Technology

Integration
Evaluation Tool

Members:
BSED – SOST 3C DAY (IVAN PAVLOV)
AMBRAD, YRA MARIE
ROLDAN, CHRISTIAN
SUELLO, RAM LLOYD
TEJERO, NENIA JHEAN
Results and Discussion

This chapter discuss the interpretations and analysis of data. The following
tables are the data collected from the respondents.

Table 1

The table above shows the number of CTU-Danao students who used
PowerPoint presentations in presenting their assigned topic. It shows that most of
the respondents (22 out of 33) used PowerPoint Presentations in presenting their
assigned topic at all times. In addition, 11 respondents stated that they often or
sometimes used PowerPoint to present their assigned reports.
According to the University of Washington (n.d), PowerPoint is a
presentation software application that automatically creates a formal atmosphere
in the classroom. The increasing ubiquity of PowerPoint in the university classroom
raises complex questions about pedagogy and the creation of dynamic and
effective learning environments. PowerPoint is common in college classrooms, yet
slide technology is more effective for student learning than other styles of lecture
(Levasseur & Sawyer, 2006). In the study conducted by Bunce et al, (2010),
Eighty-four percent of students agreed that the technology improves their overall
classroom experience, and only a small minority (9 percent) reported that it does
nothing to enhance their learning. Fully 69 percent of students expressed a
preference for PowerPoint classes; while only 10 percent answered that, they
prefer classes without the technology. In addition, PowerPoint can be a useful tool
in the classroom for presenting material and encouraging student learning. Most
teachers and even students prefer to use PowerPoint because it saves time and
energy because, once created, the presentation is simple to update or modify for
use in other courses (Alley, M. et al., 2006).
 Table 2

The table above shows the number of CTU-Danao students who used
gadgets/digital devices for studying. It shows that most of the respondents (24 out
of 33) used their gadgets to incorporate with studies every time. In addition, 6 out
of 33 respondents stated that they often used gadgets while 3 respondents stated
that they used gadgets for studies in few times.
According to a 2005 study by Behnke, Gilliland, Schneider, and Singer, the
use of gadgets such as cellphones or laptops in class or in study session can
contribute to improved student performance by improving students' study habits
and learning capacities. Because information is more easily accessible using
digital devices, students can take the initiative to verify the data presented to them
among themselves (Thomas, K. M, et al, 2013). In a 2015 survey of college
students in 26 different states, undergraduates reported using their digital devices
for classroom purposes an average of 11.7 times per day in class, accounting for
an average of 21% of class time (Suskind, J. E. (2005). As stated by Mada, A.
(2017) in her journal, college students tend to used digital devices in many
occasions to help shorten the learning and comprehension processes. The
adaptability of digital devices allows each student to tailor them to their specific
needs especially on their studies. (Mada, A., 2017). Overall, the use of electronic
devices has made classroom activities more flexible. The various features and
functions of classroom gadgets also contribute to the efficient transformation of
teaching and learning methods; as a result, different senses of students are
activated through the use of these gadgets. (Krause, Mogalle, Pohl and Williams,
2015, March)
 Table 3

The table above shows the number of CTU-Danao students who used
Google to search for answers to their assignments. It shows that most of the
respondents (22 out of 33) used Google to find answers related to their
assignments at all times. In addition, 7 out of 33 respondents stated that they often
used Google to gather information while 4 respondents stated that they used
Google sometimes.
As stated by Hall, S. L. (December 2020), Goggle is one of the most well
known application in online learning. With the help of Google website, students no
longer need to physically visit libraries and browse hardcopy books for simple
research or homework. They can obtain information in a matter of seconds. In
addition, according to the Los Angeles Times (2011), 94% of students said they
use the Internet for school research, and 78% said it helps them with their
homework. Students include Google and Mozilla as frequently used search engine
in finding information. In addition, search engines like Google and Bing are
increasingly indexing and ranking information from social networks. The more
presence we have on social media sites, the higher our ratings become in online
search results. This makes it increasingly important that we present ourselves in a
positive light (MyCumbria,” n.d.). However, a new study published in the journal
Educational Psychology discovered that students who get homework answers
online might have all the correct answers, but they are less likely to perform well
on tests on the same material (EurekAlert! 2020, August 18)
 Table 4

The table above shows the number of CTU-Danao students who used
Facebook/Messenger for storing or sending files. It shows that most of the
respondents (21 out of 33) used Facebook/Messenger as a tool for storing and
disseminating educational files. In addition, 10 out 33 respondents stated that they
often used Facebook Messenger to share to store files while 2 respondents stated
that they used Messenger occasionally.
As stated to a 2015 study by Krause, M., Mogalle et al (March, 2015),
Students and teachers no longer have to disseminate information individually via
text messages or emails, but with electronic gadgets, platforms for portable and
easier sharing of necessary school-related information, such as Facebook groups,
are possible. In addition, the ease of sharing opens up a world of possibilities.
Video, audio, text, images and even documents found on the internet or created
by the teacher or students can be easily shared using communication application
like Facebook Chat or Google Hangouts (IH World, 2022). In a survey conducted
by Tindell and Bohlander (2011), 92% of college students reported using their
phones to send messages or materials during class. Furthermore, Social media
provides a platform where you can share your knowledge and gain credibility in
your chosen field(s) or specialism(s). Within an online community, you can also
acquire information and insights or even send files from others who have already
been where you are now or have completed similar research (MyCumbria,” n.d.).
The technological innovation and increased use of the internet for e-learning by
the students in higher education institutions has brought revolutionary changes in
communication pattern. A report on 3000 college students in the United States
revealed that 90% using Facebook while 37% using Twitter to share the resource
materials as cited in (Elkaseh, Wong, & Fung, 2016).
 Table 5

The table above shows the number of CTU-Danao students who used video
conferencing tools such as Zoom or Google Meet as a tool for group discussion
areas. It shows that 15 out of 33 respondents used Zoom or Google Meet as a
digital tool for group discussion online. Furthermore, 11 out of 33 respondents
stated that they often used Zoom or Google Meet as a digital tool for group
discussion online, while 8 respondents stated that they used video conferencing
tools occasionally.
As stated by Mada, A. (2017), 80% of students use video conferencing while
web conferencing tools are used for group study sessions by 78% in many western
countries. According to MacCormac College (2020), the fact that video
conferencing in education encourages interaction and collaboration between
students and teachers is perhaps it is most significant advantage. As a result,
students may become more motivated and engaged in their learning experience.
In addition, Small group discussion sessions are another popular purpose of video
conferencing in the classroom. Students working on group assignments or
projects, studying for upcoming exam or even deliberating answers are can be
made virtually using video conferencing to connect face to face, remotely (Mada,
A., 2017). Instead of simply emailing files to students or posting them on an online
classroom portal, video conferencing allows teachers and students to share
documents and files in real time (McBrien, J. L., Cheng, R., & Jones, P., 2009).
 Table 6

The table above shows the number of CTU-Danao students who used
digital devices (cellphones or laptops) as tools for taking down notes. It shows that
most of the respondents (19 out of 33) occasionally used gadgets to take down
notes. In addition, 9 out of 33 respondents stated that they often used gadgets for
taking notes, while 4 respondents stated that they used their digital devices for
note-taking every time. Lastly, 2 respondents stated that they never used gadgets
to take down notes.
As stated by Portland State University (n.d.), Technology for taking notes
is used as a more convenient alternative to pen and paper. This technology can
be used to make audio recordings, take digital notes, and sync recordings and
notes between devices. In addition, according to a 2005 study “Educational
benefits of a paperless classroom utilizing tablet PCs” by Behnke, Gilliland,
Schneider, and Singer (2003), the use of gadgets such as tablets increases the
amount of information received by students. With these technological innovations,
students no longer take traditional notes, but they can store books and notes by
making pdf or e-book copies or photographing lecture notes. Furthermore,
whenever they require materials, they can obtain them through the most portable
devices, such as mobile phones (Behnke, Gilliland, Schneider, and Singer, 2003)
However, using technology for note taking may be tempted by distractions if Other
apps you use will send you notifications and eventually make you feel less focused
(iMindQ. 2019, April 18). Students who do not have access to gadgets in their
online classes perform poorly in terms of learning performance like browsing for
information and making lecture notes (iMindQ. 2019, April 18).
 Table 7

The table above shows the number of CTU-Danao students who used
YouTube to watch or stream educational videos for learning enhancements. Based
on the table, the respondents are equally distributed into three groups (Always,
Often and Sometimes), with 11 respondents each.
According to P. Yadav et al. (2017)'s article "No Title," in higher education,
Since its released on the Internet in 2005, YouTube has provided new platforms
and options to change and transform learning and faculty focused approach and
bringing out collaborative modern teaching learning methods, and it has replaced
the traditional education method with modern teaching skills. In addition, Students
spend their school and college years memorizing concepts through rote learning
techniques, but YouTube has managed to put an end to that. YouTube, with its
innovative visual learning style, has made education simple and conceptual. It is
also used in the classroom due to its potential educational benefits. YouTube has
everything from preschool children's poems, rhymes, and drawings to college’s
anatomy, political science, and on the job trainings (P. Yadav et al., 2017).
Furthermore, according to Edna Bravo, Beatriz Amante, and Pep Simo's study
'Video as a new teaching tool to increase student motivation,' (2011), in the modern
world of information the tradition learning methods have failed to survive and with
this YouTube emerged as a good digitized pedagogical tool to meet the demands
of generation Z. YouTube has wide variety of content from entertainment to
education. With YouTube, students are not limited to the knowledge of one teacher
or one method of teaching, but rather have several options in terms of promoting
strategies in studying etc. (Sharma T., Sharma S., 2021)
 Table 8

The table above shows the number of CTU-Danao students who

experienced a stable internet connection during online classes. It shows that most
of the respondents (20 out of 33) experienced a stable connection during online
classes, occasionally. In addition, 4 out of 33 respondents stated that they always
experienced a stable connection, while 8 out of 33 respondents stated that they
often experienced a stable connection. Lastly, one respondent stated that he or
she never experienced a stable connection.
As stated Philipp, J. (2021, November 29), on his content blog “Expanding
Philippine Internet Access”, aside from not being widely available, internet access
in the Philippines is extremely slow. In 2020, the country ranked 119th out of 139
for mobile speed and 106th out of 174 for broadband speed. One of the reasons
for the Philippines' limited internet access is that only two companies — Philippine
Long Distance Telephone Company (PLDT) and Globe — currently provide
internet connectivity and services. In contrast, over 300 independent companies
provided service in the Philippines during the dial-up era. Because there are only
two providers, internet service costs in the Philippines are among the highest in
the world. In addition, according to survey results released on Friday by the Social
Weather Stations (SWS), 31% of Filipino families with members enrolled in online
distance learning have a poor internet connection. According to a survey
conducted by SWS from November 21 to 25, last year, 39 percent of families with
members, aged five to twenty who are currently enrolled in online distance learning
say they have a strong internet connection (Gonzales, C., 2021, March 6).
 Table 9

The table above shows the number of CTU-Danao students who used
digital editing tools (Canva or Adobe Photoshop) to create visual or graphic
outputs. Based on the table, two groups (always and often) shared the same
number of respondents (14 each). In addition, 5 out of 33 respondents stated that
they used digital editing software to create visual aids and graphical outputs
occasionally.
According to Tech and Learning (2022, May 10), Visual editing software is
a powerful design tool that can be used in education to create projects that not
only look great but also help students learn the fundamentals of digital design.
These digital tools, which are mostly free in the internet, allow students and
teachers to work on photo editing, design layout, and other tasks within a simple
platform. Students can use this to submit projects, but it can also teach them how
to be more creative when laying out work. One of the popular and widely used
visual digital application today is Canva. Canva is an online design and publishing
tool with the mission of enabling anyone in the world to design anything and publish
it anywhere. A graphic design tool works to simplify the digital design process. As
a result, creating an account is simple, and everything works via a web browser or
the iOS or Android apps (Konrad, Alex, 2021, September 14). Based on the survey
conducted by Social Shepard (2020, Aug.), A majority of Canva's users are
between 25-34 years old. This age group makes up around 34% of the platform's
user base. The second largest age group is 18-24, making up 30% of Canva's
users, whih are usually college students and teachers. In addition, in December
2019, Canva announced “Canva for Education”, a free product for schools and
other educational institutions intended to facilitate collaboration between students
and teachers in a convenient and creative way (Hennessy, James, 2019).
 Table 10

The table above shows the number of CTU-Danao students who used
social networking sites such as Facebook or Tiktok as tools for learning. Based on
the table, two groups (sometimes and often) shared the same number of
respondents (10 each). In addition, 11 out of 33 respondents stated that they used
social networking sites as an educational tool. Lastly, 2 out of 33 respondents
stated that they never used social media as a tool for learning.
According to the University of Cumbria (n.d), for many universities around
the world, social media sites have become invaluable tools in education,
marketing, and communication. Every student's life revolves around social media.
Accessing information, providing information, and communicating via social media
is frequently easier and more convenient. Many studies have been conducted on
the use of social media and mobile devices in higher education for interaction with
colleagues. Ninety percent of faculty members use some form of social media in
courses they are usually teaching or for professional purposes outside of campus
life. Additionally, Madden and Zickuhr (2011) concluded that 83% of internet user
within the age bracket of 18–29 years adopting social media for interaction with
colleagues. Facebook, YouTube and Twitters are the most visited sites for
professional outcomes; approximately two-thirds of all faculty use some medium
for a class session, and 30% posted contents to engage students in reading and
viewing materials (Moran, Seaman, & Tinti-Kane, 2011). In addition, Social media
platform in academic institutions allows students to interact with their mentors,
access their course contents, customization and build students communities
(Greenhow, 2011a, 2011b). 90% school going students currently utilize the internet
consistently, with more than 75% teenagers using online networking sites for e-
learning (DeBell & Chapman, 2006).
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