Thesis Paper Chapter 1 5 Super Final Final 231023 095655

Pasig Catholic College
College Department
LEARNING TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC

PERFORMANCE OF ACCOUNTANCY STUDENTS OF
RIZAL TECHNOLOGICAL UNIVERSITY
PASIG CAMPUS
A Thesis Presented to the Faculty of the Bachelor

of Science in Accountancy Program
in Pasig Catholic College
In Partial Fulfillment of the Requirements for the Degree

of Bachelor of Science in Accountancy
CHRISTELLE E. ELUPRE
May 2023
College Department
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of
Science in Accountancy, this thesis entitled “LEARNING TECHNOLOGY
AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF
ACCOUNTANCY STUDENTS OF RIZAL TECHNOLOGICAL UNIVERSITY
PASIG CAMPUS,”
has been prepared and submitted by CHRISTELLE E. ELUPRE, who is
hereby recommended for the oral examination.
Mrs. Jennifer D. Charanguero

Thesis Adviser
May 2023
Approved in partial fulfillment of the requirements for the degree of
Bachelor of Science in Accountancy by the Committee on Oral
Examinations.
Dr. Leonora D. Fernandez

Chairman
Mr. Carmelito Novicio Mr. Virgilio B. Terrenal
Member Member
Accepted and approved in partial fulfillment of the requirements for the
Degree of Bachelor of Science in Accountancy.

Dean, College Department
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ACKNOWLEDGEMENTS
The researcher would like to express her heartfelt acknowledgement
to those significant people who guided and helped her throughout the
process of the study. Her utmost gratitude to the individuals who helped
broaden her perspectives as she went throughout this study.
To Mrs. Jennifer D. Charanguero, her thesis adviser, for sharing her
knowledge and expertise and for supervising the writing of this thesis. The
time and effort she has given is much appreciated to make this paper
excellent;
To Dr. Leonardo Sumulong, her research writing proctor, for
bountifully sharing his knowledge and skills being an expert in thesis writing,
and for his patience in teaching and giving thesis samples;
To the Panel members, Dr. Leonora D. Fernandez, Mr. Carmelito
Novicio, and Mr. Virgilio B. Terrenal, for their distinguished skills and
knowledge in their own fields as seen in their way of giving suggestions for
the betterment of the paper;
To Mr. Allan Fabillar Espenilla, the statistician, for his generosity in
accepting the role as her statistician and for helping her to determine the kind
of statistical tool to be used;
To Dr. Rolando Robledo, Ms. Evelyn Nantes, and Mr. Virgilio Vivo,
for their knowledge and expertise as my validator in this paper, for all the
guidance, support, and instruction that they provided me throughout my
studies.
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To the respondents who participated in this paper and have spent a
lot of time and effort in answering the questions to complete the research
paper successfully; and
To BSA 3, batch mates of the researcher, for the effort and timeless
discussion during the revision, sharing of insights and lifting each other. All
the time spent with researcher is greatly appreciated.
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DEDICATION
The researcher expresses her gratitude and dedication to her parents
for their financial and moral support for without them, this paper would not
have been possible. She would also like to thank her friends for their
unwavering support and prayers during the research journey. This thesis
would not have progressed this far without them. To the accountancy
students at Rizal Technological University, Pasig Campus for inspiring the
researcher to create this study and for motivating her to offer strategies and
approaches that will be beneficial in the study of accounting; and to the
Almighty Father, for the wisdom, direction, and love in all that they do. The
researcher is indeed dedicating this success to all of them.
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TABLE OF CONTENTS
APPROVAL SHEET..................................................................................................ii
ACKNOWLEDGEMENTS.......................................................................................iii
DEDICATION.............................................................................................................v
TABLE OF CONTENTS..........................................................................................vi
LIST OF TABLES.....................................................................................................ix
LIST OF FIGURES...................................................................................................xi
LIST OF APPENDICES..........................................................................................xii
ABSTRACT.............................................................................................................xiii
CHAPTER 1.THE PROBLEM AND ITS BACKGROUND..................................1
Introduction.....................................................................................................1
Significance of the Study..............................................................................3
Theoretical Framework.................................................................................4
Academic Performance.................................................................................5
Conceptual Framework..................................................................................7
Statement of the Problem..............................................................................8
Statement of Hypothesis................................................................................8
Scope and Delimitation..................................................................................9
Definition of Terms.......................................................................................10
CHAPTER 2. REVIEW OF RELATED LITERATURE......................................12
Learning Technology...................................................................................12
Adoption of Learning Platform...................................................................14
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Accessibility..................................................................................................15
Efficiency.......................................................................................................16
Learning Platform........................................................................................17
Academic Performance...............................................................................18
Influence of Teachers on Student’s Academic Performance...............18
Grades...........................................................................................................19
Elements of Grading...................................................................................19
Academic Achievement...............................................................................20
Influence of Technology on Student Engagement.................................21
Student’s Engagement...............................................................................21
Family factors in Academic Achievement of the Students....................22
Synthesis.......................................................................................................23
CHAPTER 3. METHODOLOGY OF THE STUDY.............................................25
Research Design.........................................................................................25
Research Locale..........................................................................................26
Population and Sample..............................................................................26
Instrument of the Study..............................................................................30
Validation Procedure...................................................................................31
Data Gathering Procedure.........................................................................33
Data Processing Procedure and Statistical Tool....................................34
CHAPTER 4. RESULTS AND DISCUSSION.....................................................36
Learning Technology...................................................................................36
Academic Performance...............................................................................48
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The Significant Impact of Learning Technology on Academic
Performance of Accountancy Students................................................................60
Implications Derived from the Results of the Study...........................................66
CHAPTER 5. SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS..........................................................................................69
Summary of Findings...................................................................................70
Conclusions...................................................................................................78
Recommendations........................................................................................80
References..............................................................................................................82
Appendices.............................................................................................................85
Curriculum Vitae...................................................................................................99
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LIST OF TABLES
1 Population and Sample.............................................................................27
2 Demographic Profile of the Respondents with reference to

their age......................................................................................................28

their Sex......................................................................................................29

their civil status...........................................................................................29

their Year Level...........................................................................................30
6 Four-Point Likert’s Scale...........................................................................31
7 Scale Reliability Analysis (Cronbach’s Alpha)......................................33
8 Learning Technology in Terms of Accessibility......................................36
9 Learning Technology in Terms of Efficiency..........................................39
10 Learning Technology in Terms of Learning Platforms..........................41
11 Overall Impact of Learning Technology on studying Accounting

Subjects of Accountancy students at Rizal Technological
University......................................................................................................43
12 Academic Performance in Terms of Grades...........................................44
13 Academic Performance in Terms of Academic Achievement..............46
14 Academic Performance in Terms of Student Engagement..................49
15 Overall influence of Learning Technology to the Academic

Performance of Accountancy Students...................................................51
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16 Multiple Regression Analysis on the Grades Impacted by

Learning Technology...............................................................................53
17 Multiple Regression Analysis on the Academic Achievement
Impacted by Learning Technology........................................................54
18 Multiple Regression Analysis on the Student Engagement
Impacted by Learning Technology........................................................56
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List of Figures
1 Dabbagh e-Learning System..............................................................4
2 Edgar Theory of Performance.............................................................5
3 Conceptual Paradigm of the Study….................................................6
4 Sample Size Formula............................................................................26
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LIST OF APPENDICES
A Letter to the Office of the Dean..........................................................85
B Letter to the Respondents..................................................................86
C Letter to the Department Head of Accountancy..............................87
D Survey Questionnaire..........................................................................88
E Letter to 1st Validator...........................................................................95
F Letter to 2nd Validator...........................................................................96
G Letter to 3rd Validator............................................................................97
H Letter Request to Statistician..............................................................98
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ABSTRACT
Learning Technology is a vital component in the educational process.
The idea of collaborative learning, which unites the instructor and other
students on a single learning objective, is one of the contemporary trends.
The huddle room and interactive classroom, where students can share their
multi- sourced resources on the same screen during educational/training
activities, have grown in popularity as a result of quickly adopted multi-
platform, wireless collaboration technology. The objective of this study is to
assess the impact of learning technology on the academic performance of
Accountancy students. A quantitative descriptive research design was used
in this study which consisted of 255 Accountancy students from Rizal
Technological University- Pasig Campus. The result of the data was collected
using the online survey questionnaire. The study resulted that learning
technology in terms of accessibility, efficiency, learning platforms had a
significant impact on the academic performance of the students in terms of
their grades, academic achievement, and student engagement.
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Learning technology is an essential part in the educational process.
One of the current trends is the concept of Collaborative Learning bringing
together the instructor and other learners together on a common learning
goal. Quickly accepted multi-platform, wireless collaboration technologies
have resulted in the rise of the huddle room and interactive classroom, where
students can share their multi-sourced resources on the same screen during
educational/training activities. There is a need to create a new and separate
world designed to maximize learning. The learning management system (to a
stack of technologies) enables learning and development organizations to
inform, teach, guide, and connect people. A survey has been made to
learning professionals to see how they are using learning platforms in 2022.
The percentage of respondents using LMS and social learning technologies
has not changed, all other technologies have experienced growth. Foreman
(2022).
Accounting students who study how to record transactions and read
financial data need to learn both the traditional and modern accounting.
Modern accounting is done with the use of computers or learning technology,
while traditional accounting uses worksheets which require manual input of
transactions. In recording transactions and writing computations, the
accounting worksheet must be legible and error – free for an accurate final
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record of transactions. Accounting students often commit mistakes in their
worksheet, which affects its reliability and the accurate input of transactions.
The school has these boards, but they have to be dragged from classroom to
classroom which is time – consuming, as the teachers struggle to drag it in
class. Alternatively, Accounting students disregard the use of these wheeled
accounting boards and instead, spend their time drawing lines on the board
which is inefficient and time - consuming as well. Equipped with up-to-date
versions of discrete forms of technologies, miscellaneous activities will be
done to enhance students' digital and technological skills.
The overall objective of this study is to examine the impact of modern
technology on the academic performance of Accountancy students at Rizal
Technological University and to know each factor of the modern technology
on the academic performance of Accountancy students.
The possible contribution of this study to the field of Accountancy is to
gain an understanding on how the Accountancy students will benefit and
emphasize the effect on their academic performance through the use of
modern technology that would help them overcome the difficulties and
challenges on school learning.
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Significance of the Study
This research would be important to determine the impact of modern
technology on the Academic performance of Accountancy students at Rizal
Technological University Pasig Campus. The findings of this research would
be beneficial to the following:
Rizal Technological University and the Administrators. This study is
made for the betterment of the school’s administrator and may serve as a
basis for the administrators in deliberating the need for modern technology.
Program Head of Accountancy. This study will benefit the program head by
giving them the idea of how technology can be useful to the students or if it is
impactful to the accountancy students in terms of their academic
performance. Accountancy Professors. This research shall inform the
professors if and why modern technology is necessary for the Accountancy
professors, and that technology is intended to benefit professors regarding
the efficiency and time – consumption during lectures.
Accountancy Students. This study will show whether modern technology
has an impact on the academic performance of the students. This research is
done for the benefit of students, and in expectation of lessening their
inconvenience during their accounting subject.
Future Researchers. The findings of the study will serve as a reference
material and a guide for future researchers who wish to conduct the same
experimental study, or any study related to the impact of modern technology
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in the academic performance of Accountancy students of Pasig Catholic
College.
Theoretical Framework
People
e-learning
Technologi
Services
es
Figure 1. Dabbagh-e Learning System
According to Dabbagh (2005), the e-learning systems contain the
three main components of information systems. These components are
people, technologies, and services. Students interact with e-learning
systems. e- learning technologies enable the direct or indirect interaction of
the different groups of users, commonly other students and professors.
Technologies that are used provide support to integrate content, enable
communication, and provide collaboration tools or available application that
can enhance student capability with the technology. With this e-learning, one
can produce a lot of accessible platforms to use that could be useful to the
students who are engaging with the technologies, and as of that, efficiency
has the ability to achieve an end goal and no waste of time and effort. It can
be beneficial to the
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students to have more time for other academic activities and important student
engagement.
Academic Performance
Conetext
Fixed Level of
factors knowledge
Edgar Theory
of
Performance
Personal Levels of
factors skills
Level of
identity
Figure 2. Edgar Theory of Performance
The theory of academic performance of Edgar (2007) emphasizes the
six foundational concepts that can be used to explain performance as well as
performance improvements. According to Edgar (2007), a performer can be
an individual or a group of people engaging in a collaborative effort. In this
case, developing performance is a journey, and level of performance is the
main location in the long journey. The Theory of Performance (TOP) model
has six components in the current level of performance: context, level of
knowledge, levels of skills, level of identity, personal factors, and fixed
factors. The theory of performance is much related and challenging to those
educators because as time passes by, they need to improve their
performance, and empower to help others to learn and grow. The findings
of Edgar (2007) is
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closely related to learning for understanding. When Rizal Technological
University will acknowledge this type of model, this could empower to create
results that will surely make a difference, working and learning together in
ways that will make the world better has been the primary goal of higher
education throughout the ages.
The theory of e-learning and the theory of performance are likely
having a connection. This study was designed to examine the impact of e-
learning on the academic performance of students. They were statistically
answered using Percentage to establish the students’ responses to e-
learning and academic performance. The findings revealed that e-learning
has a positive impact on the academic performance of the students. The two
types of online education are found to be important but there has been a
decline in the number of students using e-learning as their main line of
acquiring skills while the importance of using e-learning education is to aid
learning effectiveness. Improvement on the school should ensure that a
minimum standard of requirement is set for schools to get computer facilities
to enhance the effective accessing of material on computer education.
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Conceptual Framework
Independent Variable Dependent Variable
Learning Technology Academic Performance
Accessibility Grades
Efficiency Academic Achievement
Learning Platforms Student Engagement
Figure 3. Conceptual Paradigm of the Study
In order to have direction for the research study, the researcher
provides a conceptual paradigm of the study. The independent variable of
the includes impact of learning technology in terms of accessibility, efficiency,
and application. The dependent variable of the study is the academic
performance in terms of grades, academic achievement, and student
engagement.
The arrow connecting the variables indicates the hypothesized
relationship between the impact of learning technology on the academic
performance of Accountancy students at Rizal Technological University-
Pasig Campus. Based on the model of the study, the study hypothesized that
the learning technology does not significantly relate to the academic
Pasig Campus.
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Statement of the Problem
The purpose of this study is to seek for learning technology and its
impact on the academic performance of Accountancy students at Rizal
Technological University- Pasig Campus.
Specifically, the study sought answers to the following questions:
1. How may the learning technology impact in the study of the Accounting
subjects at Rizal Technological University be described in terms of:
1.1 accessibility;
1.2 efficiency; and
1.3 learning platforms?
2. What is the level of influence of the learning technology to the student’s
academic performance in terms of:
2.1 grades;
2.2 academic Achievement; and
2.3 student Engagement?
3. Does learning technology have a significant impact on the academic
performance of Accountancy students?
4. What implications may be derived from the result of the study?
Statement of Hypothesis
The learning technology namely; accessibility, efficiency, and learning
platforms does not significantly impact to the academic performance of the
Accountancy students at Rizal Technological University- Pasig Campus.
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Scope and Delimitation
This study is primarily concerned with the learning technology and its
impact such as accessibility, efficiency, and learning platforms on the
academic performance of the Accountancy students at Rizal Technological
University - Pasig Campus. This study was conducted during the First
Semester of Academic Year from October 2022 up to February 2023.
The researcher delimited the study only in Rizal Technological
University-Pasig Campus. This is also putting emphasis on those students
who are using technology as part of their online classes. This study limited
the respondents to those Accountancy students who are included in
academic year started from October 2022 up to June 2023. To have an
accurate information regarding the study, the researcher also focused on the
Accountancy students, therefore a program such as Political Science,
Psychology, Teacher Education, Business Administration, Engineering is not
included in this study. This study also limited other information not related to
the topic to assure the respondents that information was mainly for academic
purposes and their identities would not be disclosed anywhere. Personal
information is limited only to their name and year level.
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Definition of Terms
The following terminologies are conceptually and operationally defined
to provide a clear understanding of the study.
Academic Performance. Academic performance is the measurement of
student achievement across various academic subjects. Teachers and
education officials typically measure achievement using classroom
performance, graduation rates and results from standardized tests.
Academic Achievement. Academic achievement represents performance
outcomes that indicate the extent to which a student has accomplished
specific goals that were the focus of the activities in instructional
environments, specifically in school, college, and university.
Accessibility. Technology has been designed in a way that can be
accessed by all users. The quality of being suitable or adapted for use by the
students and having access to technology.
Applications. It refers to software and systems, run on school equipment,
that support important administrative and instructional functions. The
following functions represent the major categories of technology applications
for schools and districts.
Efficiency. Technology can play an important role in creating lean and
efficient processes. It can help you reduce or eliminate duplications and
delays in the workflow, as well as help you speed up by automating specific
tasks.
Grades. The grading practices used by many teachers are designed to
communicate student’s performance in a number of areas, including both
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academic achievement and behavioral factors such as student effort,
conduct and attitude.
Learning Platforms. An online learning platform is an information system
that provides a safe learning environment where students can take online
courses. It is used to feature online courses that you can create, the majority
are more educational-based and strictly offer university-level education.
Learning Technology. It is the broad range of communication, information
and related technologies that are used to support learning, teaching and
assessment.
Student Engagement. Student engagement is a measure of a student's
level of interaction with others, plus the quantity of involvement in and quality
of effort directed toward activities that lead to persistence and completion.
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CHAPTER 2
REVIEW OF RELATED LITERATURES
This chapter presents various conceptual and research literature
which provide theoretical and empirical insights into the problem.
Conceptual literature on the impact of learning technology to the
Accountancy students of Pasig Catholic College provides the researcher a lot
of theoretical insights. Likewise, the research literature on the same subject
of investigation conducted by competent individuals mainly through theses
dissertations gives the researcher empirical insights on the study. They are
grouped and presented thematically.
Learning Technology
According to the study of Sison (2021), learning technology is a
versatile technique of instruction, competent in many things, particularly to
the subjects and field of the students. This learning technology is useful and
found out that even in the midst of epidemic, freshmen students at some
public University exhibits high self-efficacy where there is accordance on
student’s beliefs in their ability to complete a task given to them by the
professors to achieve their goal. It is stated in this study that it can predict
superior academic achievement in all sectors of expertise, regardless of the
student’s educational backgrounds, internet usages, and internet
sustainability among students. In the study of Arinto (2013), he discovered
that this academic usage of learning technology tools and resources is linked
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success and to the weight they place on both individual and collaborative
learning. However, the study discovered that academic has a variety of
approaches to teaching and learning. This learning technology is the
umbrella that describes communication, information and technological tools
used to enhance student learning, teaching and assessment. Supporting this
study, Caballero (2022) includes the range of digital tools and application
used by the student in online learning as well as physical and media used for
teaching and learning. Learning technology can help students increase their
self- responsibility, acts as an extension of their individual and collaborative
learning.
According to Bezzera (2015), one of the most relevant factors related
to success in implementing learning technology relates to how online
education is conducted. This includes receiving timely feedback, teachers’
efforts to be organized, delivering online lectures, adapting instructions to this
learning model, and helping students follow the courses and look for
feedback on their experiences. In support with this, Chopra et. al., states that
learning technology has timely feedback and responses to students’ actions
which are keys to effective online delivery. Also, there is a positive
association between e-service and information quality with students’
satisfaction. In its report, "Students, Computers, and Learning", the
Organization for Economic Co- operation and Development (OECD) came to
the conclusion that there is no proof that academic performance has
improved in schools that have made learning technology investments or
that this investment has narrowed the
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achievement gap between higher- and lower-achieving students. It
discovered that students were more likely to succeed academically in nations
with higher overall levels of digital competence.
Adoption of Learning Platform
Based on the result of the study of Scholtzand Kapeso (2014), they
explored the factors of technology-based learning approaches that it could be
used in different venture as resource planning system for the teachers. It has
easy access to teachers implementing learning materials and modules that
could be useful. It facilitates communication and social interaction between
the students and educators. Distance learning technology persists to grow as
everyone faces new normal after the pandemic. It was convenient not only
for the students but to teachers as well. The use of tools make it easy for the
educators and students to stay connected whether it is online or
asynchronous learning activities, Shannak (2013). Virtual tools include
different combination of helpful programs and online learning platforms like
Zoom, Google Meet and other applications that make online learning
possible and efficient.
According to Mothibi (2015), relevant research studies conducted for
the impact of technology-based learning on academic achievement examine
the relationship between learning technology and academic achievement in
higher education. They used the Cohen’s Model and they found out that
Learning Technology had statistically significant positive impact on students’
academic achievements.
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Accessibility
According to the study of Usher (2012), the accessibility of the
learning technology has been the widespread integration to the daily life of the
students, from cellphone, laptops, and other gadgets that access a lot of
application used in terms of school purposes. It has been designed in a way
that it can be accessed by all users. The accessible application can be
brought to the learning process, increasing interest and motivation for the
students. Jewitt (2018) added using the digital resources and provided
learners with more time for active learning in the classroom. It is very
necessary to the students to access different platforms and application with a
learning benefit.
Additionally, Biagi and Loi (2013) proposed that the ability to access
and use the technology has become essential to full participation of students
in academic and other school-related activities. For most educational
institutions, accessibility is commonly addressed as an afterthought, less
time-consuming, and costly to provide adequate access. Gray and Lewis
(2014) stated in their study on how the entities of technology has been
established. Accessible web page allows students to access information,
share their work, communicate with peers and professors, and it has taken
advantage of distance learning options. Included as well in the accessibility
of instructional courseware is that students are allowed to participate side by
side like classroom. They can view presentation, documents, spreadsheets;
and actively participate in simulations and all other academic activities.
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Efficiency
With the advancement in technology and the rise of remote learning,
classrooms are being remodeled and redefined in a number of ways to fit the
evolving needs of modern digital learners. According to Harrison (2014),
technology has been efficient to help connect students to the real world. It
allows educators to remove the physical barriers of the classroom, offering
students a way to connect in the areas of academic. It can be preparing
students for the workforce where students need to have more than a working
knowledge of certain technological tools. Many educational tools offer a
variety of functionalities that promote collaboration. Stated are Zoom and MS
Teams that provide an easy way for students to hold virtual learning with
professors, a virtual meeting with classmates from anywhere in the world.
Efficiency of technology has a lot of offers to students like accessing
information more easily, find information quickly and accurately. Search
engines and e-books are partially replacing traditional textbooks. Students
can get one-on-one help through educational videos and massive open
online courses. It is grounded in using these continuous learning tools that
enrich their future learning potential.
Increased collaboration can be aided by educational technology.
Teachers can communicate with students during lessons, but students can
also interact with one another. Students collaborate to solve problems
through online classes and educational purposes. Students can share their
ideas and thoughts and encourage one another in collaborative
activities.
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Simultaneously, technology allows for one-on-one interaction with teachers.
Students can ask questions about the classroom and receive additional
assistance with the difficult-to-understand subject matter. Students can
upload homework from home, and teachers can access and view submitted
assignments on their devices, Bay (2021).
Learning Platform
E-learnings do not require extensive computer skills, although there is
familiarity with computers and software, especially web browsers according
to Tarhini (2013). This web browsers help to reduce the acceptance barriers
for the higher education students. They can use it as a material for the school
purposes like studying at their own pace. Learning platform may perhaps
serve as flexible in terms of the availability. In this study, students can use it
for research, taking quizzes especially until now that we are having online
classes, students can participate with educators and other students, although
not at the same time. To support this study, Callan (2011) states that learning
platforms have an advantage for the students engaging in online learning. He
stated that it is affordable, saves time and a different platform that enables
the students to access materials from anywhere at any time. It can be
accessible to global resources and school materials so that students can
meet the level of knowledge and interest, and by this platform, learners can
have the potential to track their progress. It t is convenient for learners to
develop as well their
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knowledge of using the latest learning technology and the internet, Garrison
(2013).
Academic Performance
According to Grismore (2014), student’s academic performance is
defined as academic progress of a single student, such as formative and
summative assessment data, coursework, instructor observations, student
engagement and time on task, and similar information of the students. It
applies as the measurement of student achievement across various
academic subjects and measured also by the average of marks of the
student performance inside the school. According to Barkley (2014), the
academic performance of students reflects on their ability to demonstrate the
knowledge they have learnt in test, quizzes, presentations, and final
examination. Students’ academic performance is not only evident to the
students but also to the schools as it is a measure of success of their
educational process. Cosmas (2013) studies in the education literature have
examined the factors that may influence students’ performance that include
physical facilities and qualified educators, attitudes, aspirations, and self-
awareness.
Influence of Teachers on Student’s Academic Performance
Baskerville (2020) states that for education to fully achieve its
purpose, teachers play a key function by way of interpreting, displaying and
setting standards following educational programs during school hours.
Hence, teachers determine how teaching and learning occurs.
Therefore, it is
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hypothesized that a teacher is characterized as being productive when
he/she brings out the required outcome when performing the role as a
teacher.
Grades
Grades is the pure form and supposed to be indicators of academic
achievement and student proficiency in class. Guskey and Bailey (2012) also
discussed that grading system which is subjective has to be implemented by
the fact that students have an awareness in the level of their capacity inside
the class. According to Edge (2016), grades is the assessment of student
learning, it is the assessment practices to promote accountability by
separating the successful from the unsuccessful learners and highlighting
their differences by giving them a fair computed grade. A grading system
should be addressed, and be done accurately, fair, specific, and timely by the
educators. The researcher also included the grading mechanism that focuses
more on the performance of students and less on subjective factors
unrelated to the student achievement. A grading system can be a motivation
for the students to engage more in school. It is the process where the
students will allow them to know their level of knowledge and it has a big
impact on their performance because student performance will take the result
in their grades.
Elements of Grading
Doug Reeves (2011) identifies four essential aspects of grading
systems that need to be addressed. He asks readers to consider how to
make grading systems accurate, fair, specific, and timely. He is quick to point
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out that
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perfection in grading 26 systems is not possible, but improvement is. Reeves
states his main contention this way: “If a school system aspires to have a
grading system that is accurate, fair, specific, and timely, then it must create
grading mechanisms that focus more on the performance of students and
less on subjective factors unrelated to student achievement.
Academic Achievement
Academic achievement can be expressed as the result of schoolwork,
students’ performance, learned effort as how the students put their efforts to
achieve something related in academics and as the result obtained through
the study according to Taylor (2019). Academic achievement refers to the
student performance of learning in school that is ultimately achieved of
student through teaching, development, which is obtained via achievement
test. According to the support study of Bureau (2016), the purpose of
academic achievement is to know the quality of education and to see the
overall quality of the students. It alludes that academic achievement can be
considered to be academic performance. It has a common measurement
which is the student General Weighted Average (GWA), which can be
accurately calculated from the marks of each course to measure the result of
works of the students.
Wu and Li (2019) found that there were inter school-school that has a
difference in academic achievement like the top of the class or the programs.
It is not about how better the school is but how the students apply their
learning, so it has effect and proceed to having academic achievement. Fan
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and Wang (2018) supported this study wherein they stated that academic
achievement is based on the field of learning analytics. It is not only
intelligence and practical ability, but also the mastery of knowledge of student
society and nature.
Influence of Technology on Student Engagement
There are five identified technologies, namely: web-conferencing,
blogs, different sites, and digital platform, Clements (2015). The resemblance
among these technologies is the prospective value that supporting a
constructive approach to learning is characterized by active knowledge of the
students through their reflection of experiences and interaction.
Student’s Engagement
According to Bakker and Vergel (2015), student engagement is a
relationship between the time of students spent on coursework and learning.
It is also the quantity and quality of student efforts that affect learning. The
findings of Baker and Vergel states that student engagement is designed to
assess student participation in various activity. It is referring to the interest of
students in different activities that they are involved. The curiosity and
intention when they are learning or being taught could extend to the level of
motivation they have to learn and progress in their education. Kuh (2019)
supported this study in accordance with other engagement instruments and
the students’ amount of time and effort put into their studies and other
educationally
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purposeful activities. Fredricks (2014) states that typology of student
engagement to organize and present research findings suggests that there
are three types of engagement. First is behavioral focusing on student
participation in academic, social, and co-curricular activities. Second is the
emotional engagement focusing on the extent and nature of positive and
negative reactions to teachers, classmates, academic, and school. Third is
the cognitive engagement focusing on students’ level of investment in
learning.
The study of Gallup (2018) states that school engagement is more
than just talk found that engaged students 2.5 times more likely to say that
they get excellent grades and do well in school, and also be more likely to be
hopeful about the future than their actively disengaged peers. It says that the
student engagement has significantly positively affects student growth.
Engaging will help students to be more pro-active in different areas of
activities not just in society but also in school where they get all the
knowledge. Students are not closing any doors in learning, they are fulfilling
their development need for a connection with other and sense of belonging in
society and as being a learner.
Family factors in the Academic Achievement of the Students
Parental involvement, family interaction styles, family cultural capital,
and the environment of the community in which they live are included in
here. According to Liu (2018), parenting practices of families are inextricably
linked to students' academic achievement. Liu (2018) found that the
community environment in which students' families live affects students'

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academic
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achievement, that children in rural communities have lower language
application skills than those in urban communities, and that the nature of the
community significantly and positively influences parental involvement in
education and parents' educational expectations.
Synthesis
Traditional classrooms and teaching methods have been used
extensively in the last few decades. It has been producing amazing results.
And most people did not question it until they faced a big common enemy –
COVID-19. The pandemic changed everyone’s lifestyle. It forced people to
spend most of their time indoors. This situation proved to millions of people
across the world that technology is good enough for the average student.
Technology affects education in different ways. When used appropriately in
class, digital learning tools can promote student engagement, help tutors
improve lesson plans, and enhance personal learning. The power of
technology can be felt in almost every area of one’s lives. In the education
sector, learning institutions are incorporating technology in different ways to
prepare students for the fast-paced world. One of the most important benefits
of technology in the education sector is putting knowledge and skills into use.
Engaging content can spark curiosity among learners. And this will promote
academic success. Curiosity helps learners understand reading and Math
concepts. Creating engaging content involves using podcasts, virtual reality,
and videos to name a few. While technology is great, students should keep in
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mind that it is a tool, and it cannot solve problems. Technology becomes
useful in the education sector when educators figure out what to do with it to
help learners achieve their goals. Students gain valuable knowledge through
online interactions and classes. Technology allows students to use what
they’ve learned in class. It also helps tutors assigning tasks that force
students to apply their knowledge and come up with effective solutions. It has
insight on the origins, characteristics as well as the limitations, weaknesses,
and strengths of web-based learning systems. Student variables, such as
behaviors and attitudes, cultural background are the important characteristics
as variables that influence students’ learning. This can help the management
achieve the most effective deployment of such system and help them
improve their strategic decision making about technology in the future. They
can decide on the best approach that fit their students before implementing
any new technology.
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CHAPTER 3
METHODOLOGY OF THE STUDY
This chapter includes the research design, the population and sample,
the data collection procedure, description of instrument, and data analysis
procedure.
Research Design
The proposed study utilized the quantitative research design because
it emphasizes the objective measurements and the statistical, mathematical,
and numerical analysis of data connected to the questionnaire and surveys
or in manipulating pre-existing statistical data using computational
techniques. Particularly, the descriptive research methodology design was
used. The descriptive research methodology design is a design where events
are recorded, described, interpreted, analyzed, and compared (Castillo,
2002). Its objective is to describe systematically a situation, conditions, or
area of interest factually and accurately.
Under the descriptive method, correlational research was specifically
employed. In correlational research, the aim is to describe the strength of
relationship between two or more variables, events, or characteristics
(Santrock, 2005).
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Research Locale
This study was conducted at Rizal Technological University, Eusebio St.
Maybunga, Pasig City, Manila Philippines.
Rizal Technological University is a cooperative educational institution.
It is a satellite campus of Rizal Technological University System. The
University opens its campus for students who are planning to have their
undergraduate degree in Political Science, Psychology, Teacher Education,
Business Administration, Engineering, and Accountancy. This study only
focuses on the Accountancy Program of Rizal Technological University. The
program has a high number of enrolled students for the first semester of
academic year which consist of a total of 700 enrollees, and under this
program there are CPAs instructors for the higher and accessible education.
Population and Sample
The respondents of this study are the Accountancy students at Rizal
Technological University-Pasig Campus. This study covered 700
Accountancy students which compromised 100% of the respondents. To
determine the sample size, the researcher used a sample size formula.
Figure 4. Sample Size Formula
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Where:
n = Sample Size
e = Margin of Error
The researcher also used the Sample Size calculator to accurately
identify its sample size. This sample size calculator is presented as a public
service of creative Research Systems survey software. It is used to
determine how many people were needed to survey in order to get results
that may reflect the target population as precisely as needed. The sample
size of this study resulted of 255 respondents who were randomly selected in
every Section of Accountancy Students of Rizal Technological University-
Pasig Campus.
Table 1. Population and Sample
Year Level Population Size Sample Size Percentage
1st Year 211 77 30.19
2nd Year 149 54 21.18
3rd Year 82 30 11.76
4th Year 162 59 23.14
5th Year 96 35 13.23
Total 700 255 100%
The table showed the specific number of students for each year that is
based on ratio and proportion. To identify the specific number of respondents
in every year level, the researcher calculated its sample size which resulted
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to
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77 respondents from first year, 54 respondents from second year, 30
respondents from third year, 59 respondents from fourth year, and 35
respondents from fifth year.
The researcher used the Probability Sampling design, specifically, the
Stratified Random Sampling technique. Stratified Random Sampling is a
method for sampling from a population whereby the population is divided into
subgroups known as strata, and units are randomly selected from the
subgroups. In Stratified Random Sampling, the respondents were grouped
according to their year levels represented as the stratum of this study. Since
the sample population of 255 is quite huge, the researcher decided to use
the Simple Random Sampling method. To have an equal chance for the
respondents to be selected, the researcher assigned a number to each
student from each year level and used the lottery method technique. This
method and technique enabled the researcher to gather the data.
The Respondents
Table 2. Demographic Profile of the Respondents with reference to their
Age
Age Frequency Percentage
18-25 244 95.7%
26-35 11 4.3%
Total 255 100%
Table 2 presents the frequency and percentage of the Accountancy
students who participated in the study according to their age. It resulted that
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out of 255 respondents, 95.7% were between 18 – 25 years old, and 4.3% in
the age of 26-35.
Sex
Sex Frequency Percentage
Male 81 31.8%
Female 174 68.2%
Total 255 100%
Table 3 presents the number of Accountancy students who
participated in the study according to their sex. It was observed that out of
255 respondents, male got a lower percentage of 31.8%, while the female
got the highest percentage with 68.2%.
civil status
Civil Status Frequency Percentage
Married 2 0.8%
Single 253 99.2%
Total 255 100%
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Table 4 presents the number of respondents who participated in the
study according to their civil status. It resulted that out of 255 students,
99.2% of them were single.
Year Level
Year Level Frequency Percentage
1st Year 77 27.8%
2nd Year 54 22.0%
3rd Year 30 12.9%
4th Year 59 23.0%
5th Year 35 13.7%
Total 255 100%
Table 5 presents the frequency and percentage of respondents who
participated in the study according to their year level. Out of 255 students,
27% of the respondents are from first year, and the rest is from 2nd year to 5th
year students.
Instrument of the Study
The instrument of the study was constructed by the researcher guided
by the extensive review of various literature on the Learning Technology and
its impact on The Academic Performance of Accountancy students at Rizal
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Technological University-Pasig Campus. The instrument used was
composed of 3 parts. Part 1 elicited information on the demographic profile of
the respondents including their age, sex, civil status, and Year level. Part 2
measured the learning technology in terms of accessibility, application, and
efficiency. Part 3 of the instrument measured the Academic Performance of
Accountancy students at Rizal Technological University-Pasig Campus in
terms of grades, academic achievement, and student engagement.
Table 6. Four-Point Likert’s Scale
Scale Range of Scale Verbal Descriptive

Interpretation Equivalent
4 3.26 – 4.00 Strongly Agree Very Strong
Impact
3 2.51 – 3.25 Agree Strong Impact
2 1.76 – 2.50 Disagree Slight Impact
1 1.00 – 1.75 Strongly Disagree No Impact
Validation Procedure
The content validity procedure was utilized in validating the instrument
to find out the degree to which an instrument has an appropriate sample of
items for the constructs of learning technology and academic performance of
Accountancy students at Rizal Technological University Pasig Campus being
measured and adequately covering the construct domain. Essentially, the
procedure involves soliciting judgment from the three (3) experts. The first
expert is a director for information, communication, and technology of Pasig
Catholic College and currently undergoing a doctorate for Information,
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Communication, and Technology. The second expert was known for advising
several research studies in different institutions and has been dedicated to
teaching for more than 13 years (DepEd), graduated Bachelor of Secondary
Education, major in English with Master of Arts in Education (major in
English) and currently teaching at Pasig Catholic College. The third is a
CPA, DBA and a professor in the college department of Pasig Catholic
College and teaches major accounting courses. The fourth is a statistician, a
graduate with a Master of Arts major in Mathematics. The content of the
instrument was unanimously approved by the validators.
To analyze the impact of learning technology on the academic
Pasig Campus, the researcher used a four-point rating scale for the system.
A pilot testing was done to ensure that the instrument was understood
the way the researcher means them. The researcher asked the help of the
statistician to process the result of the pilot testing through Cronbach’s alpha
as coefficient of reliability which should reach the level of 80%.
The instrument has undergone the reliability test using the
Cronbach’s alpha radius from 0 to 1, by which the questionnaires were
administered to 15-20 students.
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Table 7. Scale Reliability Analysis (Cronbach’s Alpha)
Mean SD Cronbach’s α McDonald’s ω

Scale 3.45 0.307 0.958 Strongly Agree
During the validation process, various grammar and technical
construct of the file was connected by the English grammarian, Accounting
Professor, and Information Technology expert. After the validators approved
the questionnaire, the instrument has undergone through a pilot testing which
was done by distributing the online questionnaires to 17 Accountancy
students from Pasig Catholic College. The pilot test result to 0.965
Cronbach’s Alpha which measures the reliability and consistency of the
instrument. This indicates that the instrument is able to capture information
needed to know the impact of learning technology on the academic
performance of the accounting students and answer the specific statement of
the problem.
Data Gathering Procedure
The mode of gathering used was the survey-questionnaire method. In
gathering the data, the researcher carried out the following procedure. A
letter was sent to the College Dean of Pasig Catholic College for the
approval of the research to be conducted. The letter contains the following
information.
A. Description of the study and how it will benefit the school
B. Respondents of the study particularly the schedule of their classes
which will be affected upon the administration of the instrument
C. Time when the researcher will conduct the study (April-May 2023)
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Upon approval of the College Dean, the researcher gave a notification
to the Head of Accountancy program of Rizal Technological University-Pasig
Campus to conduct the research and the procedure of the administration of
the instrument. Having been permitted to administer the questionnaires,
schedule was set in coordination with the Department Head of Accountancy.
The researcher sent a survey questionnaire through the use of Google
Form including the letter and background of why the research is conducted,
discussed the significance of the study, and administered the instrument to
the respondents. The researcher collected the answered instruments from
the respondents and check whether all the questions were answered. And
lastly, the data collected was tabulated and processed.
Data Processing Procedure and Statistical Tool
The new data was first encoded then the process of tabulation and
computation was applied using the Statistical Package for the Social
Sciences (SPSS). The following statistical measures were used on the
following specifics:
1. The demographic profile which includes sex, age, civil status, and year
level was analyzed using Frequency and Percentage.
2. For SOP 1, the accessibility, efficiency, and learning platforms of
the respondents, it was analyzed using the Weighted Mean.
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3. For SOP 2, which includes academic achievement, grades, and
student engagement, it was analyzed using the Weighted Mean.
4. While for SOP 3, Multiple Regression was used to determine the
impact of percentage of the learning technology in terms of
accessibility, efficiency, learning platforms and academic performance
in terms of grades, academic achievement, and student engagement.
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CHAPTER 4
RESULTS AND
DISCUSSION
This chapter shows the presentation, analysis, and interpretation of
the data gathered by the researcher. It also discusses the data resulted from
the questionnaire answered by the 255 respondents, which composed the
Accountancy students at Rizal Technological University-Pasig Campus. The
analytical procedure was arranged according to the sequence of the specific
questions.
I. Learning Technology
Table 8. Learning Technology in Terms of Accessibility
Accessibility Weighted Verbal Descriptive

Mean Interpretation Equivalent
1. Learning technology allows 3.17 Agree Strong Impact
relentless access to
educational resources.
2. Course materials were found 3.53 Strongly Agree Very Strong
convenient to be accessed Impact
anytime and anywhere using the
internet or mobile devices.
3. Learning is delivered without limit. 3.22 Agree Strong Impact
4. The use of different media 3.06 Agree Strong Impact
platform tools makes it easy for
anyone to stay connected whether
it’s online or asynchronous
learning activities.
5. It is necessary to give full 3.31 Strongly Agree Very Strong
participation in academic Impact
activities. 3.31 Strongly Agree Very Strong
6. Consistently address directly as Impact
it is less time-consuming. 3.42 Strongly Agree Very Strong
7. Provide with equal access to Impact
learning materials like
Educational Video. 3.37 Strongly Agree Very Strong
8. Utilize all the relevant Impact
software usable in online 3.30 Strongly Agree Very Strong
learning. Impact
Over-all Weighted Mean
and Interpretation
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In the table shown above, the respondents strongly agreed that
Course materials were found to be convenient to access anytime and
anywhere using the internet or mobile devices with a mean of 3.53. The
respondents believe that because of the accessibility of learning technology, it
is necessary for them to have full participation in academic activities with a
mean of 3.31. The respondents also strongly agreed that the accessibility is
consistent in directly addressing to save time which also suggests that online
learning is becoming prevalent and may continue to grow in the future with a
mean of 3.31. Additionally, they strongly agreed that accessibility can provide
with equal access to learning materials like educational videos, highlights the
importance of accessibility and inclusivity in online learning environments
with a mean of
3.42. The respondents strongly agreed about utilizing all relevant software for
online learning that students are expected to be proficient in using variety of
tools and platforms to participate fully in online learning experiences with a
mean of 3.37. While for both online and face-to-face classes, they agreed
that learning technology allows them relentless access to educational
resources with a mean of 3.17. They also agreed that it is not easy to stay
connected during online and asynchronous learning activity because of the
different media platform tools which had the lowest mean of 3.06. The data
presented in table 8 indicates the impact of learning technology in the
Academic Performance in terms of Accessibility with an over-all mean rating
of 3.30.
Based on the data, this implied that the respondents explored the
different learning technology tools. Majority of the respondents strongly

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agreed
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with a mean of 3.53 of thinking that only through online will they find the
course materials convenient and easy to access. This means that the
accessibility of the course materials which the respondents have experienced
during the online modality has a very strong impact in their studies.
According to Usher (2012), the accessibility of media platform tools is widely
integrated into students' daily lives where people give thanks to devices like
cellphones, laptops, and other gadgets that have access to a variety of
applications that can be used for academic reasons. It has been created so
that all students can access it. This learning process can incorporate the
easily accessible application, boosting student interest and motivation.
Learning technology in terms of accessibility, the virtual tools are various
combinations of practical software and online learning platforms and other
applications that enable and enhance online learning. The fact that the
various media platform tools had the lowest mean of 3.06. It indicates that
the respondents agreed that it is challenging to stay engaged during online
and asynchronous learning activities. This means that using the different
media platforms has strong impact on the study of their accounting subjects.
According to Jewitt (2018), employing digital resources gave students extra
time for in-class active learning. Students must have access to a variety of
platforms and applications for learning purposes. According to the
respondents, who also firmly agreed that the accessibility is consistent in
dealing with learning technology which also directly saves time, the median
that has a mean of 3.31 means that learning technology has very strong
impact on their academic performance.
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The statement that participation in online learning activities has become
necessary and that addressing students directly saves time suggested that
online learning is becoming more prevalent and may continue to grow in the
future Sison (2021).
Moreover, the table shows that students strongly agreed that learning
technology in terms of accessibility has a very strong impact on the academic
performance with a mean of 3.30. One of the most important aspects of the
success of deploying learning technology according to Bezzera (2015) has to
do with how online education is carried out. This entails getting feedback
quickly, professors making an effort to be organized, delivering lectures
online, adjusting lesson plans for this type of learning environment, and
assisting students in following the courses and seeking feedback on their
experiences. In order to give effective online instruction, it was found that
learning technology had fast feedback and reactions to students' actions. The
quality of e-services and information was also found to be positively
correlated with the students' satisfaction and suggest that there is evidence
to suggest that academic performance has improved.
Table 9. Learning Technology in Terms of Efficiency

Efficiency Weighted Verbal Interpretation Descriptive
Mean Equivalent
1.Accessing information more easily. 3.53 Strongly Agree Very Strong Impact
2. Ability to access resources. 3.50 Strongly Agree Very Strong Impact

3. Complete tasks efficiently. 3.43 Strongly Agree Very Strong Impact
4. Concede to increase collaboration with other 3.35 Strongly Agree Very Strong Impact
Accountancy students.
5. Time-saving. 3.45 Strongly Agree Very Strong Impact
6.Interactivity and class engagement. 3.23 Agree Very Strong Impact
7. Accommodate learning style. 3.32 Strongly Agree Very Strong Impact
8. Gives outburst to a variation of sources at the simple 3.39 Strongly Agree Very Strong Impact
click of a button.
Over-all Weighted Mean and Interpretation 3.40 Strongly Agree Very Strong
Impact
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As shown above, the respondents strongly agreed that in terms of
efficiency in learning technology, they accessed information more easily with
a weighted mean of 3.53. They strongly agreed that learning technology in
terms of efficiency will let them have the ability to access resources related to
the study of accounting subjects got a mean of 3.50. In efficiency, they can
complete their task got a mean of 3.43. The collaboration with other
accountancy students has concede to increase with a mean of 3.35. The
time saved to study their different subjects has a mean of 3.45. The
efficiency can accommodate learning style got a mean of 3.32. And they
strongly agreed that the efficiency of learning technology gives outburst to a
variation of sources at the simple click of a button got a mean of 3.39. While
they just agreed that in terms of efficiency, it did not become interactive in
class engagement. The data presented in table 9 indicates the impact of
learning technology in the students’ Academic Performance in terms of
Efficiency with an over-all mean rating of 3.40.
With the given information, it appears that these are the results of the
survey conducted among students at Rizal Technological University,
regarding their experience and with their learning environment. The students
strongly agreed that they were able to access information more easily,
access resources, and complete tasks efficiently which has the highest mean
score of
3.53. They believed that they are learning technology in terms of efficiency
which has a very strong impact on the study of their accounting subjects.
According to Harrison (2014), technology is effective in bridging the gap
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between the classroom and the real world, removing physical obstacles, and
giving students a way to connect academically. Respondents strongly agreed
to increase collaboration with other students, which could indicate a desire
for more group work in their learning environment with a weighted mean of
3.35. This can be considered that it has a very strong impact in the study of
their accounting subjects, Harrison (2014). It might involve educating
students for the workforce, where they might need more than just a basic
understanding of some technology tools. There are several different
functionalities that encourage collaboration in educational technologies.
Students can benefit greatly from the efficiency of technology, which makes it
easier for them to obtain information and find it quickly and precisely. The
students agreed that learning technology in terms of efficiency lifts them up
to collaborate in different interactivity and class engagement with a total
weighted mean of 3.23 which means that it has a strong impact in the study
of their accounting subjects. According to Bay (2021), the use of technology
gives students a lot of times to engage with different school activities
because it’s convenient to use as well to their class engagement, which
technology is very usable for learning that proves that it can provide different
areas of learning to the students. The data presented in table 9 indicates the
impact of learning technology in the Academic Performance of the students
in terms of Efficiency with an over-all mean rating of 3.40.
Hence, the data in the table indicates that the respondents agreed that
learning technology in terms of efficiency has a very strong impact on the
study
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of the accounting subjects of the Accountancy students at Rizal
Technological University with an over-all mean of 3.40. In today’s day and
age, technology has incorporated itself into every aspect of one’s lives,
including the education field. It is a tool that helps everyone complete
complex tasks quickly and efficiently. Bay (2021) states that it is necessary to
keep in mind that technology is a tool for education. Technology in school
can promote greater collaboration. During lessons, they can also interact with
one another. Students work together to solve challenges for academic and
online course reasons. Through group projects, students can encourage one
another while exchanging ideas. Students can get more help with the
challenging subject matter and raise questions regarding the educational
environment.
Table 10. Learning Technology in Terms of Learning Platforms
Learning Platforms Weighted Verbal Interpretation Descriptive

Mean Equivalent
1. It makes it easy to stay connected 3.44 Strongly Agree Very Strong Impact
whether its online or asynchronous
learning activities.
2. It enables to put earned knowledge into 3.20 Agree Strong Impact
practice.
3. There is the ability to engage multiple 3.25 Agree Strong Impact
senses in learning.
4. It increases course variety. 3.32 Strongly Agree Very Strong Impact
5. There is repeated access to course

materials. 3.45 Strongly Agree Very Strong Impact
6. There is the flexibility to complete

3.42 Strongly Agree Very Strong Impact
assignments at a time.
7. It has easier access to the necessary

3.83 Strongly Agree Very Strong Impact
tools/learning platform.
8. It reduces costs in textbooks. 3.59 Strongly Agree Very Strong Impact
Over-all Weighted Mean and
Interpretation 3.44 Strongly Agree Very Strong Impact
In the first indicator, the respondents strongly agreed that learning
platforms made them easy to stay connected whether it is online or

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asynchronous learning activities with a total weighted mean of 3.44. The
respondents agreed that learning platforms have the ability to enable their
knowledge to put into practice with a mean of 3.20. For indicator three, the
respondents agreed that learning platforms has the ability to engage them in
multiple senses of learning with a mean of 3.25. The learning platforms
increase the course variety that the students strongly agreed that it has a
very strong impact in the study of their accounting subjects which got a
mean of
3.32. Learning platforms allow students to have repeated access in different
course materials with a weighted mean of 3.45. Accountancy students
strongly agreed that learning platforms has given them a flexible time to
complete their assignments on time with a mean of 3.42. The respondents
strongly agreed that they have easier access in learning tools and platforms
with a mean of
3.83. Also, they strongly agreed that learning platforms reduces them in the
cost of textbooks with a mean of 3.59. The data presented in table 10
indicates the impact of learning technology in the Academic Performance of
students in terms of Learning Platforms with an over-all mean rating of 3.44.
Based on the given statements and the corresponding verbal
interpretations, it can be inferred that respondents strongly agreed with the
ability to easily access more vital resources/learning platforms which got a
mean of 3.83. This means that it has a very strong impact on the study of
their accounting subjects. According to Tarhini (2013), a flexible learning
platform might be useful in terms of accessibility. This study focuses on the
fact that students can use it for research and quizzes, particularly as online
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classes
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have become more common. Students can participate with teachers and
other students, though not simultaneously. With a median of 3.44, the
respondents strongly agreed that learning platforms showed a very strong
impact that can make them be staying connected with online learning
regardless of the learning method. According to Callan's (2011) study,
learning platforms have benefits for students who participate in online
learning. According to him, it is accessible to global resources and
educational materials that students may use to fit their level of knowledge
and interest for it is affordable, saves time, and allows them to access
materials from anywhere at any time. Given that, the respondents used a
variety of learning platforms and that they are familiar with learning platforms.
They agreed that learning platforms have a strong impact, and it was the
least straightforward to put the knowledge into practice and received the
lowest mean of 3.20. Based on Cosmas (2013), the knowledge of students is
determined on how they put it in practice. Students have individual capability
and intelligence. Not all students put their knowledge into practice because of
other situation, like self-doubt and lack of motivation. The data presented in
table 10 indicates the impact of learning technology in the students’
Academic Performance in terms of Learning Platforms with an over-all mean
rating of 3.44.
Furthermore, the respondents agreed that this learning platforms are
very helpful to them. It means that learning technology in terms of Learning
platforms has a strong impact on the study of their accounting subjects with
3.44 as its over-all mean. Learning technology in terms of learning platforms
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provides flexibility in completing assignments which can be helpful for the
respondents who have other commitments. The highest mean was about
learning platforms necessity because it reduced students’ cost in textbook.
According to Callan’s (2011) study, learning platforms have benefits for
students who participate in online learning. He claimed that using different
platforms allows students to access resources from anywhere at any time,
meet their level of knowledge and interest, and is both affordable and
timesaving. He also claimed that using these platforms gives students the
ability to track their progress and develop their skills in using the most recent
learning technology and the internet.
Table 11. Overall Impact of Learning Technology on studying
accounting subjects of Accountancy students at Rizal Technological
University- Pasig Campus
Factors of Learning Weighted Verbal Descriptive

Technology Mean Interpretation Interpretation
Accessibility 3.30 Strongly Agree Very Strong
Impact
Efficiency 3.40 Strongly Agree Very Strong
Impact
Learning Platforms 3.44 Strongly Agree Very Strong
Impact
Over-all Weighted Mean 3.38 Strongly Agree Very Strong
Impact
Table 11 shows that most of the Accountancy students at Rizal
Technological University have strongly agreed that learning platforms have a
strong impact on studying their accounting subjects with a mean of 3.44.
Efficiency got a mean of 3.40, and the accessibility got a mean of 3.30. This
indicates that it has very strong impact on the overall extent of the learning
technology.
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The table demonstrates that the respondents agreed with the help of
the accessibility in learning technology with a mean score of 3.30, which
means that the accessibility of learning technology has a very strong impact
on the students’ academic performance. Bezzera (2015) asserts that the
management of online education is one of the key factors in the success of
deploying learning technology. In order to do this, educators must make an
effort to be well-organized, conduct lectures online, adapt lesson plans for
this kind of setting, and help students follow the courses and gain feedback
on their experiences. It was discovered that learning technology had quick
feedback and responses to students' actions in order to deliver effective
online training. Additionally, it was discovered that e-services and information
quality were strongly connected with students' happiness, suggesting that
there is evidence to support an improvement in academic achievement.
Therefore, the data shows that the respondents agreed that the
efficiency of learning technology is very necessary to them with an overall
mean of 3.40, which means that the efficiency of learning technology has a
very strong impact on the study of accounting courses by Accountancy
students at Rizal Technological University. Technology has permeated every
part of one’s life in the modern day, including the subject of education. It is a
tool that facilitates the speedy and effective completion of challenging jobs. It
is important to remember that technology can be used as a tool for
education, Bay (2021). Greater collaboration in schools can be facilitated by
technology. They can converse with one another during lessons. Students
collaborate to
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find solutions to problems for academic and online course purposes.
Students can support one another while discussing ideas through group
projects. Students access more help with the challenging subject matter and
raise questions regarding the educational environment.
In addition, learning platforms were strongly agreed by the
respondents for they give them more access in different platforms with an
overall mean of
3.44 which means that learning platforms have a very strong impact on the
study of their Accounting subjects. When it comes to completing
assignments, learning technology in the form of learning platforms offers
flexibility, which may be useful for the respondents who have other
responsibilities. The most important factor was the need for learning
platforms, which lowers textbook costs for students. The results of Callan's
(2011) study show that learning platforms are advantageous for students
who take part in online instruction. He asserted that utilizing various
platforms saves time and money while enabling students to access
information whenever and from wherever they are, at their level of interest
and understanding. Additionally, he asserted that by utilizing these platforms,
students can monitor their development and improve their proficiency with
the newest educational technology.
The data gathered and presented in Table 11 brings forth the result of
the data collected relevant to the overall mean of every factor regarding the
students’ academic performance. It shows that the Accountancy students at
Rizal Technological University-Pasig Campus strongly agreed on the
statement that the learning technology has very strong impact in terms of
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accessibility, efficiency, and learning platforms with a total mean of 3.38. As
a result, all of the factors above regarding learning technology are vital
features that impact the learning technology of the Accountancy students at
Rizal Technological University.
II. Academic Performance
Table 12. Academic Performance in terms of Grades
Grades Weighted Verbal Descriptive

1. The respondents easily get a 3.21 Agree Strong Impact
passing grade when they started
using learning technology.
2. They received fair grading system 3.03 Agree Strong Impact
because of learning technology.
3. They get better grades because of 3.13 Agree Strong Impact
learning technology.
4. Learning Technology helps in 3.19 Agree Strong Impact
boosting up their grades.
5. The usage of learning technology 3.21 Agree Strong Impact
for class has helped improved their
grades.
6. There is an improvement in their 3.19 Agree Strong Impact
grades since they became engaged
into this learning technology.
7. They get excellent grades during 3.05 Agree Strong Impact
online class because of the use of
8. Using learning technology, they had 2.96 Agree Strong Impact
easier time to achieve their high
GPA.
Over-all Weighted Mean and 3.12 Agree Strong Impact
Interpretation
The results in the table above indicates that the respondents agreed in
the factor that they easily got a passing grade when they started using
learning technology with a total weighted mean rate of 3.21. Accountancy
students also agreed that they received fair grading system because of
learning technology with a mean of 3.03. The respondents agreed in the
indicator that they got better grades because of the use of learning
technology with a weighted mean of 3.13. Learning technology helps them
in boosting up their grades with a
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mean of 3.19. They also agreed that the usage of learning technology for
class helped to improve their grades with an over-all mean of 3.21. For the
influence of learning technology, the respondents agreed that there is an
improvement in their grades since they become engaged in learning
technology with a mean of 3.19. They also got excellent grades with a mean
of 3.05. In the level of influence of learning technology in terms of grades, the
respondents did not have an easier time to achieve their high GPA with an
over-all mean of 2.96. The data presented in table 12 indicates the impact of
learning technology in the Academic Performance in terms of Grades, with
an over-all mean rating of 3.12.
Based on the statement provided, it seems that the respondents
strongly agreed that learning technology has had a positive influence on the
improvement of their grades since they engaged with learning technology
with a highest weighted mean among the indicators of 3.21 that has strong
impact on their academic performance in terms of grades. Based on the
study of Bailey (2012), learning technology provides students equal access in
education where students can use technology for assignments, presentation,
and research. It is necessary to engage since the epidemic start, most
students and educators used learning technology to provide such different
platforms for educational purposes. It appears that students at Rizal
Technological University-Pasig Campus agreed that learning technology had
a positive influence on their grades because when they become engaged
with this, they received fair grading system with a mean of 3.03 which has a
strong
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impact on their academic performance in terms of grades. Edge (2016)
asserts that grades serve as an evaluation of student learning and are used
in assessment procedures to foster accountability by differentiating between
successful and failed learners and highlighting their differences by assigning
each group a fairly calculated grade. Respondents agreed that in the level of
influence of learning technology in terms of grades, this means that learning
technology has slightly impacted on the study of their accounting subjects
that respondents did not have an easier time to achieve their high GPA with
the lowest weighted mean of 2.96. According to Guskey (2012), class allows
them to gauge their level of knowledge and has a significant impact on their
performance. This is important because student performance will determine
future opportunities.
The data gathered and presented in Table 12 indicates that students
agreed that learning technology is usable in their study which brings the idea
that grade has a strong impact in learning the technology with a mean of
3.12. Overall, the respondents seem that the role of learning technology has
a positive influence in their grades. Edge (2016) asserts that grades serve as
an evaluation of student learning and are used in the assessment procedures
to foster accountability by differentiating between successful and failed
learners and highlighting their differences by assigning each group a fairly
calculated grade. The researcher also added a grading mechanism that
focuses more on the students’ performance and less on subjective elements
unrelated to student progress. A grading system can encourage students to
participate.
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Table 13.Academic Performance in Terms of Academic Achievement

Academic Achievement Weighted Verbal Descriptive
1. Received prompt excellent from 2.99 Agree Strong Impact
professors.
2. Spending significant amounts of time 3.14 Agree Strong Impact
studying with the use of learning
technology.
3. They are contented with their current 3.03 Agree Strong Impact
academic progress because of
4. When they started to use learning 2.90 Agree Strong Impact
technology, they received more
awards in school related in academic
event.
5. They are confident with their 3.05 Agree Strong Impact
knowledge in learning technology
during online and face to face classes.
6. They always received recognition in 2.84 Disagree Slightly Impact
their program at the time that they use
7. Receiving acknowledgement/ rewards 3.09 Agree Strong Impact
for good academic results.
8. Learning technology boosts up their 2.97 Agree Strong Impact
confidence to join with different academic
activities.
Interpretation
The respondents agreed that learning technology has influence in
their grades which they received prompt excellence from their professors
with a mean of 2.99. They also agreed that they spend significant amounts of
time studying with the use of learning technology with a mean of 3.14. The
respondents also agreed that they are contented with their current academic
progress because of learning technology with a mean of 3.03. Students
agreed that they received more awards in school related academic events
when they started to use the learning technology with a mean of 2.90. They
agreed as well that they are more confident with their knowledge in learning
technology during online and face to face classes with a mean of 3.05. With
this indicator, the respondents disagreed to the statement that they
always received
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recognition in their program at the time they used learning technology with a
mean of 2.84. Accountancy students agreed that they received
acknowledgement/rewards for good academic result with a mean of 3.09.
They also agreed in the indicator that learning technology boosts up their
confidence to join with different academic activities with a mean of 2.97. The
data presented in table 13 indicates the impact of learning technology in the
Academic Performance in terms of their Academic Achievement with an
overall mean rating of 3.00.
Based on the provided table above, the respondents generally agreed
with the statements regarding the use and experience with learning
technology. They agreed that they spent significant amounts of time studying
the use of learning technology with a mean of 3.14. This means that learning
technology has a strong impact on their academic performance in terms of
academic achievement. The respondents stated that they felt confident about
their knowledge in learning technology in both online and face-to-face
classes. According to the study of Taylor (2018), learning technology can be
used anytime for it provides high amount of time to be used. It could be used
as long as you want because of its modern central processing unit that can
provide usable quality for everybody. The respondents agreed the rate of
their confidence with their knowledge in learning technology during online
and face to face classes with a mean of 3.05 which resulted that learning
technology has a strong impact on their academic achievement. Based on
the study of Wu (2019), learning technology is not only technology used by
everyone, but
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it also gives knowledge to the user. Technology has a lot of process to be
used. There are some information provided on how to use it, so people who
know how to use technology have a high knowledge to use it in a proper
way. Furthermore, the students disagreed with the statement that they
always received recognition in their program. It is possible that they received
some recognition, but not always with a weighted mean of 2.84 which
resulted that it has slightly impacted on their academic performance in terms
of academic achievement. This suggested the respondents to feel positive
about the statement but not entirely convinced that technology has a high
level of influence on their achievement. According to the study of Li (2019),
academic achievement is the performance of the student in the classroom
that is finally attained by the learner through instruction, development, and
achievement testing. The goal of academic accomplishment is to understand
the quality of education and assess the general caliber of the students.
Moreover, the respondents agreed that learning technology has a
strong impact on the academic performance of Accountancy students in
terms of academic achievement with an over-all mean of 3.00. According to
Taylor (2018), learning technology has a lot of offers to Accountancy
students for them to increase their time to studying. Nowadays, students use
a learning platform that can help them to lessen their time in working their
task and they can have more time with their academics. Technology can help
students learn at their own pace and provide personalized learning
opportunities, but after all, the impact of technology in academic
achievement depends on how the
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students used the quality of content. The use of technology can completely
eliminate numerous different problems; for instance, when students can
access their assignments online, photocopying and stapling are no longer
required.
Table 14. Academic Performance in Terms of Student Engagement
Student Engagement Weighted Verbal Descriptive

1. Learning technology improves 2.95 Agree Strong Impact
their volunteerism during online
events.
2. They are more engaged in 2.95 Agree Strong Impact
class discussions because of the
3. Learning technology helps them 3.19 Agree Strong Impact
to attend in different webinars and
other academics competition.
4. Learning technology makes them 3.12 Agree Strong Impact
active participants of school online
activities such as webinars.
become active in extracurricular
activities.
6. Because of learning technology, 3.07 Agree Strong Impact
they easily work with other students
with different organization.
strive when it comes to class
recitation.
8. They can easily help their 3.23 Agree Strong Impact
organization with academic
responsibilities because of the
Interpretation
Based on the table above, the respondents agreed that learning
technology improve their volunteerism during online events with a mean of
2.95 which means that it has a strong impact on their student engagement.
They also agreed that they are more engaged in class discussion because of
the learning technology with a mean of 2.95. They agreed that learning
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technology is helping them to attend in different webinars and other
academics competition got a mean of 3.19. Learning technology is making
them active participants of school online activities such as webinars got a
mean of 3.12. Students agreed that learning technology made them become
active in extracurricular activities with a mean of 2.95. Because of learning
technology, they easily work with other students with different organization
which got a mean of 3.07. Learning technology make them strive when it
comes to class recitation got a mean of 3.05. They can easily help their
organization with academic responsibilities because of the learning
technology got a mean of
3.23. The data presented in table 14 indicates the impact of learning
technology in Academic Performance in terms of Student Engagement with
an over-all mean rating of 3.06.
Based on the provided information, the respondents strongly
agreed that they can easily help their organization with academic
responsibility because of the learning technology with a total weighted mean
of (3.23) which means that it has a strong impact in their academic
performance in terms of student engagement. This is based on the study of
Was Kuh (2019. When pandemic has started, most of the schools have used
online classes during that time. It was a lot easier to process and distribute
information for the events and other organizational activity. It seems that the
use of learning technology has had a high level of influence that respondents
agree that learning technology allows them to have engagement and
participation in various activities, such as volunteering, class discussions,
webinars, academic
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competitions, and extracurricular activities with a lowest weighted mean of
2.95. This means that learning technology has slightly impacted their
academic performance. The convenience and accessibility of online tools
and resources provided by learning technology have helped the respondents
to overcome those barriers that they have faced previously. Learning
technology has had a positive impact on their academic performance and
ability to work with others. The respondents agreed that technology has
made it easier to collaborate with students from different organizations and
has helped them during class recitations with a weighted mean of 3.05 which
means that learning technology has a very strong impact on their academic
performance in terms of their student engagement. Overall, it appears that
the respondents have agreed with the level of influence of learning
technology to be a valuable tool in enhancing their educational experience
and engagement in numerous activities they have been involved. Student
engagement, according to Bakker and Vergel (2015) is a relationship
between the amount of time students spent on coursework and learning as
well as the quantity and quality of their efforts that have an impact on
learning. According to Baker and Vergel's research, this student involvement
is intended to gauge how much each student participates in different
activities. Was Kuh (2019) supported this study in accordance with other
engagement instruments included in the amount of time and effort that
students put into their studies and other factors, referring to the interest of
students in different activities that they engaged in. The curiosity
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and intention when they are learning or being taught extends to the level of
motivation they have to learn and advance in their education.
The Accountancy students agreed that Learning technology has a
strong impact on the student engagement of the Accountancy students at
Rizal Technological University with an over-all mean of 3.06. According to
Fredrick (2014), when technology is seamlessly and carefully incorporated
into the classroom, students not only become more engaged but also begin
to take more control over the learning process. Effective technology
integration alters the dynamics of the classroom, stimulating student-
centered project-based learning. When using technology during the learning
process, students are able to engage with their teachers and other students
quickly and easily without wasting class time through chat rooms and other
available applications.
Table 15. Overall influence of Learning Technology to the Academic
Performance of Accountancy Students at Rizal Technological
University
Factors of Weighted Verbal Descriptive

Academic Mean Interpretation Interpretation
Performance
Grades 3.12 Agree Strong Impact
Academic 3.00 Agree Strong Impact

Achievement
Student 3.06 Agree Strong Impact
Engagement
Over-all 3.06 Agree Strong Impact
Weighted Mean
As presented in table 15, it shows that most of the Accountancy
students agreed that Grades have a strong impact with a weighted mean of
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3.12. Academic achievement got a weighted mean of 3.00, and student
engagement got a weighted mean of 3.06. This has a great influence on the
overall extent of the use of learning technology.
The information acquired and shown in Table 9 reveals that, the
respondents agreed that learning technology was useful to them with a mean
of 3.12 which resulted that learning technology has a strong impact on their
grade. Overall, the respondents seem to believe that the use of educational
technology has improved their grades. Edge (2016) claims that grades are
utilized in assessment procedures to promote accountability by differentiating
between successful and unsuccessful learners and highlighting their
differences by giving each group a fairly computed grade. Grades serve as
an evaluation of student learning. The researcher also included a grading
system that emphasizes student achievement more so than subjective
factors unrelated to student advancement. Students' participation might be
encouraged using a grading system.
Additionally, with an overall mean score of 3.00, the respondents
agreed that learning technology is helping them to gain more academic
achievement which means that learning technology has a strong impact on
their academic performance. According to Taylor (2018), learning technology
has a lot to offer accounting students who want to enhance the amount of
time they spent on studying. Today, students use learning platforms to assist
them spend less time working and more time on their academics.
Technology can offer personalized learning possibilities and allow students to
learn at their own
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pace, but its influence on academic accomplishment ultimately depends on
the student's usage of the technology and the caliber of the information.
Numerous issues can be fully eliminated by the usage of technology, such as
when learners can access their assignments online.
Moreover, the respondents agreed that learning technology is helpful
to them to be involved in different kind of school engagement with an overall
mean of 3.06. Learning technology has a sign impact on the student
engagement at Rizal Technological University's Accountancy students.
According to Fredrick (2014), students not only become more engaged but
also start to take more control over the learning process when technology is
subtly and thoughtfully implemented into the classroom. The dynamics of the
classroom are changed by effective technology integration, encouraging
student-centered project-based learning. Through chat rooms and other
available tools, students can swiftly and easily interact with their teachers
and fellow students during the learning process without taking up valuable
class time.
The data gathered and presented in Table 12 brings forth the result of
the data collected relevant to the overall mean of every factor regarding the
academic performance. It shows that the accountancy students at Rizal
Technological University-Pasig Campus agreed on the statement that the
use of learning technology has a good influence in terms of grades,
academic achievement, and student engagement that have a total mean of
3.06. As a result, all the factors above regarding the academic
performance are vital
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features that help the accountancy students to regulate their academic
progress. According to Vergel (2015), the claim of the usage of educational
technology positively affects students' involvement, grades, and academic
performance. All of the aforementioned factors pertaining to academic
achievement are therefore essential elements that aid accounting students in
controlling their academic development.
III. The Significant Impact of Learning Technology on the Academic
Performance of Accountancy Students
Table 16. Multiple Regression Analysis on the Grades Impacted by
Learning Technology
Model Unstandardized Standardized

Coefficient Coefficient
B Std. Beta T Sigma
Error
(Intercept) 0.7903 0.2433 3.248 0.001
Accessibility 0.1059 0.0709 0.028 1.495 0.136
Efficiency 1.1476 0.0688 0.4373 2.141 0.033
Learning 0.0504 0.0646 0.0589 0.780 0.436

Platforms
R square = 0.317
Df1 = 5
Df2 = 249
p-value = <.001
The data presented and gathered in Table 16 showed the factors in
determining the learning technology and its significant impact on the
academic performance of Accountancy students. Multiple Regression was
used to determine whether the learning technology has influenced the
academic
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performance of Accountancy students. A significant regression was found,
(p- value = <.001), with an overall R squared of 0.317. The value of R
squared (𝑅 2 = 0.317) denotes that 31.7% of the impact of learning
technology on academic performance is attributed to the grades. The p –
value = <.001 generated from the ANOVA table explained that there was
enough evidence that showed that the grades of accountancy students at
Rizal technological University is significantly impacted by the learning
technology. The respondents agreed that academic performance is not
significantly impacted by accessibility (β = 0.1059, p-value = 0.136), as well
as learning platforms (β
= 0.0504, p-value = 0.436), while the efficiency (β = 1.1476, p-value = 0.033),
regarding in the p-value, showed that the grades has significantly impact the
efficiency. This code supports the study of Edge (2016) that with technology
now available in everyone’s palm and everybody’s pocket, students find
learning more interesting and imperative. This has further orchestrated to an
unceasing increase in the grades of students. Guskey (2012) also added that
a grading mechanism focuses more on student performance and less on
subjective elements unrelated to student progress. Grading systems should
be addressed by educators and taken into consideration to be accurate, fair,
detailed, and timely. A grading system can encourage students to participate
more in class since it enables them to gauge their level of knowledge and
has a significant impact on their performance because marks are based on
how well students perform. According to Doug Reeves (2011), there are four
crucial grading system components that must be addressed. He challenges
readers
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to think about ways to make grading systems precise, equitable, detailed,
and timely. He is keen to point out that while 26 systems cannot be graded
perfectly, they may be made better. Reeves makes the following primary
point: "If a school system desires to have a grading system that is accurate,
fair, specific, and timely, then it must develop grading processes that focus
more on student performance and less on subjective elements unrelated to
student progress.
Table 17. Multiple Regression Analysis of the Academic Achievement
Impacted by Learning Technology
Model Unstandardized Standardized

Coefficients Coefficient
B Std. Beta T Sigma
Error
(Intercept) 1.711 0.2778 6.16 <.001
Accessibility -0.192 0.0853 -0.168 -2.25 0.025
Efficiency 0.210 0.0830 0.184 2.53 0.012

Learning 0.357 0.0742 0.339 4.81 <.001
Platform
R square = 0.142
Df1 = 3
Df2 = 251
p-value = <.001
The data collected and presented in Table 17 showed the factors in
determining learning technology and its significant impact on the academic
achievement of the Accountancy students at Rizal Technological University
Pasig campus. A significant regression was found, (p-value = <.001), with an
overall R squared of 0.412. The value of R squared (𝑅 2 = 0.412) denotes
that 41.2% of the impact of learning technology on academic
performance is
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attributed to the academic achievement. The p – value = <.001 generated
from the ANOVA table explained that there was enough evidence that
showed that the academic achievement of accountancy students at Rizal
technological University is significantly impacted by the learning technology.
The respondents agreed that academic achievement is significantly impacted
by accessibility (β = -0.192, p-value = 0.025), as well as efficiency (β = 0.210,
p- value = 0.012), and the learning platforms (β = 0.357, p-value = <.001),
regarding the p-value, it showed that the academic achievement has
significantly impacted by the three factors of learning technology namely,
accessibility, efficiency, and learning platform.
It fully supports the study of Zheng (2016) in which the most common
changes identified in the studies reviewed include significantly higher
academic subjects; increased use of technology for various learning
purposes more student-centered, individualized, and project-based learning;
increased engagement and motivation among students as well as improved
relationships between teachers and students. The goal of academic
accomplishment is to understand the quality of education and assess the
general caliber of the pupils, Bureau's (2016). It implies that academic
success may be equated with academic performance and that one common
indicator of this is the student’s General Weighted Average (GWA), which
can be precisely computed from the grades of each course to assess the
effectiveness of students' efforts. According to Wu and Li (2019), there are
differences between schools in terms of academic accomplishment, such
as being at the top of the class or
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participating in particular programs. These differences are not due to how
well the school is run, but rather to how the students apply what they have
learned. Academic achievement, according to Fan and Wang (2018) is
based on the field of learning analytics and includes not only intelligence and
practical skill but also a mastery of knowledge of the student's culture and
environment. According to the research of Taylor (2019), academic
achievement may result as the outcome of homework, students'
performance, and learnt effort as how students put their efforts to achieve
something related to academics, and as the result obtained through study.
Academic achievement is the performance of the student in the classroom
that is finally attained by the learner through instruction, development, and
achievement testing
Table 18. Multiple Regression Analysis of the Student Engagement
Impacted by Learning Technology
Model Unstandardized Standardiz

Coefficient ed
Coefficient
B Std. Beta T Sigma
Error
(Intercept) 1.2803 0.3193 4.009 <.001
Accessibility 0.1319 0.0980 0.0992 1.345 0.180
Efficiency -0.0796 0.0954 -0.0598 -0.835 0.405
Learning 0.4618 0.0853 0.3763 5.416 <.001

Platforms
R square= 0.166
df1 = 3
df2 = 251
p-value = <.001
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The data collected and presented in Table 18 showed the factors in
determining learning technology and its significant impact on the student
engagement of the accountancy students at Rizal Technological University
Pasig campus. A significant regression was found, (p-value = <.001), with an
overall R squared of 0.166. The value of R squared (𝑅 2 = 0.166) denotes
that 16.6% of the impact of learning technology on academic performance is
attributed to the student engagement. The p – value = <.001 generated from
the ANOVA table explained that there was enough evidence that showed
that the student engagement of accountancy students at Rizal Technological
University is significantly impacted by the learning technology. The
respondents agreed that accessibility (β = -0.1319, p-value = 0.180), as well
as efficiency (β = -0.0796, p-value = 0.405) was not significantly impacted on
student engagement, nevertheless, learning platforms (β = 0.4618, p-value =
<.001), regarding the p-value, showed that the academic achievement has
significantly impacted by the learning platform.
According to Chen P.d (2017), overall, it has a positive relationship
between learning technology use and student engagement and desirable
learning outcomes. Students who utilize the learning technologies in their
learning tend to score higher in the traditional student engagement
measure’s level of academic challenge, active and collaborative learning,
student-faculty interaction, and supportive campus environment. According to
Was Kuh (2019), student engagement and desired learning outcomes are
positively correlated with the usage of learning technology. The standard
criteria of
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student engagement—level of academic challenge, active and collaborative
learning, student-faculty contact, and supportive campus environment—tend
to yield higher scores for students who use learning technology in their
coursework. Student engagement, according to Bakker and Vergel (2015) is
a relationship between the amount of time students spend on coursework
and learning as well as the quantity and quality of their efforts that have an
impact on learning. According to Baker, this student involvement is intended
to gauge how much each student participates in different activities. It is
referring to students' enthusiasm for various activities. Their curiosity and
intent when learning or being taught may extend to their level of motivation to
learn and advance in their education.
IV. Implications Derived from the Results of the Study
Based on the data presented in table 16, the factors affected by
learning technology such as accessibility, efficiency, and learning platforms
indicated a 31.7% for grades, significance attributed to the study of
accounting subjects. The data in the table explained that there was enough
evidence to show that the grades was significantly impacted by the
learning technology (p-value
=<.001).
Furthermore, the data presented in table 17, the factors affected by
learning technology such as accessibility, efficiency, and learning platforms
indicated a 14.2% for academic achievement, significance attributed to the
study of accounting courses. The data in the table explained that there was
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enough evidence to show that the academic achievement was significantly
impacted by the learning technology (p-value = <.001).
Also, the data presented in table 18, the factors affected by learning
technology such as accessibility, efficiency, and learning platforms indicated
a 16.6% for student engagement, significance attributed to the study of
accounting subjects. The data in the table above explained that there was
enough evidence to show that student engagement was significantly
impacted by the learning technology (p-value = <.001).
Learning Technology is necessary in today’s situation. Most of the
Colleges and Universities used different learning technology whether online
learning, blended learning or face to face learning. Accessibility of learning is
one of the main factors of learning technology. Improved educational
accessibility is one of its main advantages, since it makes learning less
location-dependent and supports students and professors with disabilities or
learning issues as long as they have data or internet connection. The
accessibility of learning technology can grant students that they must be able
to access and use technology in order to fully participate in the academic and
other school-related activities.
Efficiency of learning technology carried benefits to the Accountancy
students, where they can access different resources that can be connected
to the study of accounting courses. Furthermore, efficiency was able to give
easy and necessary information for both students and professors where it
can lessen in the cost of textbook.
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Learning Technology has a great impact in today’s current situation, it
offers numerous learning platforms that may be used for learnings that can
concede students in their education purposes. In just one click, it will serve
multiple platforms where they access journals, reviewers, information that
might be needed in the study of the specific accounting courses. This
learning technology offers not only the specific learnings needed by the
students and professors but also gives less time to be consumed in doing
work or task which can be passed in a given period of time. It is really an
advantage because it conceptualized its impact on the performance of the
students.
Generally, learning technology and its factors such as accessibility,
efficiency, and learning platforms has an impact in the current situation in
school learning, and this might continually be used as long as the
educational system is ongoing.
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CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary and conclusion derived in the
conduct of the study which is to examine the impact of Learning Technology
on the Academic Performance of Accountancy students at Rizal
Technological University-Pasig Campus. It also provides recommendations
for the persons or administrators who will benefit the study.
Summary
This study focused on the Impact of Learning Technology on the
Academic Performance of Accountancy students at Rizal Technological
University Pasig Campus. The overall objective of this study is to determine
how current technology affects the academic performance of Rizal
Technological University's Accountancy students and to identify each
component that contributes to that impact. Its contribution is to gain an
understanding on how the Accountancy students will benefit and emphasize
the effect on their academic performance through the use of modern
technology that would help them overcome the difficulties and challenges on
school learning.
This study utilized quantitative research, descriptive type, and
correlational survey. The instrument used was a locally constructed
questionnaire. For pilot testing, it was addressed to the Accountancy
students of Pasig Catholic College with a total of seventeen (17)
respondents. For
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validated and approvedquestionnaires, it was addressed to the Accountancy
students at Rizal Technological University-Pasig Campus with a total of 255
respondents. Hence, the statistical tools used for data analysis and
interpretation are Frequency and percentage, weighted mean and standard
deviation, and ANOVA.
Summary of Findings
The salient findings of the study were summarized according to the
statement of the problem stated in Chapter 1.
1. Impact of learning technology in the study of accounting subjects at
Rizal Technological University-Pasig Campus
1.1 Accessibility
The convenience of having access to the course materials at any time
and from any location led the respondents to conclude that it has an impact
on their study of Accounting. This element of the survey has the highest
mean of
3.53 because the respondents firmly agreed that they can access the course
materials anytime, anywhere, via the internet or mobile devices, which
suggests that it has a significant impact on their study of accounting courses.
The fact that the tools for different media platform had the lowest mean of
3.06, it shows that the respondents agreed that using learning technology
can be difficult to stay engaged during online and asynchronous learning
activities, which shows that using various media platform has a strong impact
on how well they will learn about accounting. The respondents, who also
strongly
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agreed that accessibility is consistent in dealing with learning technology
directly saves time, and that learning technology has a very strong impact on
their academic achievement, as seen by the median that has a mean of 3.31.
The learning technology in regards to accessibility was strongly
agreed by the Accountancy students with an over-all mean of 3.29, which
means that learning technology in terms of accessibility has a very strong
impact on their academic performance. They were aware that learning
technology in terms of accessibility has a very strong impact in the study of
accounting subjects. The accessibility of media platform tools is broadly
integrated into the students' daily life. The readily available application can
be included into the educational process, increasing student interest and
motivation.
1.2 Efficiency
The students strongly agreed that they are able to access information
more easily, access resources, and complete tasks efficiently, which has the
highest mean score of 3.53. According to the information provided, it appears
that these are the results of a survey conducted among students at Rizal
Technological University regarding their experience with their learning
environment. They believed that learning technology in terms of efficiency
has a very strong impact on their study of the subject. With a weighted mean
of 3.35, respondents strongly agreed that working together with other
students will improve their learning environment. They also believe that this
will have a strong impact on how well they understand their accounting
classes. With a total weighted mean of 3.23, the students sense that
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learning technology is
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more effective in enabling them to contribute in various forms of interactivity
and class engagement, indicating that it has a significant impact on their
accounting course work.
The overall weighted mean of efficiency is 3.29, which could be
interpreted that accountancy students strongly agreed of the impact of
efficiency of learning technology on the study of their accounting subjects.
They experience accessing information more easily in the efficiency of
learning technology as a result of having a very strong impact.
1.3 Learning Platforms
The respondents can obtain the essential resources/learning platform
more easily appreciating educational technology with the highest mean of
3.83. A median of 3.44 indicated that regardless of the learning modality,
online learning makes it simple to stay connected. Because the respondents
used various learning platforms, taking into account the knowledge they
possess regarding learning platforms, is not particularly simple to put the
knowledge into practice, and it received the lowest mean of 3.20.
The learning technology in terms of learning platforms has an overall
weighted mean of 3.22, where accountancy students agreed that it has a
strong impact in their study of accounting subjects. Learning platforms have
a strong impact that they can access to the different learning platform tools
which reduced the cost of textbook.
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1.4 Summary
The data demonstrates that the effectiveness of learning
technology which the respondents strongly agreed that learning
technology has a very strong impact on the study of accounting courses
by Accountancy students at Rizal Technological University, with an
overall mean of 3.40. In the present world, technology has influenced
every aspect of one’s lives, including schooling. It is a tool that makes
difficult tasks easier to finish quickly and successfully. It is critical to keep
in mind that technology can be a tool for education. Technology can help
schools collaborate more effectively. During class, they can talk to one
another. For academic and online course objectives, students work
together to solve challenges. Through group projects, students can assist
one another while exchanging ideas. The Accountancy students very
strongly agreed that learning platforms got a mean of 3.44. Efficiency got
a mean of 3.40, and the accessibility got a mean of 3.30 which indicates
that it has a very strong impact on the overall extent of learning the
technology.
2. Level of influence of learning technology to the student’s academic
performance
1.1 Grades
The respondents agreed with the idea that adopting learning
technology made it easier for them to receive a passing grade with the
highest mean of
3.21 which resulted in a strong impact on their academic performance. The
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respondents did not find it any simpler to reach their high GPAs when it came
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to the extent of the influence of educational technology on grades and it has
the lowest mean of 2.96, which resulted that learning technology has slightly
impacted on their grades. Because of learning technologies, the respondents
agreed that they received a fair grading system with a mean of 3.03.
The accountancy students agreed that adopting learning
technology has a great level of influence that made it simple for them to
receive a passing grade. With that being said, they also concurred that
using educational technology in the classroom had helped them achieve
better marks.
1.2 Academic Achievement
The highest mean is 3.14, which the respondents agreed that it
coincided that they utilize learning technologies to spend a substantial
amount of time studying, which means that learning technology has a strong
impact on their academic achievement. Only those respondents who
disagreed that learning technologies with the lowest mean of 2.84, believed
that they always receive acknowledgment in their program. In the median
with a mean rate of 3.05, both online and in-person programs, the
respondents said they were confident in their knowledge of learning
technology.
Most of the Accountancy students generally agreed with the
comments made about how they used and experienced learning
technology. The level of influence of learning technology in terms of
academic achievement has a strong impact. They concurred that they
used
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learning technology extensively while studying and are confident with their
academic success at the moment as a result.
1.3 Student Engagement
The respondents agreed that educational technology can influence
their organization's ability to handle academic responsibility and considered
as the highest mean of 3.23. It resulted that learning technology has a strong
impact on their different school engagement. The claim that the use of
educational technology was not recognized as the sources to be more
engaged in class discussion has the lowest overall mean of 2.95. They can
collaborate effortlessly with students from different organizations and thanks
to learning technology got a mean of 3.07.
Most Accountancy students are engaged and participated in a
variety of activities, such as volunteering, class discussions, webinars,
academic competitions, and extracurricular activities, and this has been
significantly influenced by the usage of learning technology. Learning
technology has had a strong impact on their academic performance and
ability to work with others.
1.4 Summary
In the summary of Academic performance, the respondents agreed that
Learning technology significantly affects the level of engagement among
Accountancy students at Rizal Technological University, with a 3.06 as its
overall mean, which resulted that learning technology has a strong impact on
the academic performance of Accountancy students. According to Fredrick
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(2014), when technology is carefully and subtly integrated into the classroom,
students not only become more engaged but also begin to take greater
control over the learning process. Effective technology integration alters the
dynamics of the classroom and promotes student-centered project-based
learning. Students can quickly and easily communicate with their teachers
and classmates during the learning process using chat rooms and other
tools, all without taking up valuable class time. It shows that most of the
accountancy students agreed that Grades got a weighted mean of 3.12.
Academic achievement got a weighted mean of 3.00, and student
engagement got a weighted mean of 3.06 which has a great influence on the
overall extent on the use of learning technology.
2 The Significant Impact of Learning Technology on the Academic
Performance of Accountancy Students
According to the result, the majority of Accounting students agreed that
grades, academic achievement, and student engagement all have a strong
impact on how much technology is used. The information gathered and
displayed illustrates the findings of the information pertinent to the overall
mean of each component affecting the academic achievement. It
demonstrates that Rizal Technological University-Pasig Campus
Accountancy students concur with the assertion that the use of educational
technology has a positive impact on grades, academic accomplishment, and
student involvement, which have a combined mean of 3.06.
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There was sufficient data to conclude that learning technology had a
considerable negative impact on the grades of Rizal Technological
University's Accountancy students. The respondents agreed that learning
platforms and accessibility did not significantly affect their academic
performance.
The information gathered and displayed demonstrated how learning
technology is determined as well as how it significantly affects the
involvement of Accountancy students at Rizal Technological University-Pasig
campus. The effect of learning technology on the academic performance
indicates that there was sufficient evidence to conclude that the use of
learning technology at Rizal Technological University has a substantial
impact on the student engagement of Accountancy students.
With the data gathered, the researcher found out that learning
technology, namely: accessibility, efficiency, and learning platforms
significantly impact on the academic performance of the Accountancy
students at Rizal Technological University-Pasig Campus.
3. The Implications derived from the Study
The result of the study showed that the respondents strongly agreed that
the factors of academic performance have very strong impact on the factors
of learning technology. The study resulted in several implications. First of all,
there is enough evidence to support the possibility that the features of
learning technology, such as accessibility, efficiency, and learning platform,
may improve students' academic performance. The study also presented that
there are more factors that could affect accountancy students’ academic
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progress.
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As a result, in order to improve student performance, such factors must be
looked at. Latter nevertheless, the study discovered that accounting students
choose to adjust to the circumstances, create their own special strategies,
and improve their technology proficiency for the benefit of their academic
performance notwithstanding the new normal and the switch from face-to-
face to blended learning. The hybrid learning setting gave students a fresh
foundation to develop their own special skills and methods. However, there is
a significant impact between the learning technology and academic
performance of Accountancy students. Therefore, the hypothesis is rejected
based on the result of the data provided in this study.
Conclusions
Based on the summary and findings, the following conclusions are
derived:
1. Impact of learning technology in the study of accounting subject at
Rizal Technological University Pasig Campus
The Accountancy students at Rizal Technological University-Pasig
Campus agreed that accessibility, efficiency, and learning platforms has a
strong impact on the study of Accounting subjects.
2. Level of influence of learning technology to the student’s academic
performance
The respondents agreed that grades, academic achievement, and
student engagements have a strong level of influence by learning technology
on their academic performance.
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3. The significant impact of learning technology on the academic
performance of Accountancy students
There is a significant impact of learning technology on the academic
Pasig Campus. Therefore, the null hypothesis is rejected.
4. The Implications derived from the Study
The researcher derived to a conclusion that Learning technology has
a very strong impact on the students’ Academic performance to the study of
accounting subjects. There are several implications found in the study. The
factors of learning technology proved that it has a strong impact on the field
of Accountancy and its necessity to the Accountancy students. In learning
technology, they can use different learning platforms for academic purposes
where they can access materials that they need in studying accounting
subjects in just one tap on the tools provided by the learning technology. The
result showed that learning technology has given a lot of opportunities to the
student during face to face and online learning. The efficiency of it is powerful
that they can reduce the cost in textbook for it has the ability to access
resources for their needs in a short period of time. The study has found out
the factors in academic performance which significantly impact the learning
technology in terms of efficiency, but not by the accessibility and learning
platforms.
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Recommendations
Based on the findings of the study, the following recommendations
were formulated by the researcher:
1. School Administrators
Technology integration may be shaped in their schools so that the
whole campus will have a consistent approach to improve student learning
outcomes.
2. Head of Accountancy Program
Learning Technology be offered both synchronous and asynchronous
opportunities for engagement and learning in your courses. Multiple
opportunities may be provided for student-instructor and peer-to-peer
interactions. Teaching practice be modified to be more conducive to online
learning.
3. Accounting Professors
They may agree on a focus to become competent professionals in a
subset of technology which could be used for academic purposes.
4. Accountancy Students
They may have the opportunity to develop skills in learning new tools
and techniques. Technology would be a necessity for them during online
class which will be made available anytime and anywhere for them to access
more tools and material for the study of their accounting subjects which could
result to a good impact on their academic performance inside the class.
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5. Future Researchers
This may serve as a future reference for related studies concerning
learning technology and academic performance. Other studies could address
other attributes that might impact other academic factors. And that future
studies may be conducted to validate the findings of the study. To show that
most of the values in this study emerged during online and face to face
session, Learning technology is suggested to carry out with both face-to-face
and online learning.
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Appendix A
Letter to the Office of the Dean
June 19, 2023

College Dean
Dear Dean Fernandez:
Praised be Jesus Christ, now and forever!
I, Christelle E. Elupre, a 3rd year student of Pasig Catholic College taking

Bachelor of Science in Accountancy, am currently conducting a research study
entitled “Learning Technology and its Impact on Academic Performance of
Accountancy Students of Rizal Technological University-Pasig Campus.”
Knowing your outmost interest in the value of this research as a tool of
development. I, as researcher would like to ask your permission to allow me in
distributing the instrument of my study to my respective respondents which are the
Accountancy students of Rizal Technological University Pasig Campus.
Your anticipation and support will be highly appreciated
Sincerely Yours, Noted by:

:
Christelle E. Elupre Mrs. Jennifer D. Charanguero

Researcher Thesis Adviser
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Appendix B
Letter to Respondents
A survey questionnaire:
Dear Respondents,
As part of our thesis in Bachelor of Science in Accountancy at Pasig

Catholic College, I am conducting a survey that investigates the impact of
learning technology on the academic performance of accountancy students
of Rizal Technological University Pasig Campus. We will appreciate if you
could complete the following. Any information obtained in connection with
this study that can be identified with you will remain confidential.
Researcher,
Christelle E. Elupre
Researcher
Noted by:
Mrs. Jennifer D. Charanguero

Thesis Adviser
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Appendix C
Letter to the Department Head of Accountancy
April 13, 2023
Instr. Rholand H. Tapalla, CPA

Accountancy Department Head
Dear Mr. Tapalla,

Praised be Jesus Christ, now and forever!
I, Christelle E. Elupre, a 3rd year student of Pasig Catholic College
taking Bachelor of Science in Accountancy, am currently conducting a research
study entitled “Learning Technology and its Impact on Academic Performance of
Accountancy Students of Rizal Technological University-Pasig Campus.”
The purpose of this study is to discover and clarify if there’s an
impact Learning Technology and on Academic Performance of Accountancy
Students of Rizal Technological University. The research could serve as reference
contributing information for better understanding to the field.
I guarantee that whatever information gathered will be used only for the
purpose of the study and be treated with utmost confidentiality.
Thank you very much and I hope for your kind approval.
Sincerely yours,
Noted by:
Christelle E. Elupre Mrs. Jennifer D. Charanguero

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Appendix D
Survey Questionnaire
Please respond to the following questions by placing a check mark (╱
) in the answer box [ ] that corresponds to your response.
Age:
[ ] 16 – 20 [ ] 31-35
[ ] 21 – 25 [ ] 36-40
[ ] 26 – 30
Sex: Civil Status:
[ ] Male [ ] Single
[ ] Female [ ] Married
Year Level:
[ ] 1st [ ] 3rd [ ] 5th
[ ] 2nd [ ] 4th
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Part 2: LEARNING TECHNOLOGY
Below are statements regarding how may the learning technology

impact in the study of Accounting subjects in Rizal technological University
may described. Please read them carefully and put a checkmark on the
space provided for in accordance with your answer.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Accessibility 4 3 2 1
1.1 Learning technology allows relentless access to educational
resources.
 Open access Journals
 Quizlet
 Online Tutorials
1.2. Course materials found it convenient to access it anytime and
anywhere using internet or mobile devices.
 PDF
 Excel
 MS Word
 PowerPoint
1.3 Deliver learning without limit
1.4. Use of different media platforms tools make it easy for to stay
connected whether its online or asynchronous learning activities.
 Messenger    
 Gmail
 Instagram
 Viber
1.5. Become necessary to full participation in academic activities.
1.6. Consistently direct addressed as less time-consuming.
1.7. Provided with equal access to learning materials like Educational

Video.
1.8. Utilize all the relevant software the usable in online learning.
 Google Classroom
 Zoom
 Google Meet
 MS Teams
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Efficiency 4 3 2 1
2.1.Accessing information more easily
2.2. Ability to access resources.
2.3. Complete tasks efficiently.
2.4. Concede to increase collaboration with other

Accountancy students.
2.5. Time-saving.
2.6. Interactivity and class engagement.
2.7. Accommodate learning style.
 Visual
 Synchronous Online
 Video Lectures
 Verbal
2.8. Gives outburst to a variation of sources at the

simple click of a button.
 Online Assignment
 Online Quiz
 Reviewer
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Learning Platforms 4 3 2 1
3.1.It make it easy to stay connected whether its

online or asynchronous learning activities.
3.2. It enables to put earned knowledge into

practice.
3.3. There is the ability to engage multiple senses
in learning.
3.4. It increase course variety.
3.5. There is repeated access to course materials.
3.6. There is the flexibility to complete assignments

at a time.
3.7. It has easier access to the necessary
tools/learning platform.
 Coursera
 YouTube
 Chrome
 Firefox
3.8. I reduces costs in textbooks.
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Part 3. ACADEMIC PERFORMANCE
Below are statements regarding level of influence learning technology

to the student academic performance of Accountancy students of Rizal
Technological University Pasig Campus. Please read them carefully and put
a check mark on the space provided for in accordance to your answer.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Grades 4 3 2 1
1.1. I easily get a passing grade when I started using

1.2. I received fair grading system because of
1.3. I get better grades because of learning
technology.
1.4. Learning Technology helps in boosting up my
grades.
1.5. The usage of learning technology for class has
helped improved my grades.
1.6. There is an improvement in my grades since I
became engaged in to this learning technology.
1.7. I get excellent grades during online class
because of the use of learning technology.
1.8. Using learning technology I had easier time to
achieve my high GPA.
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Academic Achievement 4 3 2 1
2.1. Received prompt excellent from professors
2.2. Spending significant amounts of time studying

with the use of learning technology.
2.3. I am contented with my current academic
progress because of learning technology,
2.4. When I started use learning technology, I
received more awards in school related in academic
event.
. 2.5. I am confident with my knowledge in learning
technology during online and face to face classes.
. 2.6. I always received recognition in my program at
the time that I use learning technology.
. 2.7. Receiving acknowledgement/rewards for good
academic results.
2.8.Learning technology boost up my confidence to
join with different academic activities.
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Student Engagement 4 3 2 1
. 3.1. Learning technology improve my volunteerism

during online events.
. 3.2. I am more engaged in class discussion
because of the learning technology.
. 3.3. Learning technology helping me to attend in
different webinars and other academics
competition.
. 3.4. Learning technology making me active
participants of school online activities such as
webinars.
. 3.5. Learning technology made me in
extracurricular activities.
. 3.6. Because of learning technology, I easily work
with other students with different organization.
. 3.7. Learning technology make me strive when it
comes in class recitation.
. 3.8. I can easily help my organization with
academic responsibilities because of the learning
technology.
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Appendix E
Letter to 1st Validator
March 20, 2023
Dear Mr. Vivo,
Good day!
I am a Third-Year student of Bachelor of Science in Accountancy. I

sincerely ask for your assistance for validation of questionnaires in our thesis
entitled: “Learning Technology and its Impact on Academic Performance of
Accountancy Students of Rizal Technological University, Pasig Campus”.
Its purpose is to discover and clarify if there’s an impact Learning
Technology and on Academic Performance of Accountancy Students of Rizal
Technological University. Moreover, it will be conducted to contribute new
aspect of knowledge about the practice.
Your approval to this study will be greatly appreciated. You may
contact me through my email address (eluprechristelle03@gmail.com).
We are looking forward for your response about this matter. Thank you very
much and God Bless.
Yours truly, Noted:
Christelle E. Elupre Mrs.Jenny Charanguero

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Appendix F
Letter to 2nd Validator
March 20, 2023
Dear Dr. Robledo,
Good day!

much and God Bless.
Yours truly, Noted:

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Appendix G
Letter to 3rd Validator
March 20, 2023
Dear Mrs. Nantes,
Good day!

much and God Bless.
Yours truly, Noted:

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Appendix H
Letter Request to Statistician
April 20, 2023

Mr. Allan Fabillar Espenilla
Data Analyst/Statistician
Dear Mr.
Espenilla,
Greetings!
I, Christelle E. Elupre, 3rd Year student of Pasig Catholic College
under the program Bachelor of Science in Accountancy, currently working on
my thesis entitled: “Learning Technology and its Impact on Academic
Performance of Accountancy Students of Rizal Technological University
Pasig Campus”.
In line with this, I sincerely ask for your expertise in assisting and
validating my attached self-made questionnaire for my study.
I am looking forward that my request would merit your positive
response.
Thank you for your kind cooperation.
Yours truly, Noted by:
Christelle E. Elupre Mrs. Jennifer D.

Charanguero Researcher
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Curriculum Vitae
#52 5TH. St. Isla Homes 2&3

Sandoval Ave. Pinagbuhatan, Pasig City
09953088267
Email: eluprechristelle03@gmail.com
Career Objectives
To work in a prestigious institution to utilize my strong analytical and

interpersonal skills with commitment, dedication, and passion in dealing with
different people and circumstances in a corporate world.
Personal Information
Age : 22
Date of Birth : June 3, 2001
Place of Birth : Igbaras, Iloilo City
Gender : Female
Height : 157 cm
Weight : 48 kg
Civil Status : Single
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Educational Attainment
Tertiary : Pasig Catholic College

Bachelor of Science in Accountancy
In Progress
Secondary : Pasig Catholic College
Accountancy, Business and
Management
2018-2020
Pinagbuhatan High School
2014-2020
Primary : Pinagbuhatan Elementary School
2012-2014
Cagbang Elementary School
2011-2012
Igtalongon Elementary School
2008-2011
Seminars Attend
January 2019 : ILEAD: Building Leadership Skills

for Students University of the
Philippines
Diliman, Quezon City
September 2020 : 2020 PICPA SMMC CARES
National Federation of Junior
Philippine Institute of Accountants
September 2020 : Psychological First Aid: Supporting

Yourself and Others During
COVID
106
College Department
Red Cross Philippines

April 2021 : Ugnay: Self-care and Caring for
Others”
February 2022 : UNLOCKED: “Unleashing your
Potential and Opportunities in the
Corporate World”
September 2022 : “PAALABIN: The Avenue to Ignite
Exemplary Leadership”
NFJPIA-NCR
October 2022 : “MULAT: Motivate, Understand,

Lead, Advocate & Transform”
NFJPIA-NCR
February 2023 : “TAX UP: BreathTAXing Journey

to the Academic Realm”
NFJPIA-NCR
March 2023 : “PCOS We Can: facing

THE Challenge Together.”
NFJPIA-NCR
March 2023 : “Project Binhi Fourth Pillar,

Gender Equality Titled”HELLO,
YOU”
Skills/Talent
Communication skills Preparing MS Excel
Computer Skills Preparing MS
Word Bookkeeping and Analytical Skill
107
College Department
Work Experience
November 2019 : Global Dominion Financing Corp.
Ortigas Center, Pasig City
Trainee, Encoder
Awards
Perfect Attendance Awardee ( Junior High School) : 2018
Conduct Awardee : 2018
Academic Awardee : 2018
NCIII Bookkeeping Passer : 2019
With Honor (Senior High School) : 2020
JPIA-PCC Council President : 2022-Present
I hereby certify that the above information is true and correct to the best of
my knowledge and belief
108
College Department
109

Thesis Paper Chapter 1 5 Super Final Final 231023 095655

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Thesis Paper Chapter 1 5 Super Final Final 231023 095655

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Pasig Catholic College

LEARNING TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC

A Thesis Presented to the Faculty of the Bachelor

In Partial Fulfillment of the Requirements for the Degree

In partial fulfillment of the requirements for the degree of Bachelor of

Science in Accountancy, this thesis entitled “LEARNING TECHNOLOGY

AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

ACCOUNTANCY STUDENTS OF RIZAL TECHNOLOGICAL UNIVERSITY

has been prepared and submitted by CHRISTELLE E. ELUPRE, who is

hereby recommended for the oral examination.

Mrs. Jennifer D. Charanguero

Approved in partial fulfillment of the requirements for the degree of

Bachelor of Science in Accountancy by the Committee on Oral

Dr. Leonora D. Fernandez

Accepted and approved in partial fulfillment of the requirements for the

Degree of Bachelor of Science in Accountancy.

Dr. Leonora D. Fernandez

The researcher would like to express her heartfelt acknowledgement

broaden her perspectives as she went throughout this study.

To Mrs. Jennifer D. Charanguero, her thesis adviser, for sharing her

To Dr. Leonardo Sumulong, her research writing proctor, for

and for his patience in teaching and giving thesis samples;

To the Panel members, Dr. Leonora D. Fernandez, Mr. Carmelito

the betterment of the paper;

To Mr. Allan Fabillar Espenilla, the statistician, for his generosity in

of statistical tool to be used;

guidance, support, and instruction that they provided me throughout my

To the respondents who participated in this paper and have spent a

paper successfully; and

the time spent with researcher is greatly appreciated.

The researcher expresses her gratitude and dedication to her parents

students at Rizal Technological University, Pasig Campus for inspiring the

approaches that will be beneficial in the study of accounting; and to the

researcher is indeed dedicating this success to all of them.

CHAPTER 1.THE PROBLEM AND ITS BACKGROUND..................................1

Significance of the Study..............................................................................3

Statement of the Problem..............................................................................8

Scope and Delimitation..................................................................................9

CHAPTER 2. REVIEW OF RELATED LITERATURE......................................12

Adoption of Learning Platform...................................................................14

Influence of Teachers on Student’s Academic Performance...............18

Influence of Technology on Student Engagement.................................21

Family factors in Academic Achievement of the Students....................22

CHAPTER 3. METHODOLOGY OF THE STUDY.............................................25

Population and Sample..............................................................................26

Instrument of the Study..............................................................................30

Data Gathering Procedure.........................................................................33

Data Processing Procedure and Statistical Tool....................................34

CHAPTER 4. RESULTS AND DISCUSSION.....................................................36

The Significant Impact of Learning Technology on Academic

Performance of Accountancy Students................................................................60

Implications Derived from the Results of the Study...........................................66

CHAPTER 5. SUMMARY OF FINDINGS, CONCLUSION, AND

1 Population and Sample.............................................................................27

2 Demographic Profile of the Respondents with reference to

3 Demographic Profile of the Respondents with reference to

4 Demographic Profile of the Respondents with reference to

5 Demographic Profile of the Respondents with reference to

6 Four-Point Likert’s Scale...........................................................................31

7 Scale Reliability Analysis (Cronbach’s Alpha)......................................33

8 Learning Technology in Terms of Accessibility......................................36

9 Learning Technology in Terms of Efficiency..........................................39

10 Learning Technology in Terms of Learning Platforms..........................41