“A COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE BETWEEN

MODIFIED MDL (DIGITAL) AND MDL (PRINTED) GRADE 11 STUDENTS WITH THE
USE OF INTERNET”

A Research Paper

Presented to

The Faculty members of

The Senior High School Department

Toledo City Science High School

In Partial Fulfilment of the

Requirements for

Practical Research II

Alpas, Mike Lawrence L.

Cimafranca, Shayne Avril J.

Labayen, Maria Isabel S.

Natural, Irish Camille L.

Uraca, Ma. Therese

APPROVAL SHEET
 ABSTRACT

In 2019, a deadly respiratory disease known as Covid-19 emerged in China, and spread
throughout other countries, affecting millions of people. Due to the outbreak, various
precautionary measures were implemented to minimize the spread of the virus. Students were
one of the most affected of this phenomenon. As result, modified learning systems were applied,
such as, online learning, modular learning (printed or digital), homeschooling, etc. The Toledo
City Science High School, adapted modular learning (printed or digital) as the new modified
learning systems. With these, the researchers aimed to know the comparison of the student’s
GPA between the modular learning (printed or digital) with the use of internet. The consent
forms and the participation notice for the legal-aged respondents were also distributed within 3
days of the survey's completion. After which the researchers distributed the links for the survey,
consisting questionnaires –concerning the internet's effects on the student’s academic
performance. Lastly, the responses were tallied and collated for analysis and interpretation. The
researchers compared both variables using their average values. The average Academic
Performance for the Modified MDL (Digital) is 93.27% while the MDL (Printed) is 93.70%. The
data were then presented with inferential statistics and descriptive statistics. The first sub-
problem was dealt with using frequency distribution to highlight the percentage of students who
utilized a particular gadget type and the connectivity. The second problem was dealt with using
statistical data analysis to determine the grade point average of the students with internet use.
The significance of the academic performance of the students who used the internet was also
determined. As well as the distance of the student from their cell tower service provider. There is
no significant difference between both modified learning.

Keywords: Comparison, Grade Point Average (GPA)

 ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the participation and

assistance of so many people whose names may not all be enumerated. Their contributions are

sincerely appreciated and gratefully acknowledged. However, the researchers would like to

express their deepest appreciation and gratitude particularly to the following:

First of all, To God for His unending providence and guidance throughout the making of this

research. Without his strength given, the researchers wouldn’t be able to succeed this capstone

project.

To all parents, relatives, friends, and others who in one way or another shared their support,

either morally, financially, and physically, thank you so much.

To our beloved research advisers Mr. Patrick James Tesorio, Mrs. Melva Ozabel and Mrs.

Deborah Manabat for imparting their knowledge and expertise in this study.

To our principal Mrs. Chona M. Armas, together with all the Toledo City Science High School

faculty members, for their encouragement, support and cooperation.

Lastly to our classmates who have willingly helped us with their abilities and motivations.
 TABLE OF CONTENTS

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGEMENT iii

LIST OF TABLES iv

LIST OF FIGURES v

I. INTRODUCTION 1-14

Rationale 1-2

Statement of the Problem 2-3

Hypotheses 3

Significance of the Study 3

Scope and Delimitation 3-4

Review of Related Literature 4-13

Conceptual Framework 13

Definition of Terms 14

II. METHODOLOGY 15-16

Research Design 15

Research Environment 15

Research Participant 15

Research Instrument 15

Research Procedure 15
 Data Collection Procedure 16

Treatment of Data 16

III. RESULTS AND DISCUSSION 17-22

IV. SUMMARY, FINDINGS, AND CONCLUSION AND

RECOMMENDATION 22-24

BIBLIOGRAPHY 25-26

APPENDICES 26-38
LIST OF TABLES

Table 1 Average of Academic Performance of Students in MDL (Digital) and MDL

(Printed)
LIST OF FIGURES

Figure 1 Conceptual Framework

Figure 2 Use of Gadgets in Modified MDL (Digital) Students
Figure 3 Use of Gadgets in MDL (Printed) Students
Figure 4 Internet Connectivity of Modified MDL (Digital) Students
Figure 5 Internet Connectivity of MDL (Printed) Students
 CHAPTER I

INTRODUCTION

Rationale

In the year 2019, a deadly respiratory disease emerged from the City of Wuhan in Hubei
Province, China. It was named as Severe Acute Respiratory Syndrome Corona Virus-2(SARS-
CoV-2), commonly called as Covid-19. The spread of Covid-19 devastated the health, economy,
and people of many countries. Due to the emergence, national and community lockdowns were
observed, health protocols such as wearing of face shields and masks, maintaining physical
distancing, staying at home are strictly implemented, and class suspensions were made to
minimize the virus transmission rate.

As result, modified learning systems were applied. Instead of traditional face-to-face

classes, online classes, modular learning (printed or digital), blended learning, home-schooling,
etc. are the operated options in availing education on different educational institutions. In this
study, the focused learning modalities are the Modified MDL (Digital) and MDL (Printed) only.
With that being said, it is expected that this learning process accords specific tools to acquire
learning or the modules particularly. For the Modified MDL (Digital), this involves gadgets
availability, internet connectivity, and basic technology skills. On the other hand, MDL
(Printed), primarily includes going to school for the retrieval and submission of modules and
outputs that are performed.

Many students claim to be using the internet despite the hard copy instructional materials
or printed modules given. There are no deficiencies in devices that students can use in class
nowadays. However, not all students can afford the gadget. Despite this, some students still avail
technology devices to address the need of today’s educational system. The percentage of the
purchase of the gadget went up. From 1990-2011, the number of worldwide mobile phone
consumers grew from 12.4 million to over 6 billion, covering about 87% of the world’s total
population. Currently, the number of computer consumers in the whole world is around 900
million to 1 billion which is around 80% of the global population. (Saylor, 2012) As of July 18,
2013, 85% of global handset sales are contributed by the purchase of iPhone and Android
smartphones. (Nair et al., 2021) Despite its price, people are still willing to buy. The type of
gadget that the students have greatly affects their studies. When it comes to the type of gadget
the student uses, its details matter such as the potential for internet connection and does it have a
huge storage capacity for important documentation in regards to the classes that the students
have. About sixty-six percent of the total students spent time on gadgets for entertainment and
the remaining 18% of the time the students are spending for study. (Nair et al., 2021)

Without technology, the students first have a hard time downloading modules for his/her
self-directed learning for modified MDL(Digital), also, exploring different and wider knowledge
from another source rather than depending on the provided instructional materials (printed or e-
copy), lastly accessing to the unlimited scope of ideas related to the students’ learning coverage.
Thus, technology serves as a huge factor that affects the academic performance of the student
which is determined by their GPA. Learners can advance their education within their home
through the use of devices in accessing the internet. The modified MDL (Digital) and MDL
(Printed) class allows learners to access anyone to a modem, computer, and smartphone.
However, these types of learning modalities hold a lot of challenges to the learners.

These challenges are the need for computer literacy and greater electronic connection
capabilities. Hence, this study aims to discuss the comparison of the academic performance
between the Grade 11 students under the two discussed modalities- Modified MDL (Digital) and
MDL (Printed), which are the only available modality in the institution, Toledo City Science
High School. Given the students under both modalities similarly grabbed the freedom of
accessing the internet despite the distinction in terms of instructional materials or module
delivery.

Statement of the Problem

This study aimed to know the Comparison of the Academic Performance between
Modified MDL (Digital) and MDL (Printed)Grade 11 Students with the use of the internet.

Specifically, the researchers answered the following questions:

1. What do the students have in terms of :

a) Gadget type
 b) Internet connection
c) How many students are located from the cell tower of their service provider at a
distance of:
a) 0-20 meters
b) 20-40 meters
c) 40-60 meters
d) 60-80 meters
e) 80 meters- 1 kilometer
2. What is the Academic Performance of the students under Modified MDL (Digital) and
MDL (Printed) with the use of the internet?
3. Is there a significance of the comparison of the academic performance between Modified
MDL (Digital) and MDL (Printed) grade 11 students with the use of the internet?

Hypotheses

Ha There is a significant difference between the academic performance of Modified MDL

(Digital) and MDL(Printed) students with the use of internet.

Ho There is no significant difference between the academic performance of Modified MDL

(Digital) and MDL(Printed) students with the use of internet.

Significance of the Study

This study was significant to the students, parents, and teachers. The students knew the
comparison of the academic performance of SHS students under Modified MDL (Digital) and
MDL (Printed), learners came up with the best and practical strategy for learning. The parents
also decided what they’d provide for the learning of the student. The teachers, also considered
what teaching strategy will work best for the students.

Scope and Delimitation

The selected SHS students of Toledo City Science High School were utilized as the study
was conducted. This study was limited to the Grade 11 students of Toledo City Science High
School (TCSHS) only. It determined the comparison of the academic performance between
Modified MDL (Digital) and MDL (Printed) Grade 11 students with the use of the internet in
S.Y. 2020-2021. This study involved the students’ Grade Point Average (GPA). Each of the
respondents answered the same questionnaire.

Review of Related Literature

During this pandemic, the traditional learning modality has been greatly affected, as
physical activities have been prohibited. Traditional learning means education being done in a
face-to-face environment or a classroom setup. Thus, implementing new learning modalities
such as Modified MDL (Digital) and MDL (Printed) are applied in Toledo City Science High
School. Modified MDL (Digital) is a learning modality with the use of information technologies
like the internet and gadgets to provide communication to the learner’s wherever they are
located, while the MDL (Printed) is a learning modality with the use of hard copies that are given
to the students, on the dates set by the teachers, but also having the freedom to use the internet.

Every student is different in their performances in school. They have their preferred way
of learning. This is why the students need to have the appropriate learning style and technical
competencies to succeed. To make sure a student learns effectively, there is a need to determine
what works best in every learning environment, despite having the use of the internet.

Internet benefits to the students

For people who are new to the web, it is a great tool to help them keep up with their daily
routines. Its significance has become more significant as it gets used by everybody. Students in
education are likewise captivated by the internet's significance in making their studies easier.
From the study of Sahin (2010), the internet is defined as the most advanced and popular
technology. As technology took over the world, the use of the internet has become an effective
tool for students’ performance. The internet has made positive changes in the education industry.
The Internet provides us innumerable resources services. It is a beneficial tool from an academic
point of view since it enhances the skills of students which assist them in their studies. The use
of the internet is education support. The study of Gaire (2019), shows that students who use the
internet at home for learning purposes have found the highest academic achievement. It shows
that the internet makes academic activities much easier and 61% indicated that the internet
improved their academic performance. Similarly, another study on the influence of the internet
on student performance, reveals that 58.3% of the respondents use the internet to aid research,
13% accepted that the internet provides access to current information sources, 21% reported that
the internet helps to prepare for examinations, tests and also assignment, and 7% reported that
the internet aid communication between lecturers and students (Jibrin, Musa, &Shittu, 2017).
This indicates that the internet is an important factor for improving academic performance.
Moreover, students use social networking, messengers, email, youtube, search engines to
complete their notes, for reading, to contact their teacher and classmates, and for getting
information about their subjects.

Factors that affect the effectiveness of the internet can vary depending on the type of
device used and the purpose of the internet surfing. For instance, the amount of time students
spent on the internet during a given week may vary depending on the time of the day. There were
45.5% users for less than 6 hours compared to 54.5% for greater than or equal to 6 hours (Siraj et
al., 2015). The location of the internet also predicts the excessive use of the internet. The internet
can be accessed in a hotel, a park, school, home, and many more. The place and environment
have a great impact on student learning through the internet. The study carried out on preference
of internet location revealed that the majority of participants 54% preferred location of the
internet was their home. This is followed by 10% whose location was the school library. Also,
21% of location was the cybercafé and 15% gave different locations as their preferred place of
internet use (Emeka&Nyeche, 2016).The development of the internet has given numerous
individuals numerous chances to use it for various purposes. At the point when it is considered,
the utilization of it is mainly for social and recreational purposes.

Distance learning affordance

The distance learning industry started in the 18th century. It has been displaying positive
elements for the last couple of decades, and it has been improving its structures and strategies.
Bobyliev et al. (2021) discussed the three keys of distance learning are: learning interaction,
distance learning, and communication. The former refers to the various qualities of a learning
interaction, while the latter is focused on the execution of preparing and criticism. Today, due to
the pandemic conditions, the demand for distance learning has improved. This mode of
instruction is ideal for understudies who are in need of a new degree of accessibility and quality
instruction. The framework incorporates subjects straightforwardly or in a roundabout way
collaborating in the scholastic cycle; the substance deciding the topic of their connection;
instruments guaranteeing correspondence of a student and an educator who achieves recharged
elements of the executives, revision and guideline. The framework depends on an organized
arrangement of objectives, capacities, apparatuses, strategies, necessities, and states of their
powerful association just as variables’ affecting their proficiency distance learning is a
framework that arranges the various components of a learning course into three fundamental
subsystems. The instructional sub-system is composed of the following components: the
instructional framework, the learning apparatus, and the academic calendar.

From the case study of Duffy and Kirkley, distance learning controversies are increasing
as the students shift to online learning. Critics of distance learning say that it will never be of
good quality and that its environment is not designed to allow for effective teaching according to
the American Federation of Teachers (AFT,2001). The learning is student-centred in both online
and traditional education.

According to Karpicke et al. (2008) learning occurs while people study and encode
material that is why more studying increases learning. Learning may also happen during testing.
Learning can be affected by speed. Past researches have concluded that quick learning reduced
the rate of forgetting and improved long retention. In standard learning situations, the repetition
of material improves its retention. The benefits of repetition and long-term retention for learning
depend on the processes learners engage in during the repetition. Once information can be
recalled, repeated retrieval in study trials produced no benefit, whereas repeated retrieval in test
trials generated large benefits for long-term retention.

Digital learning system (DLS

The Corona Virus 2019 (CoVid-19) breakout has altered everything including the
learning system. Traditional learning students were forced to shift to distance learning. The most
common and improved distance learning is the Digital Learning System. This considers learning
through the use of technology and includes different practices including blended and virtual
learning.

This innovation helps education and other professions in the present age. For instance,
online classes improved education from different points of view. Nowadays, online education
practices have even driven us to get answers concerning all regardless of what we require to
know. The advanced technology contributes to getting to and putting away information more
simply and less expensively. This practice is accomplished by utilizing new interactive media
advances. For example, the instructors can utilize sight and sound innovation as an inventive
apparatus for learning. They will join advanced media in introducing the learning material to
make the learners understand better.

Moreover, innovation in the learning system has changed the study hall experience.
Having paperless and pen-less homerooms are arising as a substitute apparatus to the old or
traditional learning technique. We see tablets and personal computers that permit composing
notes on the screen will make the schooling interaction simpler. An example of a significant
instructive apparatus is web-based learning. It has turned online schooling more available
because the learners will just need a personal computer and essential IT abilities.

The 21st century is a period of innovation. The dependence of this advancement makes
life straightforward and it is unavoidable in schools, colleges, and universities. The students
today utilize innovation with inside accompanying ways: internet association and nonstop
availability. Another boundary is given by Butler and Sellbom (2002) and Chizmar and Williams
(2001) is dependability. The students depend on learning devices and innovation to create
successful and self-coordinated mastering abilities. However, they are prepared to recognize
what they need to discover, find and utilize online assets, apply the information on the current
matter, and assess resultant criticism. This builds their effectiveness and profitability in learning.
Therefore, Digital Learning System (DLS) under innovation includes a positive effect on
education.

Modular Distance Learning (MDL)

According to DepEd 2020, Modular Distance Learning (MDL) refers to a learning

delivery modality where learning takes place between the teacher and the learners who are
geographically remote from each other during instruction. Modular Distance Learning (MDL)
involves individualized instruction that allows learners to use self-learning modules (SLMs) in
print or digital format/electronic copy, whichever is applicable in the context of the learner, and
other learning resources like learner’s materials, textbooks, activity sheets, study guides, and
other study materials. Learners access electronic copies of learning materials on a computer,
tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-based applications can all be
used to deliver e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners while the learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging, etc.

Moreover, Modified MDL (Digital)is where the learning materials are distributed through
electronic means. Toledo City Science High School modified the learning modality in terms of
the distribution of modules and submission of outputs. As compared to online class learning,
Modified MDL(Digital) refrains students from asynchronous or synchronous e-classes. Instead,
every student is instructed and encouraged for self-learning. On the other hand, MDL (Printed) is
wherethe learning materials or modules are produced in print/hard copies which are retrieved
upon going to school. Also, the students’ outputs and responses will be forwarded physically by
presenting in school.

Technology variables affecting modified learning system

Gadget Type. According to Ratnasari and Haryanto (2019), the use of gadgets in learning
helps students develop a comfortable and effective learning process . The development of
technology must be utilized as nicely as possible in which the students can analyze and not only
depend on the source of the book, but can use the web services and electronic books that can be
accessed freely except for restrictions of time and space. It is supporting the effectiveness and
efficiency of the gaining knowledge process.

According to Roschelle (2003), there are several educational benefits of mobile phone
applied sciences that are most regularly referred to as without problems gaining access to
content, integrating a large variety of educational activities, helping unbiased learn about and
student organization, encouraging student enthusiasm, supporting classroom-based collaboration
and interplay as properly as supporting inquiry-based guidance and mastering.

More sophisticated cellular phones, additionally recognized as smartphones can be used

to aid students in accessing records from the web, transforming them, transferring them, taking
part with college students, and additionally growing a more media-rich method to training.
(Ferry, 2009)
 Recent advances in ICT have significantly increased the chances of cellular telephones
being used as educational tools, due to the fact of their increasing processing power, memory,
and connectivity which have made these applied sciences notably extra interactive. (Pea and
Maldonado, 2006) Additionally, Vavolua (2005) suggest that these technologies can be used in
sciences at some stage in field trips, the place students acquire scientific facts for future
evaluation in the laboratory.

Based on the results of the study it can be concluded that the use of gadgets in learning is
a positive learning media for student learning achievement. Gadgets are a staple for students
today. Gadgets can be an effective and innovative learning medium if they are truly used.
Students are very competent in using gadget phones. Students reflect on consideration of these
units as a pleasant, personal possession in which no different system is observed. Students use
gadgets far extra frequently than desktop computer systems and even laptops. This implies that
cellular devices can be an even greater sizable getting to know the tool and a commonly raised
place in the close to future. Cell phone applied sciences can assist students in their getting to
know via exploring their world through these technologies. Curriculum planners and
policymakers would be conscious of the numerous probabilities of the use of mobile smart phone
technologies in learning, as to help in imposing and designing activities to assist the number of
mastering styles.

Internet Connection. Nowadays, students access the internet more frequently to collect
information for their homework. Thus, the internet has become very popular among students.
The Internet also increases the skills and capabilities of the students that can facilitate their
studies and professional life. This topic aims to explore the relations between educational
contexts and internet usage by students. A lookup on internet usage was performed at Seton Hall
University in the United States. The study revealed that 38% of the respondents use the web
daily, while the remainder use it weekly. (Bao, 1998) Research on students’ perception toward
internet utilization for gaining knowledge was once carried out at the University of Malaysia,
Sarawak. The study revealed that the students regarded the usage of the internet as a valuable
tool for learning. (Hong et al, 2003) A study examined the proportion of internet access and the
utilization of digital resources through undergraduate college students at three Nigerian
Universities. The findings showed that undergraduate college students use the internet largely.
 Undergraduate students use greater online training modules and the internet than the
libraries’ net pages and sources. (Van & Cason, 2006) internet can be beneficial for students,
teachers, researchers, and additionally other non-academic professionals. From the study, the
students from all disciplines at Dhaka University time-honored the web as a potential for gaining
access to the applicable statistics for tutorial and research work. Findings advise that the students
from all disciplines have to enlarge the usage of the internet because it performs a key function
to enhance the tutorial performance.

Location.“Multiple factors affect the speed and quality of your internet connection.
Transfer technology, your location, the number of people you share the connection with, and the
device you use are only some of these factors. There are also differences between a fixed
network and a mobile network.” According to Trafficom (2020), the mobile network capacity is
shared between all the users in the area using the same network. During certain hours, there are
many users, which cause the connection speed to slow down. If the user changes locations,
the speed may change because the signal varies depending on the coverage area.

Home Telecom (2016) says the distance between your wireless adapter and router
can affect your internet speed. A general rule is that if you double the distance between the router
and client (or device), throughput decreases by one-third of its original strength. To obtain a
strong signal, move any objects that may be hindering wireless waves.

Students fairly preferred online classes and hybrid classes. A blend of delivery strategies
is recommended as an effective style of learning. As stated in the study of Onyema et al. (2020),
the outbreak of the Corona virus possesses serious concern to global systems. Efforts to contain
COVID-19 prompted the unscheduled closure of schools in more than 100 countries worldwide.
COVID-19 school closures leftover one billion learners out of school. The study analyzed the
impact of COVID-19 upon education. It revealed that the program has detrimental effects on the
educational system. The study also found that the program has decreased access to higher
education and research facilities, and it has increased student debts. The findings also show that
many educators and students relied on technology to ensure continued learning online during the
Corona virus pandemic. However, online education was hindered by poor infrastructures
including, network, power, inaccessibility and unavailability issues, and poor digital skills. The
study underscores the damaging effects of COVID-19 on the education sector and the need for
all educational institutions, educators, and learners to adopt technology and improve their digital
skills in line with the emerging global trends and realities in education.

Web-based media as an educational communication medium

As the years passed by, the 21st century’s educational learning modality has been
developed widely, by the demands and progress, namely the use of technology, which has
become a part of our daily lives. With the improved technology, it has become more flexible,
interactive, and unlimited properties, both in terms of space and time. Web-based media as an
educational communication medium has been utilized by most teachers and students, as it makes
education much more convenient.

Web-based media provides a lot of advantages to the teachers, especially the students: (1)
having opportunities to participate in the same activities regardless of the location; (2) does not
require to be physically present as it can be done through the use of the internet; (3) teachers can
give notice about the updated or the newly upload modules, quickly; (4) having access to
different resources any time, day or night; (5) also helps the students to move at their own pace;
(6) interactions such as chat, group discussions can be done a lot easier and faster; and (7) an
increase in being more productive. However, Web-based media is not without its disadvantages,
(1) engaging in web-based media makes everything much more convenient, whilst studying
alone but it can often lead to a perception of social isolation; (2) Problems such as technical
problems arise at critical times, making the users stressed and anxious; (3) Monthly expenditures
can rise quickly due to expensive technologies and internet consumptions; and (4) due to the
educational purposes, often the users abuse the engagement of web-based media resulting to
internet addiction. Web-based media is a powerful tool, offering a lot of advantages but also
entails many disadvantages, creating a big impact in each individual’s life.

Correlational test and findings of technology to academic performance

A study by Rashid and Asghar (2016) reviewed that “Millenials” or Gen Y (Howe and
Strauss, 1991), “the net age” (N-Gen; Tapscott, 1998), “computerized students” (Brown, 2000),
advanced locals (Prensky, 2001), “students of the advanced time” (Rapetti and Cantoni, 2010)
and so on, are persistently discussed. Technology affordances are in simultaneousness with
learning conditions, i.e., from recovering and sharing data to moment access and cooperation
with workforce and friends, it appears to be conceivable that students might be utilizing different
advancements to work with and increase their learning encounters and successfully meeting
academic difficulties.

In any case,the rapid emergence and expansion of computerized technology has raised
various exciting issues, especially regarding the adequacy and viability of the technology versus
learning.Supporting the positive results, Fonseca et al. (2014) demonstrated that using
technology; students had the option to accomplish a more noteworthy degree of direct
commitment with the proposed content, which thusly improved in general accomplishment. The
investigators discovered that technology was deeply linked to student inspiration, and that
students who use it exhibit higher levels of academic achievement than those who do
not.Channel, Grier, and Sun (2012) closed from the after-effects of their investigation on
secondary school students that “clever use” of electronic gadgets improves academic execution
estimated through GPA and state-sanctioned grades; results explicitly showed that students who
detailed investing more energy utilizing their electronic gadgets for academic purposes improved
in school than the individuals who asserted they utilized their gadgets for different purposes.
Alternately, various investigations have detailed either a negative relationship or no huge
connection between technology use and academic execution. The examinations inspecting the
relationship of explicit sorts of technology utilization with students' academic exhibition have
additionally shown blended outcomes. For instance, Jacobsen and Forste (2011) tracked down a
negative relationship between calling, messaging, and GPA among college students in the United
States. A few students revealed that their evaluations had endured as a result of investing an
excess of energy on the internet. Hunley et al. (2005) tracked down no huge connection between
PC use and grade point average among youths. Besides, students’ evaluation point midpoints
(GPA) were not discovered to be firmly related to explicit exercises, like looking for data, E-
mailing, and messing around. Attributable to the affordances these advancements give, it is
instinctively expected that the utilization of these technologies ought to impact their academic
presentation and results. , it is proposed that technology use and academic execution are
connected.
 Exploration recommends the profundity of commitment associates with the profundity of
learning. In light of the discoveries of past research addressing both positive and negative
relationships of technology with the academic presentation, utilization of different sorts of
advances will be connected with the students’ academic exhibition by their grade point average
(GPA).

Conceptual Framework

Fig. 1 Conceptual Framework

Figure 1 describes the conceptual framework of the study wherein the comparison of the
academic performance of MDL (Printed) and Modified MDL (Digital) students with the use of
the internet is emphasized using a visual presentation through a Venn diagram. The intervening
variables which are the internet, gadget use, and the location are what the students, from both
modalities, have. The Learning Modality is the independent variable of the study. The right
section of the figure presents the MDL (Printed) modality while the left section is for the
Modified MDL (Digital). The researchers aimed to know if there is a significant difference of the
academic performance— as dependent variable—between Modified MDL (Digital) and MDL
(Printed) Grade 11 students.

Definition of Terms

E-learning - This was the delivery of learning and training through digital resources. Although e-
learning was based on formalized learning, it was provided through electronic devices such as
computers, tablets, and even cellular phones that were connected to the internet.

Virtual – This was the way to do the things needed without having physical contact or
interaction.

Grade point average (GPA) – This was a number representing the average value of the
accumulated final grades earned in courses over time; calculated by adding up all accumulated
final grades and dividing that figure by the number of grades awarded.

Academic Performance- This pertained to Grade Point Average.

MDL(Modular Distance Learning) – This was an individualized instruction that allowed learners
to use self-learning modules (SLMs) in digital format/electronic copy, whichever was applicable
in the context of the learner, and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides, and other study materials. Learners accessed electronic copies of
learning materials on a computer, tablet PC, or smartphone.

Modified MDL (Digital) - This was a learning modality where the modules and outputs were
distributed and retrieved using Google classroom.

MDL (Printed) - This was a learning modality where the modules and outputs were distributed
and retrieved through physical means- going to the school.

Instructional materials- This refers to the learning materials or the modules

Traditional- This referred to a learning delivery modality where the students and the teacher were
both physically present in the classroom, and there were opportunities for active engagement,
immediate feedback, and the socio-emotional development of learners.
Non- Traditional- This referred to the virtual delivery of learning materials and outputs through
electronic means such as Google classroom.

CHAPTER II

METHODOLOGY

This chapter presented the research design, environment, participants, research

procedures, data collecting procedure, and statistical treatment of data.

Research Design

This study used descriptive research design which showed the comparison of the
academic performance between MDL (Digital) and MDL (Printed) students with the use of the
internet. The learning modality served as the independent variable and academic performance as
the dependent variable. The sampling technique used was a complete enumeration.

Research Environment

The study was conducted in Toledo City Science High School, Ilhan Heights, Toledo
City, Cebu. The gathering of data was performed on the internet through Google forms.

Research Participants

The respondents of this study were the 68 Grade 11 students of Toledo City Science High
School who opted for MDL (Digital) and MDL (Printed).

Research Procedures

The researchers developed the study by conducting a preliminary search for related
information. The read and visited sites of references were evaluated by their credibility,
reliability, and truthfulness of the information. In writing the paper, sources were properly cited.
The terms and concepts were clearly defined. After which, the population sample was identified.
At the same time, instrumentation, data collection procedure, and data analysis were planned. In
the gathering of data, participation notice was collected first from the respondents before the data
gathering was performed. A brief orientation about the research was conducted. After, the
collected data were treated with statistical analysis and interpretation.

Data Collection Procedure

In data collection, the sampling technique used was a complete enumeration. All the
grade 11 students answered the survey questionnaire. Then, Permission through a letter duly
noted by the Research adviser was obtained from Toledo City Science High School. The list of
the respondents was secured before the survey date. Parent’s consent for minor-aged respondents
and survey participation notice for legal-aged respondents were distributed within 3 days before
the data gathering. After which, the researchers distributed the link of the questionnaire to the 68
Grade 11 Students of Toledo City Science High School who opted for both the MDL (Digital)
and MDL (Printed). The researchers utilized an academic or educational survey concerning the
internet's effects on the student’s academic performance. The questionnaire contained questions
representing the internet such as Gadget type, Location, and Internet Connection as factors that
affected the GPA of the students. Moreover, survey forms were provided through google forms
(internet platform).

After, the responses were tallied and collated for analysis and interpretation.

Treatment of Data

The data were treated with both descriptive and inferential statistics. Sub problem 1 was
the gadget type that the students utilized, the internet connectivity, and the distance of the
students from the cell tower of their service provider. These data under sup-problem 1 were
treated by using frequency distribution. A bar graph was utilized in presenting the average
percentage in separate figures representing the gadget type, internet connectivity, and the
distance of the students from the cell tower of their service provider. For sub problem 2,
regarding the Grade Point Average, descriptive statistical data analysis was used wherein the
mean, standard deviation, and standard error mean were determined. Lastly, the third sub-
problem was treated with the independent sample T-test wherein the significance of the
comparison of the academic performance between Modified MDL (Digital) and MDL (Printed)
grade 11 students was determined.
 CHAPTER III

RESULTS AND DISCUSSION

This chapter contained the results from the survey conducted on the Grade 11 students of
Toledo City Science High School. From the data gathering, there were only 66 returnees out of
68 total of Grade 11 students and only 45 responds were qualified to be used in the treatment.
The data were treated with both descriptive and inferential statistics. Sub problem 1 was the
gadget type that the students utilized, the internet connectivity, and the distance of the students
from the cell tower of their service provider. These data under sup-problem 1 were treated by
using frequency distribution. A bar graph was utilized in presenting the average percentage in
separate figures representing the gadget type, internet connectivity, and the distance of the
students from the cell tower of their service provider. For sub problem 2, regarding the Grade
Point Average, descriptive statistical data analysis was used wherein the mean, standard
deviation, and standard error mean were determined. Lastly, the third sub-problem was treated
with the independent sample T-test wherein the significance of the comparison of the academic
performance between Modified MDL (Digital) and MDL (Printed) grade 11 students was
determined.

Availability of Gadgets and Internet Connection

Use of G ad gets in Mod ifi ed MD L (D igital)

Stud ents
q u a n ti t y o f 1 u n s p e c i fi e d g a d g e t 1

q u a n ti t y o f 2 u n s p e c i fi e d g a d g e t 7
Gadget Type

p h o n e & l ap t o p & t ab l et 3

p h o n e an d c o m p u t er 2

p h o n e an d l ap t o p 8

phone 5

0 1 2 3 4 5 6 7 8 9
No. of students

Figure 2. Use of Gadgets in Modified MDL (Digital) Students

 Use o f G a d gets i n MD L (P ri n ted ) Stu d en ts

q u a n ti t y o f 4 u n s p e c i fi e d g a d g e t 1

q u a n ti t y o f 2 u n s p e c i fi e d g a d g e t 5
Gadget type

p h o n e and c o m pu ter 3

phone and laptop 3

phone 7

0 1 2 3 4 5 6 7 8
No. of Students

Figure 3. Use of Gadgets in MDL (Printed) Students

Gadget Type. As shown in the use of gadgets among Grade 11 Modified MDL (Digital)
students, 19% used phone; 31% used a combination of phone and laptop; 8% utilized both phone
and computer; 11% used a combination of phone, laptop, and tablet; 27% used a quantity of 2
unspecified gadgets; and lastly, 4% used a quantity of 1 unspecified gadget. On the other hand,
as shown in the use of gadgets among Grade 11 MDL (Printed) students, 37% used phone; 16%
used a combination of phone and laptop; 16% utilized both phone and computer; 26% used a
quantity of 2 unspecified gadgets; and lastly, 5% used a quantity of 4 unspecified gadget. The
most common gadgets student owned are smartphones, laptops, notebook, computer, or tablet.
Most of the students responded that they owned the standard size of smartphones as well as for
the Laptop/ Notebook/Computer. In regards to tablet, about 40% of the students responded to
own Medium size such as Samsung Galaxy Tab S5; 40% responded to own small size, such as
IPad Mini or IPad Air; while 20% responded to own large size, such as Apple IPad or Google
Nexus 10. This revealed that the type of gadgets used and its sizes can also affect the learning
process of a student because it is one thing that is utilized in studying. Thus it depended on them
whichever they were comfortable working with.
 Internet Connectivity of Modified MDL (Digital)
Students

8
7
6
No. of Students

Cable Modem Wireless Mobile Data Broadband

Internet Connectivity

Figure 4.Internet Connectivity of Modified MDL (Digital) Students

Internet Connectivity of MDL (Printed) Students

6
No. of Students

3
2

Cable Modem Wireless Mobile Data Broadband

Internet Connectivity

Figure 5.Internet Connectivity of MDL (Printed) Students

Internet Connection. As shown in the figure referred to the internet connectivity of

MDL (Printed) students, 16% used Cable modem; 32% used wireless; 42% used Mobile date;
and 10% used Broadband. On the other hand, as referred to the internet connectivity of Modified
MDL (Digital) students, 31% used Cable modem; 19% used wireless; 27% used Mobile date;
and 23% used Broadband. The MDL (Printed) mostly used mobile data in accessing the internet
while the Modified MDL (Digital) used Cable modem. Students accessed the internet more
frequently to collect information for their homework, making it popular and important among the
students. The survey also showed that 59% of the respondents had an alternative way in case
their internet connection would waver, while 41% disagreed. This concluded that internet
connection also played an important role in a student’s life.

Distance of the students from the Cell Tower of

Their Service Provider

9
80 m - 1 kilometer
5 60-80 meters
40-60 meters
9 20-40 meters
Total 1kilometer +
0-20 meters
2

15

0 2 4 6 8 10 12 14 16

Figure 4.Distance of the students from the Cell Tower of Their Service Provider

Distance of the Students from the Cell Tower of Their Service Provider. This figure above
showed the results of the location of the students’ house from the cell tower. With a total of 45
respondents from grade 11 students. 5 students lived 0m – 20m away from the cell tower.
Another 2 students lived 20m – 40m away from the cell tower. Nine of the students lived 40m –
60m away from the cell tower. And another 5 students lived 60m – 80m away from the cell
tower. Nine students lived 80m – 1km away from the cell tower. Lastly, 15 students lived more
than 1km away from the cell tower. The reports showed that a majority of Grade 11 students
from both modalities belong in a location away from their service provider. As a result, these
students have a lot of disadvantages in their location in accessing the internet.
The Academic Performance of the students under Modified MDL (Digital) and MDL
(Printed) with the use of internet.

Table 1. Average of Academic Performance of Students in MDL (Digital) and MDL (Printed)

Groups N Mean Standard

Deviation
GPA Printed 19 93.70 1.838
Digital 26 93.27 2.290

The total population of the participants involved in both variables is 45. For the Modified MDL
(Digital) there are 26 participants while MDL (Printed) have 19. As seen on the table, the
Academic Performance of MDL Digital has greater value compared to MDL (Printed). Upon
doing that, the researchers determined on comparing the values by finding the average scores of
both modalities.

Modified MDL (Digital). The Modified MDL (Digital) has 26 participants coming from
both sections of the Grade 11 (Tesla and Lovelace). From Lovelace, there are 14 who chose
Modifies MDL (Digital) and Tesla, with 12 participants. The average Academic Performance is
93.27.

MDL (Printed). The MDL (Printed) has 19 participants coming from both sections of
the Grade 11 (Tesla and Lovelace). From Lovelace, there are 4 who chose Modified MDL
(Digital) and Tesla, with 15 participants. The Average Academic Performance is 93.70.

Significant Difference of Academic Performance between Modified MDL (Digital) and

MDL (Printed)

Sub-problem 3 utilized Independent Sample t-test in getting the significance of the comparison
between Modified MDL (Digital) and MDL (Printed) students’ academic performance with the
use of internet. Independent Sample T-test is used when respondents consist of two different
groups- in this case, as Modified MDL (Digital) and MDL (Printed)grade 11 students. This test
of significance of the difference is under inferential statistics. Based on the study results, first
row value was being used because the Levene’s test for equality of variances is 0.413. Value on
or higher than 0.5 must proceed to use the first row. This means that the mean GPA of digital
and printed learning modalities did not differ, + (44) = .687, p= .50. This projects accepted null
and rejected alternative hypotheses. This indicated that the difference may be of the physical
means of the students from both modalities wherein MDL (Printed) students get to receive and
retrieve their printed learning materials at school every week and they also get a chance to meet
and interact with their fellow learners and teachers. Whereas for Modified MDL (Digital)
students, they have only their e-modules which was accessed through the internet but with no
physical interaction with their classmates.

CHAPTER IV

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary

This study determined the academic performance difference of grade 11 students of

Toledo City Science High School between Modified Modular Distance Learning (Digital) and
Modular Distance Learning (Printed) with the use of internet. The researchers used descriptive
research method to analyze the data. Data gathering was performed through questionnaires via
google forms. The questionnaire was utilized in order to determine the difference of the
academic performance difference of grade 11 students of Toledo City Science High School
between Modified Modular Distance Learning (Digital) and Modular Distance Learning
(Printed) with the use of internet. The data collected was subjected to certain statistical treatment.
The data were coded, tallied and tabulated for better presentation and interpretation of the results.

Findings

In the use of gadgets among Grade 11 Modified MDL (Digital) students, majority used a
combination of phone and laptop which covered 31% of the number of respondents. On the other
hand, as shown in the use of gadgets among Grade 11 MDL (Printed) students, majority of the
students used phone which covered 37% of the population. This indicated that from both
modalities, the majority of gadget used are phone and laptop while rest of the respondents voted
for computer, and a quantity of 2 unspecified gadgets. Then for the internet connectivity results,
when referred to the internet connectivity of MDL (Printed) students, a majority which was
counted as 42% of the students used Mobile date. The MDL (Printed) mostly used mobile data in
accessing the internet while the Modified MDL (Digital) used Cable modem with a percentage of
23%. For the distance, the highest percentage of the students lived at a distance of 1km and more
away from the cell tower of their service provider. This results in a disadvantage among the
majority of students in accessing the internet because of the wide distance.

The average academic performance of the Grade 11 Modified MDL (Digital) students is
93.27. And for the MDL (Printed), the average mean of their GPA is 93.70. The standard
deviation of the academic performance is low which is 2.3 for Modified MDL (Digital) and 1.8
for the MDL (Printed). This signifies that the academic performance for bot learning modalities
are not widely spread, but are close to each other showing a least difference between the two.

Based on the study results for the sub problem 3 which referred to the significant
difference of both modalities’ academic performance, first row value was being used because the
Levene’s test for equality of variances is 0.413. Value on or higher than 0.5 must proceed to use
the first row. This means that the mean GPA of digital and printed learning modalities did not
differ, + (44) = .687, p= .50. This projects accepted null and rejected alternative hypotheses.

Conclusions

Based on the findings, the researchers concluded that there was no significant difference
in the academic performance between Modified MDL (Digital) and MDL (Printed) Grade 11
students. This indicated that the difference may be of the physical means of the students from
both modalities wherein MDL (Printed) students get to receive and retrieve their printed learning
materials at school every week and they also get a chance to meet and interact with their fellow
learners and teachers. Whereas for Modified MDL (Digital) students, they have only their e-
modules which was accessed through the internet but with no physical interaction with their
classmates.

Recommendations

The researchers would like to recommend to study the difference between Modified
MDL (Digital) and MDL (Printed) in terms of their challenges and advantages. Also, since the
Modified Modular Distance Learning (Digital) has a positive impact, the researchers recommend
continuing to use or further improve the learning modality. Regarding the sample size, the
researchers recommend futures studies to use the whole population of Toledo City Science High
School in conducting a study regarding the comparison of academic performance between
Modified MDL (Digital) and MDL (Printed) with the use of internet to strengthen the study and
increase the percentage of qualified returnee rate during the data collection. Moreover, the
researchers recommend to further study the disadvantages and the advantages of the distance of
the students from the Cell tower of their service provider. Lastly, determine the effect size of the
significant difference of the Modified MDL (Digital) and MDL (Printed).
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APPENDICES

A: Transmittal Letters

B: Research Instruments

RESEARCH QUESTIONNAIRE
Name (Surname, First Name, Middle Initial): ____________________
Grade and Section:
o Grade 11- Tesla
o Grade 11- Lovelace
Home Address: __________________________
SIM Network: _____________________
Grade Point Average (1st semester): ______
List of gadgets owned:
o Printed
o Digital
Estimated distance of house from the cell tower of your SIM network:
o 0-20 meters
o 20-40 meters
o 40-60 meters
 o 60-80 meters
o 80m – 1 kilo meter
o 1 kilo meter+

Pearson Student Mobile Device Survey 2014

Harris Poll (2014)

DEVICE USAGE
I currently use smartphone.
Follow up question: What is the size of the smartphone you currently owned?
o Standard size
o Large size / phablet

I currently use Laptop, notebook or

Chromebook computer.
I currently use tablet
Follow up question: What is the size of tablet you currently owned?
o Large (such as Apple iPad or Google Nexus 10)
o Medium (such as Samsung Galaxy Tab 5)
o Small (such as Apple iPad mini 2 or iPad air)
o none
I currently use hybrid 2 in 1
DAILY USAGE OF MOBILE DEVICES
I daily use Laptop
I daily use smartphone
I daily use Tablet
I daily use hybrid or “2 in 1” computer

School District Technology Survey Questions Related to Home Internet Connectivity

Kajeet (2016)
TECHNOLOGY RELATED TO STRONGLY AGREE DISAGREE STRONGLY
INTERNET CONNECTIVITY AGREE DISAGREE
Technology is critical to the learning
experience of students
 My access to technology is currently
regular and adequate.
My access to technology at home is
currently regular and adequate.
I have strong technology skills
I frequently use technology for
homework.
I have Internet access and I need it for
my homework.
Follow up question: What is your specific Internet access?
o Cable modem
o Dial up
o DSL
o Mobile
o Hotspot
o Wireless
o Broadband
When I don’t have internet access at
home, I have an alternate method for
accessing the internet
Follow up question: What are your alternate method for accessing the internet?
o Access at a local restaurant or business establishment
o At local library
o Internet Café
o Borrow an internet enabled device from a friend or a family member
o Access at a friend’s or family member’s home
I am able to access internet.
I have an internet at home or anywhere
I am staying for the entire semester.
Follow up question: What is the speed of your internet?
o Slow internet (Dial up, GPRS/EDGE, 3G, or speed up to 256kbps)
o Medium speed internet (46/LTE or speed up to 2 Mbps)
o Fast internet (DSL, Fiber or min speed of 2Mbps)

My internet connection is metered

Follow up question: How is your internet metered?
o Metered per minute charges (Piso WIFI)
o Metered with Data plan with max Gb data transfers per month (Load promo)
o Home broadband with or without data capping (WIFI)

C: Raw Data
Table 2. Raw data

Name Grade and Home Address SIM 1st List of Learni Estimated
(Surn Section Netw Se Gadgets ng distance
ame, ork me owned modali of your
First ste ty house
Name r chosen from the
, Gr cell tower
Middl ade of your
e Poi SIM
Initial nt network
) Av
era
ge
1 Grade 11-Tesla 1785 DASSRO, Smart 94 phone Digital 1kilomete
DAS Toledo City, laptop r+
Cebu, Philippines
2 Grade 11-Tesla DAANLUNGSOD, Smart 96 PERSON Digital 40-60
TOLEDO CITY AL meters
CEBU COMPUT
ER, &
CELLPH
ONE
3 Grade 11-Tesla Magdugo, Toledo Globe 94 2 Digital 40-60
City. meters
4 Grade 11-Tesla Sangi, Toledo City Globe 93 Phone Digital 0-20
meters
5 Grade 11-Tesla Luray II, Toledo Globe 93 Cellphone Digital 40-60
City and laptop meters
6 Grade 11-Tesla Sipaway, Toledo Globe 93 Phone, Digital 40-60
City Laptop, meters
Tablet
7 Grade 11-Tesla Baud, Media Once Globe 93 1 Digital 60-80
Toledo City meters
8 Grade 11-Tesla Ilihan Toledo City Smart 90 2 Digital 1kilomete
r+
9. Grade 11-Tesla Magsaysay St. Globe 94 Cellphone Digital 1kilomete
Toledo City , IPad and r+
Laptop
10 Grade 11-Tesla DAS, Toledo city Globe 94 2 Digital 40-60
meters
11 Grade 11-Tesla Sangi Toledo City Smart 88 Phone Digital 60-80
meters
12 Grade 11-Tesla Sangi Foster, Smart 90 2 Digital 20-40
Toledo City meters
13 Grade 11-Tesla DAS, Toledo City TNT 95 2 Printe 80 m - 1
d kilometer
14 Grade 11-Tesla Luray 1, Poblacio, TNT 95 4 Printe 40-60
Toledo City d meters
15 Grade 11-Tesla Poblacion, Toledo Globe 94 phones Printe 40-60
City d meters
16 Grade 11-Tesla Sambag Sangi, Globe 91 2 Printe 60-80
Toledo City d meters
17 Grade 11-Tesla Ilihan Toledo City Globe 93 Computer Printe 0-20
, d meters
Cellphone
18 Grade 11-Tesla Township, Poog, Smart 95 Just one Printe 1kilomete
Toledo City cellphone d r+
(vivo)
19 Grade 11-Tesla Magdugo, Toledo Smart 96 Laptop, Printe 80 m - 1
City cellphone d kilometer
20 Grade 11-Tesla Ilihan Toledo City Smart 93 Laptop, Printe 1kilomete
smartphon d r+
e
21 Grade 11-Tesla Magdugo, Toledo Globe 95 laptop, Printe 1kilomete
City cellphone d r+
22 Grade 11-Tesla Ilihan, Toledo City TM 91 Smartpho Printe 1kilomete
ne,PC, d r+
23 Grade 11-Tesla Sangi, Toledo City TM 95 2 Printe 60-80
d meters
24 Grade 11-Tesla Bulongan, Toledo Globe 94 2 Printe 80 m - 1
City d kilometer
25 Grade 11-Tesla Abucayan, Globe 94 Smartpho Printe 1kilomete
Balamban ne d r+
26 Grade 11-Tesla Power Plant Site Globe 95 Smart Printe 0-20
Poblacion Toledo phone, PC d meters
City
27 Grade 11-Tesla Daanlungsod,Toled Globe 96 Samsung Printe 40-60
o City (mobile d meters
phone)
28 Grade 11- Tubod Globe 95 2 Digital 80 m - 1
Lovelace kilometer
29 Grade 11- Purok Orchid, Globe 95 Smartpho Digital 80 m - 1
Lovelace Sition Latid, ne and kilometer
Poblacion, Laptop
Pinamungahan,
Cebu
30 Grade 11- Mangoto, TM 90 Smartpho Digital 80 m - 1
Lovelace Pinamungajan, ne and kilometer
Cebu laptop
31 Grade 11- Awihao, Toledo Globe 95 Cellphone Digital 80 m - 1
Lovelace City and laptop kilometer
32 Grade 11- Subayon Toledo Globe 96 Cellphone Digital 1kilomete
Lovelace City r+
33 Grade 11- Bliss, Bonbon, Globe 95 Laptop, Digital 0-20
Lovelace Aloguinsan Cebu tablet and meters
phone
34 Grade 11- Cambang-Ug Globe 90 Smartpho Digital 1kilomete
Lovelace Toledo City, Cebu ne and r+
Personal
Computer
35 Grade 11- Pandacan, Globe 96 2 Digital 0-20
Lovelace Pinamungajan, meters
Cebu
36 Grade 11- Poblacion, Toledo Globe 94 phone, Digital 1kilomete
Lovelace City desktop r+
37 Grade 11- Tubod, Toledo City Globe 95 2 Digital 80 m - 1
Lovelace kilometer
38 Grade 11- Landahan, Toledo Smart 90 Smartpho Digital 60-80
Lovelace City ne meters
39 Grade 11- Subayon Toledo Globe 96 Laptop Digital 1kilomete
Lovelace City ang r+
cellphone
40 Grade 11- Canlumampao Globe 94 Cellphone Digital 20-40
Lovelace toledo city meters
41 Grade 11- Mag. Hills, Globe 92 Phone, Digital 1kilomete
Lovelace Poblacion, Toledo Laptop r+
City
42 Grade 11- Dumlog Toledo Globe 96 ios Printe 40-60
Lovelace City (iphone6), d meters
andriod
(samsung
A20),
Laptop
43 Grade 11- Sipaway Globe 92 Cellphone Printe 80 m - 1
Lovelace d kilometer
44 Grade 11- Ibo toledo city Globe 92 Smartpho Printe 1kilomete
Lovelace ne oppo d r+
45 Grade 11- Canlumampao, Globe 90 2 Printe 1kilomete
Lovelace Toledo City d r+
 Count of I currently use Laptop, notebook or Chromebook
computer.

Strongly Disagree

Strongly agree

Disagree

Agree

0 2 4 6 8 10 12 14 16 18

Figure 5. Device usage

Count of I currently use tablet

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25

Figure 6. Tablet Usage

Count of I currently use smartphone.

Strongly Disagree

Strongly agree

Agree

0 5 10 15 20 25 30 35

Figure 7. Smartphone Usage

 Count of I currently use hybrid 2 in 1

Strongly Disagree

Disagree

Agree

0 5 10 15 20 25 30

Figure 8. Hybrid 2 in 1 usage

Count of I daily use Laptop

Strongly Disagree

Strongly agree

Disagree

Agree

0 2 4 6 8 10 12 14 16 18 20

Figure 9. Daily usage of laptop

Count of I daily use smartphone

35

30

25

20

15

10

0
Agree Strongly agree

Figure 10. Daily usage of smartphone

Count of I daily use tablet

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25 30

Figure 11. Daily usage of Tablet

 Count of I daily use hybrid or "2 in 1" computer

Strongly Disagree

Disagree

Agree

0 5 10 15 20 25 30 35

Figure 12. Daily usage of 2 in 1 computer

Count of Technology is critical to the learning experience of

students
30

25

20

15

10

0
Agree Disagree Strongly agree

Figure 13. Technology is Critical to the learning of Students

Count of My access to technology at home is currently regular

and adequate.

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25 30 35

Figure 14. Access to technology at home is regular

 Count of I have strong technology skills
30

25

20

15

10

0
Agree Disagree

Figure 15. Strong technology skills

Count of I frequently use technology for homework.

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25 30

Figure 16. Frequent use of technology for homework

Count of I have Internet access and I need it for my

homework.
30

25

20

15

10

0
Agree Disagree Strongly agree

Figure 17. Having internet access for homework

 Count of Follow up question: What is your specific Internet
access?
16

14

12

10

0
Broadband Cable modem Mobile Wireless

Figure 18. Internet access

Count of Follow up question: What is the size of tablet you

currently owned?

Small (such as Apple iPad mini 2 or iPad air)

none

Medium (such as Samsung Galaxy Tab 5)

Large (such as Apple iPad or Google Nexus 10)

0 5 10 15 20 25 30 35 40 45

Figure 19. Size of tablet currently owned

Count of When I don’t have internet access at home, I have an

alternate method for accessing the internet

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25

Figure 20. Having alternate method to access internet

 Count of Follow up question: What are your alternate method
for accessing the internet?

Borrow an internet enabled device from a friend or a family member

Access at a friend's or family member's home

19.5 20 20.5 21 21.5 22 22.5 23 23.5 24 24.5

Figure 21. Alternate method to access internet

Count of I am able to access internet.

30

25

20

15

10

0
Agree Disagree Strongly agree

Figure 22. Able to Internet Access

Count of I have an internet at home or anywhere I am staying

for the entire semester.

Strongly Disagree

Strongly agree

Disagree

Agree

0 2 4 6 8 10 12 14 16 18 20

Figure 23. Having Internet at home

 Count of Follow up question: What is the speed of your in-
ternet?

Slow internet (Dial up, GPRS/EDGE, 3G, or speed up to 256kbps)

Medium speed internet (46/LTE or speed up to 2 Mbps)

Fast internet (DSL, Fiber or min speed of 2Mbps)

0 5 10 15 20 25 30
Figure 24. Speed of internet

Count of My internet connection is metered

Strongly Disagree

Strongly agree

Disagree

Agree

0 5 10 15 20 25 30 35

Figure 25. Metered Internet Connection

Count of Follow up question: How is your internet metered?

Metered with Data plan with max Gb data transfers per month(Load
promo)

Home broadband with or without data capping (wifi)

0 5 10 15 20 25 30
Figure 26. How your Internet is metered.

D: Other important attachments

Table 3. Independent Samples Test

 Leven’s Test for Equality t-test for Equality of Means
of Variances
F Sig. t df
GPA .68
Equal Variances 4 .413 .687 44
assumed

Equal variances not .708 43.897

assumes

Table 4. Independent Samples Test

t-test for Equality of Means

Sig. (2-tailed) Mean Std. Error 95%
Difference Difference Confidence

Lower
GPA
Equal Variances .495 .431 .627 -.832
assumed

Equal variances not .483 .431 .609 -.796

assumes

Table 5. Independent Samples Test

t-test for Equality of…

95%
Confidence
Upper
 GPA Equal variances assumed 1.694

Equal variances not assumed 1.658

Table 6. Group Statistics

Groups N Mean Std. Deviation Std. Error

Mean
GPA Printed 20 93.70 1.838 .411
Digital 26 93.27 2.290 .449

E: Curriculum Vitae