UNIVERSITIES STUDENTS’ ATTITUDE AND

PERCEIVED LEVEL OF TECHNOLOGICAL

SELF-EFFICACY IN CLASSROOM-BASED
TEACHING
Sios-e, Janika C.
Group Facilitator

Beria, Shekaina Mariel F. Laping, Mary Mae K.

Catam-isan, Ryan James Quingco, Christine Mae
Guinanas, Maribel B. Sanico, Connie Mae D.
Into, Jainalei A. Singson, Jessa Mae

DR. PURITY V. MATA

RESEARCH ADVISER
B. RATIONALE OF THE STUDY
• Universities students’ attitude and perceived level of
technological self-efficacy in classroom-based teaching of
Bachelor in Elementary Education students.

• Tondeur et al. (2018) examined the relationship between

student attitudes towards technology and their level of
technological self-efficacy in the context of a teacher
education program. The study found that students who had
positive attitudes towards technology were more likely to
have higher levels of technological self-efficacy.
• The research gap in the study of Universities Students' Attitude
towards Technology Integration and Perceived Level of
Technological Self-efficacy could be the lack of research on
the impact of technology integration on the confidence and
readiness of students to use technology in their academic and
personal lives.
C. CONCEPTUAL/ THEORETICAL FRAMEWORK
Behaviorism Theory by J.B. Watson and B.F.
Self-Efficacy Theory of Motivation Skinner
(1977)Theory
Self-Efficacy by Albert Bandura 
of Motivation (1977) by
This learning theory states that behaviors
Albert Bandura 
Self-efficacy was defined as the belief are learned from the environment, and says
Self-efficacy was defined as
in one's effectiveness in the belief in
performing that innate or inherited factors have very
one's effectiveness in performing specific little influence on behavior.
specific tasks. Self-efficacy theory was
tasks. Self-efficacy theory was an important
an important component of social Cognitive Development Theory by Jean
component of social cognitive theory, which
cognitive atheory, which suggested a Piaget
suggested high interrelation between an
high interrelation
individual's between and
behavior, environment, an Cognitivism is a learning theory that
individual's
cognitive behavior, environment,
factors. focuses on how information is received,
and cognitive factors. organized, stored and retrieved by the mind.

Students’ Attitude Towards Technology Integration Students’ Level

of Technological Self-Efficacy Significant Relationship

Action Plan: Symposium about Technology that can be used in

Education exclusively for all the BEEd students in Cebu
Technological Carmen Campus
D. STATEMENT OF THE PROBLEM
The aim of this study is to determine the Universities
Students’ Attitude and Perceived Level of Technological Self-
Efficacy in Classroom-based Teaching at Cebu Technological
University - Carmen Campus A.Y. 2022 - 2023.
Specifically, the study sought to answer the following
questions:
1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 age; and
1.3. year level?
D. STATEMENT OF THE PROBLEM
2. What are the students’ attitudes towards technology?
3. What are the student's level of technological self-
efficiency?
4. What is the relationship between technological self-
efficacy and attitude towards technology?
5. What are the benefits of using technology integration
in classroom-based teaching?
6. What action plan can be proposed based on the
findings of the study?
E. METHODOLOGY

This chapter discusses the methods used in the

process of gathering relevant data from the
respondents. This includes the research design,
environment, respondents, sources of data, data
gathering procedures, and statistical treatment of
data.
• RESEARCH DESIGN
The researchers will use descriptive – correlational design. A
descriptive design method will be used to determine and describe
the universities students’ attitude towards technology and
perceived level of technological self-efficacy at Cebu
Technological University Carmen Campus. In correlational
research, two variables such as universities students’ attitude
towards technology and perceived level of technological self-
efficacy will be studied to establish their relationship. The design
is appropriate for the aforementioned topic in conducting the
study, the researcher will be required to collect data based on
universities students’ attitude towards technology and perceived
level of technological self-efficacy.
• RESEARCH ENVIRONMENT
This study was conducted at Cebu Technological University
Carmen Campus. The said university is located at the
Municipality of Carmen and is 41.3 kilometers away from Cebu
City. Cebu Technological University Carmen Campus offers
Education courses namely; Bachelor in Elementary Education
Major in Content Education, Bachelor in Secondary Education
Major in Mathematics, and Bachelor in Technology and
Livelihood Education Major in Home Economics. They also offer
Bachelor of Science in Fisheries, Bachelor in Science in
Hospitality Management, Bachelor of Industrial Technology Major
in Computer Technology and Bachelor of Science in Marine
Engineering.
 The different curricular offerings of Carmen
Campus gained Levels II and III accreditation from
the Accrediting Agency of Chartered Colleges and
Universities in the Philippines (AACCUP) apart from
being an ISO 9001.2015 Certified. Under the
stewardship of Dr. Rosein A. Ancheta Jr., the entire
Cebu Technological University is now Quacquarelli
Dymonds (QS) Three (3) Stars University.
• RESEARCH RESPONDENTS
The respondents of the study will be the Bachelor of
Elementary Education students at Cebu Technological University
Carmen Campus. The total population (n) of all the Bachelor in
Elementary Education students were composed of four hundred
fifty-seven (457) students. The needed total sample size (n) for
the respondents were 50 students. To select the respondents, the
researcher used simple random sampling, the most
straightforward probability sampling strategy. In which each
member of the population had an equal chance of being chosen
as a member of the sample.
• RESEARCH INSTRUMENT
The researchers used three questionnaires in the study. The first
questionnaire was adapted from the study of Zahra Hosseini, Ana Kamal,
and Kamal Khan (2002), which will measure the universities students’
attitude towards technology. It consists of 10 questions referring to the
Likert scale, with answers options being strongly agree, agree, moderately
agree, slightly agree, and disagree.

The second questionnaire was adapted from Melanie Ellen Mikusa

(2015) and the Turkish Online Journal of Educational Technology (2015),
which will measure the perceived level of technological self-efficacy. It
consists of 8 questions referring to the Likert scale, with answers option
being described as always, most of the time, rarely, sometimes and never.
• RESEARCH INSTRUMENT
The third questionnaire was adapted from the study of Zahra Hosseini, Ana
Kamal, and Kamal Khan (2002), which will measure the benefits of using
technology. It consists of 12 questions referring to the Likert scale, with answers
options being strongly agree, agree, moderately agree, slightly agree, and
disagree. The questionnaire used to collect data for the investigation. The
questionnaire is composed of four parts. The first part was for collecting the
respondents' information. The second part is intended to measure the
universities students’ attitude towards technology. The third part is intended the
measure of perceived level of technological self-efficacy. The last part will
measure the benefits of using technology The questionnaire survey form was
being created to assess the Bachelor of Elementary education at Cebu
Technological University – Carmen Campus students’ attitude towards
technology and perceived level of technological self-efficacy.
• DATA GATHERING
The researcher sent an authorization letter to the campus
director and to the respondents.

The researchers distributed the approved survey

questionnaire to the respondents.

After the respondents completed the questionnaire, the data

was collected and interpreted by the researchers.

The researchers summarize the findings, generated

conclusion and recommendations.
• ETHICAL CONSIDERATION
The researchers have ensured the privacy of the research
participants based on ethical considerations. Rest assured that
participants will be benefitted from the study as well as the
researchers. Anyone involved in collecting data from the
participants has an ethical duty to respect each informant’s
autonomy. Prior to the distribution on the survey questionnaire,
the researchers asked permission from the Campus Director of
Cebu Technological University - Carmen Campus.
 The researchers also prepare a letter of consent, which will
be given to the selected BEEd 1st – 4th year students via
questionnaire. The conduct of survey will be taken 15-20 minutes
and should be done on their most convenient time. Upon
answering the survey questionnaire, two important ethical issues
to adhere to when conducting a survey are confidentiality and
informed consent. The participants right to confidentiality should
always be respected and any legal requirements on data
protection must be adhered to.
• STATISTICAL TREATMENT
To interpret the data effectively, the researchers employed
the following statistical treatment.
1. Simple Percentage. This is used to determine the number of
percentages of each age, sex and year level from the entire
population of the participants.
Formula:

where:
P = percentage
f = frequency
n = total number of cases
 2. Weighted Mean. This is used in determining the
universities students’ attitude towards technology, perceived
level of technological self-efficacy and the benefits of using
technology.
Formula:

where:
= weight of each item
= value of each item
= mean
= summation notation
 3. Spearman Rank Order Correlation. The Spearman rho is a
type of correlation coefficient that determines the relationship
between students’ attitude towards technology integration and
students’ level of technological self-efficacy in classroom-based
teaching.
Formula:

where:
p = spearman's rank correlation coefficient
= difference between the two ranks of each observation
n = number of observations
F. RESEARCH FINDINGS
Table 5
Sex of the Respondents
Sex f p
Female 30 60
Male 20 40
Total 50 100
 Table 6
Age of the Respondents
BEEd f p
19 10 20
20 11 22
21 16 32
22 10 20
23 2 4
24 1 2
Total 50 100
 Table 7
Year Levels of the Respondents
BEEd f p
First Year 9 18
Second Year 14 28
Third Year 19 38
Fourth Year 8 16
Total 50 100
 Table 8
Universities Students’ Attitudes Towards Technology
Universities Students’ Attitude 5 4 3 2 1 Weighted
Towards Technology Mean
1. I enjoy using 21 26 3 0 0 4.36
Technology to learn.
2. Learning how to use 34 15 1 0 0 4.66
technology now will help
me in my future job.
3. Learning how to use 25 22 3 0 0 4.44
technology will help me
learn in university.
4. Using technology to do 16 26 7 1 0 4.14
the activities help me to
learn.
5. Technology improves 20 26 3 1 0 3.9
my learning.
6. Technology makes me 14 24 11 0 0 4.02
feel easy.
7. Technology is important 34 14 1 0 0 4.66
in everyday life.
8. In technology you can be 28 15 7 0 0 4.14
creative and discover things
by yourself.
9. Technology is enjoyable 15 30 5 0 0 4.2
and stimulating to me.
10. Technology is a valuable 27 19 4 0 0 4.28
instructional tool in Education.
Average Weighted Mean: 4.27 Highly Positive
 Table 9
Perceived Level of Technological Self-efficacy
Perceived Level of 5 4 3 2 1 Weighted
Technological Self-efficacy Mean
1. I usually do well with 10 24 16 0 0 3.88
technology.
2. I think learning with 17 28 5 0 0 4.24
technology is important
because I can use it in
my daily life.
3. It is important to have 18 22 10 0 0 4.16
the opportunity to satisfy
my curiosity when
learning with technology.
4. I think it is important to 18 32 0 0 0 4.36
learn to solve problems
with technology.
5. When I am being taught 18 27 5 0 0 4.26
technology, I can
understand the concepts
very well.
6. I think that is it important 11 28 11 0 0 4
to participate in inquiry
activities with technology.
7. I think learning with 9 28 13 0 0 3.92
technology is important
because it stimulates
my thinking.
8. I feel that with technology 16 24 10 0 0 4.12
anything is possible.

Average Weighted Mean 4.12 High Self-Efficacy

 Table 10
Relationship between Universities Students’ Attitude Towards Technology
and Perceived Level of Technological Self-Efficacy
N Mean SD r-value p-value Decision
Universities Students’ 50 4.28 0.399 0.137 0.342 Fail to reject the Ho
Attitude Towards Technology
Perceived Level of 50 4.12 0.376
Technological Self-Efficacy
 Table 11
Benefits of Using Technology
Benefits of using 5 4 3 2 1 Weighted
Technology Mean
1. Computer technology 30 17 3 0 0 4.54
allows student to
create materials
that enhance their
learning.
2. Technology is an 26 18 6 0 0 4.4
effective tool for
learning.
3. Using technology 19 28 3 0 0 4.32
to communicate with
others allow
students to be more
effective in their
responsibility.
4. Using technology 14 29 7 0 0 4.14
Increases students’
learning performances.
5. It increases student 15 25 10 0 0 4.1
academic achievement.
6. Promotes students’ 19 20 11 0 0 4.56
collaboration.
7. Make classroom 14 28 8 0 0 4.12
Management more
effective.
8. Gives students the 17 22 11 0 0 4.12
opportunity to learn as
facilitators instead of
information providers.
9. Helps accommodate 16 24 10 0 0 4.12
students’ learning styles.
10. Motivate students to get 14 24 12 0 0 4.04
more involved in learning
activities.
11. Improves students’ 15 26 9 0 0 4.12
learning of critical
concepts and ideas.
12. Promotes the 26 22 2 0 0 4.48
developmental of
technological skills.

Average Weighted Mean 4.25 Highly Positive

G. SUMMARY OF FINDINGS
A correlational method was employed in determining the
relationship among the students’ attitude towards technology
and perceived level of technological self-efficacy. Furthermore,
it utilizes the Spearman rho in analyzing the data. The
respondents of the research are the Bachelor in Elementary
Education students at Cebu Technological University Carmen
Campus.
H. CONCLUSION
This study hypothesized that there is no significant
relationship between universities students’ attitude towards
technology and perceived level of technological self-efficacy.
However, the results of the Spearman rho correlation coefficient
revealed that there is no significant relationship between
universities students’ attitude towards technology and perceived
level of technological self-efficacy. Thus, this study rejects the
null hypothesis. In addition, the results further revealed that the
students' attitude towards technology and perceived level of
technological self-efficacy is positively very low.
I. RECOMMENDATIONS
In view of the foregoing findings and conclusions, the following
conclusions are hereby presented:

1. Teachers and educators can introduce technology in a way that

makes it fun, interesting and engaging for students. They can offer
technology-related projects and activities to help students to gain
hands-on experience in using technology. They should also provide
students with access to training, workshops and online resources to
improve their technological skills and confidence. This can be
supplemented by providing regular feedback to students on their
performance in the technology-related projects and assignments.
I. RECOMMENDATIONS
2. Schools and educational institutions should update their technology
infrastructure and equipment to ensure that they meet the needs and
expectations of the students. This can include providing high-speed
internet, modern equipment, software and applications that are
relevant for learning.

3. Educators should provide a more dynamic and engaging learning

environment.

4. Students should improve their own technological self-efficacy and

their ability to integrate technology into their learning.
I. RECOMMENDATIONS
5. Enhance students’ attitude towards learning outcomes and
higher student satisfaction.

6. Allows students to access a wealth of information quickly and

easily. This helps them learn more, and allows to impart more
information in a shorter amount of time.

7. Helps students develop the essential skills necessary for

success in the 21st century, such as communication, collaboration,
critical thinking, and problem-solving.
I. RECOMMENDATIONS
8. Encourages collaborative learning by allowing students to
collaborate on classwork and projects seamlessly and provide fun
learning experiences that motivate students to learn more.

9. In conclusion, improving students' attitude towards technology

and their level of technological self-efficacy is essential for
academic success and engagement in online learning. Teachers
and educators should focus on providing a supportive and
engaging learning environment that fosters a positive attitude
towards technology and helps students to develop their
technological skills and confidence.