CHAPTER I

Background of the study

In today's rapidly evolving digital era, technology has become an

inseparable part of our daily lives, transforming the way we acquire
information, communicate, and access resources. With the advent of
smartphones, tablets, and laptops, students now have constant access
to a wide array of technological tools and platforms. These
technologies offer numerous opportunities for the enhancement of
learning experiences, providing students with tools for research,
collaboration, and access to a wealth of information from various
sources.

It is crucial to evaluate whether the impact of technology exposure on

academic performance is consistent across different educational levels
and disciplines. Educational technology may have varying effects on
the academic performance of students in different subjects they take.
Additionally, factors such as personal characteristics, Behavior, and
educational background might influence the relationship between
technology exposure and academic performance.

According to (Sonsorna,2017) The integration of their exposure can

boost their academic performance if appropriate study hours can be
given enough attention. Study hours also revealed a positive
relationship to their academic performance. Thus, new communication
technology should be utilized so that students’ can fully satisfy
their learning potentials and students nowadays should equipped
themselves with appropriate media literacy tools for as susceptible;
they must be cautious and selective on what media presents to them.

However, the integration of technology in education has generated

considerable debate regarding its impact on academic performance.
While many believe that increased exposure to technology can
positively influence students' academic achievements, others argue
that it may lead to distraction, decline in study habits, and reduced
focus on traditional modes of learning.

This research aims to contribute to the existing body of knowledge by

conducting a comprehensive examination of the link between academic
performance and technology exposure among students.The correlation
between academic performance and technology exposure in students has
become a subject of considerable interest for researchers, educators,
and policymakers alike. Understanding this link is essential in
formulating effective strategies to optimize technology integration
within educational systems.
Statement of the Problem

This study aims to investigate the relationship between technology

exposure and academic performance of selected from Grade 12 at
Community Vocational High School.

Specifically, it seeks to answer the following questions:

1. What is the level of academic performance of selected Grade 12

students Community Vocational High School?

2. What is the level of technology exposure of Grade 12 students in

Community Vocational High School in terms of:

A. Average Daily Screen Time

B. No. of Digital Devices Owned

C. Frequency of Social Media Usage

3.Is there a statistically significant correlation between technology

exposure and academic performance?

4. What strategies can be implemented to optimize the positive effects

of technology exposure on academic performance ce while mitigating its
negative consequences?

Statement of the Hypothesis

The mentioned issues lead to the advancement of the null hypothesis:

There is no significant relationship between the Technology Exposure

and Academic Performance of Selected Grade 12 Students at Community
Vocational High School.

Significance of the Study

Teachers: Understanding the correlation between academic performance

and technology exposure enables teachers to adapt instructional
methods, incorporating technology effectively to enhance learning
outcomes. This study empowers educators to tailor their teaching
approaches to the digital needs of students.

Students: For students, this research provides insights into their

digital learning environment and its impact on academic achievement.
Recognizing the link between academic performance and technology
exposure allows students to make informed choices in managing their
digital engagement for optimized learning outcomes.
Parents: Parents play a crucial role in shaping their child's
educational experience. This study equips parents with knowledge to
support their children's academic journey by balancing technology use.
It provides a foundation for constructive conversations between
parents and educators about fostering a healthy digital learning
environment.

Future Researchers: This study serves as a valuable foundation for

future researchers interested in exploring the dynamic relationship
between academic performance and technology exposure. It opens avenues
for further investigations, potentially leading to the development of
targeted interventions and policies that address the evolving
educational landscape.

Scope and Limitations of the Study

The study confined to the analysis of the Technology Exposure and

Academic Performance of Selected Grade 12 Students from Community
Vocational High School -Bayanan Campus

Definition of Terms

Academic performance refers to the measurement of the learning level

DigitalDivide
achieved by students and is considered a key indicator of the
Theory
effectiveness of educational institutions.

Technology exposure refers to the extent of experience and familiarity

an individual or organization has with various technologies. It
includes hands-on experience, knowledge, and understanding of
technological tools, systems, and advancements.

Theoretical Framework
The Link between
Technology
This theoretical Technology the research Cognitive
framework support study in an
Acceptance
incorporation of Digital Divide Theory, Load Theory
Exposure ofTechnology Acceptance Theory ,
TheoryTheory. This was anchored on significant theories which
Cognitive Load Selected Grade 12
serve as the foundation of the study Students

.
Digital Divide Theory

Digital Divide research is an interdisciplinary activity that started

around the year 2000 and primarily figures in communication science,
sociology, psychology, economics, and education science. Communication
science focuses on access to and usage of digital media. Sociology
emphasizes social inequality in terms of resources, all kinds of
capital, and participation in society. Psychology deals with attitudes
and motivations to use digital media and investigates phenomena such
as computer anxiety and technophobia.Economics highlights the
diffusion of the innovations concerned. Finally, educationscience
stresses information or digital literacy

Technology Acceptance Theory

Theory.According to TAM, technology acceptance is a three-stage

process, whereby external factors (system design features) trigger
cognitive responses (perceived ease of use and
Technology perceived usefulness),
Academic
which, in turn, form an
Exposure affective response (attitude
Performance toward using
technology/intention), influencing use behaviour (Davis, 1989; Davis,
1993).

Cognitive Load Theory

Cognitive Load Theory by Sweller (1988) suggests that our working

memory is only able to hold a small amount of information at one time
and that instructional methods should avoid overloading inorder to
maximize learning. This theory examines how the demands placed on a
student'sworking memory affect learning. Students who are physically
far from the teacher may experience higher cognitive load when trying
to understand complex concepts or instructions, potentially impacting
their academic performance.

Conceptual Framework
This is the conceptual framework of the study, two variables joined
with an arrow highlights the relationship of Technology Exposure and
Academic Performance of Selected Grade 12 Students from Community
Vocational High School.