Research Output (Very Final)

San Beda College Alabang
INTEGRATED BASIC EDUCATION DEPARTMENT (K-12)
A CORRELATIONAL RESEARCH STUDY ON THE EFFECTS OF USING DIGITAL

DEVICES ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 12
BEDAN STUDENTS OF INTEGRATED BASIC EDUCATION
A Research Paper
Presented to Ms. Ezraline Jane R. Castro
Integrated Basic Education Department – High School Unit
In Partial Fulfilment of the Requirements

of RES 114: Research
Amion, Kristhine Joy S.

Billan, Joshua Christopher A.
Eusebio, Johan Emberlynn O.
Guerrero, Bianca Ysabel F.
Lazarte, Aira Jane P.
Olfato, Lil Arianne A.
May 2023
ii

ABSTRACT
This study aims to determine the positive effects of using digital
devices in the academic performance of Grade 12 ABM IBED Students in
San Beda College Alabang. The study used an online questionnaire to
gather data from the sample of 86 respondents who was selected
through convenience sampling technique. The questionnaire consisted
of a set of statements that answers the statement of the problem. Data
were analyzed using the weighted mean formula.
The results appeared that there was no significant relationship
between the age, gender, and section to the use of digital device to the
academic performances of the said respondents. While the use of digital
devices have positive effects on their academics.
The findings of this study showcased that the digital devices usage
have positive effects on the academic performance of Grade 12 ABM
IBED Students.
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ACKNOWLEDGEMENT
The process of making this study was not an easy task to begin with
especially with making the Review of Related Literature and Studies, and
the dissemination of the survey. That is why the researchers would like to
express their sincerest gratitude to everyone who contributed to the
accomplishment of this study.
Firstly, the researchers would like to thank Ms. Levie G. Santos, their
class adviser, for her guidance to grant the validity of their survey
questionnaires. Second, they would like to thank Ms. Ezraline Jane R.
Castro, their research teacher, for her dedication teaching them the
concepts of research and the process of making each chapter. Lastly,
they would like to thank their fellow researchers who were involved in
making this study for showing their hard work, skills, and knowledge in
attaining the information needed for their study.
The researchers would also like to extend their gratitude to their
respondents of this study, the Grade 12 ABM IBED Students in San Beda
College Alabang, for their cooperation to share their time and thoughts
with us. Furthermore, they would like to thank their family and friends for
their perpetual support that kept them encouraged to comply with the
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requirements of this activity. Lastly, they would like to acknowledge the
sources of the study that have been helpful in the fulfillment of this study.
Once again, thank you to the people who helped making this
research study in one way or another.

v

TABLE OF CONTENTS
I. PRELIMINARIES
Title Page ……………………………………………….…. i
Abstract ..………………………………………..……… ii
Acknowledgment ..….....………………………………………….. iii
Table of Contents .……………………………………...…………. v
List of Tables .………………………………………………..…vii
List of Figures ….………………………………………………..vii
II. BODY
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Background of the Study ……………………………………………….…..8
Statement of the Problem …………………………………………….……10
Conceptual Framework ……………………………………………….……12
Scope and Delimitation of the Study...…………………………….……..13
Significance of the Study …………………………………………….……..13
Definition of Terms ……………………….……………………………......…15
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES…………..…….17
CHAPTER 3: METHODOLOGY
Research Design ………………………………………………………….26

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Determination of the Sample Size………………….…………….….…26
Sampling Design and Technique……………………………….……...27
Research Instrument ……………………………………………………...29
Validation of Instrument ……………………………………………….…30
Data Gathering Procedure………………………………………………30
CHAPTER 4:
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA ………….……31
CHAPTER 5:
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings …………………………………………………..……40
Conclusions ……………………………………………………………..…….41
Recommendations …………………………………………………….……42
III. FINAL PAGES
REFERENCES …………………………………………………………………….….45
APPENDICES ………………………………………………………………..…...…51
CURRICULUM VITAE ……………………………………………………....…...….61

vii

LIST OF TABLES
Table 3.1. Frequency Table…………………………………………….………..28
Table 4.A Scale Used for Interpreting Data……………………………….….32
Table 4.B Results for Each Statement………………………………………….33
Table 4.C Age of the Respondents…………………………………….………34
Table 4.D Gender of the Respondents………………………………………..35
Table 4.E Section of the Respondents…………………………………….…..35
Table 1. Demographics of the Respondents……………………………..….53
LIST OF FIGURES
Figure 1. Conceptual Framework………………………………………………12
Figure A. Statement One...………………………………………………………57
Figure B. Statement Two………………………………………………………….57
Figure C. Statement Three………………………………………………….……57
Figure D. Statement Four…………………………………………………………58
Figure E. Statement Five………………………………………………….………58
Figure F. Statement Six……………………………………………………………58
Figure G. Statement Seven………………………………………………………59
Figure H. Statement Eight......……………………………………………………59
Figure I. Statement Nine……………………………………………………….…59
Figure J. Statement Ten.…………………………………………………….……60
Figure K. Statement Eleven...………...……………………………………….…60

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Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter will consider the background of the study, statement of
the problem, conceptual framework and significance of the study, scope
and limitations, and definition of terms.
1.1 Background of the Study
Currently, digital devices play a huge role in one’s daily life and
activities. It contributes to how well and productively one can perform
tasks on work or school. Digital devices such as smartphones, laptops,
and tablets, have become ubiquitous in modern society, as well as their
influence on the academic performances of Grade 12 ABM IBED
Students.
This study focused on the effects of using digital devices on academic
performance among the selected aforesaid students in San Beda
College Alabang. The researchers were eager to know if the students'
academic performance was significantly affected by the use of digital
devices. Thus, this study would show the effects of Grade 12 ABM students
on how necessary digital devices were regarding with their grades.

9

One research has shown that digital devices can have both positive
and negative effects on academic performance, however, this study
excluded the negative effects because the researchers speculated that
the respondents would never or maybe unlikely select or mention any
negative effects of using digital devices in their academic performances.
Additionally, digital devices could improve learning by granting learners
with access to a comprehensive range of educational resources like
online textbooks, educational apps, etc. Meanwhile, although digital
devices are being necessary for one’s academics, there are still some
schools who forbid students from using one as it can be a source of
distraction among students. Therefore, this study will objectively oppose
that idea since digital devices can facilitate communication and
collaboration between learners and instructors within the campus.
Digital devices are one of the essential human inventions in history due
to the convenience, productivity, and efficiency it provides in terms of
the academic performance of the students.
The researchers want to know if certain students are ready to take on
academic tasks with the entire use of Digital Devices or not. This study will
not just be intended to benefit the respondents, but also those who will
grant attentiveness within.

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Based on related studies, most studies previously focused more on the
definitions of Digital Devices and their uses in terms of people’s everyday
lives. Most researches have also discussed how Digital Devices improved
the students’ learning capabilities and studying habits due to the
productivity this thing can provide. However, the researchers have not
seen any research or studies yet that support the idea of the efficacy of
Digital Devices in the academic performance of Grade 12 ABM Students,
especially before, when everything was done virtually due to the Covid-
19 Pandemic.
The use of digital devices has a significant effect on the academic
performance of Grade 12 ABM Bedan students of IBED, as verified by the
positive relationship between the General Weight Average and the
digital devices they utilize.
1.2 Statement of the Problem
This study aims to determine the effects of using Digital Devices to
the academic performances of Grade 12 ABM students of IBED in San
Beda College Alabang. Therefore, this study would like to answer the
following questions:
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1. What is the demographic profile of the respondents in terms of?
a. Name
b. Age
c. Gender
d. Section
e. GWA
2. What are the effects of Digital Devices on the academic performance
of ABM students?
a. Positive effect
3. Is there any significant relationship between students’ use of Digital
Devices and their academic performance?

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1.3 Conceptual Framework
The figure shows the conceptual framework of the study indicating
the input, process, and output of the study.
Figure 1. Conceptual Framework
For the input, the profile of the students and two variables of the
research were given. For the procedure, the researchers collected the
data through an online questionnaire via Google Forms and Pen-and-
Paper for students who hadn’t answered the online survey. They analyzed
and interpreted the data gathered, and presented the findings or results
based on the analysis and interpretation of data. For the output, the
researchers were able to determine the correlation between digital
devices usage to the academic performance of the students.

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1.4 Scope and Delimitation of the Study
Scope: The study's main goal was to evaluate how using Digital Devices
can measure the capabilities of how good students are when performing
academically, as well as to ascertain whether employing technological
approaches have positive effects on students' academic performance.
These will be gathered through an online survey, ideally using Google
Forms.
Delimitations: Since the researchers are currently studying under ABM
Strand as well as graduating students, they decided to only include the
Grade 12 ABM IBED Students as the study’s respondents. Students from
nursery to grade 11, grade 12 under HUMSS, GAS, and STEM Strands, and
students from Technical High School were excluded.
1.5 Significance of the Study
The study is significant for graduating students, schools, teachers,
smartphone businesses, and future researchers. Since Digital Devices
have swiftly expanded globally, managing the study will enhance the
knowledge of what the specified students’ desires have modified.

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Graduating Students
Since the face-to-face classes are beginning students are adjusting
again from having online classes and looking for a variety of ways to
make their life as a student easier. The findings in this study can help
Graduating students gain some tips on how they can use Digital Devices
in their studies, and it can also help them identify if using digital devices
can really aid them in their studies.
Schools
They can utilize this study to find out how digital devices can
develop their learners’ variety of skills and how they can improve their
facilities and invest in digital devices to accommodate their students
even more.
Teachers
This study can help teachers discover what their students’
preferences are in order to use them for their lessons. It can also help
improve their ways of teaching creatively and pleasantly by using digital
devices.
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Smartphone Businesses
During the start of classes, students are one of their biggest
customers. They can utilize this study by finding out what are the things
students are looking for in order to help them with their studies. With that,
they can both produce more electronics and improve their features.
Future Researchers
They can utilize this study as a source of additional information.
They can also modify it and broaden their research by not just limiting it
to the Grade 12 ABM students but the other strands and grade levels as
well.
1.6 Definition of Terms
In terms of clarification purposes, the succeeding terms are herewith
defined. Thus, this pertains to:
Academic Performance. Refers to the degree to which a student has
shown knowledge and abilities in academic subjects or has met learning
objectives as evaluated by various assessment systems, such as grades,
etc.
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Correlational Research. A type of research design that looks at the
connection between two or more variables without necessarily
establishing a causal relationship between them.
Demographic profile. A description of a particular type of customer,
including their sex, age, income, etc.
Digital Devices. Utilized for many different things, including research,
note-taking, collaboration, presentations, and evaluation.
Integrated Basic Education. In the Philippines, Catholic institutions, such
as San Beda College Alabang, where the concentration of the study is,
frequently implement this program.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The review of related literature for this study focused on the
concepts and findings reached by diverse researchers tackling the
effects of using digital devices on the academic performance of different
participants. This chapter also provides concepts, perceptions,
methodologies, and conclusions that help in acquiring related and
corresponding information to the present study.
According to Dimensions.com (n.d.), humans use digital devices,
often known as gadgets, to do specific activities, as well as to make life
simpler or more effective. These provide countless features such as
portability, performance, storage, user interface, connectivity, media
support, energy consumption, expansion capability, security features,
and applications.
In the article of KnowItAllNinja (2020), every part of our lives and
every type of employment uses digital gadgets. For instance, the
researchers utilize digital devices in their personal life and at school to be
educated, amused, and socialized with their friends and family.
The study above states that since digital devices have become a
standard, they cannot be obliterated on the part of human daily life

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because they can boost the ability to multitask, enhance the quality of
one’s work, and keep up with the trend.
According to D’Angelo (2018), as the evolution of the education
system and workforce become more digital devices inclusive, it is
significant for learners to continue with modern digital trends while still
acquiring a deep understanding of course content. By incorporating
Digital Devices into the curriculum, instructors have a priceless chance to
improve student engagement and academic achievement.
The study above supports the idea that nowadays, digital devices
contribute a lot to the academics and workforce. Everything that is being
used to learn involves digital devices regardless of what, where, when,
and how each and every one studies.
Definition of Digital Devices and Their Origin
Digital Devices have contributed to countless things these days. It
has become one of the mediums for everyone to accomplish tasks
quickly and efficiently. The term “Digital Devices” gives people ideas of
multiple devices like phones, laptops, tablets, etc. As well as the internet,
data, or developments in the engineering world.

19

Smyth (2020) articulates that various technologically advanced
tools provide easier and faster ways of doing or finishing work. They are
valuable in all aspects of life, including business, domestic life, public
service, and most especially education. They aid in improving student
learning and give professors the tools needed to present engaging
lectures.
It has been stated that digital devices provide expeditious ways to
accomplish a variety of tasks in every aspect of life. For example, in the
field of ABM, which is the strand the researchers tend to focus more on,
students might perform accounting activities such as preparing financial
statements, balance sheets, ratio analyses, etc. which requires a certain
software that can only be found in digital devices to achieve the most
accurate outcome.
Role of digital devices during the Pandemic
For the past 3 years, the World Health Organization (WHO) classified
COVID-19, the illness brought on by the SARS-CoV-2, pandemic on March
11, 2020. The disclosure came after months of growing concern over a
novel, potentially fatal virus that was rapidly spreading over the world
(Katella, 2021).
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According to the statistics of McClain et al. (2022), “90 percent say
the internet has been essential for them during the Coronavirus outbreak,
81 percent say that they have ever* talked with others via video calls
since the beginning of the coronavirus outbreak in February 2020, and 40
percent say they used digital devices or the internet in any new way or
different ways compared with before the beginning of the outbreak.”
The study shows the percentage of how adults in the U.S. use
technology differently during the coronavirus outbreak. Most of the
respondents said that technology is vital for them in order to overcome
boredom and communicate easily with others virtually. While some of
them said they discovered new ways to use technology that they had
never seen before the pandemic.
Significance of Digital Devices globally
Since the beginning of the 21st century, schools around the world
have started to implement Digital Devices into their curriculums.
According to KC (2018), the use of modern technological tools (such as
the use of projectors, computers, and the internet) helped the
interactivity and learning rate of students increase.
The study above discusses about as the world is evolving, there as
well countless things being discovered and innovated, one of them is

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Digital Devices. The curriculum also had set its standards of implementing
digital devices not only because of the desires of students, yet it can be
one of the factors. But can also save time that can be used for
interactivity.
As reported by Saxena (2018), the use of digital devices in schools
has led to positive impacts such as students learning at their own pace,
saving the time of students and teachers alike by lessening their travel
time and how environmentally friendly it is by reducing the paper used
by students.
As the previous study mentioned, digital devices provide numerous
positive ways to conduct new learning styles that can be useful for
different types of learners.
Practical use of Digital Devices Nationally
According to AnimationXpress Team (2021), they believe that using
Digital Devices assists students in obtaining the information they need for
their studies, and they have access to a wealth of material that they may
utilize to keep up with peers who are already familiar with other types of
evaluations. Perhaps one forbade students from utilizing Digital Devices
because doing so made it simpler for them to complete their schoolwork
and find information.

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Balbaguio (2020) stated that it appears that students should be
able to use gadgets at school if they need them in their studies so that
they can have an idea of what they have done because not all students
can keep up with what teachers’ views, so they hope they allow students
who use gadgets in school.
Students can benefit greatly from gadgets to enhance their
studying capabilities. For instance, they support learners in quickly
finishing any kind of academic curriculum. The ability to communicate
through social media sites like Facebook, Twitter, Instagram, WhatsApp,
etc. has improved more effectively. Through these Digital Devices,
teachers can now provide students with an interesting education,
synonymous with lectures at an online study. Images, video games, and
other sources can assist in education. Because of the numerous purposes
of Digital Devices used in the classroom, student collaboration has grown.
Valuable devices academically
Loveless (2022) stated that mobile phones have taken a long path
from being perceived as distractions in the classroom to being seen as
tools that can educate students. There are multiple benefits to using cell
phones as a teaching aid, including improved learning outcomes,

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increased engagement among students, and an easier ability to keep
students up to date about assignments.
Tablets can help broaden and improve the students' way of
learning. In line with Winstead (2022), education is evolving, and utilizing
tablets in the classroom is a step in the right direction if done correctly.
There are many advantages of issuing a tablet device to each student,
which is control over content allowed on the device, the devices are
reusable and suitable for upgrades or refurbishment, cost-effective,
convenient, improved digital competence, and easier to monitor
students' progress.
According to Blah (2021), the findings in their research show that
the academic performance of students with personal computers is
generally higher than those without personal computers. Therefore,
personal computers have effects on improving students' academic
performance. As stated by Roomi (2021), the computer is an invention
that is made to make work easy. With the introduction of computers,
education has advanced to a new dimension. Computers are efficient,
help in communication and visualization, and career guidance by
assisting them to master their skills.

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Pros of Digital Devices
Although using Digital Devices in the classroom has been
beneficial, there are also some drawbacks. The enhancement of learning
is made possible by Digital Devices, which have aided student
engagement and willingness.
Students are highly interested in Digital Devices, which enable
them to participate in their learning on various levels. With the increasing
availability of Digital Devices, teachers believe that students have more
options when studying, allowing them to be independent learners both
in and out of the classroom. When used effectively, up-to-date Digital
Devices can significantly alter how students interact and learn in a
classroom setting. Students have the opportunity to intervene or reinforce
using Digital Devices during station time. While Digital Devices provide
students with more information more quickly, there is also a lot of incorrect
or inappropriate information available.
To avoid disruptions to the classroom experience, teachers want to
make sure that students know where to go and what to do. There isn't
much teacher time available throughout the day to support students
who require more assistance with Digital Devices (Bataineh et al., 2021).
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To sum up, Digital Devices changed the lifestyle of the people as
well as the flow of the education system—from being hand-operated to
technical. The use of gadgets like laptops, desktops, and cell phones is
essential as it helps students accomplish their academic tasks
conveniently, also but not limited, digital devices can increase the
capability of every learner in different aspects of intelligence and skills;
especially during the pandemic—the digital device is a demand for the
students as the education setting transitioned from face-to-face classes
to online classes. Students may not be able to learn and keep up with
their studies without using digital devices. Not only it makes it convenient,
but also broadens the learner’s knowledge and skills toward particular
schoolwork given by their teachers.

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Chapter III
METHODOLOGY
This chapter will discuss the researcher’s methodology for
evaluating the usage of digital devices on the academic performance
of specific ABM Students. This segment also depicts the study
methodologies and procedures used for data gathering and analysis in
this research report.
3.1 Research Design
This study used a correlational quantitative research design; it
correlates the usage of digital devices towards the academic
performance of Grade 12 ABM IBED students.
3.2 Determination of the Sample Size
Sample size is the observation counts used for calculating a given
population. The researchers used Slovin’s formula to calculate the sample
size needed. When sampling a population, Slovin's formula is used to
determine the sample size required to yield a particular confidence
interval. This formula is used when one doesn't have enough knowledge
of a population's behavior (or the distribution of behavior) to identify the
ideal sample size (Online Sample Size Calculator: Slovin’s Formula

27

Calculator, n.d.). The formula used to get the sample size is presented
below. The total population of Grade 12 ABM IBED Students is 110. Based
on the formulated sample size there should be a total of 86 respondents.
Slovin’s Formula:
N
n=
1 + Ne2
Legend:
n = Sample Size
N = Population
e = Margin of error (0.05)
110
n=
1 + (110)(0.05)2
110
n=
1.275
n = 86
3.3 Sampling Design and Technique
Convenience sampling technique was used which means that the
first 86 respondents to answer our survey would only be counted. In

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selecting the scope of the study, the researchers selected Grade 12 IBED
students currently enrolled in San Beda College Alabang under the ABM
strand. The researchers were eager on being able to gain
comprehension of how digital devices can influence students’ academic
performance positively and effectively based on their G.W.A.
The Respondents
The selected respondents for this study were the Grade 12 ABM
IBED Students of San Beda College Alabang. From the population of 110,
as formulated, a sample size of 86 was attained.
Table 3.1. Frequency Table
Section Frequency (f) Percent
A 27 31%
B 25 29%
C 12 14%
D 22 26%
Total 86 100%
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3.4 Research Instrument
Based on the researchers’ characterization of the problem, the
researcher will conduct a quantitative research approach on 110 ABM
Students for Grade 12 in San Beda College Alabang using an online
survey questionnaire. This will allow the researchers to collect all of the
information required for the study.
The researchers constructed their own set of statements. A draft of
the questionnaire was created based on the statement of the problem
of the study. The researcher concluded that there were sufficient items to
record statistics on all elements of the problem and address questions
identified in the problem statement. The researcher then presented the
questionnaire to the adviser for corrections before it is finished and
disseminated.
The researcher will evaluate the following items using a
questionnaire with a four-point Likert Scale: Response 4 indicates that the
responder strongly agreed with the statement. 3 - The responder agrees
with the concept. 2 if the responder disagrees with the statement. And 1
if the respondent strongly disagrees with the concepts.

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3.5 Validation of Instrument
The researchers’ class adviser, Ms. Levie G. Santos, examined the
survey questionnaire to ensure its validity by determining whether the
questions are pertinent to the study and are organized in an appropriate
manner. In accordance with the adviser's suggestions and revisions, the
researchers updated the questions and their proper arrangement.
3.6 Data Gathering Procedure
Once the survey questionnaires are deemed valid and reliable, the
researchers have filed a request to their research adviser for a
confirmation to proceed to the data gathering process wherein they will
be utilizing survey questionnaires, which will be given to the class mayor
each section of ABM students to disseminate in their classes via Google
Form through Facebook Messenger and QR Code, and Pen-and-Paper
Survey.
The respondents will be able to answer the survey anytime they
wish before the set deadline. After the deadline has passed, the data will
be collected and will be evaluated based on the statistical treatment of
data in which the final result will be interpreted and included in the
research.
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Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Data Analysis
The researchers used univariate analysis because the objective of
the study is to find what relationship exists between the usage of digital
devices and the academic performance of Grade 12 ABM IBED Students
at San Beda College Alabang. The researchers acquired, as mentioned
previously, a total of 86 respondents from a population of 110 Grade 12
ABM IBED Students. The researchers tried to obtain the first 86 participants
from each section of the selected strands to be part of the sample.
To calculate the weighted mean, the researchers used the
formula:
∑ fx
X=
̅
∑f
Where Σfx is the total of the products of the respondent’s answers
to the statements and the assigned value to each option (4 for strongly
agree, 3 for agree, 2 for disagree, and 1 for strongly disagree) and Σf is
the total number of participants.

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Data Presentation
The computed weighted mean was presented using the following
scale:
Table 4.A. Scale Used for Interpreting Data
Verbal
Assigned Value Range
Interpretation
4 3.26 - 4.00 Strongly Agree
3 2.51 - 3.25 Agree
2 1.76 - 2.50 Disagree
1 1.00 - 1.75 Strongly Disagree
In getting the scale between each choice, the total number of
choices had been subtracted to one and divide it with the total number
of choices once more which is equivalent to 0.75 interval.
What are the effects of Digital Devices on the academic performance of
ABM students?
In the Table 4.B, the results of every question given to the
respondents will be shown.

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Table 4.B. Results for Each Statement
Statement Weighted Mean Verbal Interpretation

Digital Devices greatly
help me do my 3.84 Strongly Agree
academic tasks.
Digital Devices
motivate me to
accomplish my
3.43 Strongly Agree
academic tasks.
Digital Devices boost
my productivity and
creativity in
3.52 Strongly Agree
academics.
Digital Devices make
studying easier for me.
3.64 Strongly Agree
Digital Devices do
make my grades high 3.35 Strongly Agree
and favorable.
Digital Devices
enhance my
academic
3.45 Strongly Agree
performance.
Without digital devices,
I’m still able to comply 2.99 Agree
with my academics.
Utilizing digital devices
sharpen my critical 3.3 Strongly Agree
thinking skills.
Digital Devices enable
me to put my 3.33 Strongly Agree
knowledge into action.
During the online class,
I can still better
communicate with my 3.55 Strongly Agree
classmates using digital
devices.
I can save time
studying on my digital
devices rather than 3.43 Strongly Agree
making reviewers with
pen and paper.
Overall Mean 3.44 Strongly Agree
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As the researchers gathered from Table 4.B, most of the answers of
the respondents were strongly agree except for statement number seven
which was agree. Then, the overall mean granted from the result was 3.44
which provided us the verbal interpretation of strongly agree.
What is the demographic profile of the respondents in terms of?
Table 4.C. presents the correlation between the ages of
respondents to the usage of digital devices in their academic
performance.
Table 4.C. Age of the Respondents
Source of p- F
SS df MS F Interpretation
Variation value crit
Between
0.22 4 0.06
Groups
Not
Within 0.39 0.82 2.5
11.75 81 0.15 Significant
Groups
Total 11.97 85
As can be taken from Table 4.C, the p- value of 0.82 was greater
than the significance level of 0.05; thus, with 85 degrees of freedom, there
was no significant difference between the uses of digital devices to the
age of respondents in their academic performances.

35

Table 4.D. presents the correlation between the usages of digital
devices in their academic performance according to their gender.
Table 4.D. Gender of the Respondents
p-
Gender Mean SD df t stat interpretation
value
Male 3.45 0.41 Not
74 0.14 0.89
Female 3.43 0.34 Significant
As the researchers gathered from Table 4.D, the p – value of 0.89
was greater than the significant level of 0.05. Therefore, with the degrees
of freedom of 74, the use of digital devices with regards to the gender of
respondents to their academic performances is not significant.
Table 4.E. presents the correlation between the sections of
respondents to the usage of digital devices in their academic
performance.
Table 4.E. Section of the Respondents
Source
p-
of SS df MS F F crit Interpretation
value
Variation
Between
0.81 3 0.27
Groups
Not
Within 1.98 0.12 2.72
11.16 82 0.14 Significant
Groups
Total 11.97 85
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As the researchers gleaned from Table 4.E, the p – value of 0.12
was higher compared to the significant level of 0.05. Consequently, with
85 degrees of freedom, there was no significant difference between the
uses of digital devices regarding with their sections to their academic
performances.
Findings
For statement number one, the majority of the respondents strongly
agreed that digital devices greatly helped them do their academic tasks.
For statement number two, most of the respondents strongly agreed that
digital devices motivated them to accomplish their academic tasks. For
statement number three, the majority of the respondents strongly agreed
that digital devices boosted their productivity and creativity in their
academics. For statement number four, most of the respondents strongly
agreed that digital devices made studying easier for them. For statement
number five, the majority of the respondents strongly agreed that digital
devices made their grades high and favorable. For statement number six,
most of the respondents strongly agreed that digital devices enhanced
their academic performance. For statement number seven, the majority
of the respondents agreed that without digital devices, they can still
comply with their academics. For statement number eight, most of the
37

respondents strongly agreed that utilizing digital devices sharpened their
critical thinking skills. For statement number nine, the majority of the
respondents strongly agreed that digital devices enabled them to put
their knowledge into action. For statement number ten, most of the
respondents strongly agreed that during online classes, they can still
communicate better with their classmates using digital devices. Lastly, for
statement number eleven, the majority of the respondents strongly
agreed that they can save time studying on their digital devices rather
than making reviewers with pen and paper.
Overall, most of the respondents strongly agreed that digital
devices have positive effects on their academic performance as long as
students use their digital devices wisely.
Interpretation
Since all of the respondents stated that they use digital devices in
terms of doing their academic tasks, most of them perceived that digital
devices in general can definitely aid students with their academics. First,
the majority of the respondents believed that digital devices assisted
them in their academics, and their academic tasks were accomplished
with motivation. Second, their productivity and creativity were boosted
using digital devices and, it made their studying easier. Third, their grades
38

became high and favorable and enhanced their academic
performances using digital devices. Fourth, digital devices sharpened
their critical thinking skills, put their knowledge into action, communicate
better with their classmates during online classes, and save time making
reviewers digitally rather than pen-and-paper. Lastly, almost three-
quarters of them agreed that they can still comply with academics even
without digital devices.
Based on the data analysis, the age, gender, and section of the
respondents do not imply the significance of the effects of using digital
devices in their academic performances.

39

Chapter V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary, and conclusions obtained in
the conduct of the study which is to examine on the effects of using
digital devices on the academic performances of Grade 12 ABM Bedan
Students. It also gives recommendations that can be pursued by the
students, schools, teachers, and future researchers.
The study was conducted at San Beda College Alabang. The
respondents were the grade 12 ABM students under IBED. They were
selected using convenience sampling. It employed quantitative research
and used correlational method. Relevant data were acquired thru survey
questionnaires. The statistical tools used were mean, percentage,
ANOVA, and t-test.

40

SUMMARY OF FINDINGS
The following are the summary of the findings according to the
statement of the problem stated in Chapter 1 of the research.
1. What is the demographic profile of the respondents in terms of?
The researchers have gathered 86 Grade 12 ABM students from San
Beda College Alabang whose ages are between 17–19 years old, with a
female mean of 3.43 and a male mean of 3.45.
2. What are the effects of Digital Devices on the academic performance
of ABM students?
a. Positive effect
They found out that most of the respondents belonged to the IBED
students who mostly answered "strongly agree" on each statement by
having a weighted mean of 3.44. They found that all of the respondents
at IBED who use digital devices have positive effects with regards to their
academic performances.
3. Is there any significant relationship between students’ use of Digital
Devices and their academic performance?
According to the responses of the majority of the respondents, there
was a significant relationship between the use of digital devices and their
41

academic performance. With a weighted mean of 3.84, the respondents
were agreeing that digital devices help them to accomplish their tasks.
Additionally, with a weighted mean of 3.64, it can definitively be said
that digital devices made studying easier for the majority of the Grade 12
ABM students at San Beda College Alabang.
CONCLUSIONS
The objective of this research was to determine whether the use of
digital devices affects the academic performance of Grade 12 ABM IBED
students at San Beda College Alabang.
Following the analysis of the collected data, the researchers came
to the following conclusions:
1. Students in ABM who use digital gadgets perform better
academically and were more capable of utilizing their knowledge.
2. Since all of the respondents utilize digital devices, there was a
considerable correlation between the students' use of those
gadgets and their academic achievements. Although some
students disagree, the majority of them thought that using digital
gadgets has improved their grades and made studying easier.

42

3. The recommended course of action was for schools to have a
better internet connection, utilize more educational applications
and websites, and give sufficient training for teachers and students
who are not proficient in technology in order to improve the
utilization of digital devices in the academic performances of
students.
4. Surprisingly, the study found no significant differences in the
impacts of using digital devices based on age, gender, or
respondents' demographics.
Overall, the impact of using digital devices on ABM students'
academic performance at San Beda College Alabang was favorable
and could be a valuable aid for students in their academic pursuits.
RECOMMENDATIONS
The following recommendations were made by the researchers
based on the preceding data, findings, and analysis and are addressed
to certain people who made this research possible:

43

Students:
1. Use digital devices in a responsible and balanced way to enhance
your learning and academic performance.
2. Avoid using social media or other non-academic websites while
studying or completing assignments. Set aside specific times to
check your phone or browse the internet for non-academic
purposes.
3. Use digital tools such as calendars and to-do lists to stay on top of
assignments and deadlines. This can help you avoid last-minute
cramming and reduce stress.
School Administrators:
1. Encourage the use of digital gadgets, such as laptops and tablets,
among grade 12 students. This can be done by providing access
to these devices, ensuring that the school's Wi-Fi is reliable, and
offering training on how to use them effectively for academic
purposes.
2. Promote responsible digital device use. Implement policies and
guidelines on the use of digital gadgets during school hours and
ensure that students are aware of the risks associated with
excessive screen time.

44

3. Monitor and evaluate the effectiveness of digital device use on
academic performance regularly. This can be done through
assessments, surveys, and other methods to determine whether the
use of digital devices is improving academic outcomes for grade
12 students.
Future Researchers:
1. Choose a subject that interests you and use that as a reason to
properly work on the thesis.
2. The study can be a basis for further understanding of the use of
digital devices on the academic performance of students. This
may also serve as a reference regarding digital devices.

45

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51

APPENDICES
8 Don Manolo Blvd., Alabang Hills Village,
Muntinlupa City, 1770
A Correlational Research Study on the Effects of Using Digital Devices on the

Academic Performance of Selected Grade 12 Bedan Students of Integrated
Basic Education
This survey is from Group 6 in ABM 12-A. This will merely be used for
academic purposes, particularly for our RES 112 Final Term PT under Ms.
Ezraline Castro. Only the Grade 12 ABM students from San Beda College
Alabang's IBED Department for the academic year 2022-2023 may
answer this. If you are not one of them, please disregard this survey.
Name: Gender:
Age: Section:
G.W.A (Last Sem):
Statements
Do you use Yes No

Digital Devices?
If yes, check all Cellphone Tablet/Ipad Computer/Laptop

that apply.
4- Strongly Agree 3- Agree 2- Disagree 1-Strongly Disagree

Statements 4 3 2 1
Digital Devices greatly help me do my academic tasks.
Digital Devices motivate me to accomplish my academic tasks.
Digital Devices boost my productivity and creativity in

academics.
Digital Devices make studying easier for me.

52

Digital Devices do make my grades high and favorable.
Digital Devices enhance my academic performance.
Without digital devices, I’m still able to comply with my

academics.
Utilizing digital devices sharpen my critical thinking skills.
Digital Devices enable me to put my knowledge into action.
During the online class, I can still better communicate with my

classmates using digital devices.
I can save time studying on my digital devices rather than

making reviewers with pen and paper.
53

Table 1. Demographics of the Respondents
What was
Do you use
Grade 12 your GWA If yes, check all
Name Age Gender digital
Section last that apply
devices?
semester?
Cellphone,
Dayao, Isabella 18 Female A 95.24 Yes
Computer/Laptops
Clemente, Cellphone,
17 Male A 93.82 Yes
Raphael Computer/Laptops
Cellphone,
Balbido, Jhyra 17 Female A 96.24 Yes
Computer/Laptops
Cellphone,
Theresse Joven 18 Female C 96.5 Yes
Computer/Laptops
Cellphone,
Callos, Juan
18 Male A 95 Yes Tablet/iPad,
Gabriel
Computer/Laptops
Hain, Kezra Iliana Cellphone,
18 Female A 95 Yes
Marie Computer/Laptops
Alyannah Mari J. Cellphone,
18 Female C 92 Yes
Dabuco Computer/Laptops
Cellphone,
Francesca Co 17 Female A 96.91 Yes
Computer/Laptops
Cellphone,
Franco Santos 18 Male B 96.4 Yes
Computer/Laptops
Cellphone,
Ogihara, Hiro 17 Male B 93.85 Yes Computer/Laptops,
Switch
Cellphone,
Yannah Gerodias 17 Female A 95.55 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Jaime Cruz 18 Male C 95.12 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Sophia Lauren
18 Female A 97.27 Yes Tablet/iPad,
Malate
Computer/Laptops
Cellphone,
- 18 Female D 95.66 Yes
Computer/Laptops
Sean Warren M. Cellphone,
17 Male C 96.03 Yes
Subaran Computer/Laptops
Buenconsejo, Cellphone,
18 Female A 96.43 Yes
Angelica Computer/Laptops
Rafael Anselmo Cellphone,
18 Male A 92.61 Yes
Olorga Computer/Laptops
Cellphone,
Samillano, Sofia can’t
17 Female B Yes Tablet/iPad,
Isabel C. remember
Computer/Laptops,
NAVARRO, Ethan Cellphone,
18 Male B 94 Yes
Roy C. Computer/Laptops
Cellphone,
Lianne Abad 19 Female D 95.68 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Franco Guerrero
19 Male B 97 Yes Tablet/iPad,
D. Domanog
Computer/Laptops
54

Cellphone,
Naz Estores 18 Male A 94.6 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Johan Maverick
18 Male A 91 Yes Tablet/iPad,
Lachica
Computer/Laptops
Cellphone,
Gabriel Gonzales 18 Male A 94.6 Yes
Computer/Laptops
Cellphone,
Alyssa Mae Alcruz 18 Female B 94 Yes
Computer/Laptops
Cellphone,
Elizah Sajonas 18 Female A 96.82 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Jean Soriano 19 Male A 94.67 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Derick Rubia 17 Male A 94.1 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Rodge Adrian 18 Male A 92.18 Yes
Computer/Laptops
Cellphone,
Alexa Habulan 17 Female B 94.97 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Sheika Miranda 19 Female A 96 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Hanz Joshua A.
18 Male B 96.39 Yes Tablet/iPad,
Zamora
Computer/Laptops
Francis Dominic D. Cellphone,
18 Male B 94.41 Yes
Lumibao Computer/Laptops
Cellphone,
Maria Katrina T.
18 Female A 95 Yes Tablet/iPad,
Pangan
Computer/Laptops
Sean Gabriel Cellphone,
18 Male A I don't know Yes
P.Hizon Computer/Laptops
Cellphone,
Joaquin Hizon 18 Male A 94.64 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Kirsten Bernardino 18 Female B 95.06 Yes
Computer/Laptops
Cellphone,
Atasha Cruz 19 Female A 96 Yes
Computer/Laptops
Cellphone,
Eubert Diacajo 18 Male B 96.73 Yes Tablet/iPad,
Computer/Laptops
Severino C. Cellphone,
18 Male B 90 Yes
Gabato III Computer/Laptops
Cellphone,
Bianca Alvianne
18 Female A 95.56 Yes Tablet/iPad,
Rengel
Computer/Laptops
Cellphone,
Karina Baroña 18 Female A 96 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Paul Arante 17 Male A 92 Yes
Computer/Laptops
55

Cellphone,
Princess Abe 18 Female A 91 Yes
Computer/Laptops
Cellphone,
Lee, Eunji 18 Female C 93 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Mary Bernadette
19 Female B 97.38 Yes Tablet/iPad,
A. Villaluz
Computer/Laptops
Cellphone,
Akio Luna 18 Male B 91 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Abulon,
19 Male B N/A Yes Tablet/iPad,
Emmanuel G.
Computer/Laptops
Baguiwong, Cellphone,
Giana Jermaine 18 Female B 94.3 Yes Tablet/iPad,
C. Computer/Laptops
Cellphone,
Bingabing, Leila
Clarisse D.
Computer/Laptops
Cellphone,
Casabuena, Erwin
19 Male B N/A Yes Tablet/iPad,
Hegino P.
Computer/Laptops
Cellphone,
Catalan, Kryzelle
Casandra D.
Computer/Laptops
Delos Reyes,
Cellphone,
Francine 18 Female B 91 Yes
Computer/Laptops
Cassandra B.
Jamias, Rafael Cellphone,
18 Male B 95 Yes
Marco H. Computer/Laptops
Cellphone,
Magnaye, Sophia
18 Female B N/A Yes Tablet/iPad,
Donne P.
Computer/Laptops
Sangalang,
Cellphone,
Luvinia Gabrielle 18 Female B 94.8 Yes
Computer/Laptops
R.
Cellphone,
Sarino, Jean
18 Female B N/A Yes Tablet/iPad,
Cassandra P.
Computer/Laptops
Cellphone,
Agag, Oliver
18 Male D don't know Yes Tablet/iPad,
Lorenzo I.
Computer/Laptops
Almuena, Isaiah Cellphone,
N/A Male D don't know Yes
Raphael -. Computer/Laptops
Cellphone,
Altura, Amia B. 18 Female D 96 Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Arimas, Alexandra
18 Female D 95 Yes Tablet/iPad,
D.
Computer/Laptops
Bandejas, Cellphone,
17 Female D 96 Yes
Jonabelle Kaye D. Computer/Laptops
Barbon, Enrico Luiz Cellphone,
18 Male D don't know Yes
M. Computer/Laptops
Cellphone,
Bernabe, John
Bernard C.
Computer/Laptops
56

Cornista, Enzo Cellphone,

18 Male D ? Yes
Joshua C. Computer/Laptops
Cellphone,
Cruz, Mary Giana
19 Female D 96.15 Yes Tablet/iPad,
Renei M.
Computer/Laptops
Cellphone,
Delfinado,
Michael Ian S.
Computer/Laptops
Layon,
Cellphone,
Francheska Beatriz 18 Female D 90 Yes
Computer/Laptops
A.
Marinda, Franco Cellphone,
18 Male D don't know Yes
Immanuel E. Computer/Laptops
Matti, Lois Phoebe Cellphone,
18 Female D 96 Yes
E. Computer/Laptops
Cellphone,
Salamanca,
Emilene C.
Computer/Laptops
Cellphone,
Samaniego,
Shawn Aaron L.
Computer/Laptops
Cellphone,
Sinense, Blessed
Isaiah A.
Computer/Laptops
Tanyag, Kenneth Cellphone,
18 Male D ? Yes
Joseph P. Computer/Laptops
Cellphone,
Tichangco, Erich
Mariel V.
Computer/Laptops
Cellphone,
Vega, Jerxy C. 18 Female D 93 Yes
Computer/Laptops
Yambao, Leo Cellphone,
18 Male D 89 Yes
Vince M. Computer/Laptops
Cellphone,
Francine Giane
18 Female C n/a Yes Tablet/iPad,
Mendoza
Computer/Laptops
Cellphone,
Khalla Del Rosario 18 Female C n/a Yes Tablet/iPad,
Computer/Laptops
Cellphone,
Lorenz Felicity
18 Female C 95.39 Yes Tablet/iPad,
Torres
Computer/Laptops
Cellphone,
Chloe Caliwara 17 Female C n/a Yes Tablet/iPad,
Computer/Laptops
Johannes Cellphone,
Emmanuel A. 19 Male C 97.79 Yes Tablet/iPad,
Pascual Computer/Laptops
Alyssa Claire C. Cellphone,
18 Female C 92.36 Yes
Lampa Computer/Laptops
Cellphone,
Loreen Julienne B.
17 Female C 93.27 Yes Tablet/iPad,
Babiera
Computer/Laptops
Hendrick Cellphone,
18 Male C 91 Yes
Carticiano Computer/Laptops
Jeleenel S. Cellphone,
17 Female C 91.64 Yes
Ugalino Computer/Laptops
57

Figure A. Statement One
Figure B. Statement Two
Figure C. Statement Three

58

Figure D. Statement Four
Figure E. Statement Five
Figure F. Statement Six

59

Figure G. Statement Seven
Figure H. Statement Eight
Figure I. Statement Nine

60

Figure J. Statement Ten
Figure K. Statement Eleven

61

CURRICULUM VITAE
A. Personal Information
Name: Lil Arianne A. Olfato
Birthdate: June 1, 2004
Birthplace: Las Pinas City
Civil Status: Single
B. Educational Background
Grade Name of School Year
1-4 Bloomfield Academy 2011-2015
5-10 Elizabeth Seton School 2015-2021
11 De La Salle College of Saint Benilde 2021-2022
12 San Beda College Alabang 2022-2023
C. Academic Achievements
Grade Awards
1-10 Activity Awards/Honors
11 High Honors
62

Name: Aira Jane P. Lazarte
Birthdate: September 25, 2004
Birthplace: Bulan, Sorsogon
Grade School
1-6 Immaculate Conception Academy of Bulan 2010-2016
7-10 St. Louise De Marillac School of Bulan 2016-2021
11-12 San Beda College Alabang 2021-2023
Grade Awards
1-10 Activity awards

63

Name: Bianca Ysabel F. Guerrero
Birthdate: April 16, 2005
Birthplace: Manila
Grade School
1-10 Mater Ecclesiae School 2010-2021
Grade Awards
11 Principal’s Honor Roll

64

Name: Joshua Christopher A. Billan
Birthdate: February 20, 2004
Birthplace: Bacoor, Cavite
Grade School
1-10 Maria Mae Academy 2010-2020
Grade Awards
8-10 With High Honors

65

Name: Johan Emberlynn O. Eusebio
Birthdate: February 7, 2005
Birthplace: Lucena City
Grade School
1-10 St Joseph’s Academy 2010-2020
Grade Awards
10 Academic Distinction
11 With Honors
66

Name: Kristhine Joy S. Amion
Birthdate: December 1, 2004
Birthplace: San Pedro, Laguna
Grade School
1-2 Caterina and Giuditta Cittadini School 2010-2012
3 Liceo De San Pedro 2012-2013
4-10 Caterina and Giuditta Cittadini School 2013-2021
Grade Awards
10 With High Honors

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San Beda College Alabang

INTEGRATED BASIC EDUCATION DEPARTMENT (K-12)

A CORRELATIONAL RESEARCH STUDY ON THE EFFECTS OF USING DIGITAL

In Partial Fulfilment of the Requirements

Amion, Kristhine Joy S.

San Beda College Alabang

This study aims to determine the positive effects of using digital

devices in the academic performance of Grade 12 ABM IBED Students in

San Beda College Alabang. The study used an online questionnaire to

gather data from the sample of 86 respondents who was selected

through convenience sampling technique. The questionnaire consisted

of a set of statements that answers the statement of the problem. Data

were analyzed using the weighted mean formula.

The results appeared that there was no significant relationship

academic performances of the said respondents. While the use of digital

devices have positive effects on their academics.

have positive effects on the academic performance of Grade 12 ABM

San Beda College Alabang

express their sincerest gratitude to everyone who contributed to the

accomplishment of this study.

questionnaires. Second, they would like to thank Ms. Ezraline Jane R.

concepts of research and the process of making each chapter. Lastly,

attaining the information needed for their study.

The researchers would also like to extend their gratitude to their

San Beda College Alabang

requirements of this activity. Lastly, they would like to acknowledge the

research study in one way or another.

San Beda College Alabang

Title Page ……………………………………………….…. i

Acknowledgment ..….....………………………………………….. iii

Table of Contents .……………………………………...…………. v

List of Tables .………………………………………………..…vii

List of Figures ….………………………………………………..vii

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Background of the Study ……………………………………………….…..8

Statement of the Problem …………………………………………….……10

Conceptual Framework ……………………………………………….……12

Scope and Delimitation of the Study...…………………………….……..13

Significance of the Study …………………………………………….……..13

Definition of Terms ……………………….……………………………......…15

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES…………..…….17

Research Design ………………………………………………………….26

San Beda College Alabang

Determination of the Sample Size………………….…………….….…26

Sampling Design and Technique……………………………….……...27

Research Instrument ……………………………………………………...29

Validation of Instrument ……………………………………………….…30

Data Gathering Procedure………………………………………………30

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA ………….……31

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings …………………………………………………..……40

III. FINAL PAGES

CURRICULUM VITAE ……………………………………………………....…...….61

San Beda College Alabang

Table 3.1. Frequency Table…………………………………………….………..28

Table 4.A Scale Used for Interpreting Data……………………………….….32

Table 4.B Results for Each Statement………………………………………….33

Table 4.C Age of the Respondents…………………………………….………34

Table 4.D Gender of the Respondents………………………………………..35

Table 4.E Section of the Respondents…………………………………….…..35

Table 1. Demographics of the Respondents……………………………..….53

Figure 1. Conceptual Framework………………………………………………12

Figure A. Statement One...………………………………………………………57