CHAPTER I

INTRODUCTION

The speed at which technology is developing has made it a ubiquitous

force that has permeated many areas of society and drastically changed the face

of education. With ramifications that reach the upper reaches of secondary

education, the educational sector is at the vanguard of technological integration

in this age of unparalleled invention and connectedness. This study aims to

investigate the significant influence that technology has on Grade 12 students'

educational experiences in the Machiavelli School System (G,S,C)

The 12th grade, which is sometimes seen as the pinnacle of a student's

journey towards a university, is a pivotal point in time where academic rigor and

the digital age collide. These students are poised to enter both the professional

and higher education spheres, thus it is critical to comprehend the dynamics of

technology's impact on their education. The study's main focus, the Machiavelli

School System, provides a microcosm through which to examine these changes

and offers a nuanced viewpoint on the nexus between education and technology.

There are several benefits and drawbacks to integrating technology into

schooling. Through the use of interactive learning platforms, virtual classrooms,

and online materials, students are exposed to a variety of tools that challenge

conventional pedagogical practices. But despite the claims of improved

accessibility and participation, concerns about potential drawbacks and unequal

access to technology surface. In order to shed light on how the electronic

environment affects Grade 12 students' educational experiences in the

Machiavelli School System, this research aims to untangle these intricacies.

The complex relationship between technology and learning must be

understood as we venture into this unknown realm. In addition to evaluating the

status quo, this study attempts to offer insights that can guide practices and

policies in the field of education. Through an analysis of the relationship between

technology and education in Grade 12 within the Machiavelli School System, this

research hopes to provide insightful viewpoints to the continuing conversation

about the nature of education in an increasingly digital age.

STATEMENT OF THE PROBLEM

This study aims to determine the Impact of Technology on Learning of Grade 12 -

Machiavelli of G,S,C

Specifically, it sought to answer the following questions:

1. What are the demographic profile of Grade 12 - Machiavelli in terms

of:

1.1 Gender

1.2 Age

1.3 Technological Exposure

2. What are the perceived benefits and disadvantage of technology into

the learning environment of students?

3. What is the impact of Technology on Learning of grade 12 –

Machiavelli in GoldenState College?

OBJECTIVES

To be able to know what are the demographic profile of Grade 12

Machiavelli in terms of:

To be able to know what are the impact of Technology on Learning of

grade 12 – Machiavelli?

To be able to know what are the benefits of technology integration into

education on learning in terms of:

To be able to know what are the perceived benefits and disadvantage

of technology into the learning environment of students?

HYPOTHESIS

Ho- There is no significant impact of The Impact of Technology on

Learning of Grade 12 - Machiavelli Students of General Santos City.

H1- Technology has a significant impact on The Impact of Technology on

Learning of Grade 12 - Machiavelli Students of General Santos City.

SIGNIFICANCE OF THE STUDY

This study lies in its potential to inform and improve the educational

landscape for Grade 12 students in the Machiavelli School System, as well as

contributing to broader discussions in education.

To the Senior High School Students. By giving students in Grade 12

insight into how technology affects their educational experiences, understanding

the impact of technology on learning can empower them. With this information,

they may make better use of technology, improve their academic experience, and

get ready for their future aspirations in both further education and the workforce.

To the Parents. In order to assist their children's education, parents are

essential. The results of this study can give parents more insight into how

technology affects their child's learning environment. Equipped with this

understanding, parents can take an active role in their child's education, creating

a more knowledgeable and encouraging atmosphere at home.

To the Future Researchers. Education researchers will find value in the

subtle insights this study generates. Through examining the complex relationship

between technology and education in Grade 12 in the Machiavelli School

System, this study lays the groundwork for future research that will refine

methodology, dive further into particular issues, and add to the current

conversation about technology in education.

SCOPE AND DELIMITATION

This study focuses on Grade 12 students within the Machiavelli School

determining the impact of technology on their learning experiences.

Among the different demographic profile that may describe the

Respondents. there present study only included Gender, Age, and Technological

Exposure.

The Respondents of the study are Grade 12 - Machiavelli Accounting

and Business Management (ABM) Senior High Student under division of General

Santos, namely: GoldenState College. The researcher aim to reach the goal of

23 % of the respondents.
DEFINITION OF TERMS

Technology: For the purposes of this study, technology includes, but is

not limited to, computers, tablets, virtual classrooms, and interactive learning

software. It also includes electronic devices, digital tools, and online platforms.

Grade 12 - Machiavelli Students (G,S,C): This refers to senior high

school students who are enrolled in the Machiavelli School. It focuses on

individuals who are enrolled in Goldenstate College's General Santos division's

Accounting and Business Management (ABM) track.

Technological Exposure: This refers to how much students in Grade 12

at Machiavelli are familiar with, using, and involved with different types of

technology in both personal and academic contexts.

Educational Experiences: For the sake of this study, educational

experiences are defined as the interactions, difficulties, and advantages that

Grade 12 students face during their academic careers. These experiences are

especially impacted by the use of technology in the classroom.

Benefits of Technology Integration into Education: Discusses the

advantages and good results that come with integrating technology into the

curriculum for students in Grade 12, such as better learning outcomes, increased

accessibility, and interactive participation.

Future Practices and Policies: These refer to the plans, directives, and
laws that could change in response to the study's findings in order to better mold

and enhance the way that technology is incorporated into education in the

Machiavelli School System for students in Grade 12.

Impact on Learning Experiences: The ways in which technology

affects students in Grade 12 at the Machiavelli School both positively and

negatively.

Empowerment: Students in Grade 12 gain the ability to make wise

decisions, use technology efficiently, and improve their academic and future

employment chances by studying how technology affects learning.

 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Conceptual Frame work, Includes the input, process, and output of the

researcher. The input includes the title of the researchers, process includes how

the research gather the information and how they process and the output how

the researcher concluded the paper.

1. What are the demographic profile

of Grade 12 - Machiavelli in terms
of:
1.1 Gender
1.2 Age
1.3 Technological Exposure
2. What is the impact of Technology
 Brain Storming The Impact of
on Learning of grade 12 –
Machievilli in GoldenState College?  Group Meeting Technology on Learning
3. What are the benefits of
technology entegration into  Researching of Grade 12 - Machiavelli
education on learning in terms of:
 Taking Survey Students of G,S,C
4. What are the perceived benefits
and disadvantage of technology
into the learning environment of
students?
 CHAPTER II

REVIEW OF RELATED LITERATURE

Foreign

The introduction of digital technologies has transformed the field of education,

prompting education systems worldwide to implement strategies for integrating

ICT. This shift has raised concerns about the effectiveness of teaching and

learning with ICTs, particularly in relation to keeping up with current technological

advancements. These concerns were magnified during the COVID-19 pandemic,

which forced a rapid increase in the use of digital tools in education and raised

questions about the digitalization of schools. Many schools were ill-equipped to

handle this transition, leading to disparities in digital proficiency and learning

outcomes. Stella Timotheou, Ourania Miliou, Yiannis Dimitriadis, etc (November

2022)

The emergence of COVID-19 forced the start of social distancing measures,

resulting in extensive lockdowns in numerous nations. Numerous facets of daily

life have been severely disrupted by the lockdown, but education has been

especially badly affected by this unusual circumstance. Many changes resulted

from the closing of educational institutions, one of which was the increase in the

use of technology in the classroom. This comprehensive review of the literature

aims to investigate how traditional education which takes place in physical

classrooms with face-to-face interaction transitions to online distant learning in

the context of the pandemic. It looks at the possible long-term effects this change

may have had as well as how it has affected academia and students. Additionally,

it offers some recommendations based on the studies that are part of the study,

which could lessen the negative impacts of lockdown on education and allow for

a more smooth move to online learning. Manar Abu Talib, Anissa M. Bettayeb &

Razan I. Omer, (March 2021)

Peer, teacher, and self-report feedback have all been widely used in college

English writing classes. We looked into them in this study because, to our

knowledge, not many studies use technology to activate the feedback potential in

project-based collaborative learning or explored how technology-enhanced peer,

teacher, and self-feedback may support students' writing, motivate their

propensity for critical thinking, or increase their engagement in learning. It

involved ninety kids in all, thirty in each group. They received comments from

peers, teachers, and themselves for ten weeks each, reported their progress

every other week at four levels, and turned in their completed review articles in

week fourteen. We used a pre-test and a pre-questionnaire survey to assess the

students' writing ability and propensity for critical thought before to the treatment.

Following the treatment, we assessed the students' collaborative writing projects

and administered a post-questionnaire survey to assess their capacity for critical

thinking as well as their behavioral, cognitive, and emotional learning

engagement. The findings showed that technology-enhanced peer and teacher

feedback was significantly more helpful than self-feedback in supporting

collaborative writing; that teacher feedback was significantly more helpful than

self-feedback in enhancing cognitive engagement in learning; and that peer and

self-feedback were significantly more effective than teacher feedback in

promoting critical thinking tendency and enhancing behavioral and emotional

engagement in learning. In order to learn more about how they perceived the

three different types of feedback and the technology-enhanced feedback-

assisted collaborative writing experience, we also conducted semi-structured

interviews. The majority of students thought that using digital tools for helping

writing was a good way to improve their writing experience. Our results lead us to

recommend that educators use more technology to support collaborative writing

with peer and self feedback. Di Zou, Haoran Xie & Fu Lee Wang, (September

2022)

The integration of technology into livelihood education and its effects on teacher

empowerment and students' readiness for a digital future are studied in this

systematic review. The study emphasizes the benefits of technology integration

in vocational education, such as increased student engagement, improved

learning outcomes, and customized instruction, through a thorough analysis of

related research. The results show the critical role that teacher empowerment

serves in the effective adoption of technology, with continued professional

development and support programs playing a key part in providing teachers with

the expertise, skills, and confidence they need to use technology successfully.

Nonetheless, the digital divide continues to pose a serious problem, since

unequal access to technology and the internet makes inclusive education more

difficult. Collaborative efforts and inclusive initiatives to increase disadvantaged

numbers' access to technology are suggested as ways to close this gap. In order

to prepare students for the needs of a constantly changing labor market, the

study also emphasizes the importance of finding a balance among technology

education and the development of critical soft skills. The findings of this study

have important effects for educational practice and policy, emphasizing the

necessity of giving priority to teacher empowerment and developing prospective

vocational education ecosystems that produce a workforce that is knowledgeable

and creative. Osias Kit T. Kilag Jayson R. Miñoza Epifania S. Comighud, etc (July

2023)

Educational Technology (EdTech) plays a significant role in enabling learners

with disabilities to access learning at school and reduce educational and social

exclusion. It also enables them to enjoy the benefits of a full school curriculum

and to participate in activities in different educational arrangements. The purpose

of this review was to address the existing evidence of how EdTech is being used

to support learners with disabilities in order to inform future research and

policymaking. It sought to contribute to an evidence base of ways to reduce

barriers to learning drawing on a systematic methodology to gather evidence

pertaining to access to EdTech for primary school learners with disabilities aged

6–12 years. After a thorough examination of the literature, the final sample

comprised 51 published articles (43 peer-review and 8 conference papers). The

review revealed examples of positive outcomes of EdTech interventions being

used, particularly in special schools; however, the evidence of their efficacy is

weak. The use of EdTech for learners with disabilities in low- and middle-income

countries requires further, robust and long-term research that considers the

involvement of learners, pedagogy and curriculum design in order to understand

its impact on improving educational experiences of children with disabilities. Paul

Lynch, Nidhi Singal, Gill Althia Francis (April 2022)

Local

This study examines the ever-changing environment of blended learning, with a

special emphasis on how teachers in public schools in the Philippines use

Google Classroom in the shifting educational landscape. Based on a mix of

academic views and practical research, the study seeks to improve our

understanding of the difficulties and possibilities related to blended learning. The

conceptual framework, derived from Graham et al.'s blended teaching matrix,

classifies interactions into four quadrants, offering a complete structure for

comprehending blended learning situations. The study aims to identify the

blended teaching approaches used by instructors, evaluate the utilization of

Google Classroom features and Google Apps for Education, and ascertain the

frequency and dependence of Google Classroom as a key teaching tool. Data

was gathered from 123 public-school teachers at the Schools Division Office of

Isabela through a systematic survey. The results demonstrate a prevalent use of

Google Classroom features, highlighting its significance in facilitating the

transmission of lessons, communication between students, distribution of

assignments, and improvement of learning activities. An examination of the

features of Google Classroom, Google Apps for Education, and Google Docs file

templates reveals a wide range of use patterns among instructors, ranging from

seldom to regular utilization. Teachers demonstrate favorable attitudes towards

the adaptability and compatibility of Google Classroom, emphasizing its

seamless connection with portable devices. Challenges arise from the sporadic

Wi-Fi connections, which have a negative influence on the quality of blended

learning. The research suggests implementing customized professional

development program for teachers and highlights the need to include adaptive

technological frameworks in curriculum design. This study provides essential

knowledge on the implementation of blended learning methods by public school

teachers. It gives suggestions for policymaking, curriculum design, and teacher

training in response to the ever-changing educational environment. Mark Jhon

Prestoza (March 2023)

This study examined the integration of assistive technology (AT) in teaching

learners with special educational needs (LSENs) in selected schools in the

Philippines. This aimed to determine the assistive technologies utilized in

teaching the special education (SPED) learners. The research also examined the

perceptions, challenges, and support mechanism in the integration of technology

among SPED teachers. Key informant interviews or in-depth interviews were

conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners

with special needs. The findings of the study revealed that the available assistive

technologies are interactive multimedia and conventional technology. Educational

apps and high-tech tools are also used but of limited number. As SPED teachers

who are teaching LSENs use AT, they find it useful as a reinforcement to

learning, provides satisfaction in teaching, and brings motivational impact to

learners. However, this somehow leads to fixation of learners to technology.

Inadequacy of resources, learners’ misbehavior during instruction, technological

problems and poor mastery of skills are the identified challenges of SPED

teachers. Financial, emotional, administrative, instructional and moral support are

needed as a support mechanism. The study recommends for SPED schools to

provide relevant trainings to SPED teachers on how to deal with the difficulties to

meet the special needs of the learners. Rolyn Joy Campado, Cathy Mae Dabi

Toquero, Diane Mae Ulanday (March 2023)

Mobile phone usage by students is beneficial and found to have a great impact

on students learning. This study assessed the effectiveness of mobile phones as

a learning aid among senior high school students. The assessment is based on

the dimensions using Gavriel Salomon’s symbol system theory. The study used

the descriptive method of research, respondents are randomly selected using the

cluster sampling technique. The principal instrument used is the survey

questionnaire and a face-to-face survey is conducted. The survey used the 5-

point Likert scale. For inferential statistics, the independent t-test is employed to

compare the means based on gender. Results yield that there is no significant

difference in the scores for males and females in the dimensions such as

content, connectivity, and cognitive abilities. There is a significant difference in

the dimensions such as convenience and digital literacy. There is no significant

difference in the scores for males and females for the overall assessment of the

effectiveness of mobile phones as learning aid across dimensions. Gender has

no moderating effect. Implications for future research on capability infrastructures

both for teachers and students across levels addressing gaps in institutionalizing

online education portals/ applications for Filipino learners. Marlon F. Adlit,

Jenelyn Dalit, David Letun Puzon VIII, etc (July 2023)

Using descriptive-correlational research design, this study determined the

relationship between the availability of technological learning applications and

tools, and science teachers’ levels of use of online teaching, and their stages of

concern. It was conducted at the Schools Division of Laoag City involving all

elementary science teachers who are teaching online for the SY 2021-2022.

Hence, the purposive sampling technique was used to determine the teachers

involved in the study. Findings revealed that the respondents are young adult.

The majority of them are female. Most of them are teaching Science for less than

five years. Their mean years of teaching Science is 9.44. Majority of them have

masters’ units and they have attended trainings and seminars related to online

teaching. The respondents have the availability of technological learning

applications and tools in online teaching. The teachers’ level of use of online

teaching falls at Level V (Integration Stage) while the teachers’ stages of concern

fall at Stage 0 (Awareness). Findings also revealed that only the teachers’

number of years teaching in Science is significantly related to their level of use of

online teaching. Rica Jane P. Natividad, Lilibeth G. Abrogena (June 2023)

The study determined the extent of impact of COVID-19 Pandemic on learning

on 339 students at Rizal National High School. It also learned the level of student

respondents' adaptation to distance learning modalities and learned their self-

efficacy in doing their schoolwork. The academic achievement of student-

respondents in core subjects was also examined. The COVID-19 Pandemic's

effects on learning were investigated using a descriptive research methodology

in this study. The study also determined the impact of COVID-19 Pandemic on

learning and learning adaptation of student-respondents. The extent of COVID-

19's impact on learning has high extent significant values. The study used

descriptive research approach in answering the research questions and aimed to

learn the impact of the pandemic on learning. The impact of COVID-19 Pandemic

on learning and academic performance of student-respondents' in the four core

subjects is found to be significantly related at a low level, except for Filipino

subject which is not influenced by the independent factors. The result of

regression analysis is positive and of moderate impact on students' self-efficacy

in doing their schoolwork is found. Rizal National High School shall localize the

Learning Continuity Plan and the modules and learning materials adaptable to

learners in Rizal. A memorandum of agreement with electricity and

communication signal providers to better their service during pandemic, imposing

curfews, minimizing social noise, and empowering adult members of the family

through the Municipal Social Welfare and Development. Lamery, Concesa C.

Valera, Jason S. Limos Galay, Jenny A. (April 20223)

 CHAPTER III

METHODOLOGY

This chapter present the methods that was used in the study. Specifically,

it contains the research design, area of the study, research strategy, respondents

of the study, sampling technique, and the statistical treatment to analyze the

data.

RESEARCH DESIGN

This study entitled “The Impact of Technology on Learning of Grade 12 -

Machiavelli“ apply a mixed research methodology. A mixed method study gathers

and analyzes data from both qualitative and quantitative areas (including surveys

and tests) in a single study.

RESEARCH LOCALE

This will be conducted at Goldenstate College in General Santos City

during the academic year 2023-2024 to gather for the study entitled “The Impact

of Technology on Learning of Grade 12 Machiavelli students”. Goldenstate

College is a private, non-sectarian institution that emphasizes high educational

standards and produces the highest quality students. This is also an ISO-

centered school.

RESPONDENTS OF THE STUDY

The subject of the study are the students of Goldenstate College,

General Santos City, Currently enrolled in academic year 2023-2024 as Grade

12 Machiavelli ABM (Accountancy, Business and Management) Senior High

students. The 33% of the total population from the said section will be using for

the respondents for the survey.

SAMPLING TECHNIQUE

The sample technique was the experiments, brainstorming, mixed

methods and observation. Also, the researcher will use all the population of

Grade 12 Machiavelli while having the survey. The section Machiavelli has Forty

two (42) students from the class and all students of section Machiavelli will be

used as a respondents of the study since all students of section Machiavelli the

total as the researchers round it up all.

STATISTICAL TREATMENT

To determine the Impact of Technology on Learning of Grade 12

Machiavelli students in Goldenstate college.

The statistical treatment will be used in this study is the method of

planning, collecting data from the respondents. drawing meaningful interpretation

and making some reports to this research.

Then the researchers analysis the data in making conclusion data are

gather analyzed and interpreted.