RELATIONSHIP BETWEEN DISPLAY DEVICES AND MEMORY

SHARPNESS AMONG THE LEARNERS OF TANCHULING

COLLEGE INCORPORATED

Seminal Research Paper

Presented to the Faculty of Basic Education Department

Tanchuling College Incorporated

Legazpi City

In Partial Fulfilment

Of the Academic Requirements for

Inquiries, Investigation, and Immersion

DANIELINO ANGELO MUSA

JANELLE ATONDO

JEFTE DEOCARIZA

SHARMAINE DIMPLE APINADO

ZYDEL BELGA

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May 2023

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 APPROVAL SHEET

This paper entitled “The Relationship between Display Devices and Memory

Sharpness” seminal research prepared and submitted by Danielino Angelo Musa,

Janelle Atondo, Jefte Deocariza, Sharmaine Dimple Apinado, and Zydel Zean Belga in

partial fulfilment of the Academic Requirements for Inquiries, Investigation, and

Immersion of the Basic Education Department of Tanchuling College Incorporated has

been examined and hereby recommended for approval and acceptance.

Edmark L. Llovit, LPT

Research Adviser
Approved by the panel on Oral Examination with the grade of ______ on

_______________.

PANEL OF EXAMINERS

_________________ _________________

Panel Member Panel Member

_________________ _________________

Panel Member Panel Member

Allysa Mae Balmedina, LPT

Interim Principal

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 ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude and appreciation to the

people who have extended their support, gave inspirations, guidance and assistance for the

completion of this study.

The researcher would like to express their gratitude to the research adviser, Mr

Edmark L. Llovit for sharing his guidance and knowledge for the completion of this study.

To Mr Angelo Acosta and Ms Micah Rebotica for helping us edit out our

questionnaire- checklist. Also, to these following teachers: Ms Myka Aira Ayleon, Mr Jay-

Ar Fabricante, and Mrs Bambi Sentina for their help to get our survey done, without them

it will be impossible for the researchers to held a proper interaction to the students.

To the panel of examiners, (Panellists), for their constructive criticisms and suggestions

that we need to further improve this research.

And also to the other group's leaders, respondents, classmates, friends, family

and other people that helped and supported the researchers when they needed help and

suggestions that we need to further improve this research commendations, advice and

opinions in making this study. Without their active cooperation, help, guidance and

encouragement, the researchers wouldn't come this far. Above all, to the LORD ALMIGHTY,

who’s there to always listen and give support and love, and has given them strength to

accomplish this project. To God, be the Glory.

DEDICATION

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 This research is dedicated to the Tanchuling College Incorporated as a token of

gratitude for the years of melding the Researchers to be the competent, enabling them

to acquire the skills needed to conduct this study.

To the Teachers, who showered the Researchers wisdom and learning that is

needed academically and in life in general.

To the Researchers’ Friends and Family who never once failed to share cheer

and support to them.

And lastly to God, who made it all possible.

ABSTRACT

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 This study aimed to determine the relationship between display devices and

memory sharpness among the selected 100 learners of Tanchuling College

Incorporated. This study used correlational type of research design, stratified random

sampling and researchers’ made questionnaire checklist.

There is a positive and negative result on the extent relationship between the

display devices and memory sharpness of the learners which implies that half of the

respondents’ thinks that the relationship between display devices and memory

sharpness does not directly affect their academic performance, academic behaviour

and academic attendance. There is a positive and negative impact on how display

devices help the memory sharpness of learners with their class participation,

concentration, and long term memory. As their answers on the checklist questionnaire,

it is noticeably that learners agree that display devices positively improve their memory

sharpness.

With the use of Pearson Rho Correlation, it was found out that there was a strong

negative correlation between display devices and memory sharpness which means that

as display devices decreases, the memory sharpness of the learners also slightly

increases. It means that the usage of display devices does not affect the memory

sharpness of the learners.

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 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi-vii

LIST OF TABLES viii-ix

LIST OF FIGURES x

LIST OF APPENDICES xi

CHAPTER

1 PROBLEM AND ITS BACKGROUND

Introduction 2

Background of the Study 3-4

Theoretical Framework 5

Conceptual Framework 6

Conceptual Model 7

Statement of the Problem 8

Scope and Delimitation 9

2 RESEARCH METHODOLOGY

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 Research Design 10

Source of Data 11

Statistical Treatment 12-13

3 PRESENTATION, INTERPRETATION AND 14-26

ANALYSIS OF DATA

4 SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATION

Summary of Findings 27-30

Conclusion 31

Recommendations 32

BIBLIOGRAPHY 33-34

APPENDIX 35-38

CURRICULUM VITAE 39-43

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 LIST OF TABLES

TABLES Page

1 Profile of the Respondents in terms of Age 14

2 Profile of the Respondents in terms of Grade Level 15

3 Profile of the Respondents in terms of Gender 16

4 Profile of respondents in terms of frequently used Gadgets 17

5 Computed Weighted Mean on the Extent to the Relationship 18

Between Display Devices and Memory Sharpness Perceived

By the Respondents with Academic Performance

6 Computed Weighted Mean on the Extent to the 20

Relationship between Display Devices and Memory

Sharpness Perceived by the Respondents with

Academic Behaviour

7 Computed Weighted Mean on the Extent to the 21

Relationship between Display Devices and Memory

Sharpness Perceived by the Respondents with Academic Attendance

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8 Computed Weighted Mean on how do Display Devices 22

Help Memory Sharpness of the Learners with Class Participation

9 Computed Weighted Mean on how do Display Devices 23

Help Memory Sharpness of the Learners with Concentration

10 Computed Weighted Mean on how do Display Devices 24

help Memory Sharpness of the Learners with Long Term Memory

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 LIST OF FIGURES

FIGURES

1 Conceptual Model 7

2 Scatter Diagram 26

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 LIST OF APPENDICES

Page

APPENDICES

1 Letter to the Respondents 35

2 Research Instrument 36-38

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 Chapter 1

PROBLEM AND ITS BACKGROUND

This chapter discusses the Introduction, Background of the Study,

Theoretical Framework, Conceptual Framework, Conceptual Model, Statement
of the Problem, and Scope and Delimitation.

Introduction

Display Device is an output device used to represent information in the

form of images or visual form. It is designed to model, display, view, or display

information (Display Devices in Computer Graphics, 2019). The Display System

is the last point contact between the user and the measurement procedure.

Display devices are used in Instrumentation system to provide Instantaneous but

non- permanent communication of information between a process or system and

a human observer. Data can be shown to the observer in digital or analogue form

(Display Devices, 2022).

Good Memory is a mental capacity or faculty of retaining and reviving

facts, events, impressions, etc. It is an act of recalling and recognizing previous

experiences. This is possessed by a particular individual, to have a good

memory (dictionary.com, n.d). A sharp, healthy brain has a positive impact throughout

the mind and body. It maintains healthy motor, cognitive, and problem- solving

functions. It helps you multitask while still keeping you focused. It strengthens

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memory and sparks creativity. It even boosts energy to keep you upbeat. For all of

those reasons, being awake and

mentally active will greatly increase your productivity at work (Marcus Lemonis

LLC, n.d).

The use of display devices like television and laptop has become very

common nowadays. It can help the leaners to increase their thinking and creativity

skills in learning. This study aims to determine the relationship between Display

Devices and Memory Sharpness. The researcher also hope that this study might

serve as a resource for individuals who are pursuing more research in this field

by providing a summary of the current literature related to this topic.

Background of the Study

Mobile learning is now a common practice as a result of the growing use

of technology in education. The usage of display devices, an output device made to

show information in the form of images or other visual elements, is one of the

technologies involved in mobile learning. The usage of cell phones as a learning

tool has proliferated along with the use of smartphones in general and the

availability of internet services (Display Device in Computer Graphics, 2019).

An essential quality that every person should have is a good memory,

which is crucial to learning. (Memory, n.d) Studies conducted in the past

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have indicated that using mobile learning devices, such as smartphones, during

class time can

dramatically increase students' achievement because they can complete tasks

faster because they have the device close at hand. Students were also seen

photographing

abstract notions from lectures that they afterwards related to tangible topics using

their smartphones' cameras. (Norries et al. 2011)

Despite the fact that mobile devices are becoming more and more

common in schools, it is still unknown how they may affect higher education and

opportunities for l ifetime learning. (Kukulska-Hulme, 2007) This research area is also

still developing. Mobile devices, such as smartphones, are a desirable choice for

educators to consider adopting in the classroom due to their accessibility,

popularity, and useful features. (Ismail et al. 2013; Pullen et al. 2015)

This study aims to examine how learners’ usage of visual aids,

specifically cell phones, helps their general academic performance and memory

capacity. The study will also look on how cell phone use throughout the

learning process may help learners’ memory retention and how this may affect

their academic success. The study will also look at learners perceptions of using

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 their smart phones as a learning tool and how it may impact their learning in

general.

Theoretical Framework

This study is anchored to Information Process Theory (Miller, 1950) a

cognitive theory that focuses on how information is encoded into our memory. The

theory describes how our brains filter information, from what we are paying

attention to in the present moment, to what gets stored in our short-term or working

memory and ultimately into our long-term memory. Then, employ selective

processing to draw our focus to those specifics in an effort to recall them for the

future.

Corporate training can be organizes using the Information Processing

Theory as a framework. It gives you a method for guaranteeing that your learners

receive more than a cursory understanding of the information we present to

them. It makes sure that it is stored in their long-term memory for retrieval at any time.

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 The theory will be used as evidence for the present study because it

explains how the brain will filter information from display devices through sensory

memory which is everything we can see, hear, feel or taste in a given moment; that

will create a

memory, either a long-term memory or a short-term memory.

The relationship between display devices and memory will be more clearly

shown.

Conceptual Framework

The Paradigm, one of the type of Conceptual Framework, used by the

researchers. It presented how the researchers accomplished the study.

The first frame shows the input. It includes the profile of the

respondents

as well as the variables pertinent to the study.

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 The second frame shows the process. It shows the constructions and

administration of survey questionnaire checklist. Furthermore, the assessment of

the survey questionnaire checklist as accomplished by the learner-respondents

was executed in the process.

The third frame shows the output. It presents the results of the study

and the arrow that connects the frame shows the progression of the study.

The fourth frame shows the feedback, which is provided after finishing

the study.

Conceptual Model

INPUT PROCESS OUTPUT

What are the demographic

profiles of the respondents?

• Name (optional)
• Age
• Gender
 Construction and
• Grade and Section
Administration of
• Frequently device used:
Survey
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2. How do leaners benefit from Questionnaire
display devices in terms of: Checklist to The Relationship between
Learner- Display Devices and
 FEEDBACK

Statement of the Problem

This study aimed to identify the relationship between display

devices and memory sharpness among the learners of Tanchuling

College Incorporated.

Specifically, it sought to answer the following questions:

1. What are the demographic profiles of the respondents

•Name (optional)

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 •Age

•Gender

•Grade and Section

•Frequently device used?

2. How do leaners benefit from display devices in terms of

•Academic Performance

•Academic Behaviour

•Academic Attendance?

3. How do display devices help your memory sharpness in terms of

•Class Participation

•Concentration

•Long term memory?

4. Is there a significant relationship between Display Devices and Memory Sharpness?

Scope and Delimitation

The main purpose of this study is to determine the relationship between

display devices and memory sharpness among the learners of Tanchuling College

only. First, this study will identify the demographic profile of the respondents; age,

gender, year level/strand and frequently used gadget. Second, it will determine the

benefit of display devices when in terms of Academic Performance, Academic

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Behaviour, and Academic Attendance of the learners. Lastly, this study will determine

how display devices help your memory sharpness in terms of Class Participation,

Concentration, Long term memory.

Out of all the learners of Tanchuling College Incorporated, only 100

learners were used as a sample in conducting the survey. From grades 7 to 12, the

researchers divided it into the learners that are available during the time the

researchers conducted the survey. For Grade 7, the researchers got 19 learners,

grade 8 got 13 leaners, grade 9 got 23 learners, grade 10 got 22 learners, grade 11

got 11 learners and grade 12 got 12 learners. With the total of 100 learners, each of the

respondents is given same questionnaires to answer.

Chapter 2

RESEARCH METHODOLOGY

This chapter discuss processes of quantitative research. This research

includes Research Design, Source of Data and Statistical Treatment.

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Research Design

This study used correlational type of research design. A correlational

research design investigates relationships between variables without the

researcher controlling or manipulating any of them. A correlation reflects the

strength and/or direction of the relationship between two (or more) variables. The

direction of a correlation can be either positive or negative.

According to John W Creswell (1995), correlation research is defined as a

statistical test to determine the tendency or pattern for two even (or more)

variables or two sets of data to vary consistently. Then, Gay stated that

correlation research involves collecting data in order to determine whether, and

to what degree, a relationship exists between two or more quantifiable variables.

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 Source of Data

This study utilized researchers' made questionnaire - checklist which was

used as the main instrument in gathering data for investigation.

The questionnaire - checklist consist of three (3) parts. Part I deals with the

profile of the respondents in terms of age, grade level, sex, and the most

frequently used devices. Part II includes self- rating questions as item about the

benefits of display devices. This is divided into three (3) categories, which are

Academic Performance, Academic Behaviour, and Academic Attendance. Part III

includes on how the display devices will help the memory sharpness of the

learners. This is also divided into three (3) categories, which are Class

Participation, Concentration, and Long- term Memory. Each category consist 5

items.

The following rating scale was used in rating each item with corresponding verbal

interpretation.

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 Scale

Range

4.50-5.00

3.50-4.49

2.50-3.49

1.50-2.49

1.00-1.49

Verbal Interpretation

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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