INTEGRATION OF INTERACTIVE APPLICATIONS AFFECTING CLASSROOM

PARTICIPATION OF BEE-EGE STUDENTS OF PANGASINAN STATE

UNIVERSITY-BAYAMBANG CAMPUS

Pangasinan State University

Bayambang Campus
Bayambang, Pangasinan

Jed D. Garcia
Pamela Ann C. Albino
Eloisa M. Garcia
Jasmin F. Lacerna
Angela F. Medina

June 2023
INTEGRATION OF INTERACTIVE APPLICATIONS AFFECTING CLASSROOM
PARTICIPATION OF BEE-EGE STUDENTS OF PANGASINAN STATE
UNIVERSITY-BAYAMBANG CAMPUS

A Research Paper
Presented to
The Faculty of the Professional Education Department
Pangasinan State University
College of Teacher Education
Bayambang Campus
Bayambang, Pangasinan

In fulfillment
of the Requirements in
Research in Education II

Jed D. Garcia
Pamela Ann C. Albino
Eloisa M. Garcia
Jasmin F. Lacerna
Angela F. Medina

June 2023
 APPROVAL SHEET

In partial fulfillment of the requirements for Research in Education I, this

research proposal entitled, INTEGRATION OF INTERACTIVE APPLICATIONS

AFFECTING CLASSROM PARTICIPATION OF BEE-EGE STUDENTS OF

PANGASINAN STATE UNIVERSITY-BAYAMBANG CAMPUS has been

prepared and submitted by Pamela Ann C. Albino, Eloisa M. Garcia, Jed D.

Garcia, Jasmin F. Lacerna, and Angela F. Medina, who are hereby

recommended for Oral Examination.

VEMMA MAE R. GUINTO, MAEd EMMANUEL ROSS B. TOMAS, EdD

Critic Reader Thesis Adviser

RELIZA T. MAÑAS, MAEd

Statistician

PANEL OF EXAMINERS

Chairman

Member Member

Accepted and approved in partial fulfillment of the requirements for the

Research in Education II.

MA. THERESA E. MACALTAO, PhD IAN D. EVANGELISTA, DBA

College Dean, CTE Campus Executive Director

iii
 ACKNOWLEDGMENT

The researchers would like to extend their heartfelt gratitude to the

following individuals who helped and assisted them in the process of

accomplishing their thesis and make their research work a reality.

To their dearest instructor, Ms. Vemma Mae R. Guinto, who kindly

shared her knowledge and expertise, for her effort for inspiring them to pursue

research and providing valuable guidance and support throughout the process;

Also to their research adviser, Dr. Emmanuel Ross B. Tomas, for his

tireless efforts in supervising their research and providing them with constructive

feedback that has helped them improve their work. His insights and knowledge

have been crucial to the success of this research;

Special thanks to their statistician, Mrs. Reliza T. Moñas, for her expertise

in statistical analysis and her patience in explaining complex concepts. Her

contributions have been instrumental in ensuring the accuracy and reliability of

the data analysis;

To Dr. Ian D. Evangelista, Campus Executive Director of PSU-

Bayambang Campus for letting the researchers conduct this research study.

Also, the researchers would like to express their deepest gratitude to the

college dean of the CTE, Dr. Ma. Theresa E. Macaltao, for her support and

encouragement throughout the process. Her leadership has created an

environment that fosters academic excellence and has been instrumental in

shaping their research;

iv
 To the validators of their instrument, Mr. Jomar R. Gonzales, Mr. Cyrus

P. Casingal, Dr. Lovejoy R. Caerlang, Ms. Ana Katrina T. Quinto, and Ms.

Debbie Joyce D. Quimson, for their thorough review and feedback on the

questionnaire. Their input has helped the researcher refine the questionnaire to

ensure that it is valid and reliable;

Especially to the respondents, BEE-EGE students, who have generously

shared their time and insights in participating in this research. Their responses

have been instrumental in providing the researchers with the data necessary to

achieve the research objectives.

To their family and friends, for their unwavering support, encouragement,

and understanding throughout the ups and downs of the research process. Their

love and support have been their source of strength and inspiration.

Above all, the researcher would like to thank the Almighty God for His

blessings, guidance, and wisdom throughout their academic journey. His grace

has been their source of strength and inspiration.

Thank you all for your support and contribution. This work would not have

been possible without your help.

The Researchers

v
 DEDICATION

We

dedicate

this piece of work

to our beloved parents

who have always been there

for us, providing both moral and

financial support. Additionally, we would

like to express our gratitude to our classmates

and friends who have been a great source of assistance

whenever we needed it. Above all, we thank Almighty

God for providing us with the wisdom and strength

to complete this study. This dedication is

made with love, sincerity, and deep

appreciation.

THANK YOU VERY MUCH!

Jed
Pamela
Eloisa
Jasmin
Angela

vi
 ABSTRACT

Title : INTEGRATION OF INTERACTIVE APPLICATION

AFFECTING CLASSROOM PARTICIPATION OF
BEE-EGE STUDENTS OF PANGASINAN STATE
UNIVERSITY- BAYAMBANG CAMPUS

Researchers : Jed D. Garcia, Pamela Ann C. Albino,

Eloisa M. Garcia, Jasmin F. Lacerna, Angela F. Medina

Degree : Bachelor of Elementary Education Major in Enhanced

General Education

Institution : Pangasinan State University

Professional Education Department
College of Teacher Education
Bayambang Campus
Bayambang, Pangasinan

Year Graduated : June 2023

Adviser : Emmanuel Ross B. Tomas, EdD

The integration of interactive applications in the educational setting has

become increasingly prevalent in recent years. With the advancements in

technology, educators explore innovative ways to enhance students’ learning

experiences. Therefore, the main objective of this study is to determine how

interactive applications affect classroom participation of BEE-EGE students of

Pangasinan State University Bayambang Campus. This study employed

quantitative research design, specifically descriptive correlational design. The

respondents were selected through stratified random sampling technique, and

surveyed 205 BEE-EGE students using Google Forms. This study utilized

statistical techniques such as frequency counts and percentages, average

weighted mean, and Chi-Square Correlation. Based on the data, majority of

vii
respondents were female, and most of them came from Fourth year. The

students had GWA of 1.50 -1.74 and their parents had monthly salary of

Php.5,000-Php.10,000. Moreover, most teachers commonly used PowerPoint,

Canva, and Kahoot. However, PowerPoint and Canva were always utilized.

Additionally, data shows that students had high-level of agreement in utilization

of interactive applications, which had positive impact on their learning outcomes.

Further, findings showed that year level and GWA had significant relationships

with the level of agreeability of students in utilization of interactive applications.

Based on data gathered, the researchers constructed recommendations: (1)

introduce interactive applications as early in the curriculum, (2) educators should

explore and incorporate various applications, (3) promote consistent utilization,

(4) educators must receive training to develop skills on utilization of applications,

and (5) consider students' year level and GWA in the utilization of interactive

applications.

viii
 TABLE OF CONTENTS

Page

COVER PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Chapter

1 THE PROBLEM

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 25

Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 25

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

ix
2 RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Subjects of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 30

Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Data Gathering Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Validation of the Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Various Interactive Applications . . . . . . . . . . . . . . . . . . . . . . . . 43

Extent of Utilization of Interactive Applications . . . . . . . . . . . . 45

Level of Agreeability in Utilization of Interactive

Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Chi-Square Test of Demographic Profile and Level

Of Agreeability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Salient Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

x
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

APPENDICES

A LETTER OF REQUEST TO THE CHIEF

EXECUTIVE DIRECTOR . . . . . . . . . . . . . . . . . . . . . . . . . . 71

B LETTER OF REQUEST TO THE COLLEGE

DEAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 72

C LETTER TO THE VALIDATOR . . . . . . . . . . . . . . . . . . . . . 73

D RATING SCALE IN ESTABLISHING THE CONTENT

VALIDITY OF THE QUESTIONNAIRE. . . . . . . . . . . . . . . . 78

E SUMMARY OF THE EVALUATORS’ RATINGS

ON THE CONTENT VALIDITY OF THE
QUESTIONNAIRE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

F LETTER TO THE RESPONDENTS . . . . . . . . . . . . . . . . . . 91

G QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

xi
 LIST OF TABLES

No. Page

1 Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

2 Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3 Various Interactive Applications . . . . . . . . . . . . . . . . . . . . . . . . 43

4 Extent of Utilization of Interactive Applications . . . . . . . . . . . . . 45

5 Level of Agreeability in Utilization of Interactive

Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

6 Chi-Square Test of Demographic Profile and Level

Of Agreeability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

xii
 LIST OF FIGURES

No. Page

1 The Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

xiii
 Chapter 1

THE PROBLEM

Background of the Study

In the world in which we live, technology is crucial and has a significant

influence on our daily lives. Due to the impact of numerous technologies on

everyday living, this generation is more interested in implementing them. The use

of technology in education is becoming even more crucial—the more technology

advances, the more benefits it provides for students at every level. The

educational revolution in higher education is just one of the many domains where

this technology is developing quickly. These contemporary resources can be

used in the classroom to enhance learning and instruction, motivate students and

encourage learning. The use of technology improves educational standards and

makes it simpler for instructors who employ a variety of instructional strategies to

promote class engagement. (Costley, 2014)

In higher education, issues with classroom participation have constantly

emerged whether classes are face-to-face, online or blended learning. Teachers

encounter many challenges in organizing learning activities to enhance student

participation. The challenges of information technology development affect

education and even demand for innovation in teaching strategies. Interaction and

participation are needed in the classroom activity due to the fact that it helps the

teaching and learning process run smoothly. (Alvarez, 2020)

1
 2

Traditionally, teachers used manila papers and chalkboards as their

primary teaching tools. Teachers now have access to cutting-edge resources to

improve their curricula (Mateo, 2018). Teaching and learning strategies are

greatly influenced by contemporary technology for both teachers and students.

There are now many diverse technologies that can alter how we think about

learning, have a tremendous impact on how we teach and learn, and can be

made more effective, powerful, and accessible (Bohkari, 2014).

Additionally, it is anticipated that students would be more engaged in their

studies when technology is used in the classroom. Technology can contribute in

promoting student engagement, which is crucial for improving knowledge

retention. Teachers can enhance traditional teaching methods and maintain

student engagement by using a variety of applications or reliable online

resources, which are available online (Sabvvidis, 2016).

Various related literature has been provided in order to identify how

technology and the integration of interactive applications effect students'

classroom participation and performance. Education has changed rapidly as a

result of remarkable advancements in communication and information technology

during the last several years. As an outcome, the changes from traditional

teaching innovative strategies based on e-learning applications was associated

by an authentic transformation of conventional education into a modernized

process that includes a modern teacher, a better student, a contemporary

university, and advanced educational technologies that will assist the educator in
 3

education, and the learner in terms of participation in class, which will lead to

their success. Jin, et. al (2021)

Plump and LaRosa (2017) present that as benefits of the instant feedback

and student involvement in eLearning become more widely acknowledged,

instructional games are becoming more popular in classrooms. The use of these

technologies in higher education is frequently constrained by a lack of time, a

lack of experience, or uncertainty about the scholarly value of such endeavors.

According to researchers, instructional games are becoming increasingly popular

in the classroom because they boost student engagement and provide quick

feedback. However, because of concerns about the appropriateness of such

activities and the standards to use for evaluation, the utilization of these

instruments was frequently restricted within higher education only. These tools

are technology applications that can promote metacognitive learning in higher

education courses and encourage students' engagement.

In line with this, according to the article of Hastings (2019), discussed that

using applications on smart devices in the classroom is becoming a far more

typical occurrence in modern classrooms. The ability of the applications used in

classrooms to foster connections amongst students is a crucial feature. In order

to facilitate an engaged learning environment, teachers can synchronize all

student technology in the classroom. This degree of interaction enables teachers

and students to discuss new subjects and exchange ideas right away.

Similarly, a study conducted by Alharbi &. Alshumrani (2021) investigate

the effectiveness of interactive technologies, such as smartphones, tablets, and

 4

laptops, on students' learning outcomes.The findings of study suggest that

interactive technology has a significant positive effect on students' academic

performance, motivation, and engagement. Moreover, the study found that

interactive technologies can promote active learning, collaboration, and

communication among students, which leads to improved academic outcomes.

Furthermore, in both traditional and online English as a Foreign Language

(EFL) classes, Wahyuni (2022) explores whether teacher-student interactions are

crucial for language practice. However, these connections are rarely as

successful as is anticipated in classes with a large number of students of diverse

aptitude. Its difficulty is further increased by learners' infrequent use of the target

language in daily life or interactions with native speakers, which goes hand in

hand with the restricted time available for classroom Foreign Language Learning

(FLL). Wahyuni argues that using chatbots in the classroom is a different

approach to dealing with students' lack of exposure to real-world circumstances

in the classroom.

Additionally, Baytak et al. (2011) discovered in their journal article that the

majority of students felt that incorporating technology into the curriculum had

benefited their learning. Participants in the survey who were learning said that

using technology in class increase the learning process to make them learn more

and makes learning interesting. The use of modern technologies inside the

classroom has the ability to increase student learning, social interaction, positive

outcomes, and motivation among learners.

 5

Similar to this, the article by D'Angelo (2018) says that it is essential for

students to keep up with new digital trends while still getting a strong

understanding of course material as the education system and workforce

become more technology inclusive. Teachers have a huge chance to improve

student engagement and academic accomplishment by bringing technology into

the curriculum. Students can collaborate with their classmates on digital

platforms, explore their creativity using technological tools, employ higher-order

thinking skills, and participate in inquiry-based learning. Overall, both students

and teachers are in favor of using technology inside the classroom, believing that

it improves student pleasure, engagement, and academic success. A digital

education system like Edmodo assists students in achieving academic goals,

becoming more digitally literate, and collaborating with peers and teachers

outside of the classroom.

Additionally, according to Himmelsbach's article from 2022, digital

resources in higher education classrooms stimulate students' interests.

Interactive textbooks or readings has the potential to promote classroom

participation and result in increasing learning and understanding by including

multimedia features, discussion threads, and integrated exams. Many educators

assess student learning through discussion forums, discussion threads, and

comprehension-testing questions to encourage better and more interactive

learning. Educators can provide tests, practice tests, and exams using a variety

of online services, tools, and platforms.

 6

Moreover, based on Beck, et.al (2018), by incorporating apps into

classroom instruction, you are giving students a secure setting in which to use

mobile technology while they are studying. For many students, this can be their

first opportunity to utilize an app in a work environment. Faculty need to

understand how mobile apps will help student learning in order to integrate them

into the classroom effectively. By laying the groundwork for comprehending the

material covered in the app before structuring its integration into your lessons,

you enable students to actively extend their learning by using the application. It is

beneficial to be clear about the connection between the app and the actual world

when integrating the app into your lesson plan. Students will be more motivated

to learn if you can assist them make connections between what they are learning

in the classroom and what they will be asked to do in practice.

Additionally, based on Wang (2020), it was discussed that Kahoot! is a

software application for game-based education tools that can be integrated to

know the students' understanding, learn lessons, and just give them a break from

traditional lessons. The review of the literature, which included 93 investigations,

concluded that Kahoot! have the potential to a favorable impact on students'

anxiety, classroom practices, student and teacher perspectives, and academic

success. Positive outcomes include increased teacher motivation, convenience

of use, a motivating instrument, sustain for teachers' instructional work in class,

the capability to evaluate and asses students' knowledge in real-time, increased

student motivation, motivation for students to express their opinions in class, the
 7

ability to wake up students, increased classroom participation, and a decreased

in teacher workload.

Moreover, the experience and knowledge of university educators that

students value engagement and student engagement and hat learning is

evolving away from teacher-centered methods and toward more student-

centered methods, which considers for a change in pedagogies to constructivist

teaching methods, according to Wanner (2015), influenced the technology-

enhanced teaching - learning approach described here. In this environment, how

can PowerPoint be utilized to encourage student participation with lessons and

creating lectures more engaging, student-centered, and engaging. PowerPoint is

a tool that both professors and students are familiar with, and it is even

anticipated by students for lecture presentations. In other words, rather than

improving the lecture presentation, PowerPoint was used to boost student

participation in lecture preparation and interactive lecture activities.

Various studies are conducted to determine how integration of interactive

applications affects the classroom participation of students.

According to previous studies by Morrissey, (2021), student engagement

levels in Thailand are often low. Thai and international high school students can

take the IGCSE Business Studies course at the Somtawin Witaedsuksa

Huaymongkhon School. As a result, it affects their total results since

disinterested or unmotivated students attempt to hide their learning disabilities

and ending up doing poorly on tests. In order to encourage student discussion

and help them expand their knowledge, business studies instructors frequently
 8

assign case studies, presentations, and group activities. However, pupils still

don't show enough interest in the teaching and learning process and aren't totally

engaged. According to the study, these pedagogical exercises are insufficient to

raise the levels of involvement among the current generation in the digital age.

The materials offered to support teaching and learning may not sufficiently

challenge students or appealing to them, which can result in a lack of interest

and participation on their part. Since this generation is computer savvy, 66.7%

strongly concur that incorporating various types of technology, such as

interactive applications in the classroom, could increase student engagement

and participation.

According to Lin (2013), information and communication technology (ICT)

advancements have made a number of tools and systems intended to help

instructors and students have better classroom experiences. But the majority of

these tools were new, independent programs that demanded users to put in

more time and effort to become knowledgeable with how to use them. This need

could negatively impact the users' desire to utilize these specific programs.

However, increasing student learning motivation and engagement is essential for

the teaching and learning process as desire would impact how teachers and

students interacted during the learning of new information or abilities instructional

materials. The findings of this study presented that students were more engaged

and motivated to learn proposed online application provided access to resources

that supported learning environments both during and after class appropriate

help for learning. Additionally, the suggested method effectively helped teachers
 9

and students manage and conduct both in-class and outside the classroom

learning activities.

Furthermore, Ramlan (2020) investigated the utilization of implementing

language-learning apps for mobile devices to lower anxiety over English

language among students at the undergraduate level at the Health Campus at

USM. Malaysian undergraduate students come from a variety of origins, ages,

learning styles, and educational philosophies. These aspects believed to make it

difficult for both pupils and language teachers, who are both knowledge

producers, to acquire the English language. This study was conducted by using a

mixed-methods approach to make comparison between the anxiety level of the

participants before and after they used mobile applications during English lesson,

and the data was analysed quantitatively and qualitatively. Based on the findings

from the research, there are some improvements of participants’ speaking skill

and their participation in English tasks. Moreover, based on the interview,

participants also stated that they feel less anxious to speak in English.

In the same way, in a research study conducted by Bakar & Hashim (2022).

In Malaysia, learner involvement is more likely to play a big role in creating an

environment where students can successfully learn a language, particularly

English, especially in ESL courses. The biggest difficulty in teaching English is

getting the pupils to participate in class, thus learning the language is never

simple. However, learning English is never easy for the reason that it depends on

the students' participation in class, which is the main challenge to conduct the

lesson. Students are really not participating in class discussions or activities,

 10

which has an impact on the entire learning environment because it does not

inspire and support students enough to provide an engaging and conducive

lesson.

Technology is used by educators in the twenty-first century to enhance

student engagement and participation in a lesson. Information and

communication technologies (ICTs) must be understood by teachers and

students in order for them to be useful in educational settings. This is because

technology can create an engaging educational environment for both teachers

and students. The classroom's engaging learning environment will encourage

students to participate in the session.

Educators frequently use web-based digital wall applications such as

Padlet, Lino, Pinterest, Trello, Wakelet, and other tools that can be used during a

lecture. Padlet's use as a platform for involvement among teachers and students,

especially during class sessions, has a better impact on students' engagement in

the lesson. The results show that incorporating Padlet into the lesson, particularly

when teaching English, has a good effect on fostering a supportive learning

environment that promotes student participation. The primary factors influencing

students' participation in classroom lessons and activities as a result of the using

Padlet were motivation, learning participation, and effectiveness.

Furthermore, Aljraiwi's (2017) research study demonstrated how a web-

based learning setting promotes learning and teaching tasks and activities in

schools. It facilitates teachers in encouraging students' participation in the

learning process and enhancing both their motivation and output. Additionally,
 11

this study showed that while using the suggested applications in the classroom,

throughout class, and after courses, students are interested in learning and have

a better performance. These tools allow teachers and students manage and

guide active learning outside and within the classroom, giving them the chance to

receive the proper educational support. This shows that integrating online apps

into the classroom can boost student engagement and assist teachers in

facilitating students' participation in learning, solidifying their goals, raising their

performance, and promoting.

In particular, there are various types of interactive applications that can be

utilized by the educators to develop classroom performance of the students. In a

research study by Morissey (2021), reveals the findings of a study on the degree

of interaction between high school students and the technology integration in a

business studies class. The researcher uses a technology-based tool known as

"interactive classroom applications" to foster greater collaboration in the

classroom. On their smartphones and other portable devices, students can

access these programs.

In accordance with the research study conducted by Licorish, et al., (2018),

Kahoot!, an interactive classroom tool. employed in the classroom had a

favorable impact on the engagement levels of high school students. Students

had greater knowledge retention and were more focused. Quizlet and Kahoot-

style interactive lessons in the classroom! are anticipated to result in a favorable

result. When students have accessibility to technologies that relate to the present

school assignment, such as their mobile phones or other advanced devices,

 12

integrating such advanced technologies in the classroom would be beneficial.

These tools could enhance a cooperative learning environment and allow

students to gain a better knowledge of the topic being taught (White, 2006).

Smart phones can definitely become an improved and useful educational tool,

and they may even be an effective class participation tool, even if there are

legitimate arguments to be made that they disrupt learning and should not be

used in classrooms (Ng, et al., 2017).

Similar to this, Che In & Ahmad's research (2019), Kahoot! is a method

applied in the interactive learning nowadays. It is a different approach that might

boost students' classroom motivation. The usefulness of this approach in helping

students who are enrolled in a marketing concepts course to grasp the issues

covered by the marketing mix is examined in this study. A preliminary survey that

was done through a theoretical test in the classroom revealed that the students'

previous test scores were below average. Students are more eager to learn

about the marketing mix now that they are using the Kahoot site for online

activities, tests, and projects. Additionally, using the Kahoot portal for online

exercises, exams, and assignments has demonstrated that students are more

eager to learn about the marketing mix.These 40 students' scores on the Pre-

Action and Post-Action Tests revealed a relative improvement in student

achievement. Furthermore, the findings of the questionnaire presented those

students favored and interested in the classroom instruction. As a result, this

approach to teaching through online games is among the most effective ways to
 13

impart knowledge and skills during R & D (Learning and Teaching) sessions,

particularly for marketing concepts.

Investigate the effects of mobile learning apps on undergraduate students'

academic performance, attitudes toward mobile learning, and animation skill

levels. This is based on research by Akpinar and Demir (2018). The results imply

that mobile learning might increase students' academic success. Furthermore,

students also acknowledged the potential for mobile learning as a method to

dramatically boost their motivation. The positive benefits mobile application

learning can have on students' academic performance and motivation should be

considered by researchers and practitioners.

In a similar manner, according to the research done by Mazelin, et.al.

(2022) look into implementing Wordwall in an ESL classroom to boost student

engagement in 2022. The goals are to determine how utilizing Wordwall affects

students' involvement in ESL classes and to investigate how students see using

Wordwall in that setting. This study was produced using a mixed-methods

investigation combining data is both quantitative and qualitative. In this research,

24 secondary school students from Kuala Nerus, Terengganu, took part. Surveys

and transcriptions of video recordings are among the tools used to acquire data.

According to the study's findings, employing a Wordwall in the classroom had a

positive impact on the students' participation. It can also increase students'

interest in ESL classes and their understanding of the English language learning

process.
 14

Furthermore, a research study conducted by Loyola et al. (2018) investigate

the efficiency of using interactive graphic organizers in a PowerPoint

presentation for the entire class as an educational method to boost pupil

participation and creative learning in the classroom. It was made possible to

complete blank graphic organizers while in PowerPoint presentation mode by

using an operating system software that was integrated into the program. Four

classrooms of 152 fourth-graders from three different schools served as the

respondents. Each lesson has a content-based section and a visual organizer

section. A PowerPoint presentation with 11 slides on a social studies topic was

used to teach the graphic organizer group. It has two blank graphic organizers

and two more slides that describe how to build a comparison.

The comparable presentation used to teach the content-based group, with

the exception of these supplementary slides and a list of inquiries that students

should respond to in class. The Flanders Interaction Analysis System was used

to evaluate the recorded verbal exchanges between the instructor and the

students throughout the lessons. The results showed that interactions between

teachers and students in each group varied significantly, with more teachers in

the graphic organizer group asking questions (d = 1.99) and more students

taking part in class discussions (d = 1.76) accordingly. In comparison to the

content-based group, the graphic organizer group outperformed it on both a

knowledge test (d =.44) and a memory activity (d =.45). These findings are

persistent with the theory of emergence and support the used of graphic

organizers as a teaching method.

 15

Moreover, Luesma et al. (2018) study found that instructional activities

based on game-based learning can be utilized to enhance the classroom

pedagogical style in higher education systems. The Space Race program was

the tool used that was included with the free Socrative software. When it was put

into practice, it encouraged students to gain knowledge in a more interesting and

useful way. The in-person classes have also been enthusiastic, which has led to

a laid-back atmosphere. Additionally, it has been promoted to use mobile devices

and technological applications critically and reflectively in the classroom.

Students' involvement in class, motivation, and interest has all grown due to the

usage of the Space Race as a learning tool. They have also worked together to

build their talents and abilities. Real-time feedback from students and teachers in

both directions has been greatly aided by this instrument. As a result, students

have learned in a more collaborative, reflective, and meaningful manner.

As well as that, in a research study conducted by Nojen (2021), discussed

that various techniques and approaches are introduced to ensure the teaching

process more interesting and efficient. In line with global progress, educators are

beginning to be interested in integrating the R&D process with technological

advances, such as; the same online applications available for free or for free.

The Quizziz application is one of the techniques utilized in today's interactive

learning. It is a tactic that increases students' desire to study in the classroom.

Students are becoming more motivated and excited about grasping the concept

of marketing in the tourism and hospitality industries, as seen by the use of the

Quizziz application portal for personal trainings, reviews, and online

 16

assignments. According to the data, there was good growth among the Pre-

Action Test and the After-Action Test for these 15 students, showing an

improvement in student performance. Additionally, the results of the

questionnaire revealed that pupils were interested in the teaching strategy. As a

result, this online teaching approach is a useful substitute for teaching DTM5043

Tourism and Hospitality course.

In addition, Sun's study from 2020 shows that interactive 3D multimedia

technology is being used in classroom instruction more frequently as political

science and technological advancements. The utilization of 3D multimedia

technology nowadays motivates students to fully own their education and engage

in class. It increases the relevance of instruction by providing a visual

presentation of topics that teachers find difficult to express in the classroom. The

investigation in this study found that the highest viewing degree was 27% without

3D multimedia technology, but that after using 3D multimedia technology to build

3D reconstruction, the motion accuracy of the watching operation process during

surgery was greater than 45%. It is clear that using 3D multimedia teaching

modes enhances the standard of instruction.

In a similar manner, a study by Anwar and Ullah (2020) found that student

involvement in higher education has consistently been an issue in many

contexts. However, because of the inherent issues with algebraic, logical, and

algorithmic representations, this may be challenging in many courses requiring

software and programming development. The goal of this study was to improve

class participation and curriculum delivery in a teaching practice by using

 17

repeated measures. The study's conclusions showed that group collaboration

and interactive learning activities using technology may have a favorable impact

on learner engagement. Both prior to and following the incorporation of group

and interactive activities, the responses to questions about learner engagement

revealed a distinct and favorable trend. The participants indicated that the

utilization of technology and interactive, collaborative activities improved their

learning experience and engagement.

Similarly, according to Wahyuningsih et al. (2020), stated said that the

difficulties associated with the advancement of information technology created

difficulties in the field of education and even called for disruptive innovations in

higher learning. Information technology integration into education becomes

essential. Internet interactive learning can be integrated using a variety of

computer or online application packages. The value of inventive problem-solving

in relation to interactive application-based tasks, like the PowToon app, has been

investigated. By using an online interactive software, math classes that require

creative problem-solving can perform more effectively. To identify math students

studying graph theory, the CPS version 6 criteria were employed. A

questionnaire was presented to the students in order to corroborate the CPS

results, and it can be said that 69% of the students strongly agreed that learning

activities can enhance creative problem solving. Math education can benefit from

the incorporation of interactive web tools. The results that have been described

point to incorporation with online interactive learning programs like Visme, Prezi,

Go Animate, and Emaze in addition to PowToon programs.

 18

In the Philippines, Narag, (2021) conducted a research study, they

discussed the difficulties of students analyzing past events. The new normal

idea that learning is no longer limited to the use of physical textbooks or paper

and pen; it is borderless. Further, this implies that since there have been a

number of mushrooming technological advancements, educators and students

should take advantage of them as understanding concepts and applying them to

create a product or service is not bounded by inadequate print resources. In

addition, students do not show much interest in this topic probably because there

are too many events and concepts in print materials that they fail to appreciate

the significance of each in the history of the world. The utilization of Interactive

Learning Application is a successful teaching method for World War I, according

to the study's findings, and as a result, students showed learning through the use

of ICT-inspired materials in their classrooms.

The related studies about the study of integration of interactive

applications affecting classroom participation were qualitative, quantitative, and

mixed methods. The aim of this study was to determine how the integration of

interactive applications influenced the classroom participation of students

majoring in Bachelor of Elementary Education at Pangasinan State University-

Bayambang Campus, and those studies were comparable to this one.

Additionally, the previous studies were similar because they included integrating

different forms of technology such as interactive applications in the classroom,

which brought up their participation and engagement in class. In comparison to

all existing studies, this study was different from others in terms of the following:
 19

First, the location where the researchers conducted the study. Second, the

respondents were BEE-EGE students in all year levels at Pangasinan State

University-Bayambang Campus. Lastly, this study focused on the integration of

interactive applications affecting the classroom participation of the students as

well as the extent of utilization of interactive applications by the teachers.

The main objective of this quantitative research study was to determine

how interactive applications affect the classroom participation of BEE-EGE

students of Pangasinan State University Bayambang Campus.

Researchers came up with this study to find out how interactive applications

affect the classroom participation of the students. This study is vital due to the

fact that it will help the teachers to enhance their teaching methods. Also, this will

be advantageous for students to develop their performance in class. In line with

this, this will give both parties great resources, to give ways to collaborate and

create to each other.

This study contributes to the educational discipline of teachers and

students. Teacher will be motivated to enhance their teaching strategies using

technology specifically interactive applications to have a better and quality

teaching. Moreover, this can assist to increase classroom engagement, which

will enhance students' attention, interest, attentiveness, and memorization of the

materials. On the other hand, integrating interactive applications boost the mood

of the students into an active one and lighten them up in the ability to participate

in class. According to Baytak et al. (2011), the majority of students believe that

including applications to the curriculum in the classroom has benefited their

 20

learning. This demonstrates that incorporating technology into the classroom

makes learning engaging and aids in learning. Additionally, integrating

technology into the classroom to enhance student learning, social engagement,

successful outcomes, and motivation among students.

Theoretical Framework

Engagement Theory

Student engagement is described as: The effort and time that student’s

dedication to their learning environment can be detected in a variety of

psychological, cognitive, and behavioral characteristic over a framework in

Melissa and Svenja's (2019) study. It is influenced by a number of structural and

internal elements, including learning activities, the learning environment, and the

complex interplay of interconnections. The probability that students will channel

their energy back into their learning increases with their level of engagement and

empowerment within their learning community. There are numerous potential

short- and long-term consequences that could boost and promote engagement

as a result.

Intellectual, behavioral, and emotional components are combined to form

the multidimensional concept known as student engagement. To engage in

cognitive activity, one must make an effort to understand a broad concepts and

acquire challenging abilities (Fredricks et al., 2004). This can be determined in

the degree of involvement that learners have in their educational pursuits, as well

as in how much effort they make to understand and master the subject matter,
 21

how they manage their own behavior, and their learning practices. Participation

in academic and social activities is one example of behavioral engagement. This

can be seen by educators in the students' engaged behavior in class and the

amount of time they spend working on tasks. Additionally, affective or emotional

involvement involves students' interests and values as well as how they interact

with professors and other students. This may be seen in how they feel about their

educational experience and how they respond to the material covered in class.

A new method for teaching and learning in the digital age, the knowledge

in technology environments is the subject of this research engagement theory.

The goal of advanced technology is to facilitate interaction on all levels, including

the intellectual, behavioral, and emotional ones. The technology employed will

facilitate student interaction with one another and promote the engagement,

interaction, and innovation that are necessary to retain interest. Simply said, a

student's engagement in class reflects the amount of physical and mental effort

they put into their studies (Astin, 1984). Therefore, students must be actively

involved in learning and practicing activities through social engagement and

classroom activities where technology plays a big part in order to encourage

them in all aspects and make learning effective. For engaged learning to occur,

educators must consistently use positive teaching strategies by adding creative

and meaningful activities. The ideals and interests of the learners should be

accommodated to in these activities. To improve this generation of students'

intellectual, behavioral, and emotional engagement inside the classroom, the

 22

activities they perform should be dynamic, meaningful, and credible. Technology

has the potential to increase student participation in the classroom setting.

Engagement theory pertains to the engagement and ability to participate of

the students in activities of both intellectual activities and social using technology.

This idea is essential to the present study because it demonstrates how

interactive applications using various technologies can encourage and motivate

students to participate in class. Technology would make it easier for students to

interact with one another and would encourage the involvement, creativity, and

effective communication that are essential for fostering engagement. Through

engaging and worthwhile tasks, students should be actively engaged in their

education.

Figure 1 in this study depicts the research paradigm, providing a visual

representation. The figure showcases the demographic profile of BEE-EGE

students enrolled at Pangasinan State University, Bayambang Campus, along

with their level of agreeability in using interactive applications. The study

employed a quantitative research design, specifically a descriptive correlational

design. The researcher utilized the IV-DV model, which consists of two variables:

the dependent variable and the independent variable. The dependent variable

measures the level of agreeability among students in utilizing interactive

applications. This variable relies on the independent variable, which

encompasses the demographic profile of BEE-EGE students in terms of their

gender, year level, GWA, and monthly salary of their parents.

 23

THE RESEARCH PARADIGM

Profile of the BEE-EGE students Level of agreeability of the BEE-

in terms of: EGE students in the utilization of
interactive applications by the
1.1 gender;
teachers.
1.2 year Level;
1.3 GWA in previous
semester; and
1.4 monthly salary of
parents?

Interactive applications being

utilized by teachers in lesson
delivery among BEE-EGE
students.

Extent of utilization of interactive

applications in lesson delivery
among BEE-EGE students.

Fig. 1. The Research Paradigm showing the demographic profile of the student,
interactive applications being utilized, extent of utilization of interactive
applications, and the level of agreeability of BEE-EGE students in the utilization
of interactive applications.
 24

Statement of the Problem

The overall aim of this study was to determine if interactive applications had

an effect on classroom participation being utilized among BEE-EGE students at

Pangasinan State University-Bayambang Campus.

In particular, it aimed to answer the following questions:

1. What is the demographic profile of the BEE-EGE students in terms of:

1.1 gender;

1.2 year level;

1.3 GWA in previous semester; and

1.4 monthly salary of parents?

2. What are the interactive applications being utilized by teachers in lesson

delivery among BEE-EGE students?

3. What is the extent of utilization of interactive applications in lesson delivery

among BEE-EGE students?

4. What is the level of agreeability of the BEE-EGE students in the utilization of

interactive applications by the teachers?

5. Is there a significant relationship between the demographic profile of the BEE-

EGE students and their level of agreeability in the utilization of interactive

applications by their teachers?

 25

Research Hypothesis

The hypothesis was tested at the 0.05 level of significance that there is no

significant relationship between the profile of BEE-EGE students and their level

of agreeability in utilization of interactive applications.

Scope and Delimitation of the Study

This study focused on how the integration of interactive applications

affects the classroom participation of BEE-EGE students at Pangasinan State

University Bayambang Campus.

Among the 419 BEE-EGE students of Pangasinan State University,

Bayambang Campus, the number of respondents was 205. The study was done

through the utilization of the checklist questionnaire to the students as a survey in

collecting data. By this strategy the researchers were able to determine how

interactive applications affect the classroom participation of students.

Significance of the Study

Various strategies were implemented to develop the participation of

students in class. Due to this, the researchers aimed to conduct a quantitative

study regarding integration of interactive applications affecting classroom

participation of BEE-EGE at Pangasinan State University Bayambang Campus.

The researchers believed that the result of this study would benefit the following

entities.
 26

Students. This study served as a bridge for students to learn how

integrating interactive applications improves their classroom participation.

Further, through this, students learn how to integrate these applications into their

reports, and this guides them in developing the process of their learning.

Teachers. The findings of this research provided teachers with ideas on

how they could enhance their teaching strategies using technology, specifically

interactive applications. Further, through this, they will know how to deal with and

guide their students in using applications.

School. This study helps the school gain a better insight into the

applications. Through this, they were able to encourage teachers as well as

students to integrate interactive applications to create an active and participatory

environment in school.

Commission on Higher Education (CHED). The findings of this study

were offered as guidance for the Commission on Higher Education, and through

this, it expanded their understanding and knowledge regarding the participation

of the students using interactive applications.

Future Researchers. Future studies can make use of the research's

results. Thus, it will give them additional ideas on their topic and serve as their

guide for future studies.

 27

Definition of Terms

The following terms are operationally defined as to how they will be

specifically used in this study.

Pangasinan State University. Pangasinan State University is a school

composes of college students that founded in the year 1979. It is a public

university in the Pangasinan province of the Philippines. Moreover, this is the

place where the researchers will transact their research and where the

informants studying.

Applications. According to Gillis, A. (2021), Applications, also referred to

as apps, are pieces of software that group particular functionality into one easily

usable package. In addition, in this study, "application" is a type of technology

that teachers can utilize. It can be downloaded inexpensively or even for free to

incorporate in their teaching for better lesson delivery.

Integration. It refers to the process of integrating smaller parts into a

larger system that works as a whole. It alludes to a method intended to combine

several pieces of data. Conceptually, integration is utilized in this study to

incorporate applications in teaching and learning process. This often suggest to

have a better delivery of lesson and communication among students.

Interactive. According to the Cambridge Dictionary (2002), "interactive"

means incorporating communication between people or reactions between things

that cooperate. Additionally, the procedure of interaction between people and

 28

software applications that is interactive. Therefore, in this paper, the word

"interactive" is utilized as a descriptive word to describe the application used by

the teachers in teaching.

Classroom. According to Thesaurus Dictionary, it is a room or any place

in which classes are held or where one learns or gains experience. Conceptually,

classroom is where the respondents studying.

Participation. Conceptually, participation is a set of consistent procedure

that describe clearly to students on how they should participate in class at any

given moment. According to Cambridge Dictionary (2022), is the act of taking

part in an event or activity.

Affecting. According to Thesaurus Dictionary, affecting meaning to have

an influence on someone or something, or to cause a change in someone or

something. Conceptually, it refers to the influence or to produce an effect upon

students.

BEE-EGE Students. Operationally, BEE-EGE stands for Bachelor of

Elementary Education Major in Enhanced General Education is one of the course

implemented in Higher Education. Conceptually, the respondents are enrolled in

this course which is the primary focus of this study.

 Chapter 2

RESEARCH METHODOLOGY

This chapter describes the research approach, the participants, the

gathering procedure, and the data collection procedure that will be employed in

this study. This chapter also discussed the statistical treatments for the data that

will be gathered.

Research Design

The subject of this study is analyzed and identified using research design. A

research design is necessary to get the study moving in right direction. The

propose study utilized quantitative research design specifically, descriptive

correlational design. According to Hungler & Polit (1995), quantitative research

design comprises the systematic collection of numerical data and the statistical

analysis of that data. Meanwhile, descriptive correlational design aims to present

pictures of situations and determine the relationship between various variables

(McBurney & White, 2009). Descriptive correlational design is necessary to this

study to create a picture on how the integration of interactive applications affects

the classroom participation of students.

A survey questionnaire was used for this quantitative research study. Using

checklist questionnaires with the intent of generalizing from a sample to a

population.

29
 30

Subjects of the Study

The subject of the study was the Bachelor of Elementary Education major in

Enhanced General Education (BEE-EGE) students at Pangasinan State

University, Bayambang Campus during the school year 2022-2023. The

responses of the BEE-EGE students on the integration of interactive applications

in their classroom participation in all of their subjects particularly in General

Education, Professional Education and their Specialization. The number of

students was done purposively to attain the actual number of the respondents.

Out of total number of the subjects, 46 in first year, 50 in second year, 53 in third

year, and 56 in fourth year.

The respondents were chosen using a Stratified Random Sampling

technique. This method involves dividing the population into groups based on

their shared characteristics, then randomly selecting individuals from each group.

Given the need to select appropriate respondents for the study, this sampling

technique was deemed suitable.

In order to get the number of respondents, Slovin’s formula was used to

calculate the total number of respondents, the researchers used the formula:

N
n=
1+Ne2

Where:

n = Sample Size

N = Total Population

E = Margin of Error which is 0.05

 31

Solution:

419
n=
1+ (419) (0.05)2

419
n=
1+ (419) (0.0025)

419
n=
1+ 1.0475

419
n=
2.0475

n = 204.63 or 205

Table 1

Respondents of the Study

Year Level Total Population Sample Size Percentage

First Year 95 46 22.4%

Second Year 103 50 24.4%

Third Year 108 53 25.9%

Fourth Year 113 56 27.3%

TOTAL 419 205 100%

 32

Locale of the Study

The study was conducted at Pangasinan State University, specifically at the

Bayambang Campus. Pangasinan State University Bayambang Campus, a

public institution and a branch of the university, was known for offering high-

quality education. The statistical analysis was done in this area.

Data Gathering Instrument

In this study, the survey method was used to gather primary data and

information from a sample of BEE-EGE students at Pangasinan State University

Bayambang Campus. Since the primary instrument of this research was a survey

questionnaire, the researchers formulated questions to gather information and

data.

In particular, the questionnaire was divided into four parts that were

determined by the statement of the problem. The first part of the questionnaire

consisted of demographic profile variables of the subjects, which included the

gender, year level, general weighted average of the participants last semester,

and the monthly salary of their parents. Furthermore, the second part of the

questionnaire consisted of the various interactive applications utilized by the

teachers in lesson delivery, particularly in General Education, Professional

Education, and their Specialization. The third part was the utilization of interactive

applications in lesson delivery, focusing on the situations that could determine

the extent of using these applications in all of their subjects in General Education,
 33

Professional Education, and their Specialization. Specifically, the aim of this part

was to measure the extent of utilization of interactive applications. Likert Scale

was used by giving a score (5) Always, (4) Often, (3) Sometimes, (2) Rarely, or

(1) Never. Additionally, in the last part of the questionnaire, a checklist was

utilized to measure the level of agreeability of the students in the utilization of

interactive applications in all subjects along General Education, Professional

Education, and their Specialization. This was identified by checking (5) Strongly

Agree, (4) Agree, (3) Neutral, (2) Disagree, or (1) Strongly Disagree.

Validation of the Instrument

The questionnaire was evaluated by five selected validators. Before being

used to collect data through surveys, the surveys were given to five qualified

validators, and their corrections and suggestions were incorporated by the

researchers. The average computed value of the questionnaire's validity is 4.46,

indicating highly valid. After the validation process, the researchers conducted

pilot testing to ensure the questionnaire's validity and reliability. The

questionnaire's reliability was examined on 41 respondents using Cronbach's

Alpha at a significance level of 0.05.

After the collection of data in pilot testing, it was evaluated using Cronbach's

alpha at a significance level of 0.05. The computed value was 0.89 which

indicates good internal consistency, and aligned with Glen's (2023) guideline that

a Cronbach's alpha of 0.7 and above is considered good. Therefore, the pilot

survey questionnaire used by the researchers is deemed valid.

 34

Data Gathering Procedure

A survey questionnaire was formulated consisting of specific item

statements that elicit information and data.

This study was conducted in all BEE-EGE students at Pangasinan State

University Bayambang Campus. The researchers wrote a letter of permission to

perform the research to the Office of the Executive Campus Director and to the

College Dean. Also, the researchers distributed the survey questionnaires to the

BEE-EGE students at PSU-Bayambang Campus. The survey questionnaire

contains 25 questions that involve their demographic profile, various interactive

applications used by the teachers, the extent of utilization of interactive

applications, and the level of agreeability of BEE-EGE students in the utilization

of interactive applications.

The responses were tallied, summarized, and tabulated for ease of

presentation.

Statistical Treatment of Data

The following statistical tools were employed to address the questions

outlined in the statement of the problem (SOP) stated in chapter 1 of the

research study. These tools were presented below

For problem 1, the researchers used frequency counts and percentages to

determine the demographic profile of the respondents in terms of gender, year

level, GWA, and monthly salary of their parents. The same statistical tool was
 35

also utilized for problem 2 to determine the various interactive applications being

utilized in lesson delivery. The formula used is presented below:

F
P= (100)
N

Where:

P = Percentage

F = Frequency of each category

N = Total number of Respondents

100 = Constant multiplier

For problem 3, Average Weighted Mean was used to determine the extent of

utilization of interactive applications in lesson delivery. The same statistical tool

was also utilized in problem 4 to determine the level of agreement in the

utilization of interactive applications by the teachers. The formula used is

presented below:

Xi∑ f xi
AWM =
N

Where:

AWM = Average Weighted Mean

Σ = Summation Symbol

F = Frequency for each option

 36

For problem 3, Likert scale was used ranging from 1 to 5. The categories are:

Rating Scale Range of Mean Descriptive Rating

5 4.21- 5.00 Always –100%

4 3.41- 4.20 Often – 75%
3 2.61- 3.40 Sometimes – 50%
2 1.81- 2.60 Rarely – 25%
1 1.00- 1.80 Never – 0%

For problem 4, Likert scale was used ranging from 1 to 5. The categories are:

Rating Scale Range of Mean Descriptive Method

5 4.21- 5.00 Strongly Agree –100%

4 3.41- 4.20 Agree – 75%
3 2.61- 3.40 Neutral – 50%
2 1.81- 2.60 Disagree – 25%
1 1.00- 1.80 Strongly Disagree – 0%

To examine the significant relationship between the profile of the BEE-EGE

students and their level of agreeability in utilization of interactive applications,

Chi-Square Correlation was used. The formula of Chi-Square Correlation shown

below:

(Oi – Ei)2
x² = ∑
Ei

Where:

x² = chi squared

Oi= Observed value

Ei= Expected value

 37

Ethical Consideration

Considering the privacy and the identity of the informants, the researchers

provided a permission letter to validate researchers in conducting the survey to

the said informants. The researchers discussed the main purpose of the study

they were conducting. In addition, they further explained what kind of

questionnaire they gave for the informants to be fully informed and prepared.

Furthermore, the researchers properly secured and protected the informants'

identity as well as their confidentiality. In line with this, respondents are permitted

to withdraw from the study and at any moment and maintain their anonymity

(Republic Act No. 10173, also known as the Data Privacy Act). Also, the

researchers permitted to use of the data they collected for academic and

scientific purposes only.

 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contained the presentation, statistical analysis, and

interpretation of data gathered based on the answers of the respondents laid in

the instrument and was presented following the sequential order of the problems

indicated in the first chapter.

Profile of the BEE-EGE Students at PSU-Bayambang Campus

The demographic profile of the respondents with respect to their, gender,

year level, GWA last 2022-2023, and monthly salary of parents were presented

in this section. Frequency counts and percentages were utilized to determine the

profile of the BEE-EGE students.

Table 1

Profile of the Respondents

Profile F %
Gender
Male 55 26.8
Female 150 73.1
Total 205 100%

Year Level
First Year 46 22.4%
Second Year 50 24.4%
Third Year 53 25.9%
Fourth Year 56 27.3%
Total 205 100%

38
 39

GWA (Last Semester 2022-2023)

1.00-1.24 0 0.0%
1.25-1.49 10 4.8%
1.50-1.74 130 63.4%
1.75-1.99 60 29.2%
2.00-2.24 5 2.4%
2.25-2.49 0 0.0%
2.50-2.74 0 0.0%
2.75-2.99 0 0.0%
3.00-3.99 0 0.0%
4.00-4.99 0 0.0%
5 0 0.0%
Total 205 100%

Monthly Salary of Parents

5,000-10,000 130 63.4%

10,00-20,000 60 29.2%
20,000-40,000 11 5.4%
40,00-70,000 4 2.0%
70,000-100,000 0 0.0%
100,000 above 0 0.0%
Total 205 100%

Gender

As shown in Table 1, the data indicates that out of the total respondents,

55 identified as male, which accounts for 26.8% of the sample, while 150

identified as female, accounting for 73.1% of the sample. The total number of

respondents was 205, with the majority of them being female BEE-EGE students.

Due to this, the data clearly demonstrates that female respondents had a higher

percentage, while male respondents received the lowest percentage.

Indeed, it can be concluded that female respondents were found to have

higher percentage in utilization of interactive applications. According to a study

conducted by Alnjadat et al. (2019), women tend to use social media and

interactive applications more frequently than men, with women spending an

 40

average of 12 hours per week compared to men with nine hours per week.

Therefore, this study suggests that women have a higher percentage of

utilization of interactive applications compared to men. Since the finding was

females had a higher percentage compared to males, one implication could be

that there may be differences in the ways that males and females engage with

technology. Due to this, another implication is that designers and developers of

interactive applications should consider gender differences in their design

process. They may involve incorporating features that are more attractive to

women, such as social networking and communication tools, while still providing

functionality that is useful to men. By doing so, designers and developers can

ensure that their interactive applications are more inclusive and reach a wider

audience.

Year Level

In terms of their year level, the table 1 shows that out of 205 respondents

from BEE-EGE course, 56 (27.3%) were from fourth-year level, followed by third-

year level with 53 (25.9%) of the sample. While 50 (24.4%) respondents came

from the second-year level, and 46 (22.4%) respondents came from the first-year

students. Thus, the data indicates that the fourth-year students had a higher

number of respondents answering the questions compared to the first-year level

students, who had a lower number of respondents.

This finding is supported by a study conducted by Zhenyu and Yeying

(2020), who investigated the use of interactive technology among undergraduate

students in a university in China. The study found that students in upper level
 41

courses had a higher percentage of utilization of interactive applications

compared to students in lower level courses. This was due to the fact that, upper

year level students may be more experienced with technology and has a greater

familiarity with interactive applications due to their advanced studies and

exposure to a wider range of digital tools.

This implies that the higher participation rate of fourth-year students in the

study suggests that they have a higher level of exposure, engagement, and

interest in utilizing interactive applications in the classroom compared to first-year

students. Therefore, this highlights the importance of introducing interactive

applications early in the academic journey to enhance engagement and

participation of students.

General Weighted Average

With regards to the respondents' general weighted average (last semester

2022-2023), Table 1 reveals that most students fell within the GWA range of

1.50-1.74, with a frequency of 130, comprising 63.4% of the total. Furthermore,

there were 60 students whose GWAs fell within the range of 1.75-1.99,

corresponding to 29.2% of the total count. Additionally, the range of 1.25-1.49

had 10 counts, representing the number of participants whose GWAs fell within

this range, accounting for 4.8% of the total count. Moreover, 5 students had

GWAs falling within the range of 2.00-2.24, accounting for 2.4% of the total

count. Lastly, the ranges 2.25-2.49, 2.50-2.74, 2.75-2.99, 3.00-3.99, 4.00-4.99,

and 5 had 0 counts respectively, indicating no participants falling within these

ranges.
 42

Overall, Table 1 above shows that most of the participants in the study

had GWAs in the range of 1.50-1.74, and there were no participants with GWAs

above 1.00 or below 2.25, based on the given data.

In fact, a research study conducted by Demir & Akpinar (2019)

investigated the impact of interactive mobile application on student engagement

and academic performance, and the study found out that the use of mobile

applications in the classroom led to increased student participation and improved

academic performance. Therefore, the findings of this study implied that the use

of technology specifically interactive applications in the classroom can have a

positive impact on academic performance. Due to this, educators should

consider implementing interactive applications in the classroom to enhance

engagement and participation, leading to improved academic performance

among students.

Monthly Salary of Parents

The demographic profile of respondents in terms of the monthly salary of

their parents is presented in Table 1. The data shows that 130 respondents,

accounting for 63.4% of the total respondents, had parents with a monthly salary

ranging from 5,000 to 10,000. Additionally, 60 respondents, constituting 29.2% of

the total respondents, had parents with a monthly salary of 10,000 to 20,000.

Furthermore, 11 respondents, comprising 5.4% of the total respondents, had

parents with a monthly salary ranging from 20,000 to 40,000. Only 4

respondents, making up 2.0% of the total respondents, had parents with a

monthly salary in the range of 40,000 to 70,000. According to the data, none of
 43

the respondents' parents earned above 70,000 to 100,000, indicating that most of

the respondents' parents had relatively low to moderate monthly salaries, with

fewer parents earning higher incomes.

In the study of Devi (2022), states that due to socio-economic status many

students face financial constraints that could limit their access to resources and

opportunities that could enhance their academic performance. Thus, this paper

implies that educators should consider providing students from low-income

households with access to technology and digital resources that could support

their learning. Additionally, policymakers could explore ways to provide financial

support to families from low-income backgrounds to enable them to access

educational resources that they might otherwise be unable to afford.

Interactive Applications Utilized by the Teachers in Lesson Delivery

Various interactive applications were presented in this section. Frequency

counts and percentages were used to determine the number of applications

being utilized by the teachers in lesson delivery.

Table 2

Various Interactive Applications

Interactive Applications F %

Kahoot 172 83.9%

Canva 201 98.1%
Powtoon 65 31.7%
Quizlet 35 17.1%
Wordwall 15 7.3%
Quizizz 14 6.8%
Padlet 15 7.3%
Geogebra 10 4.9%
Flashquiz 56 27.3%
Powerpoint 205 100%
 44

Presented in Table 2 are the various applications being utilized by the

teachers in lesson delivery. Based on the data, the applications with the highest

frequency count is PowerPoint with 205 accounting 100% of the total count,

followed by Canva with 201, with a percentage of 98.1%, and Kahoot with 172,

with a percentage of 83.9%. Meanwhile, applications like Flashquiz, Wordwall,

Geogebra, and Padlet have relatively lower frequency counts ranging from 10 to

15, with a percentage ranges from 4.9% to 7.3%. Overall, the data clearly states

that Canva, Kahoot, and Powerpoint are the most commonly used interactive

applications in educational settings, while Flashquiz, Wordwall, Geogebra, and

Padlet are less frequently used.

The findings above are supported by Chen et al. (2021), found that the

use of PowerPoint and Canva significantly increased student engagement and

motivation in the classroom. Similarly, a study by Li et al. (2019), found that the

use of Kahoot in classroom presentations improved student comprehension and

retention of information. Thus, this study implies that there are certain interactive

applications that are more commonly used in educational settings than others.

Specifically, Canva, Kahoot, and Powerpoint are the most frequently used

applications, indicating that they may be more effective tools for improving

classroom participation compared to less commonly used applications.

Extent of Utilization of Interactive Applications

In this section, ten statements are presented to determine the extent of

utilization of interactive applications in lesson delivery. The average weighted

 45

mean (AWM) was used to calculate the overall answer of the students with

regard to the extent of utilization of interactive classroom applications.

Table 3

Extent of Utilization of Interactive Applications

Indicator AWM DE

1. The teachers use Padlet in lesson delivery to easily 2.17 R

express the content of a topic.

2. The educators utilize Kahoot as an interactive

3.92 O
application to create an active activity.

3. The instructors empoy Quizizz as an interactive 2.69 S

application in giving us enjoyable quizzes to answer.

4. The faculty members apply Word Wall in giving

activities to have a deeper understanding regarding the 2.32 R
lesson being taught.

5. The educators make use of Quizlet as an interactive

application to take information and convert them into 2.86 S
quizzes and games so that we can study the same
information in a variety of forms.

6. The teachers practice Powtoon to create awesome

and attention-grabbing animated videos in teaching to 3.46 O
keep us engaged in our class discussion.

7. The teachers utilize Canva as an interactive

application in lesson delivery to captivate our interest in 4.66 A
our class.

8. The instructors make use of PowerPoint Presentation

in discussion to catch our attention and have a 4.91 A
participative class.

9. The faculty members apply Geogebra as an

interactive application in mathematics lesson delivery. 2.15 R

10. The instructors employ Flasquiz in lesson delivery to

have a better interaction and help us learners to be 2.97 S
more engage in the class.

Total (AWM) 3.21 S

 46

Note: DE – Descriptive Equivalent; AWM – Average Weighted Mean

Legend: 4.21 – 5.00 (A – Always) 1.81 – 2.60 (R– Rarely)

3.41 – 4:20 (O – Often) 1.00 – 1.80 (N– Never)

2.61 – 3.40 (S – Sometimes)

As shown in Table 3, it indicates the average weighted mean of the extent

of utilization of interactive applications in lesson delivery. Based on the data

collected, the mean rating of the applications ranges from 4.66 to 4.91, with the

highest rating given to PowerPoint Presentation and Canva, which indicates that

these applications are always utilized by the teachers in their lesson delivery.

While the applications that are utilized rarely are Padlet, Geogebra, and Flasquiz,

with the mean ranges from 2.15 to 2.97. To determine the overall rating of the

interactive applications being utilized, average weighted mean is used. The total

average weighted mean is 3.21, which means that the interactive applications

are being utilized sometimes by the teachers in lesson delivery.

Overall, the data clearly demonstrates that teachers use various

interactive applications in their lesson delivery, however, they are not consistently

utilized them. This finding is supported by a research study "Impact of Utilization

of Interactive Technology in Teaching” by Buabeng-Andoh (2016). This paper

found that while teachers are using interactive applications in their lesson

delivery, there may be factors that limit their consistent use such as lack of time,
 47

resources, and training. This supports the conclusion in Table 3 that interactive

applications are being utilized sometimes, but not consistently.

Level of Agreeability of Students in Utilization of Interactive Applications

In this section, average weighted mean (AWM) was used to calculate the

level of agreeability of students in utilization of interactive applications in lesson

delivery.

Table 4

Level of Agreeability in Utilization of Interactive Applications

Indicator AWM DE

1. Interactive classroom applications have 4.07 A

improved my conceptual knowledge of the course
material for the BEE-EGE program.

2. Interactive classroom applications have SA

4.51
motivated me to actively engage in the BEE-EGE
lesson.

3. During class activities, I was able to focus to the SA

4.35
discussion due to the interactive classroom
applications.

4. The student's sense of involvement and SA

4.58
teamwork in BEE-EGE class has increased due to
the interactive classroom applications.

5. Through interactive classroom applications, SA

4.49
relevant, and exciting information and online tasks
are provided.

6. I've become more motivated and engaged in SA

4.60
class due to the utilization of interactive
application teaching materials.

7. The interactive classroom applications provide SA

4.52
valuable information to develop my learning
process in BEE-EGE subjects.

8. The use of interactive applications makes the SA

4.67
classes enjoyable and dynamic.
 48

9. The use of interactive classroom applications 4.41 SA

helps me to develop my comprehension on the
contents I am studying on.

10. During the integration of interactive classroom 4.58 SA

applications I have a good time in learning my
lesson.

Total (AWM) 4.47 SA

Note: DE – Descriptive Equivalent; AWM – Average Weighted Mean

Legend: 4.21 – 5.00 (SA – Strongly Agree) 1.81 – 2.60 (D– Disagree)

3.41 – 4:20 (A – Agree) 1.00 – 1.80 (N– Strongly Disagree)

2.61 – 3.40 (N – Neutral)

As shown in Table 4 is the level of agreeability of students in utilization of

interactive applications. It shows here that the first indicator suggests that the

students' conceptual knowledge of the course material has improved due to

interactive classroom applications with an average weighted mean of 4.07 with a

descriptive equivalent of agree. Furthermore, the second and sixth indicators

reveal that the students were motivated and engaged in the lesson because of

the interactive applications with an average weighted mean of 4.51 and 4.60 with

a descriptive equivalent of strongly agree. Also, the third indicator suggests that

the students were able to focus better during class activities with an AWM of

4.35, and the fourth indicator highlights an improvement in the students' sense of

involvement and teamwork with an AWM of 4.58. In line with this, the fifth

indicator indicates that the interactive applications provided relevant and exciting
 49

information and tasks with an average weighted mean of 4.49, while the seventh

indicator indicates that the interactive applications provided valuable information

to enhance the students' learning process with an average weighted mean of

4.52. In addition, the eighth indicator suggests that the use of interactive

applications made the classes enjoyable and dynamic with a highest AWM of

4.67. Moreover, the ninth indicator indicates that the interactive applications

helped the students develop their comprehension of the contents with an AWM of

4.41, and lastly, the tenth indicator suggests that the students had a good time

during the integration of interactive applications with an average weighted mean

of 4.58

The overall average weighted mean (AWM) of all the indicators is 4.47,

which indicates a high level of agreement among the students in the utilization of

interactive applications. The descriptive equivalent of the overall AWM indicates

that the students strongly agree with the effectiveness of interactive applications

in their learning outcomes. Overall, the data clearly demonstrates that interactive

classroom applications have a positive impact on the students' learning

outcomes and can be a valuable tool in enhancing the teaching-learning process.

In fact, the findings above are supported by the article published by

Osman (2016) which investigated the impact of using interactive multimedia

applications on students' academic performance in Oman. The results showed

that the use of interactive multimedia applications significantly improved students'

academic performance. Thus, this study implies that by using interactive

applications, teachers can create more engaging and interactive learning

 50

environments that cater to the diverse learning styles of students. Moreover,

these applications can facilitate active participation and collaboration among

students, leading to improved learning outcomes.

Table 5

Chi-Square Test of Demographic Profile and Level of Agreeability

of Students in Utilization of Interactive Applications

F o r v a r i a b l e
Chi Square
Level of Agreeability of Students in Value df P-value
Utilization of Interactive Applications

Gender 1.506a 2 .471

Year Level 26.474a 6 .000
GWA S.Y 2022-2023 13.179a 6 .040
Monthly Salary of Parents 5.093a 6 .532
relationship between the gender and the level of agreeability of students in

utilization of interactive applications.

The P- value of gender and the level of agreeability is 0.471 which is

higher than the significant value of 0.05, therefore, there is no significant

relationship between the gender of students and their level of agreeability in

utilization of interactive applications.

The findings above are supported by the study of Guven and Cagiltay

(2015) which investigated the effects of interactive applications on student

participation in the classroom, specifically focusing on the role of gender. The

study found that there was no significant correlation in participation levels

between male and female students when using interactive applications. In other

words, gender did not play a significant role in how much students participated in

class when using interactive technology in the classroom. Similarly, a study by

 51

Bhatti and Qureshi (2020) explored the relationship between gender and the use

of educational application among undergraduate students, and the results

showed that gender did not have a significant effect on the utilization of

educational applications in the classroom. Thus, this implies that gender is not

one of the factors influencing the level of agreeability in utilization of interactive

applications among students.

For variable 2, it shows the statistical analysis that tests the significant

relationship between year level and level of agreeability of students in utilization

of interactive applications.

The P- value of year level and level of agreeability of students in

utilization of interactive applications is 0.000, which is lower than the significant

value of 0.05 alpha, the null hypothesis is rejected; therefore, there is a

significant relationship between year level of students and their level of

agreeability in utilization of interactive applications. This means, the year level is

associated with the level of agreeability of students in utilization of interactive

applications.

The aforementioned finding is anchored on a study conducted by Hsu et

al. (2017), the results of their paper showed that there was a significant

relationship between year level and attitudes towards mobile learning.

Specifically, students in higher year levels had more positive attitudes towards

mobile learning compared to students in lower year levels. The paper suggested

that this could be due to the fact that higher year level students have had more

exposure to mobile learning and have had more opportunities to experience its
 52

benefits. Therefore, this implies that there is a significant relationship between

year level and students' level of agreeability in utilization of interactive

applications, as higher year level students are more likely to have positive

attitudes towards technology use.

For variable 3, , it shows the statistical analysis that tests the level of

agreeability of students in utilization of interactive applications and their general

weighted average last school year 2022-2023,

The P- value of level of agreeability of students in utilization of interactive

applications and their general weighted average last school year 2022-2023 is

0.040, which is lower than the significant value of 0.05 alpha, the null hypothesis

is rejected; thus, there is a significant relationship between the GWA of students

and their level of agreeability in utilization of interactive applications. This means,

the GWA of the students is associated with their level of agreeability in utilization

of interactive applications.

The result above corresponds with the findings of Al-Momani (2021), the

findings of their study revealed a significant relationship between the level of

agreeability of students in the utilization of interactive applications and their

academic performance. Specifically, students who showed a high level of

agreeability in utilizing interactive applications had a higher GWA compared to

those who showed a low level of agreeability. The findings of Al-Momani’s study

support the current finding that there is a significant relationship between the

GWA of students and their level of agreeability in the utilization of interactive

applications. Therefore, this paper implies that the use of interactive applications
 53

can positively impact students' academic performance, especially for students

who are highly agreeable in utilizing these tools.

For variable 4, it shows the statistical analysis that test the significant

relationship between the monthly salary of parents and the level of agreeability of

students in utilization of interactive applications.

The P- value of the monthly salary of parents and the level of

agreeability of students in utilization of interactive applications is 0.532, which is

greater than the significant value of 0.05 alpha, the null hypothesis is accepted;

thus, there is no significant relationship between the monthly salary of parents

and the level of agreeability of students in utilization of interactive applications.

The aforementioned finding is anchored on a study conducted by Deater-

Deckard et al. (2017) who examined the relationship between family income and

children's use of technology, including interactive mobile applications. The study

involved 337 children aged 10-17 years old from various income backgrounds,

and their technology use was measured through their parents’ reports. This

research study found out that family income was not a significant predictor of

children's use of technology, that children from different income backgrounds are

equally likely to use technology, including interactive applications, regardless of

their family's financial situation. Thus, this paper implies that low-income families

may have limited access to technology due to other factors; this study suggests

that financial status does not necessarily determine children's access to

technology and in utilization of interactive applications.

 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the findings, the conclusions formulated, and the

recommendations made after a thorough analysis and interpretation derived from

the data gathered.

SUMMARY

The integration of interactive application affecting classroom participation

has been examined to the BEE-EGE students in Pangasinan State University,

Bayambang Campus. This study made used of Descriptive-correlational research

design to present pictures of situations and determine the relationship between

various variables. To understand the data of the population and investigate a

particular scenario, a quantitative descriptive method was used as the research

design. To collect data, an online survey was conducted using Google Forms,

which was completed by 205 BEE-EGE students. The collected data were

analyzed using various statistical methods, such as percentage and frequency

counts, an average weighted mean, and Chi-Square Correlation, to ensure a

precise and coherent interpretation of the findings.

SALIENT FINDINGS OF THE STUDY

Based on the analysis of the gathered data, the researchers came up with

the following findings:

54
 55

1) Profile of the BEE-EGE Students

a. Among 205 respondents, most of them were female which totaled to

150 (73.1%), while male respondents received the lowest frequency of

55 with a percentage 26.8%.

b. Majority of the respondents came from Fourth Year BEE-EGE

students with a total of 56 (27.3%). While the lowest participants came

from the First Year BEE-EGE students with a frequency of 46 and a

percentage of 22.4%.

c. With regards to GWA in previous semester, most of the participants

had GWAs of 1.50-1.74 with a frequency of 130, comprising 63.4% of

the total. While, no participants in the study had GWAs 2.25 below.

d. Lastly, in terms of monthly salary, 130 (63.4%) of the total

respondents had parents with a monthly salary of Php. 5,000 to Php.

10,000, while none of the respondents' parents earned above Php.

70,000 to Php. 100,000, indicating that most of the respondents'

parents had relatively low to moderate monthly salaries.

2) Various Interactive Applications

The findings revealed that PowerPoint has the highest frequency

count with 205 (100%) of the overall count, followed by Canva with 201
(98.1%), and Kahoot with 172 (83.9%). While the applications like
Geogebra with frequency of 10 (4.9%), Quizizz 14 (6.8%), Padlet 15
(7.3%) received the lowest percentage. In general, the data indicates that
Canva, Kahoot, and Powerpoint are the interactive applications that are
used in educational settings the most, in contrast Flashquiz, Wordwall,
Geogebra, and Padlet are not usually utilized.
 56

3) Extent of Utilization of Interactive Applications

With regards to the extent of utilization of interactive applications, the

results showed that Powerpoint Presentation with an average weighted

mean of 4.91 and Canva with an average weighted mean of 4.66 received

the highest average ratings among other applications, indicating that these

applications are always utilized by the teachers in their lesson delivery.

While Padlet, Geogebra, and Flasquiz are the applications that rarely

utilized. Thus, the data clearly shows that teachers utilized variety of

interactive applications to deliver lessons, however these applications are

not consistently utilized.

4) Level of Agreeability in Utilization of Interactive Applications

In terms of level of agreeability in utilization of interactive

applications, among the ten indicators only the first indicator had a

descriptive equivalent of agree with an average weighted mean of 4.07,

which students agree that utilization of interactive applications improve

their conceptual knowledge. While the eighth indicator got the average

weighted mean of 4.67 which gives the highest descriptive equivalent of

strongly agree. They strongly agreed that by using interactive applications,

teachers can make the classes enjoyable and dynamic. Thus, this implies

that students had high level of agreement in utilization of interactive

applications and enhance their learning outcomes.

 57

5) Chi-Square Test of Demographic Profile and Level of Agreeability of

Students in Utilization of Interactive Applications

In terms of gender and the level of agreeability of students in

utilization of interactive applications. The P- value of gender and the level

of agreeability is 0.471 which is higher than the significant value of 0.05,

therefore, there is no significant relationship between the gender of

students and their level of agreeability in utilization of interactive

applications. Thus, this implies that gender is not one of the factors

influencing the level of agreeability in utilization of interactive applications

among students.

With regards to the year level and level of agreeability of students in

utilization of interactive applications. The P- value of year level and level of

agreeability of students in utilization of interactive applications is 0.000,

which is lower than the significant value of 0.05 alpha, the null hypothesis

is rejected; therefore, there is a significant relationship between year level

of students and their level of agreeability in utilization of interactive

applications. This means, the year level is associated with the level of

agreeability of students in utilization of interactive applications.

As to the general weighted average last school year 2022-2023 and

level of agreeability of students in utilization of interactive applications.

The P- value of level of agreeability of students in utilization of interactive

applications and their general weighted average last school year 2022-

2023 is 0.040, which is lower than the significant value of 0.05 alpha, the
 58

null hypothesis is rejected; thus, there is a significant relationship between

the GWA of students and their level of agreeability in utilization of

interactive applications. Therefore, this implies that the use of interactive

applications can positively impact students' academic performance,

especially for students who are highly agreeable in utilizing these tools.

Lastly, in terms of the monthly salary of parents and the level of

agreeability of students in utilization of interactive applications. The P-

value of the monthly salary of parents and the level of agreeability of

students in utilization of interactive applications is 0.532, which is greater

than the significant value of 0.05 alpha, the null hypothesis is accepted;

thus, there is no significant relationship between the monthly salary of

parents and the level of agreeability of students in utilization of interactive

applications. Thus, this implies that financial status does not necessarily

determine students’ access to technology and in utilization of interactive

applications.

CONCLUSIONS

After a careful study and analysis of the findings, the following conclusions

were derived:

1) Majority of the BEE-EGE students were female and most of the students

came from fourth year level. As to GWA last semester 2022-2023, the

students had GWA range of 1.50 -1.74. In terms of monthly salary of their
 59

parents, it shows that majority of the respondents had parents with a

monthly salary of Php. 5,000 to Php. 10,000.

2) Most of the teachers commonly utilized Powerpoint Presentation, Canva

and Kahoot. On the other hand, it shows that Flashquiz, Wordwall,

Geogebra, and Padlet are not usually utilized in educational settings.

3) The teachers always utilize PowerPoint Presentation and Canva in their

lesson delivery. While Padlet, Geogebra, and Flasquiz are applications

that are rarely utilized. It shows that teachers utilize various interactive

applications in their lesson delivery, however, they are not consistently

utilized them.

4) The BEE-EGE students had high level of agreement in utilization of

interactive applications. They strongly agreed that by using interactive

applications, teachers can make the classes enjoyable and dynamic, and

effectively enhances their learning outcomes.

5) The researchers also concluded that there is no correlation between

gender and the level of agreeability of students in utilization of interactive

applications. However, it also shows that, there is a significant relationship

between year level of students and their level of agreeability in utilization

of interactive applications, as well as this relationship's impact on their

overall weighted average. On the other hand, research indicates that there

is no substantial correlation between students’ level of agreeability in

using interactive applications and their monthly family income.

 60

RECOMMENDATIONS

Based on the aforementioned findings and conclusions of the study, the

following recommendations are hereby presented.

1) Introduce interactive applications as early in the curriculum to engage

students especially in the lower level to enhance their learning. In addition,

engage them to utilize various applications and offer ample opportunities

for students to gain proficiency in using these applications.

2) Educators should actively explore and incorporate other interactive

applications to continuously enhance student engagement, participation,

and motivation.

3) Promote the consistent utilization of interactive applications in the

classroom. Since the study shows that the utilization of interactive

applications has a positive impact on the students' learning outcomes.

Therefore, educators should encourage the use of these tools in the

classroom consistently to promote engagement and participation among

students.

4) Educators should receive training to develop their knowledge with the

utilization of interactive applications to equip them with the skills to

seamlessly integrate these tools into their teaching practices.

5) Consider students' year level and academic performance in the utilization

of interactive applications. Since the study found that there is a significant

relationship between students' academic performance and their level of

agreeability in utilizing interactive applications. Therefore, educators

 61

should consider students' year level and academic performance when

deciding on the appropriate interactive applications to use in the

classroom.

6) To further enhance the findings, provide valuable insights into the impact

of interactive applications on classroom participation, but further research

is necessary to determine the long-term effects of these tools on students'

learning outcomes.
 62

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 71

APPENDIX A

LETTER OF REQUEST TO ADMINISTER THE QUESTIONNAIRE

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

_________________
Date

DR. IAN D. EVANGELISTA

Chief Executive Director
Pangasinan State University – Bayambang Campus
Bayambang, Pangasinan

Ma’am:

In connection with our study entitled, INTEGRATION OF INTERACTIVE

APPLICATIONS AFFECTING CLASSROOM PARTICIPATION OF BEE-EGE
STUDENTS OF PANGASINAN STATE UNIVERSITY-BAYAMBANG CAMPUS,
we have the honor to request from your good office permission to administer our
questionnaire to the BEE-EGE students in Pangasinan State University. This
study is in partial fulfillment of the requirements for Research in Education I at the
Pangasinan State University, Bayambang Campus.

Your kind approval on the above request will be highly appreciated.

Very truly yours,

JED D. GARCIA
PAMELA ANN C. ALBINO
ELOISA M. GARCIA
JASMIN F. LACERNA
ANGELA F. MEDINA
Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 72

APPENDIX B

LETTER TO THE COLLEGE DEAN

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

March 24, 2023

DR. MA. THERESA E. MACALTAO

College Dean, CTE
Pangasinan State University
Bayambang Campus

Dear Ma’am Macaltao:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research in
Education II at the Pangasinan State University Bayambang Campus.

In connection with our study, we have the honor to request from your good office
permission to administer our questionnaire to the BEE-EGE students in our
Pangasinan State University Bayambang Campus.

Your kindest approval of this request will be highly appreciated. Thank you and
God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 73

APPENDIX C

LETTER TO THE VALIDATOR OF THE INSTRUMENT

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

February 28, 2023

CYRUS P. CASINGAL, MA

Dear Sir Casingal:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research
in Education I at the Pangasinan State University Bayambang Campus.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire, for the study using the attached rating tool.

Your kindest approval of this request will be highly appreciated. Thank you
and God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 74

APPENDIX C

LETTER TO THE VALIDATOR OF THE INSTRUMENT

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

March 2, 2023

JOMAR R. GONZALES, MAEd

Dear Sir Gonzales:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research
in Education I at the Pangasinan State University Bayambang Campus.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire, for the study using the attached rating tool.

Your kindest approval of this request will be highly appreciated. Thank you
and God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 75

APPENDIX C

LETTER TO THE VALIDATOR OF THE INSTRUMENT

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

March 2, 2023

ANNA KATRINA T. QUINTO, MEd

Dear Ma’am Quinto:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research
in Education I at the Pangasinan State University Bayambang Campus.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire, for the study using the attached rating tool.

Your kindest approval of this request will be highly appreciated. Thank you
and God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 76

APPENDIX C

LETTER TO THE VALIDATOR OF THE INSTRUMENT

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

March 2, 2023

LOVEJOY R. CAERLANG, EdD

Dear Ma’am Caerlang:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research
in Education I at the Pangasinan State University Bayambang Campus.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire, for the study using the attached rating tool.

Your kindest approval of this request will be highly appreciated. Thank you
and God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 77

APPENDIX C

LETTER TO THE VALIDATOR OF THE INSTRUMENT

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

March 2, 2023

DEBBIE JOYCE D. QUIMSON, MEd

Dear Ma’am Quimson:

The undersigned are conducting a study entitled, “INTEGRATION OF

INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS” in partial fulfillment of the requirements for Research
in Education I at the Pangasinan State University Bayambang Campus.

With your expertise, we are humbly asking your permission to validate the
attached self-made questionnaire, for the study using the attached rating tool.

Your kindest approval of this request will be highly appreciated. Thank you
and God bless.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser
 78

APPENDIX D

RATING SCALE IN ESTABLISHING THE CONTENT VALIDITY

OF THE QUESTIONNAIRE

Evaluation Sheet for Content Validity of the Instrument

Research Title: Integration of Interactive Applications Affecting Classroom

Participation of BEE-EGE Students of Pangasinan State University-Bayambang
Campus

Name:______________________

Designation:_________________

Highest Educational Attainment:

Undergraduate:__________ Major Field:_________
MA/MS:_______________ Major Field:_________
Ph.D./ Ed.D.:___________ Major Field:_________

Direction: Please read all the statements in the interview schedule. Then read
each statement provided in the evaluation sheet, and rate each item using the
rating system below by checking the corresponding box on the evaluation form.

Scale Rating Description

1 Not Valid (NV)
2 Fairly Valid (FV)
3 Moderately Valid (MV)
4 Valid (V)
5 Highly Valid (HV)
At least 20% of the items in the
instrument are appropriate and relevant.
At least 40% of the items in the
instrument are appropriate and relevant.
At least 60% of the items in the
instrument are appropriate and relevant.
At least 80% of the items in the
instrument are appropriate and relevant.
At least 100% of the items in the
instrument are appropriate and relevant.

Statements in the Survey 1 2 3 4 5

Questionnaire
1. All sections of the data collection
instrument have clear instruction.
2. Every point is addressed clearly.
3. Each item is legible, indicating that
understanding each item is easy.
4. Each item is appealing to read, and
appropriate spacing is observed.
 79

5. The data collection instrument is all-

inclusive, in that it covered all areas
relevant to the study.
6. Each item focuses on a certain topic or
thought.
7. The items are objective, this indicates
that no biased nor reactive behaviors will
be obtained.
8. The items were created with the study’s
stated and implicit goal in mind.
9. The items are distinct compared to one
another, and there is no indication of
duplication.

Comments/ Suggestions/ Recommendations:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Signature over Printed Name of the Evaluator Date Evaluated

 80

APPENDIX E

SUMMARY OF THE VALIDATORS’ RATINGS ON THE CONTENT VALIDITY

OF THE QUESTIONNAIRE

CRITERIA

Evaluator Total Average

A B C D E F G H I
1 5 5 5 5 5 5 5 5 5 45 5
2 4 4 4 3 3 4 4 3 4 33 3.66
3 4 4 4 5 4 4 4 4 4 37 4.11
4 5 5 5 5 5 5 5 5 5 45 5
5 5 4 5 5 4 5 5 4 4 41 4.55
Average 4.6 4.4 4.6 4.6 4.2 4.6 4.6 4.2 4.4 40.2 4.46

Legend: Highly Valid

Criteria:

1- The items are clearly stated.

2- The items are stated concisely and briefly.
3- The items represent the dimensions being measured.
4- The items are well-suited to the dimensions being measured.
5- The items match the dimensions being measured.

4.21- 5.00: Highly Valid. No flaws were observed; nothing more is needed
to make it better

3.51- 4.20: Valid. Very little flaws are observed; minor rewording of few
items are needed

2.61- 3.50: Moderately Valid. Some flaws are observed; overall usefulness
of the items are slightly diminished.

1.81- 2.60: Fairly Valid. Several flaws are observed; overall usefulness of
the items are greatly diminished.

1.00- 1.80: Not Valid. Major revisions of the items is needed to make it
useful.
 81

A Questionnaire in Establishing the Content Validity of the Test Item

Name : Cyrus P. Casingal, MA

Designation : Instructor I
Station : Professional Education Department
Directions : Please put a check (✓) mark opposite each item using the
following as guide.

Rate Interpretation
5 Highly Valid
4 Valid
3 Moderately Valid
2 Fairly Valid
1 Not Valid

ITEM 5 4 3 2 1

1. All sections of the data collection instrument have clear

instruction. 
2. Every point is addressed clearly.

3. Each item is legible, indicating that understanding each
item is easy. 
4. Each item is appealing to read, and appropriate
spacing is observed. 
5. The data collection instrument is all-inclusive, in that it
covered all areas relevant to the study. 
6. Each item focuses on a certain topic or thought.

7. The items are objective, this indicates that no biased
nor reactive behaviors will be obtained. 
8. The items were created with the study’s stated and
implicit goal in mind. 
9. The items are distinct compared to one another, and
there is no indication of duplication. 
 82

Comments/ Suggestions/ Recommendations:

All questionnaires are aligned with the objectives of the paper! Good job! Good

luck and Congratulations!

2-28-22

Signature over Printed Name of the Evaluator Date Evaluated

 83

A Questionnaire in Establishing the Content Validity of the Test Item

Name : Jomar R. Gonzales, MAEd

Designation : SSC Adviser
Station : Professional Education Department
Directions : Please put a check (✓) mark opposite each item using the
following as guide.

Rate Interpretation
5 Highly Valid
4 Valid
3 Moderately Valid
2 Fairly Valid
1 Not Valid

ITEM 5 4 3 2 1

1. All sections of the data collection instrument have clear

instruction. 
2. Every point is addressed clearly.

3. Each item is legible, indicating that understanding each
item is easy. 
4. Each item is appealing to read, and appropriate
spacing is observed. 
5. The data collection instrument is all-inclusive; in that it
covered all areas relevant to the study. 
6. Each item focuses on a certain topic or thought.

7. The items are objective; this indicates that no biased
nor reactive behaviors will be obtained. 
8. The items were created with the study’s stated and
implicit goal in mind. 
9. The items are distinct compared to one another, and
there is no indication of duplication. 
 84

Comments/ Suggestions/ Recommendations:

Focus on actual utilization of interactive applications rather than asking each

application. Overall, good job!

3-2-23

Signature over Printed Name of the Evaluator Date Evaluated

 85

A Questionnaire in Establishing the Content Validity of the Test Item

Name : ANNA KATRINA T. QUINTO, MEd

Designation : Instructor I
Station : General Education Department
Directions : Please put a check (✓) mark opposite each item using the
following as guide.

Rate Interpretation
5 Highly Valid
4 Valid
3 Moderately Valid
2 Fairly Valid
1 Not Valid

ITEM 5 4 3 2 1

1. All sections of the data collection instrument have clear

instruction. 
2. Every point is addressed clearly.

3. Each item is legible, indicating that understanding each
item is easy. 
4. Each item is appealing to read, and appropriate
spacing is observed. 
5. The data collection instrument is all-inclusive, in that it
covered all areas relevant to the study. 
6. Each item focuses on a certain topic or thought.

7. The items are objective, this indicates that no biased
nor reactive behaviors will be obtained. 
8. The items were created with the study’s stated and
implicit goal in mind. 
9. The items are distinct compared to one another, and
there is no indication of duplication. 
 86

Comments/ Suggestions/ Recommendations:

Check the grammar. Questionnaires are aligned with the objectives of the paper!

Very Good!

3-2-23

Signature over Printed Name of the Evaluator Date Evaluated

 87

A Questionnaire in Establishing the Content Validity of the Test Item

Name : Lovejoy R. Caerlang, EdD

Designation : Extension Coordinator
Station : Early Childhood Department
Directions : Please put a check (✓) mark opposite each item using the
following as guide.

Rate Interpretation
5 Highly Valid
4 Valid
3 Moderately Valid
2 Fairly Valid
1 Not Valid

ITEM 5 4 3 2 1

1. All sections of the data collection instrument have clear

instruction. 
2. Every point is addressed clearly.

3. Each item is legible, indicating that understanding each
item is easy. 
4. Each item is appealing to read, and appropriate
spacing is observed. 
5. The data collection instrument is all-inclusive, in that it
covered all areas relevant to the study. 
6. Each item focuses on a certain topic or thought.

7. The items are objective, this indicates that no biased
nor reactive behaviors will be obtained. 
8. The items were created with the study’s stated and
implicit goal in mind. 
9. The items are distinct compared to one another, and
there is no indication of duplication. 
 88

Comments/ Suggestions/ Recommendations:

Questionnaires are well-written and suited with the objectives. Good job!

3-2-23

Signature over Printed Name of the Evaluator Date Evaluated

 89

A Questionnaire in Establishing the Content Validity of the Test Item

Name : Debbie Joyce D. Quimson, MEd

Designation : YEC Adviser
Station : Professional Education Department
Directions : Please put a check (✓) mark opposite each item using the
following as guide.

Rate Interpretation
5 Highly Valid
4 Valid
3 Moderately Valid
2 Fairly Valid
1 Not Valid

ITEM 5 4 3 2 1

1. All sections of the data collection instrument have clear

instruction. 
2. Every point is addressed clearly.

3. Each item is legible, indicating that understanding each
item is easy. 
4. Each item is appealing to read, and appropriate
spacing is observed. 
5. The data collection instrument is all-inclusive, in that it
covered all areas relevant to the study. 
6. Each item focuses on a certain topic or thought.

7. The items are objective, this indicates that no biased
nor reactive behaviors will be obtained. 
8. The items were created with the study’s stated and
implicit goal in mind. 
9. The items are distinct compared to one another, and
there is no indication of duplication. 
 90

Comments/ Suggestions/ Recommendations:

Observe some corrections for Part II.

3-2-23

Signature over Printed Name of the Evaluator Date Evaluated

APPENDIX F
 91

LETTER TO THE RESPONDENTS

Pangasinan State University

COLLEGE OF TEACHER EDUCATION
BAYAMBANG CAMPUS
Bayambang, Pangasinan

Dear Respondent,

As third year Bachelor of Elementary Education students of Pangasinan State

University, we are presently conducting a study entitled, INTEGRATION OF
INTERACTIVE APPLICATIONS AFFECTING CLASSROOM PARTICIPATION
OF BEE-EGE STUDENTS OF PANGASINAN STATE UNIVERSITY-
BAYAMBANG CAMPUS. This is in partial fulfillment of the requirements for
Research in Education I.

In this connection, we politely request that you take the time to fill out the
questionnaire that is attached in this regard. The success of our study will surely
depend on your full cooperation and patience as you answer this questionnaire.
Please finish the survey completely by answering all of the questions truthfully
and truly.
Rest assured that all responses will be treated in confidence.

Thank you very much for your cooperation.

Very truly yours,

JED D. GARCIA PAMELA ANN C. ALBINO ELOISA M. GARCIA

JASMIN F. LACERNA ANGELA F. MEDINA

Researchers

N O T E D:

EMMANUEL ROSS B. TOMAS, EdD

Adviser

APPENDIX G
 92

QUESTIONNAIRE

PART I: Profile of the Respondents

Direction: Fill in the following necessary information. Put a check (/) to your
desired answer correspond to the statement.

Name (Optional):

Gender: Male

Female

Others (Please Specify): __________

Year Level:

General Weighted Average (Last Semester):

1.00- 1.24 2.50- 2.74

1.25- 1.49 2.75- 2.99

1.50- 1.74 3.00- 3.99

1.75- 1.99 4.00- 3.99

2.00- 2.24 5.0

2.25- 2.49

Socio-economic Status:

Monthly Salary of Parents:

5,000-10,000 40,000-70,000

10,000-20,000 70,000-100,000

20,000-40,000 100,000 above

 93

PART II: Interactive Applications Utilized by the Teachers in Lesson

Delivery

Direction: Place a check (/) on the boxes provided if these interactive

applications are being utilized by the teachers in lesson delivery.

Kahoot Quizizz
Canva Padlet
PowToon Geogebra
Quizlet Flashquiz
Word Wall Powerpoint

PART III: Extent of Utilization of Interactive Applications

Direction: Place a check (/) on the boxes provided that corresponds to your
answer. The rating scales will be as follows.

Rating Scale:

5 – Always 100% extent of utilization of interactive application

4 - Often 75% extent of utilization of interactive application

3 – Sometimes 50% extent of utilization of interactive application

2 – Rarely 25% extent of utilization of interactive application

1 – Never 0% extent of utilization of interactive application

 94

Statements A O S R N
(5) (4) (3) (2) (1)

1. Teachers use Padlet in lesson

delivery to easily express the content of
a topic.

2. Teachers use Kahoot as an

interactive application to create an
active activity.

3. Teachers use Quizizz as an

interactive application in giving us
enjoyable quizzes to answer.

4. Teachers use Word Wall in giving

activities to have a deeper
understanding regarding the lesson
being taught.

5. Teachers use Quizlet as an

interactive application to take
information and convert them into
quizzes and games, so that we can
study the same information in a variety
of forms.

6. Teachers use Powtoon to create

awesome and attention-grabbing
animated videos in teaching to keep us
engaged in our class discussion.

7. Teachers use Canva as an

interactive application in lesson delivery
to captivate our interest in our class.

8. Teachers use PowerPoint

presentation in discussion to catch our
attention and have a participative class.

9. Teacher use Geogebra as an

interactive application in mathematics
lesson delivery.

10. Teachers use Flashquiz in lesson

delivery to have a better interaction and
help us learners to be more engage in
the class.
 95

PART IV: Level of Agreeability of Students in Utilization of Interactive

Applications

Direction: Place a check (/) on the boxes provided that corresponds to your
answer. The rating scales will be as follows.

Rating Scale:

5 – Strongly Agree 100% level of agreeability of students

4 - Agree 75% level of agreeability of students

3 – Neutral 50% level of agreeability of students

2 – Disagree 25% level of agreeability of students

1 – Strongly Disagree 0% level of agreeability of students

Statements SA A N D SD
(5) (4) (3) (2) (1)

1. Interactive classroom applications have

improved my conceptual knowledge of the
course material for the BEE-EGE program.

2. Interactive classroom applications have

motivated me to actively engage in the BEE-
EGE lesson.

3. During class activities, I was able to focus

to the discussion due to the interactive
classroom applications.

4. The students' sense of involvement and

teamwork in BEE-EGE class has increased
due to the interactive classroom applications.

5. Through interactive classroom applications,

relevant and exciting information and online
tasks are provided.
6. I've become more motivated and engaged
in class due to the utilization of interactive
 96

application teaching materials.

7. The interactive classroom applications

provide valuable information to develop my
learning process in BEE-EGE subjects.

8. The use of interactive applications makes

the classes enjoyable and dynamic.

9. The use of interactive classroom

applications helps me to develop my
comprehension on the contents I am studying
on.

10. During the integration of interactive

classroom applications I have a good time in
learning my lesson.

CURRICULUM VITAE
Picture of the
student in corporate
attire
 97

PERSONAL INFORMATION

Name : Jed D. Garcia

Nickname : JD

Age : 21

Birthday : January 17, 2002

Civil Status : Single

Year and Section : III-1

Course : Bachelor of Elementary Education Major in Enhanced

General Education

Address : Maigpa Bayambang, Pangasinan

Parents : Mr. Jess M. Garcia

: Mrs. Jocelyn D. Garcia

EDUCATIONAL BACKGROUND

Elementary : Maigpa Elementary School

2008-2014

Secondary : Bayambang National High School

2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

2020-Present

Philosophy in Life

“Keep your faith and everything turns into something great.”

CURRICULUM VITAE

Picture of the
student in corporate
attire
 98

PERSONAL INFORMATION

Name : Pamela Ann C. Albino

Nickname : Pam, Ann

Age : 21

Birthday : October 20, 2001

Civil Status : Single

Year and Section : III-1

Course : Bachelor of Elementary Education Major in Enhanced

General Education

Address : Hermoza Bayambang, Pangasinan

Parents : Mr. Pablo B. Albino Jr.

: Mrs. Melisa C. Albino

EDUCATIONAL BACKGROUND

Elementary : Hermoza Elementary School

2008-2014

Secondary : Hermoza National High School

2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

2020-Present

Philosophy in Life

“You ripe what you saw.”

CURRICULUM VITAE

Picture of the
student in corporate
attire
 99

PERSONAL INFORMATION

Name : Eloisa M. Garcia

Nickname : Eloy

Age : 21

Birthday : May 10, 2002

Civil Status : Single

Year and Section : III-1

Course : Bachelor of Elementary Education Major in Enhanced

General Education

Address : #120 General Emilio Aguinaldo Street, Malasiqui,

Pangasinan

Parents : Mr. Teodoro DL. Garcia Jr.

: Mrs. Elvira M. Garcia

EDUCATIONAL BACKGROUND

Elementary : Malasiqui Central School

2008-2014

Secondary : Malasiqui National High School

2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

2020-Present

Philosophy in Life

“There are no failures, just results to learn from.”

CURRICULUM VITAE

Picture of the
student in corporate
attire
 100

PERSONAL INFORMATION

Name : Jasmin F. Lacerna

Nickname : Jasmin

Age : 22

Birthday : April 18, 2001

Civil Status : Single

Year and Section : III-1

Course : Bachelor of Elementary Education Major in Enhanced

General Education

Address : Manambong Sur Bayambang, Pangasinan

Parents : Mr. Fidel C. Lacerna

EDUCATIONAL BACKGROUND

Elementary : A. P. Guevara Integrated School

2008-2014

Secondary : A. P. Guevara Integrated School

2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

2020-Present

Philosophy in Life

“There are no failures. You either win or learn.”

CURRICULUM VITAE

Picture of the
student in corporate
attire
 101

PERSONAL INFORMATION

Name : Angela F. Medina

Nickname : Gel

Age : 22

Birthday : February 3, 2001

Civil Status : Single

Year and Section : III-1

Course : Bachelor of Elementary Education Major in Enhanced

General Education

Address : Nalsian Norte, Malasiqui, Pangasinan

Parents : Mr. Arnold C. Medina

: Mrs. Teresita F. Medina

EDUCATIONAL BACKGROUND

Elementary : Patacbo Elementary School

2008-2014

Secondary : Basista National School

2014-2020

Tertiary : Pangasinan State University-Bayambang Campus

2020-Present

Philosophy in Life

"There's always a perfect time for everything."