FINAL

Students and Teachers Preferences among Digital Whiteboard
Application for Collaborative Discussion
In Partial Fulfillment of the Requirements in
Research 20 – Undergraduate Thesis
Bachelor of Technology and Livelihood Education
Major in Information Communication Technology
University of Science and Technology of Southern Philippines
Submitted to:
Pelmar M. Acosta
Research Instructor
Submitted by:
Arias, Maria Niza L.
Caño, Cheryl O.
Clerigo, Maria Nicole M.
Miculob, Shella Mae T.
Tayone, DJ L.
Date: February 13, 2023

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Table of Contents
ABSTRACT..……………………………………………………………………………… iii
CHAPTER 1...............................................................................................................4
THE PROBLEM.........................................................................................................4
Introduction to the Study Area..................................................................…. .. … 4
Background of the Study....................................................................................... 7
Statement of the Problem...................................................................................... 7
Research Objectives............................................................................................. 8
Research Questions.............................................................................................. 8
Definition of Terms................................................................................................ 9
Significance of the Study..................................................................................... 12
Scope and Limitation of the Study....................................................................... 13
Summary............................................................................................................. 14
CHAPTER II............................................................................................................ 15
REVIEW OF RELATED LITERATURES.................................................................15
CONCEPTUAL/THEORETICAL FRAMEWORK................................................. 26
CHAPTER III............................................................................................................29
METHODOLOGY.................................................................................................... 29
Research Design..................................................................................................29
Research Location................................................................................................30
Population.............................................................................................................30
Sample, Sampling Procedure and Sample Size...................................................30
Research Instrument............................................................................................ 31
Data Collection Methods.......................................................................................31
Data Analysis Techniques....................................................................................32
Likert-Scale Interpretation.....................................................................................32
Statistical Treatment.............................................................................................33
Summary.............................................................................................................. 34
CHAPTER IV........................................................................................................... 35
Results and Discussions…………………………………………………..….............35

CHAPTER V……………………………………………………………..………………..50
Summary of Findings……………………………………………………..………….…50
Conclusions…………………………………………………..……………………….…51
Recommendations…………………………………………..……………………….…52
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ABSTRACT
As education nowadays is evolving, just as the world is continually
changing, we are now embodied with different technologies in which
education recommends using high-quality teaching tools to generate and
exhibit learning with new fundamentals in the execution of the activity.
Traditional teaching methods are being supplemented and sometimes
replaced by more technologically advanced tools. This shift has been
further accelerated by the global pandemic, which has necessitated
remote learning. In this context, digital whiteboard applications have
emerged as essential tools for effective learning.
According to the needs of the study, a correlative research design
was adopted. There are fifty (50) BTLED ICT students from the USTP-
Oroquieta who participated in the study, together with ten (10) BTLED
instructors. The highest weighted mean for both the students and
teachers responses on their preferences among Digital Whiteboard
Applications for Collaborative Discussions are 3.41 and 3.86. The result
shows that Miro Application is the most preferred Digital Whiteboard
Application for Collaborative discussion for both the teachers and
students. It is very advantageous for them to use Miro Application as a
teaching tool for collaborative discussion because it can develop and
enhance the teaching and learning strategies and promotes innovative
discussion.
Keywords: Digital Whiteboard Application, teaching tool, and collaborative
discussion
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CHAPTER 1
THE PROBLEM
Introduction to the Study Area
A good presentation reflects the effectivity of a presenter. Basically,
the more readable and understandable your presentation is the more your
audience to catch up and interact. Many college students as well as
teachers often encounter the problem of visibility and interaction in terms
of demonstrating their presentation in the projector, television and etc. in a
huge crowd. As a result, their lecture will not be productive. (Ling et al.,
2022)
Nowadays, students and teachers are surrounded and consumed
by the vast spread of technology and many high technology devices. To
make it simple, education goes hand in hand with technology. Students
and teachers use technology as a primary medium of learning in the field
of education. Also, technology is always upgrading giving them the more
choices and help in their studies and the learning process.
(Nikolopoulou,2020) There are cases wherein teachers and students use
their mobile phones to manipulate their laptop, projector and television to
deliver their slide presentation. This kind of method is very rampant in the
field of teaching in this modern world. But they have not discovered yet if
we do the vice versa of those things. Instead of manipulating your PC or
your projector from your phone, we will control all the audience phone
right from your computer. And also evaluate and introduce the use of the
three Digital Whiteboard Applications. Namely: Google Jamboard,
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ApowerMirror Application, and the Miro Application.
In the rapidly evolving digital age, the education sector has been
undergoing significant transformations. Traditional teaching methods are
being supplemented and sometimes replaced by more technologically
advanced tools. This shift has been further accelerated by the global
pandemic, which has necessitated remote learning. In this context, digital
whiteboard applications like Google Jamboard, ApowerMirror, and Miro
have emerged as essential tools for effective learning.
Google Jamboard is a digital whiteboard app that promotes
interactive and collaborative learning. It allows users to sketch their ideas,
add notes, import images, and even pull in resources directly from the
web. This level of interactivity and collaboration makes it a popular choice
among many teachers and students. According to DeCamp (2022),
Google Jamboard is a digital whiteboard that enables online or in-person
collaboration on a common area. Students and coworkers can collaborate
and draw simultaneously while outlining concepts or solving problems.
Then users can save their work as a PDF to their computer, a collection of
separate photographs for particular frames, or to Google Drive.
Being able to provide an enjoying yet interacting discussion to the
students is in need in our generation today. Teachers always find a way
for the students not to get bored listening to every details and information
discussed.
ApowerMirror is a screen mirroring application that is compatible with
both iOS and Android devices, as well as Windows and Mac. With
ApowerMirror, teachers can share their screen with students, making it
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easier to explain concepts and conduct discussions. According to Softonic
(2023), ApowerMirror also offers a screen recording feature. This allows
users to record their screen activities, a function that can be incredibly
beneficial in an educational setting. For students, this means they can
record lessons or tutorials for later review, ensuring they don't miss any
important information. For teachers, this feature allows them to record
demonstrations or lectures, which can then be shared with students for
future reference.
Miro, on the other hand, is a collaborative online whiteboard
platform designed for remote and distributed teams. It's used by educators
for brainstorming sessions, creating mind maps, organizing tasks, and
conducting lessons in a highly visual and interactive way. Miro (2023)
stated that one of the key features of Miro is its infinite canvas. This allows
users to create, share, and collaborate on ideas without the constraints of
physical space. For teachers, this means they can present complex
concepts in a visually engaging manner, while students can use this
space for brainstorming, mind mapping, or working on group projects.
Miro also offers a range of pre-made templates, including
flowcharts, diagrams, and storyboards. These can be particularly useful
for teachers when explaining complex concepts or processes, and for
students when organizing their thoughts or presenting their work.
The preference for one application over the other can be influenced
by a variety of factors such as ease of use, accessibility, interactive
capabilities, and the specific needs and requirements of the teachers and
students.
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In this paper, the researchers are aiming to know the Students and
Teachers Preferences among Digital Whiteboard Applications for
Collaborative Discussions.
Background of the Study
Inattentiveness of the students is the major factor of the
presentation breakdown. This will result as a barrier in the whole learning
process. Students will find it hard to deliver their reports because of this.
Also teachers may encounter difficulty of getting students' attention unto
their presentation.
According to (Tryclarifi 2023), the different uses of technology such
as audio-visual presentations, virtual classrooms, wide-screen projectors,
and digital planners help teachers and students to improve their delivery
of instructions. This consequently enhanced the understanding and
comprehension level of the students. Nearly 90% of educators concurred
that technology enhanced their instruction and improved students'
performance. The majority of the instructors and students who embraced
technology and digital tools saw an improvement in their learning and
academic performance.
Statement of the Problem
One of the major problems in the teaching and learning process is
the inattentiveness and less interaction of the students during class
discussion. By this, researchers propose three (3) Digital Whiteboard
Applications namely: Google Jamboard, ApowerMirror Application, and
Miro Application to further investigate and give solution to the problem.
This study aims to know the Students and Teachers Preferences among
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Digital Whiteboard Applications for Collaborative Discussions.
Research Objectives
Inattentiveness and less interaction are very rampant in the
teaching and learning process. This study seeks to determine the
Applications for Collaborative Discussions and meet these following
objectives:
1. To know the perceptions of the students-respondent using the three
Whiteboard Applications for Collaborative Discussion.
2. To know the perception of the Teacher-respondent using the three
Whiteboard Applications for Collaborative Discussion.
3. To determine the significant relationship between student-respondents,
teacher-respondents on using Whiteboard Applications for Collaborative
Discussion.
4. To know the preference of Teachers and Students on using Whiteboard
Applications for Collaborative Discussion
Research Questions
Specifically, this research answers the following questions:
1. What are the perceptions of the students-respondent using the three
Whiteboard Applications for Collaborative Discussion?
2. What are the perceptions of the Teacher-respondent using the three
Whiteboard Applications for Collaborative Discussion?
3. Is there any significant relationship between students and teachers’
respondents on using the three Whiteboard Applications for Collaborative
Discussion?
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4. What is the preferred Whiteboard Application for Collaborative
Discussion?
a. Students?
b. Teachers?
Null Hypothesis
H0: There is no significant relationship between the teachers and the
students’ responses in utilizing the three whiteboard applications for
collaborative discussion.
Definition of Terms
Alternative. Alternative signifies the views of the teachers and students to
use the Whiteboard Applications as an alternative medium of
instruction. An alternative is a choice which is offered for you
to decide for your convenience and usage and can be done or
used instead. Alternative also refers to a different digital
whiteboard application that students and teachers might
choose to use instead of another, based on their specific
needs, preferences, or circumstances. For example, if a
student or teacher finds Google Jamboard not suitable for their
needs, they might choose ApowerMirror or Miro as an
alternative. (Collins, 2023)
ApowerMirror. ApowerMirror is a powerful screen mirroring
application that offers a multitude of features, making it a
valuable tool for both students and teachers in the digital age.
According to Microsoft Applications (2023), one of the key
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features of ApowerMirror is its ability to mirror the screen of a
phone or tablet onto a computer, or vice versa. This feature is
particularly useful for teachers who want to share content
from their mobile devices to the entire class. By projecting the
small screen onto a larger display, teachers can effectively
demonstrate applications, websites, or digital techniques in a
way that's easily visible to all students.
Collaborative Discussion. A collaborative discussion refers to a
dialogue that involves two or more people working together
towards a common goal. This could be solving a problem,
brainstorming ideas, making a decision, or learning about a
particular topic.In the context of education, collaborative
discussions often involve students and teachers engaging in
an interactive dialogue to enhance learning. These
discussions can foster critical thinking, improve
communication skills, and promote a deeper understanding of
the subject matter. In the case of digital whiteboard
applications like Google Jamboard, ApowerMirror, and Miro,
they provide platforms that facilitate these collaborative
discussions, allowing users to interact, share ideas, and work
together in real-time, regardless of their physical location.
(Interactivity Foundation, 2023)
Google Jamboard. Google Jamboard is a digital whiteboard that
enables online or in-person collaboration on a common area. It
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offers a variety of markup features that collaborators can use
for a variety of classroom purposes. (DeCamp, 2022)
Inattention/Inattentiveness. Inattention refers to a situation of
reduced concentration span of mental powers upon an object
or activity. It also implies the absence of interaction of the
students during class discussions because students are doing
something not relating to the topic. (American Psychological
Association 2023)
Miro Application. Miro is a collaborative online whiteboard platform
designed for remote and distributed teams. It's used by
educators for brainstorming sessions, creating mind maps,
organizing tasks, and conducting lessons in a highly visual
and interactive way. According to PC Magazine (2023),
another notable feature of Miro is its real-time collaboration
capability. Multiple users can work on the same board
simultaneously, making it an ideal tool for group projects or
collaborative learning activities. This feature can also facilitate
interactive lessons, where students can contribute to the board
while the teacher guides the discussion.
Perception. Perception is the psychological processes through the
experience gain by the five senses, individuals can process
responses into positive or negative perceptions (Erin, and
Maharani, 2018). Perception also signifies the views of the
teachers and students to use the Whiteboard Applications as
an alternative medium of instruction.
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Teachers and Students. Teachers and students imply all the teaching
force in USTP Oroquieta specifically, ICT instructors and all
ICT students
Utilization. According to the Cambridge Dictionary (2023), utilizing
implies to make efficient use of something. This entails using
the Whiteboard applications to efficiently interact with students
during the teaching and learning process. Utilization also refers
to how students and teachers are using digital whiteboard
applications like Google Jamboard, ApowerMirror, and Miro in
their teaching and learning processes. It could involve looking
at how frequently these tools are used, the purposes they are
used for, and how effectively they are being used to enhance
collaborative discussions and learning outcomes.
Significance of the Study
This study will focus on Students and Teachers Preferences among
Digital Whiteboard Applications for Collaborative Discussions. This
research benefits to the following:
ICT Students and Instructors. Understanding preferences among
digital whiteboard applications can help ICT students and
instructors optimize their learning and teaching processes. It
can guide them in choosing the most suitable tool that caters to
their specific needs and enhances their learning or teaching
experience. Moreover, it can also provide insights into how
these tools can be effectively used for collaborative discussions
and other educational activities.
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University of Science and Technology of Southern Philippines
(System). The findings of this study can assist the USTP
System in making informed decisions about the integration and
support of digital whiteboard applications in their curriculum. It
can help them understand which tools are preferred by their
students and teachers, and why, enabling them to provide the
necessary resources, training, and support.
USTP Oroquieta Administrators. This research can provide valuable
insights for school administrators in general. Understanding the
preferences and needs of students and teachers can guide
them in implementing effective digital learning strategies,
investing in the right educational technology, and providing
appropriate training for their staff. It can also help them
understand how these tools can enhance collaborative
discussions and learning outcomes, which can ultimately
contribute to improving the overall quality of education.
Scope and Limitation of the Study
This research study aims to determine and focus on Students and
Collaborative Discussions. The study specifically focuses on the
perspectives of both teachers and students in the utilization of Whiteboard
Applications within the college setting. By exploring the benefits and
challenges associated with the applications’ usage, the study aims to shed
light on its potential impact on enhancing teaching and learning
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experiences in the BTLED ICT.
Summary
The goal of this research study is to determine the Students and
Collaborative Discussions in the classroom. The three applications enable
teachers to share content from their laptops directly to students'
smartphones, allowing for real-time information dissemination and
enhanced student engagement. The study explores the impact of
Whiteboard Application on classroom dynamics, student participation, and
knowledge retention. Additionally, it investigates the teachers' perspectives
on the applications’ usability, effectiveness, and overall impact on the
learning environment. The findings highlight the potential of Whiteboard
Applications as a valuable tool for fostering interactive discussions and
improving student-teacher communication in the modern educational
landscape
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CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter presents the review of related literature, related studies,
relevant theories, conceptual/ theoretical framework that are relevant to the
study.
Inattentiveness of the Students
The inattentiveness of the students during class hours are very rampant in
any school institutions nowadays. There are many aspects that leads to this
kind of learning barrier. Inattentiveness can cause the downfall of the interactive
discussion. Many researchers studied on this field on how to limit and eradicate
this kind of problem.
As Ling et al (2022) stated, one of the key indicators used to gauge
learning outcomes is students' real learning engagement in class, or what we
call learning attentiveness. In offline classes, it is crucial to effectively measure
and assess students' attentiveness because this will help teachers' lesson
plans. This study suggests a strategy to divide a class into a series of time
periods that is classified into four states: lecture, interaction, practice, and
transcription in order to capture and measure students' attention in the
classroom. Not just the students, teacher also are affected in this kind of
problem. This dilemma will affect the effectivity of the teaching and learning
process.
Student’s learning attention in an offline class is a quantitative index to
measure students’ learning engagement in class, which includes attention
depth and attention duration. The deeper and longer students’ attention is in the
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class, the better the learning results will be. The attention of the students is the
key factor for them to capture the essence of learning. This will help them to
inculcate every information that the teacher will provide in the discussion.
Students' learning attention styles differ and are influenced by their individual
traits. A student can quickly reach a high level of learning attention, but they
cannot maintain it for very long. This is due to the many barriers and
disturbance in the classroom. If not conquered, this will lead to serious effects
like low and failing grade. Another student might struggle to reach a state of
intense focus, but once there, they can hold it for a considerable amount of
time. Some students find it difficult to maintain their focus on their academics
and are readily influenced by outside factors. We think that examining the
students' overall learning focus throughout class can quantify the impact of the
teacher's instruction and determine the effectiveness of in-class instruction.
Teachers can enhance their teaching strategies by taking advantage of
students' learning attention. (Ling et al, 2022)
The solution for this depends on how the teachers addresses and
prioritize the problem called "inattentiveness". Since the students can't hold
their attention in class for a long duration, the teaching and learning pace
should adjust to the student attention pace. But this is situational. Some of the
students also have the tenacity to learn and focus during class. Some of the
factors affecting inattentiveness are: individual family problems, distraction in
the environment, lack of social interactivity, and sometimes personal problems
like headache and flu.
It was noted that while the students associated this issue with themselves,
the teachers, other students, and teachers as well as the surroundings, the
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teachers saw the attention issues the students had during the course mostly as
a problem emanating from the students themselves. Both teachers and
students were able to identify the psychological traits, the actions, and their
poor academic achievement, however teachers tend to view this situation more
as disciplinary issues. Passing tests should be harder, and discipline rules
should change to make punishment easier, suggested the teachers who kept
the students' attention issues out of their own sphere and their teaching
methods. (Fatma et al, 2019)
Incorporation of Technology in Teaching and Learning
Due to this spreading problem, researchers offer the incorporation and
use of technology in the teaching and learning process. Technology can elevate
the learning of the students. We all know that gadgets fall to the factors
distracting the students in listening to the teachers' instructions. But to address
this problem, we the researchers offer an application to limit the control of the
students in using gadgets during discussions.
New technology and creative space utilization are having an increasing
impact on how teaching and learning is done. Numerous schools have
developed flexible, technology-rich rooms in recognition of the necessity to stay
current. Studies to far have mainly focused on how students use these
resources, but their accessibility has a significant impact on teaching staff as
well, opening up new opportunities and problems. This is correlated to an
increase in number and variety of teaching and learning activities which, it is
suggested, enhances the student experience. (Foss et al, 2014)
The term technology-enhanced learning (TEL) is used to describe the
application of information and communication technologies to teaching and
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learning. Explicit statements about what the term is understood to mean are
rare and it is not evident that a shared understanding has been developed in
higher education of what constitutes an enhancement of the student learning
experience. (Kirkwood and Price, 2014)
Considering that students can now access education from anywhere, at
any time, and at their own speed thanks to technology, it is currently thought
that technology plays a key role in improving teaching and learning in
universities. However, the general degree of technology integration into
teaching and learning is not very high, and the use of the following fundamental
technological tools is being made to support the integration: learning
management systems, projectors, computers, and online activities. Other
elements that contribute to the availability of technical support, a sufficient
supply of infrastructure, and chances for tailored staff development, as well as
ongoing professional development, are crucial for enabling successful
technology integration. This also showed that limited financial resources, limited
investment in new technology, lacks of systematic and sustainable approaches
for staff development to support effective technology integration were some of
the major challenges faced. (Turugare and Rudhumbu, 2020)
According to Judson (2018), teachers who easily incorporate technology
into their classes are more likely to have constructivist teaching philosophies.
The character of a teacher's technology-integrated lessons may be similar to
the teacher's student-centered attitudes about instruction, according to the
evidence. This association between constructivist pedagogy and technology
use means that constructivist-minded educators maintain engaging, student-
centered classrooms where technology serves as a potent instrument for
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learning. Unfortunately, a large portion of the study conducted to date has relied
on teachers' self-reported data, and this type of data too frequently paints a
picture that is less than realistic. Direct observations that assess how teachers
integrate technology in a constructivist approach are a more accurate, albeit
time-consuming, measurement than self-reported practices.
In the last 20 years, the South African higher education has changed
significantly, influenced by global trends national development goals and
pressure from local educational imperatives, in the context of a digitally
networked world. Shifts in technology enhanced pedagogical practices and in
discourses around information and communication technologies (ICTs) have
had varying degrees of influence in higher education. Phase 1 (1996–2000),
Phase 2 (2001–05), Phase 3 (2006–10), and Phase 4 (2011–16) make up a
historical examination of the literature view. In phase 1, technology was
primarily employed for computer-assisted training, drill and practice, and
growing awareness of the digital divide. In phase 2, institutions concentrated
mostly on developing ICT infrastructure, democratizing information, developing
policies, and doing research to assess how well teaching with and without
technology performed. Institutions started incorporating ICTs into their strategic
plans during phase 3, digital divide discussions centered on epistemological
access, and research projects started having a pedagogical orientation. Social
media and mobile learning, which students already use to revolutionize
teaching and learning methods, came to the forefront in phase 4. (Brown, et al
2016)
According to Dunn et al (2011), the use of technology and teaching
methods developed from it are currently hot topics. The impact of these new
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technologies on classroom activities and extracurricular activities is a concern
for teachers at all academic levels and in all kinds of institutions. Although many
instructors have already adopted some of these tools, they are still unsure of
how effective they will be in the classroom. Others have held off because they
are hesitant to adopt technologies or procedures that are still being researched,
or because, as is frequently the case, they lack institutional support. Best
Practices for Technology-Enhanced Teaching and Learning brings together
expert teacher-scholars who apply and assess technology's impact on
traditional, hybrid or blended, or completely on-line courses, relying on
technology as a teaching tool for classroom management and interaction (eg,
Blackboard, PowerPoint, student response or" clicker systems," multimedia
tools), as well as student-based uses of technology largely independent of
instructors (eg, social networking on popular sites including Facebook and
MySpace).
Google Jamboard
Utilization of Jamboard in Teaching and Learning The utilization of
Discovery is one more justification for using Jamboard. Learning the Discovery
Learning paradigm proposed by Bruner, a constructivist approach that
combines the learner's prior knowledge with newly learned material that they
independently uncovered leads to deeper learning because the learning
process is personalized. In Australia, a class of post-graduate international
students uses this methodology to compile a collection of case studies on their
favorite female leaders. The purpose of the subject's design was to incorporate
discovery learning into the weekly content in order to include foreign case
studies in the curriculum. Students learnt not just from their peers but also how
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to conduct internet research, summarize it, and clearly express a point on a
Jamboard. (Stafford, 2022) Jamboard was used to help students write better
personal letters, which had a big influence on teaching and learning. Since
Jamboard offers a range of implementation material to relieve students'
boredom while learning to write, such as writing personal letters, narrative text,
essays, and so on, it could be a viable choice for English teachers. Additionally,
Jamboard usage could aid kids in developing their literacy abilities, particularly
in writing. Students' ability to think might be improved by using learning media,
particularly Jamboard, to create more inventive and distinctive personal letters.
Jamboard has a beneficial impact on learning outcomes and motivation.
Teachers can assist students develop their critical and creative thinking abilities
by using Jamboard. Furthermore, students can share the consequences of their
stories through personal letters and photographs, making classroom writing
more entertaining and meaningful. (Masruroh,2023) According to Luke,et al.
(2021) Jamboard is very useful during the pandemic. Jamboard gives teachers
the chance to experiment with collaborative virtual education without financial
and institutional barriers position geographically. This application provides a
flexible collaborative experience that may be packaged for use in higher
education. It also has extra promise in areas of interprofessional debate, such
as as research, workshops for professional growth, or other inventive
environments. Third-year medical students from the University of Derby
participated in an applied radiology and surface anatomy using Jamboard for a
workshop. These sessions frequently include body painting and clinical case
studies, which was The COVID-19 pandemic stopped it. It was intended to
better place their knowledge of anatomical using radiological and clinical
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scenarios as examples, apply the concepts. In contrast to QUB, the students
have completed all official. Consequently, acquisition of integrated basic
science material session did not feature any fresh information. In order to apply
principles to surface anatomy and radiographic imaging, students were
expected to remember and locate pertinent material. There were 25 students in
these sessions. six groups were formed and given the job of using Jamboard
and Create a five-minute presentation on a specific idea using Blackboard
Collaborate.
ApowerMirror Application
ApowerMirror is a powerful screen mirroring application that offers a
multitude of features, making it a valuable tool for both students and teachers in
the digital age. (GetApp, 2023) One of the key features of ApowerMirror is its
ability to mirror the screen of a phone or tablet onto a computer, or vice versa.
This feature is particularly useful for teachers who want to share content from
their mobile devices to the entire class. By projecting the small screen onto a
larger display, teachers can effectively demonstrate applications, websites, or
digital techniques in a way that's easily visible to all students. In addition to
screen mirroring, ApowerMirror also offers a screen recording feature. This
allows users to record their screen activities, a function that can be incredibly
beneficial in an educational setting. For students, this means they can record
lessons or tutorials for later review, ensuring they don't miss any important
information. For teachers, this feature allows them to record demonstrations or
lectures, which can then be shared with students for future reference. Another
notable feature of ApowerMirror is its whiteboard function. This allows users to
draw or make annotations directly on the screen during a presentation. For
22
teachers, this can enhance their ability to explain complex concepts, while
students can use this feature to collaborate on projects or brainstorm ideas.
(CNET,2020) Furthermore, ApowerMirror allows users to control their mobile
device from their computer. This feature can be particularly useful for teachers
who want to navigate an app or website while simultaneously presenting it to
the class. This application’s compatibility with both iOS and Android devices
ensures that it can be utilized by a wide range of users, regardless of their
device preference. ApowerMirror, with its diverse features, serves as a versatile
tool in the realm of education. By facilitating screen mirroring, recording,
annotation, and device control, it enhances the teaching and learning
experience, catering to the needs of both students and teachers in a digital
learning environment. (Softonic, 2023)
Miro Application
Miro is a collaborative online whiteboard platform designed to facilitate
teamwork and creative processes. With a host of features, it serves as a
valuable tool for both students and teachers in the modern educational
landscape. (PC Magazine, 2023) One of the key features of Miro is its infinite
canvas. This allows users to create, share, and collaborate on ideas without the
constraints of physical space. For teachers, this means they can present
complex concepts in a visually engaging manner, while students can use this
space for brainstorming, mind mapping, or working on group projects. Miro also
offers a range of pre-made templates, including flowcharts, diagrams, and
storyboards. These can be particularly useful for teachers when explaining
complex concepts or processes, and for students when organizing their
thoughts or presenting their work. (Miro, 2023) Another notable feature of Miro
23
is its real-time collaboration capability. Multiple users can work on the same
board simultaneously, making it an ideal tool for group projects or collaborative
learning activities. This feature can also facilitate interactive lessons, where
students can contribute to the board while the teacher guides the discussion.
Furthermore, Miro integrates with a variety of other tools, including Google
Suite, Slack, and Dropbox. This means users can easily import content from
these platforms, enhancing the versatility of the tool. (Microsoft Applications,
2023) Miro's comment and chat features allow for communication within the
platform. This can be particularly useful for remote learning, where face-to-face
communication may not be possible. Miro, with its extensive features, serves as
a powerful tool in the realm of education. By facilitating collaboration, visual
learning, and integration with other platforms, it enhances the teaching and
learning experience, catering to the needs of both students and teachers in a
digital learning environment. (Slack App Directory, 2023)
Usage of Mobile Phones in Teaching and Learning
The usage of mobile phones to incorporate in learning is still debatable in
the field of education. Some says that it is a distraction while other says that it
will help boost the learning inculcated of the students. But, we the researchers
believe that it is helpful as long as the frequency of the students using phones
are controllable. Although the use of mobile devices in secondary education
classrooms is a growing concern, there is currently little empirical data on how
secondary education teachers see mobile technology and mobile learning. The
main advantages that students perceived were connected to their engagement,
motivation, and active participation, the engaging, interactive class, the simple
access to information, and their comfort with technology. Teachers' perceptions
24
of obstacles were primarily based on a lack of resources and present laws
(concerning the use of mobile devices in educational settings). Key issues
included pupils' disruptive behavior in class, their inability to be controlled, and
their abusive behavior. (Nikolopoulou,2020)
Importance of Technology in Teaching
Since computers are widely used in many schools, the presence of
educational technology is growing inside the classroom. The new generation of
students came ready to work with these new technologies, which can play an
important role in the student’s learning and acquiring various cognitive
knowledges so that educational technology must be incorporated in the new
curricula.
The application of educational technology enhances skills and cognitive
characteristics. With the help of new technologies comes an explosion of
learning and new information, especially in mobile devices. Teachers have
been using new technologies in the classroom. However, the development and
application of new technology grows as a measure. That is the question
whether the teachers are trained to keep up with them. (Lazar, 2015)
Students no longer experiences with new languages limited to their
textbooks or immediate environment. With the pervasiveness of the internet and
the increased awareness of the importance of having technology in a
classroom, both teachers and students all over the world are being provided
with technological tools that will further accelerate their ability to acquire or
teach a second or foreign language. Technology integration in the classroom
has become an important aspect of successful teaching. It has triggered many
researchers to investigate different aspects of such integration. In addition, it
25
could be an effective teaching tool when used to engage all students in the
learning process. The results of the study show that teachers have positive
attitudes toward the use of technology, particularly computer. (Mollaei and
Riasati, 2013)
CONCEPTUAL FRAMEWORK
Applications for Collaborative Discussions gives a holistic method for improving
learning and teaching. This approach recognizes the value of digital
technologies such as Google Jamboard, Miro Application and ApowerMirror
Application in boosting academic community involvement, cooperation, and
active participation. It is envisioned that by implementing the choosen
technology, USTP Oroquieta would be able to establish a setting in which
students and teachers can engage more effectively, resulting in enhanced
educational outcomes and a more dynamic educational environment. Students
and teachers can use Whiteboard Applications for educational purposes,
including collaboration, discussion and to obtain extra help. Students can
access and post their activities based on the instructions given by the teachers.
Also, teachers and students of BTLED ICT of USTP Oroquieta can actively
interact with this application and create a meaningful learning. Using
Whiteboard Applications have great potential for teaching and learning. The
teacher can post, comment and edit learning materials. Also it is very
manipulative and efficient. And it also assesses learning goals, and collects and
presents data for the learning process of the institution
However, successful adoption will need specialized training and
continuous assistance to ensure that the platform is used to its full potential. In
26
conclusion, this conceptual framework represents a potential step toward a
more participatory and interesting learning experience for BTLED ICT students
and BTLED instructors at USTP Oroquieta.
Process
 Ethical
Input Consideration Output
Preference on  Preference on Interactive and
Digital Digital Whiteboard Collaborative
Whiteboard Applications Discussion among
Applications ( ApowerMirror App, students and
Google Jamboard, teachers
and Miro
Application)
 Data Collection
Gathering
 Interpretation
Figure 1. The Research Paradigm
The input in this research would be the digital whiteboard applications -
Google Jamboard, ApowerMirror, and Miro. You would also consider the
specific characteristics of these applications, such as their features, ease of
use, accessibility, and interactive capabilities. The process would involve
gathering data on the preferences of students and teachers regarding these
digital whiteboard applications. This could be done through surveys, interviews,
or observations. You would also explore the factors influencing these
preferences, such as the specific needs and requirements of the students and
teachers, their level of comfort with technology, and their previous experiences
with these applications.
27
The output would be the findings of the research, which would provide
insights into the preferences of students and teachers among these digital
whiteboard applications and the reasons behind these preferences. The
outcome would be the implications of these findings for the teaching and
learning processes. This could include recommendations for students and
teachers on how to choose and effectively use these applications for
collaborative discussions, as well as suggestions for educational institutions
and software developers on how to better cater to the needs and preferences of
their users.
28
CHAPTER III
METHODOLOGY
The researchers provide several questions on Students and Teachers
Preferences among Digital Whiteboard Applications for Collaborative
Discussions might serve as a new tool for teachers and students trying to
eradicate inattentiveness. The BTLED ICT students and BTLED instructors at
the University of Science and Technology of Southern Philippines served as the
study's respondents. Teachers and students may be able to develop policies
that maximize learning engagement using the study's findings. They were given
a survey questionnaire. Researchers intended to distribute the questionnaire to
the chosen ICT students and BTLED instructors of the University of Science
and Technology of Southern Philippines, Oroquieta Campus.
Research Design
This study used the correlative research design to provide researchers
with relevant and accurate information, such as to allow researchers to gather,
summarize, present and interpret information and report what things are. The
general procedure of describing had the chief purpose description of Students
and Teachers Preferences among Digital Whiteboard Applications for
Collaborative Discussions. The researchers will formulate correlative questions
to know if there is a relationship between students and teachers’ response
relating to the utilization of Digital Whiteboard Applications for interactive
discussion using the tools presented. For data triangulation, the researchers will
interview 15 randomly chosen students’ respondents and 5 randomly chosen
29
BTLED instructors.
Correlational research is a type of non-experimental research method in
which a researcher measures two variables and un derstands and assesses
the statistical relationship between them with no influence from any extraneous
variable. In statistical analysis, distinguishing between categorical data and
numerical data is essential, as categorical data involves distinct categories or
labels, while numerical data consists of measurable quantities.
The Pearson-product moment correlation coefficient formula is:
r=
[ n ∑ xy −∑ x ∑ y ]
√ ¿¿
The terms in that formula are: n= the number of data points, i.e.,( x,y)
pairs, in the data set.
Research Location
The study will take place in the University of Science and Technology of
Southern Philippines – Mobod, Oroquieta City which is compose of almost 1434
students based on 2023-2024 enrollment statistics by year level.
Population
The study population consisted of all (BTLED ICT) Information and
Communication Technology and BTLED instructors of the University of Science
and Technology of Southern Philippines.
Sample, Sampling Procedure and Sample Size
The university students and professors in this research were enrolled
and currently working at the University of science and Technology of the
Southern Philippines a state university in Mobod, Oroquieta City along the
national highway. To create a sample population that best represent the whole
30
population under study, the researchers adopted a stratified sampling
procedure for the students and enumeration method for teachers. All
participants in this study is from BTLED ICT students which are chosen from
different year level. The intended count of students-respondents is 50. The
researchers chose 15 students for first year, 15 for second year, 11 for third
year and 9 for the fourth year which then assume as sub-groups and selected
BTLED instructors.
Research Instrument
In this study, the researchers will provide a survey questionnaire to the
participants. The questionnaire will be checked, validated and approved by the
adviser. The researchers use open-ended questions which do not present
participants with a predetermined set of answer options, instead allowing them
to respond in their own words, (Mike Allen., 2017). This allowed them to really
express their experiences.
Data Collection Methods
The researchers ask permission first to the school administrator through
a written letter of University of Science and Technology of Southern Philippines,
(USTP) to conduct. After the approval, that is so true made and informed
consent for the participant. Then, the researchers explain the purpose of the
study and intend to give the questionnaires to the respondents during their
vacant time to avoid being disturbed in their respective class. The process in
giving the said questionnaires is being able to give and wait for them to
response. The method used is inductive reasoning where we based our
31
conclusion on their answer after evaluating it. This is the easy way in gathering
their thoughts and ideas.
Data Analysis Techniques
In this study, the researchers analyze the data that had been collected.
The researchers use descriptive statistics and the data is analyzed by keeping
the weighted mean of the respondent responses.
Likert Scale Interpretation
The descriptive statistics (frequency and percentage) of this study
includes the four-point Likert scale that offers agree and disagree as to the
polar points. In using this, it can assess opinions, attitudes, or behaviors for its
usefulness in survey research. Its advantage is that researchers do not expect
a simple yes/no answer from the respondent, but rather allow for degrees of
opinion, and even no opinion at all. The Four-Point Likert scale with the
weighted mean will be utilized by Pearson Product Measurement Correlation
and Coefficient (PPMCC) to analyze the significant relationship between
students and teachers preferences among digital whiteboard applications for
collaborative discussion (Ali Islam & Ayoub, 2019)
Therefore, qualitative data is acquired which means that the data can be
analyzed with relative ease and further thematic analysis.
32
Table 1. The Four-point Likert Scale
Likert-Scale Likert-Scale Likert- Scale Interval
Description
Strongly Agree 4 3.25-4.00
Agree 3 2.50-3.24
Disagree 2 1.75-2.49
Strongly Disagree 1 1.00-1.74
Table 2. Verbal Interpretation

Scale Level of Personal Level of Personal Level of
Interest Competence Sufficiency of
School Resources
3.25 - 4.00 Highly Preferred Highly Competent Highly Sufficient
2.50 - 3.24 Moderately Moderately Moderately
Preferred Competent Sufficient
1.75 - 2.49 Partially Preferred Partially Competent Partially Sufficient
1.00 - 1.74 Not Preferred Not Competent Not Sufficient
Table 3. The Pearson Product Moment Correlation Coefficient (r)

Size of Correlation Interpretation
0.90 to 1.00 (or-0.90 to -1.00) Very high positive (or negative)
correlation
0.70 to 0.90 (or -0.70 to -0.90) High positive (or negative) correlation
0.50 to 0.70 (or -0.50 to -0.70) Moderate positive (or negative)
correlation
0.30 to 0.50 (or -0.30 to -0.50) Low positive (Or negative) correlation
0.00 to 0.30 (or 0.00 to -0.30) Very low positive (Or negative)
correlation/Negligible correlation
Statistical Treatment
To analyze the data, the researchers use weighted mean. The weighted
mean involves multiplying each data point in a set by a value which is
determined by some characteristic of whatever contributed to the data point.
The larger the sample which was used in a study, the more accurate the effect
size found in that study will be as an estimate of the effect size in the
population. Presented with the set of effect sizes, the researcher could weight
33
each one by the sample size for that study. In this way, larger studies would be
making a greater contribution to the mean effect size. To do this, one could
multiply each effect size by the sample size for that study, sum each of these
results, and then divide the sum by the sum of all the sample sizes. Formally,
the weighted mean is found from the following equation:
Weighted Mean = (Σ (xi * wi)) / (Σwi)
Where:
 xi represents each data point
 wi represents the weight assigned to each data point
 Σ denotes the sum of the values
The researcher also use Microsoft excel for data tabulation and analysis.
Summary
The study was held at the University of Science and Technology of
Southern Philippines, with respondents from the BTLED ICT students and
BTLED instructors. The questionnaire will be distributed at their convenience
and collected when they have completed it. After collecting their responses, the
researchers will study and analyze the data acquired before drawing
conclusions.
CHAPTER 4
RESULTS AND DISCUSSIONS
34
This chapter shows the results and discussion on the Students and
Teachers Preferences among Digital Whiteboard Application for Collaborative
Discussion.
Table 4. Perception of Students in Using ApowerMirror Application which is a

Digital Whiteboard Application for Collaborative Discussion
Questions Weighte Qualitativ Verbal
d Mean e interpretati
Descripti on
on
1. I find digital whiteboard applications to
be more efficient than traditional
methods for group discussions. 2.82 Agree Moderately
Preferred
2. Using digital whiteboard applications
makes me feel more connected with my
classmates. 2.9 Agree Moderately
Preferred
3. I believe digital whiteboard applications
help in visualizing complex concepts
better. 2.98 Agree Moderately
Preferred
4. I find the user interface of digital
whiteboard applications to be student-
friendly. 2.94 Agree Moderately
Preferred
5. I feel that digital whiteboard applications
encourage more participation from all
students. 3.04 Agree Moderately
Preferred
6. Digital whiteboard applications make it
easier for me to present my ideas during
discussions. 2.96 Agree Moderately
Preferred
7. I think digital whiteboard applications
are a great tool for remote learning.
3.00 Agree Moderately
Preferred
8. I find it easier to keep track of the
discussion points with digital whiteboard
applications. 2.94 Agree Moderately
Preferred
make learning more interactive and
enjoyable. 2.98 Agree Moderately
Preferred
help in improving my problem-solving
35
skills. 3.04 Agree Moderately
Preferred
11. I find the real-time collaboration feature
of digital whiteboard applications very
useful. 2.94 Agree Moderately
Preferred
help in enhancing my creativity.
3 Agree Moderately
Preferred
13. I feel more confident in sharing my
thoughts when using digital whiteboard
Preferred
14. I find the ability to save and revisit the
discussion on digital whiteboard
applications beneficial. 2.8 Agree Moderately
Preferred
are a great way to receive instant
feedback from teachers and peers. 2.82 Agree Moderately
Preferred
16. I find the ability to use different colors
and shapes in digital whiteboard
applications helpful in understanding
concepts.
Preferred
make group projects more manageable.
Preferred
18. I find the ability to access the digital
whiteboard application from any device
very convenient. 2.66 Agree Moderately
Preferred
help in keeping the class engaged and
focused. 2.9 Agree Moderately
Preferred
are a modern and innovative approach
to learning. 2.7 Agree Moderately
Preferred
OVERALL WEIGHTED MEAN
Preferred
Table 4 shows a mid-level of preference and positive attitudes of students
36
towards using a Whiteboard Application specifically, ApowerMirror Application
as a tool for collaborative learning, enhance their technological skills and much
more improved than traditional learning The overall weighted mean of 2.89 for
using ApowerMirror Application suggests slight interest of students in using the
application, as well as their willingness to learn during discussions. Overall, the
students’ respondents only moderately preferred for the continued use of
ApowerMirror Application in the future.
Table 5. Perception of Students in Using Google Jamboard Application which is

a Digital Whiteboard Application for Collaborative Discussion
Descripti on
on
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
37
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
concepts.
Preferred
Preferred
Preferred
Preferred
38
Preferred
Preferred
It can be seen in the table 5 that students shows a mid-level of preference for
using Google Jamboard, but with a higher mean than the previous whiteboard
application as a tool for collaborative learning. In using Google Jamboard, the
studensts are able to communicate and connect to their classmates and
teachers, improved their creativity in terms of technological approach, and also
learn in an innovative way. Having an overall weighted mean of 3.03 for using
Google Jamboard emplies a sense of interest of the students in using the
application during their reports and even discussion.
Table 6. Perception of Students in Using Miro Application which is a Digital

Whiteboard Application for Collaborative Discussion
Descripti on
on
methods for group discussions. 3.4 Strongly Highly
Agree Preferred
classmates. 3.36 Strongly Highly
Agree Preferred
better. 3.42 Strongly Highly
Agree Preferred
friendly. 3.44 Strongly Highly
Agree Preferred
students. 2.98 Strongly Highly
39
Agree Preferred
discussions. 3.34 Strongly Highly
Agree Preferred

3.38 Strongly Highly
Agree Preferred
applications. 3.34 Strongly Highly
Agree Preferred
enjoyable. 3.48 Strongly Highly
Agree Preferred
skills. 3.44 Strongly Highly
Agree Preferred
useful. 3.38 Strongly Highly
Agree Preferred
Agree Preferred
Agree Preferred
applications beneficial. 3.4 Strongly Highly
Agree Preferred
feedback from teachers and peers. 3.42 Strongly Highly
Agree Preferred
3.5 Strongly Highly
concepts.
Agree Preferred
40
Agree Preferred
very convenient. 3.34 Strongly Highly
Agree Preferred
focused. 3.42 Strongly Highly
Agree Preferred
to learning. 3.46 Strongly Highly
Agree Preferred
Agree Preferred
The table 6 above implies that the students are highly preferred to use
the whiteboard application Miro for interactive discussions. The table shows a
high level of interest and enthusiast of the students for they are able to broaden
and explore a medium of discussion in which they can benefit more. The
students are able to conveniently use the application since it is downloadable in
the Play Store and in the Apple Store for iphone users. An overall weighted
mean of 3.41 for using Miro Application reveals a high level of preference of the
students in using the application in interacting during discussions.
Table 7. Perception of Teachers in Using ApowerMirror Application which is a

Digital Whiteboard Application for Collaborative Discussion
Descripti on
on
methods for group discussions. 3.3 Strongly Highly
Agree Preferred
41
Preferred

Preferred
Agree Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Agree Preferred
3.4 Strongly Highly
Agree Preferred
Agree Preferred
42
discussion on digital whiteboard 3.4 Strongly Highly
applications beneficial. Agree Preferred
feedback from teachers and peers. 3.4 Strongly Highly
Agree Preferred
concepts.
Preferred
3 Agree Moderately
Preferred
Preferred
Preferred
to learning. 3.4 Strongly Highly
Agree Preferred
Preferred
Table 6 reveals a moderate level of preference and attraction of teachers
towards using a Whiteboard Application specifically, ApoweMirror Application
as a tool for collaborative learning. The Whiteboard application moderately
enhance the engagement of their students during class discussions and also
slightly uplift the teachers’ idea in presenting their lessons. The overall weighted
mean of 2.89 for using ApowerMirror Application suggests that the teachers will
use the app only for one or one discussion due to the application’s accessibility
restriction. Overall, the teachers’ respondents are moderately preferred for the
continued use of ApowerMirror Application in the future.
43
Table 8. Perception of Teachers in Using Miro Application which is a Digital
Whiteboard Application for Collaborative Discussion
Descripti on
on
methods for group discussions. 4 Strongly Highly
Agree Preferred
classmates. 3.9 Strongly Highly
Agree Preferred
better. 3.9 Strongly Highly
Agree Preferred
Agree Preferred
students. 3.8 Strongly Highly
Agree Preferred
discussions. 4 Strongly Highly
Agree Preferred

3.9 Strongly Highly
Agree Preferred
Agree Preferred
enjoyable. 3.5 Strongly Highly
Agree Preferred
skills. 3.7 Strongly Highly
Agree Preferred
44
Agree Preferred
3.9 Strongly Highly
Agree Preferred
Agree Preferred
applications beneficial. 3.9 Strongly Highly
Agree Preferred
feedback from teachers and peers. 4 Strongly Highly
Agree Preferred
4 Strongly Highly
concepts.
Agree Preferred
3.9 Strongly Highly
Agree Preferred
very convenient. 3.9 Strongly Highly
Agree Preferred
focused. 4 Strongly Highly
Agree Preferred
to learning. 4 Strongly Highly
Agree Preferred
Agree Preferred
Table 8 implies a high level of interest of teachers in using the Miro Application
which is a Whiteboard Application for interactive discussion. Teachers find it
easy to upload and incorporate their lesson using the application. Also, the
45
overall weighted mean which is 3.86 reveals that Miro is helpful to reduce
inattentiveness in the classroom. Teachers can also easily monitor the
attendance of the students and make them answers questions in an enjoyable
manner using the application. Therefore, the teachers are highly preferred in
using Miro for collaborative discussion in the near future.
Table 9. Perception of Teachers in Using Google Jamboard Application which

is a Digital Whiteboard Application for Collaborative Discussion
Descripti on
on
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
46
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
concepts.
Preferred
Preferred
Preferred
Preferred
Preferred
Preferred
47
Table 9 shows that the teachers are moderately preferred of using Google
Jamboard for Collaborative Discussion. Even though the application enhanced
their creativity and ideas to have a full engagement and participation of the
students, the teachers are not satisfied of using it. The overall weighted mean
of teachers using the Google Jamboard is 3.03 and a bit higher compared to
the ApowerMirrorr Application. Therefore, there is a chance for the teachers to
use the Google Jamboard for future discussions and collaborations of their
students.
Table 10 Students and Teachers Preferences among Digital Whiteboard
Applications for Collaborative Discussions
Parameters Result
Pearson Coefficient, r 0.9961
N 8
Degree of Freedom 5
Mean 3.66
Table 10 shows that there is a strong positive correlation between the
students and teachers on using the three Whiteboard Application, which means
that if the number of responses of students increases, the number of responses
of teachers increases.
48
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations of the study.
Summary of Findings
The Students and Teachers Preferences among Digital Whiteboard
Applications for Collaborative Discussions were conducted through the efforts
and participation of researchers, students and instructors. It was organized
through the following process: First, the researchers ask permission first to the
49
school administrator through a written letter of University of Science and
Technology of Southern Philippines, (USTP) to conduct. Second, we obtained
informed consent from the BTLED instructors and ICT students to participate in
the study. Fourth, the researcher selected some ICT students and BTLED
teachers to be part of the research according to the confirmed consent. Fifth,
the researcher used the Likert scale upon making the survey questionnaire
through the given form of sheets and allowing the respondents to check their
desired answers on the survey; and lastly, the researcher finally had the total
gathered data results of the respondent’s answers, then analyzed the total
average results to find out the students and teachers preferences among digital
whiteboard applications for collaborative discussions.
Based on the results of the survey of the students and teachers’
preferences among digital whiteboard applications for collaborative discussions,
it was found that using digital whiteboard application was excellent and
applicable for students and teachers collaborative discussion. The results show
that the students are strongly preferred on using Miro Application with the
weighted mean of 3.41. Followed by Jamboard which gained a weighted mean
of 3.03 and lastly, the ApowerMirror Application with 2.89. This implies that the
students are mostly preferred and satisfied in using the Miro Application for
collaborative discussion because it enhance their learning and technological
skills and also are interested by the accessibility of the application.
The results also show that the teachers are strongly preferred on using
Miro Application for collaborative discussion with the weighted mean of 3.86.
Second is Jamboard which gained a weighted mean of 3.61. And lastly, the
ApowerMirror Application with 2.89 weighted mean. The result means that the
50
teachers are strongly preferred in using Miro Application for future collaborative
discussions among their respective students.
To conclude, Miro is the most preferred digital whiteboard application for
collaborative discussion for both students and teachers which gained 3. 66
weighted mean.
Conclusions
The results of the students and teachers’ preferences among digital
whiteboard applications for collaborative discussions can inspire the adaptation
of new learning tools in education to further improve the quality of teaching via
technology.
The survey results showed that the preferences of the students and
teachers among digital whiteboard applications had a significant impact on
collaborative discussions to acquire enhancement and innovation in teaching
and learning.
Recommendations
The implications to the school, teachers, and the administration
The students and teachers preferences among digital whiteboard
applications for collaborative discussions have found Miro as the most preferred
application for both instructors and students. It is recommended that the results
of the study will be implemented for both instructors and students for it can help
them optimize their learning and teaching processes. It is also recommended
for the administration of the University of Science and Technology of Southern
51
Philippines that the results of the survey can assist the university administration
in making informed decisions about the integration and support of digital
whiteboard applications in their curriculum.
Implications to research
The students and teachers’ preferences among digital whiteboard
applications for collaborative discussions has found that the result of the survey
can help students stay motivated and interested in the subject matter. It is
recommended that the survey may be used in other research to further widen
and innovate the delivery of teaching mode in order to help schools and
teachers to provide high-quality education that meets the needs of students.
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As Ling et al (2022) A deep-Learning Based Method for Analysis of Students’
Attention in Offline Class 11(17)
(Nikolopoulou, 2020) Secondary education teachers’ perceptions of mobile
phone and tablet use in classrooms: benefits, constraints and concerns (p257-
275)
(Fatemeh Mollaei, Teachers' Perceptions of Using Technology in Teaching EFL, 2013)
(Luke, et al., 2021) Google Jamboard for virtual anatomy education (p341-347)
56
(Clark-Carter, Measures of Central Tendency, 2010)
57

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Students and Teachers Preferences among Digital Whiteboard

Application for Collaborative Discussion

In Partial Fulfillment of the Requirements in

Research 20 – Undergraduate Thesis

Bachelor of Technology and Livelihood Education

Major in Information Communication Technology

University of Science and Technology of Southern Philippines

Arias, Maria Niza L.

Clerigo, Maria Nicole M.

Miculob, Shella Mae T.

Date: February 13, 2023

Results and Discussions…………………………………………………..….............35

As education nowadays is evolving, just as the world is continually

changing, we are now embodied with different technologies in which

education recommends using high-quality teaching tools to generate and

exhibit learning with new fundamentals in the execution of the activity.

Traditional teaching methods are being supplemented and sometimes

replaced by more technologically advanced tools. This shift has been

further accelerated by the global pandemic, which has necessitated

remote learning. In this context, digital whiteboard applications have

emerged as essential tools for effective learning.

According to the needs of the study, a correlative research design

teachers responses on their preferences among Digital Whiteboard

shows that Miro Application is the most preferred Digital Whiteboard

Application for Collaborative discussion for both the teachers and

students. It is very advantageous for them to use Miro Application as a

teaching tool for collaborative discussion because it can develop and

enhance the teaching and learning strategies and promotes innovative

Keywords: Digital Whiteboard Application, teaching tool, and collaborative

Introduction to the Study Area

A good presentation reflects the effectivity of a presenter. Basically,

audience to catch up and interact. Many college students as well as

teachers often encounter the problem of visibility and interaction in terms

of demonstrating their presentation in the projector, television and etc. in a

Nowadays, students and teachers are surrounded and consumed

by the vast spread of technology and many high technology devices. To

make it simple, education goes hand in hand with technology. Students

and teachers use technology as a primary medium of learning in the field

of education. Also, technology is always upgrading giving them the more

choices and help in their studies and the learning process.

(Nikolopoulou,2020) There are cases wherein teachers and students use

their mobile phones to manipulate their laptop, projector and television to

we do the vice versa of those things. Instead of manipulating your PC or

three Digital Whiteboard Applications. Namely: Google Jamboard,

undergoing significant transformations. Traditional teaching methods are

being supplemented and sometimes replaced by more technologically

pandemic, which has necessitated remote learning. In this context, digital

whiteboard applications like Google Jamboard, ApowerMirror, and Miro

have emerged as essential tools for effective learning.

Google Jamboard is a digital whiteboard app that promotes

interactive and collaborative learning. It allows users to sketch their ideas,

web. This level of interactivity and collaboration makes it a popular choice

among many teachers and students. According to DeCamp (2022),

Google Jamboard is a digital whiteboard that enables online or in-person

collaboration on a common area. Students and coworkers can collaborate

and draw simultaneously while outlining concepts or solving problems.

separate photographs for particular frames, or to Google Drive.