Chapter 4

PRESENTATION OF TABLES, ANALYSIS OF DATA AND INTERPRETATION

OF FINDINGS

This chapter presents the data which was gathered, analyzed and interpreted.
The presentation, analysis and interpretation followed the sequential order of the
problems stated in the first chapter.

Table 1.1 The profile of the respondents along age.

Age Frequency Percentage

12 below 33 61%
13-15 20 37%
16-18 1 2%
54 100%

In view of age they are usually 12 years old below, the table confirmed that

the highest frequency of age is 33 below or 61% of the High school Freshmen-

respondents, age of 13-15 is the next highest with the frequency of 20 or 37%; and

1 or 2% of the Grade 7 respondents age 16 above

According to auxier 2020, among the 60% of parents who say their child

younger than 12 ever uses or interacts with a smartphone, six-in-ten say their child

began engaging with a smartphone before the age of 5, including roughly one-third

(31%) who say their child began this before age 2 and 29% who say it started

between ages 3 and 4. Some 26% of parents whose child uses a smartphone say

the smartphone engagement began between the ages 5 and 8. This share falls to

just 14% for parents with a child age 9 to 11. Which means, that there are

numerous numbers of gadget users below 12 years old.

Table 1.2 The profile of the respondents along gender

Gender Frequency Percentage

Female 33 61%
Male 21 39%
Total 54 100%

In the view of gender, the number of female is greater than the number of male the

table confirmed that the highest percentage is the female that has 61 percent with

the frequency of 33 and the male has 39 percent with the frequency of 21.

A recent study of Oberlo in 2019 has put the question of which gender uses school

mobile platforms more to rest. Results from the analysis of social media usage by

gender show that while there are more female users (53.6% of the global

population) than social media users (46.4%), in terms of time spent, female users

spend more time browsing of study platforms—irrespective of age.

Table 2. What is the degree of utilization of tablets among grade 7.

Statements Weighted Descriptive

Mean Rating

1. Frequently use tablets for education 3.01 Satisfactory

2. Comfortable enough in using tablets in learning 3.14 Satisfactory
environment.

3. Every day I spend hour using tablets for education activities 3.52 Satisfactory

4. To what extent do tablets enhance the engagement of 3.23 Satisfactory

Grade 7 learners in their studies

5. All subjects find most beneficial when using tablets. 4.2 Very
satisfactory
6. I encounter technical challenges utilization tablets for 3.72 Satisfactory
learning.
 7. Mastering the navigation of education application or 3.10 Satisfactory
software on tablets.

8. The apps or feature on tablets that are particularly helpful 3.69 Satisfactory
for their academic progress.

Total
The table revealed that the highest weighted mean 4.2 which indicates with

the descriptive equivalent of very satisfactory on which says that fails the utilization

of tablets are beneficial to all the subjects and 3.72 which indicates with the

descriptive equivalent of Satisfactory on encountering technical challenges utilization

tablets for learning.; and 3.69 the apps or feature on tablets that are particularly

helpful for their academic progress.; and 3.52 with the descriptive equivalent of

satisfactory on spending hour using tablets for education activities; lastly, 3.01 with

the descriptive equivalent of Satisfactory on Frequently use tablets for education

This implied the highest mean score of 3.83 which are indicates fail to catch up with

our lesson because of our slow internet, can’t focus my attention to our class

because of different noise.

Many studies consider motivation as crucial in mobile learning because it

stimulates, guides, and fosters improved performance (Cho & Castañeda, 2019;

Ushioda, 2013; Yu et al., 2020). Motivated students tend to exert efforts to learn

and persist when faced with challenging learning processes. Some researchers

posited that mobile devices could strengthen students’ motivation (Wu et al., 2012;

Cho & Castañeda, 2019). For example, some students are motivated to learn English

on a smartphone after class without being assigned the task (Sandberg et al., 2011).

Moreover, studies have explored how mobile-assisted language learning affects

students’ motivation and learning achievement. It has been implied that integrating

mobile devices into the learning process could increase learning effectiveness and

motivation (Kim et al., 2013; Liu & Chu, 2010). Many studies consider motivation as

crucial in mobile learning because it stimulates, guides, and fosters improved

performance (Cho & Castañeda, 2019; Ushioda, 2013; Yu et al., 2020). Motivated

students tend to exert efforts to learn and persist when faced with challenging

learning processes. Some researchers posited that mobile devices could strengthen

students’ motivation (Wu et al., 2012;

Cho & Castañeda, 2019). For example, some students are motivated to learn English

on a smartphone after class without being assigned the task (Sandberg et al., 2011).

Moreover, studies have explored how mobile-assisted language learning affects

students’ motivation and learning achievement. It has been implied that integrating

mobile devices into the learning process could increase learning effectiveness and

motivation (Kim et al., 2013; Liu & Chu, 2010). Many studies consider motivation as

crucial in mobile learning because it stimulates, guides, and fosters improved

performance (Cho & Castañeda, 2019; Ushioda, 2013; Yu et al., 2020). Motivated

students tend to exert efforts to learn and persist when faced with challenging

learning processes. Some researchers posited that mobile devices could strengthen

students’ motivation (Wu et al., 2012; Cho & Castañeda, 2019). For example, some

students are motivated to learn English on a smartphone after class without being

assigned the task (Sandberg et al., 2011). Moreover, studies have explored how

mobile-assisted language learning affects students’ motivation and learning

achievement. It has been implied that integrating mobile devices into the learning
process could increase learning effectiveness and motivation (Kim et al., 2013; Liu &

Chu, 2010).

Table 3.1 The significance difference in the degree of utilization of tablets

among grade 7 along age

Computed value (p- Degree of Freedom Critical Value

value)
16.13 8 15.507

The table revealed that the critical value at 0.05 with degree of freedom 8 is

15.507, the computed p-value is 16.13. it shows that the computed p-value is

greater than the critical value, therefore, the null hypothesis was rejected.

This implied that there is a significant relationship between age and the

Utilization of Tablets as Educational Learning Material

Among Grade 7 Leaners.

According to auxier 2020, among the 60% of parents who say their child

younger than 12 ever uses or interacts with a smartphone, six-in-ten say their child

began engaging with a smartphone before the age of 5, including roughly one-third

(31%) who say their child began this before age 2 and 29% who say it started

between ages 3 and 4. Some 26% of parents whose child uses a smartphone say

the smartphone engagement began between the ages 5 and 8. This share falls to

just 14% for parents with a child age 9 to 11. Which means, that there are

numerous numbers of gadget users below 12 years old.

Table 3.2 The significance difference in the degree of utilization of tablets

among grade 7 along age

Computed value (p- Degree of Freedom Critical Value

value)
 18.21 8 15.507

The table revealed that the critical value at 0.05 with degree of freedom 8 is

15.507, the computed p-value is 18.1. It shows that the computed p-value is greater

than the critical value, therefore, the null hypothesis was rejected.

This implied that there is a significant relationship between gender and the

Utilization of Tablets as Educational Learning Material

Among Grade 7 Leaners.

A recent study of Oberlo in 2019 has put the question of which gender uses school

mobile platforms more to rest. Results from the analysis of social media usage by

gender show that while there are more female users (53.6% of the global

population) than social media users (46.4%), in terms of time spent, female users

spend more time browsing of study platforms—irrespective of age.

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter summarized the findings of the study. On the basis of these

findings, conclusions are dawn and recommendations are presented.

SUMMARY

This study determined the effects and challenges to the BSE college freshmen

using tools like google form and checkbox given to the respondents.
 The test technique was appropriate to determine the Utilization of tablets

among grade 7 learners. The research instruments which were used in gathering the

data including first questionnaire on profile, on age the researchers were use

descriptive analysis, on gender, and age the researcher was used the frequency and

percentage the second instrument were used in questionnaire was the weighted

mean and the descriptive rating using the Likert’s scale definition and analysis and

last instrument was Chi correlation in the third questionnaire. These instruments was

validated.

The research employed mean score and descriptive rating to the profile of the

respondents. And also, the descriptive methods that give significant findings and the

interpretation in part of the researchers.

FINDINGS

The thorough analysis of data revealed the following findings:

On the Profile of the Respondents

In view of age they are usually 12 years old below, the table confirmed that

the highest frequency of age is 33 below or 61% of the High school Freshmen-

respondents, age of 13-15 is the next highest with the frequency of 20 or 37%; and

1 or 2% of the Grade 7 respondents age 16 above.

In the view of gender, the number of female is greater than the number of

male the table confirmed that the highest percentage is the female that has 61

percent with the frequency of 33 and the male has 39 percent with the frequency of

21.
On Relationship Between the Age and Gender

In the view of age, the table revealed that the critical value at 0.05 with

degree of freedom 8 is 15.507, the computed p-value is 16.13. it shows that the

computed p-value is greater than the critical value, therefore, the null hypothesis

was rejected.

This implied that there is a significant relationship between age and the

Utilization of Tablets as Educational Learning Material

Among Grade 7 Leaners.

In the view of gender the table revealed that the critical value at 0.05 with

degree of freedom 8 is 15.507, the computed p-value is 16.13. it shows that the

computed p-value is greater than the critical value, therefore, the null hypothesis

was rejected.

This implied that there is a significant relationship between gender and the

Utilization of Tablets as Educational Learning Material

Among Grade 7 Leaners.

CONCLUSIONS
Having analyzed the aforesaid findings, the researchers arrived at the
following conclusions:
The research on the utilization of tablets among grade 7 learners reveals a
multifaceted landscape with both advantages and challenges. On the positive side,
tablets offer interactive and engaging learning experiences, fostering student
interest and participation. Access to a wide range of educational apps and resources
can enhance individualized learning, catering to different learning styles and paces.

1. The profile of the respondents, the age we’re affected by the utilization of
tablets among grade 7 learners.
 2. The profile of the respondents, the gender we’re affected by the utilization of
tablets among grade 7 learners.

3. Frequently use of tablets is beneficial to all the subjects of grade 7 learners.

4. Tablets provide opportunities for collaborative learning, enabling students to

work together on projects and share ideas seamlessly. The integration of
multimedia elements, such as videos and interactive simulations, can
contribute to a more holistic understanding of various subjects.

5. Challenges also emerge from the research findings. Concerns about screen
time, potential distractions, and the need for effective digital literacy skills are
significant considerations. Additionally, there may be disparities in access to
technology among students, leading to inequalities in the learning experience.

6. Tablets offer promising benefits in terms of engagement and personalized

learning for grade 7 students, careful consideration must be given to
addressing challenges related to screen time, distractions, and ensuring
equitable access to technology. Implementing effective digital literacy
programs and monitoring usage patterns can help optimize the positive
impact of tablets on the educational experience of grade 7 learners.

RECOMMENTATIONS

In the light of the results and conclusions of the present study, the following
recommendations are suggested:

1. Digital Literacy Training:

Provide comprehensive digital literacy training for both students and teachers to
ensure they have the necessary skills to use tablets effectively and responsibly. This
includes understanding how to navigate online resources, critically evaluate
information, and manage screen time.

2. Balanced Use and Screen Time Guidelines:

Establish clear guidelines on the appropriate use of tablets and implement measures
to address concerns related to excessive screen time. Encourage a balanced
approach that includes a mix of tablet-based and traditional learning activities.

3. Interactive and Educational Apps:

Curate a selection of high-quality, interactive, and educational apps that align with
the curriculum. These apps should promote critical thinking, creativity, and
collaboration, enhancing the learning experience for grade 7 students.

4. Individualized Learning Plans:

Leverage the capabilities of tablets to support individualized learning plans. Tailor

educational content to accommodate different learning styles and paces, allowing
students to progress at their own rates.

5. Collaborative Learning Opportunities:

Foster collaborative learning experiences by integrating apps and tools that facilitate
group projects, discussions, and knowledge sharing. This can enhance teamwork
and communication skills among grade 7 learners.

6. Equitable Access:

Address disparities in access to technology by implementing initiatives that ensure all

students have equal opportunities to use tablets. This may involve providing devices
for those who do not have access at home or establishing on-site technology
resources.

7. Regular Monitoring and Evaluation:

Implement a system for monitoring and evaluating the impact of tablet usage on
academic performance and overall well-being. Gather feedback from teachers,
students, and parents to make informed adjustments to the tablet program as
needed.
 8. Parental Involvement:

Engage parents in the tablet integration process by providing information about the
educational benefits and potential challenges. Encourage open communication and
collaboration between parents and teachers to support students' responsible use of
tablets at home.

9. Professional Development for Teachers:

Offer ongoing professional development opportunities for teachers to enhance their

technological skills and incorporate tablets seamlessly into their teaching methods.
This ensures that educators are well-equipped to facilitate effective tablet-based
learning experiences.

10. Research and Adaptation:

Stay informed about the latest research on educational technology and regularly
adapt the tablet program based on evolving best practices. Flexibility and a
commitment to continuous improvement will contribute to the long-term success of
tablet utilization in grade 7 classrooms.