on effects that are being felt or trends that are developing. [Best

(1963)]

The descriptive research method is needed in this study because it will describe the

profile of the respondent.