CHAPTER I i

INTRODUCTION

1.1 iBACKGROUND iOF iTHE iSTUDY

In ithis i21st icentury, ithe iterm i“technology” iis ian iimportant iissue iin isome ifields iincluding

education. iThis iis ibecause itechnology ihas ibecome ithe iknowledge itransfer ihighway iin imost
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countries. iTechnology iintegration inowadays ihas igone ithrough iinnovations iand itransformed iour
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societies ithat ihas itotally ichanged ithe iway ipeople ithink, iwork iand ilive i(Grabe, i2007). iAs ipart iof
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this, ischools iand iother ieducational iinstitutions iwhich iare isupposed ito iprepare istudents ito ilive iin i“a
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knowledge isociety” ineed ito iconsider iICT iintegration iin itheir icurriculum i(Ghavifekr, iAfshari i&
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i Amla iSalleh, i2012).

Integration iof iInformation, iCommunication, iand iTechnology i(ICT) iin ieducation irefers ito

the iuse iof icomputerbased icommunication ithat iincorporates iinto idaily iclassroom iinstructional
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process. iIn iconjunction iwith ipreparing istudents ifor ithe icurrent idigital iera, iteachers iare iseen ias ithe
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key iplayers iin iusing iICT iin itheir idaily iclassrooms. iThis iis idue ito ithe icapability iof iICT iin iproviding
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dynamic iand iproactive iteaching-learning ienvironment i(Arnseth i& iHatlevik, i2012). iWhile, ithe iaim
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of iICT iintegration iis ito iimprove iand iincrease ithe iquality, iaccessibility iand icost-efficiency iof ithe
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delivery iof iinstruction ito istudents, iit ialso irefers ito ibenefits ifrom inetworking ithe ilearning
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communities ito iface ithe ichallenges iof icurrent iglobalization i(Albirini, i2006, ip.6). iProcess iof
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adoption iof iICT iis inot ia isingle istep, ibut iit iis iongoing iand icontinuous isteps ithat ifully isupport
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teaching iand ilearning iand iinformation iresources i(Young, i2003).

institutions iand ieducation iofficials. iA inumber iof ischools iin ithe icountry ihave iembraced iwith
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enthusiasm iemerging ieducation itechnology iin ithat ilectures iare iboosted iby icomputer-based, ior
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i gadget-based, ilearning. iToday, iin isome ischools, inetbooks ihave ireplaced inotebooks iand isome

lessons iare idelivered ielectronically. iA isurvey iconducted iby iPearson iFoundation iin ithe iUnited
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States ifound ithat imore ithan isix iin i10 icollege istudents iand ihigh ischool iseniors iagree ithat ithey istudy
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more iefficiently iby iusing itablets. iA istudy iconducted iby iHoughton iMifflin iHarcourt iin iCalifornia
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also ishowed ithat istudents iusing iiPads iperformed ibetter iin imath icompared ito istudents iusing
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traditional itextbooks. iAnother istudy iat iOklahoma iState iUniversity ifound ithat i75 ipercent iof
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students isaid ithe iuse iof igadgets ienhanced itheir ilearning iexperience. i(Espinosa iJP, i2016)
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The iPhilippine igovernment iinitiated ithat iby ithe iend iof i2009, ithere iwould ibe ia: i1) iprovision

of iappropriate ieducational itechnologies ito iall ipublic ihigh ischools; i2) iprovision iof ia icomputer
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laboratory iwith ibasic imultimedia iequipment ito i75% iof ipublic ihigh ischools; i3) iprovision iof
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electronic ilibrary isystems ito iall ipublic iscience-oriented ihigh ischools; i4) itraining iof i75% iof ipublic
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secondary ischool iteachers iin ibasic icomputing iand iinternet iskills ias iwell ias iin iComputer-Aided
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i Instruction i(CAI); i5) iintegration iof iICT iin iall ilearning iareas, iwhen iappropriate; iand i6) iprivate

sector isupport. i( iThe iIAFOR iJournal iof iEducation, iVolume iII i- iIssue iII i- iSummer i2014)
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Introducing itechnology ito istudents iin ia iclassroom isetting ican icertainly ihelp ithe ieducational

environment, ibut iit ialso irequires iequal iaccess ifor iall istudents ito iensure ithat ieveryone ireceives ithe
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same iopportunities ito isuccess. iThat iis iwhy iin izamboanga ieach ischool iboth iprivate iand ipublic imust
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implement ior iadopt ithe itechnology ito itheir icurriculum.

process iand ito ithe iperformance ilevel iof istudent iin iWinzelle iInternational iCollege.
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1.2 iSTATEMENT iOF iTHE iPROBLEM

1. What iis ithe irelationship ibetween istudents’ iuse iof itechnology iand itheir iacademic

iperformance?

2. What iis ithe iuse iof itechnology iand iits iapplications iin ieducations iespecially iin ithe

iclassroom ienvironment?

3. What iis ithe ieffect iof itechnology iin istudent’s ibehavior?

4. What iare ithe iteaching imethodologies ithat ican ibalance ilearning iand iteaching iprocessess

ithrough ithe iuse iof itechnology iand iits iavaiable iapplications?

1.3 iSCOPE iAND iLIMITATION

This istudy iaims iidentify ithe iimportance iof itechnology iand iits iuses iin iteaching-learning

process iand ito ithe iperformance ilevel iof istudent iin iWinzelle iInternational iCollege.
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This istudy iwill ibe iconducted iat ithe iWinzelle iInternational iCollege, iTomas iClaudio iSt.

i Zamboanga iCity, iPhilippines.

The idata ito ibe iused iin ithis istudy iwill ibe ibased ion ithe iresponses iof ithe iteacher iand istudent iof

i Winzelle iInternational iCollege ischool iyear i2019-2020. i

The iresult iof ithis istudy iwill ibe iof igreat ibenefit ithe ifollowing:

Students i– iThe iresult iwill iprovide i ithe istudents iwith isome iknowlegde ion ifactors iof itechnology iin

their ibehavior iand iacademic iperformance. iIt iwill igive ithem ian iinformation iabout ithe iuses iand
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application iof itechnology iin itheir ilearning iprocess.

Parents i– iThis istudy iwill iprovide ithe iparents ian iidea ion ihow itheir ichildren iaffected iby ia

computers iand ithe iuse iof itechnologies ithat iaffect itheir ichildren’s iperformance.
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Teachers i– iThe igiven idata iwould iguide ithe iteachers ito ihave ideeper iunderstanding iabout ithe iuses

and iapplication iof itechnology iin itheir iteaching istrategy.

Winzelle iInternational iCollege i– iFor ithem ito irealize ithe iimportance iof icollaborating iwith ithe

technology ias ipart iof itheir ifacilities itowards ithe iperformance iof itheir iteachers iand istudents. i
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Department iof iEducation i–This istudy iwill iprovide ia iinformation ion irelationship ibetween

students’ iand iteachers’ icomputer iuse ias itheir iteaching-learning imaterial iand ithe iacademic
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achievement iof istudents ican ihelp iDepEd ievaluate ithe isignificance iof itechnology iin ithe ischool.
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Future iResearchers i- iThe iresults iof ithis istudy iwill iserve ias ia ireference imaterial ifor ithose iwho

would ilike ito iconduct ifurther istudy ion isimilar itopics.

REVIEW OF RELATED LITERATURE

This ichapter ipresents ia iview iof irelated iliterature iboth iforeign iand ilocal. iThis ialso ipresents

the idifferent ivariables irelative ito ithe istudy. i

2.1 iRELATED iLITERATURE

2.1.1 iFOREIGN iLITERATURE

Information iand icommunication itechnology i(ICT) ihas ibecome ian iimportant isource iof

innovation iand iimprovement iof iefficiency ifor imany isectors iacross ithe iglobe. iIn ithe ieducation
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sector, iparticularly, ithe iapplication iof iICT ihas ibecome ia icritical ipart iof ithe ilearning iprocess ifor
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university istudents iboth ioutside iand iinside ithe iclassroom isetting i(Wael iSh. iBasri, iet ial. i2017). iICT
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adoption iin ithe icurrent istudy iis iunderstood ias ia igradual iswitching iover ito iautomation iof ithe
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educational iprocess inot ionly iin iadministrative iactivities ilike istudents iadmission, iregistration, iand
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evaluation ibut ialso ideveloping ia icustomized ilearning imanagement isystem i(LMS) iand itransferring
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all ithe icourses iand ithe irelated idata ionto iit i(Wael iSh. iBasri, iet ial. i2017).
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For iinstance, i(Ellis iand iLoveless iND) iindicate ithat ihigher ieducation ipedagogy ican ineither

be iisolated ifrom iacademic iachievement inor ifrom ithe iteaching iprocess iand iinnovation. iThe istudy
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affirms ithat ithe ipotential irole iof iinformation iand icommunication itechnology iin ihigher ieducation
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cannot ibe ioverlooked.

increase iengagement ithrough ionline ipolling ior iasking iquiz iquestions iduring ilectures i(with
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instantaneous iresults). iSubject imatter iis idynamic iand itimely iwith idigital itextbooks ithat iembed
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links ito irelevant imaterials ior istudent-maintained icourse iwikis. iWhether iadding ia isingle itool ifor ia
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specific iproject ior iterm, ior imaking ia imore idramatic ichange isuch ias ia iflipped iclassroom,, ibeing
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well-versed iin itechnology ican ihelp ibuild icredibility iwith istudents, iand ieven ifellow icolleagues.
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Should iyou ichoose ito iintegrate itechnology iinto iyour iclassroom, iyou iwill ihave ia ibetter iidea iof iyour
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students’ iprogress.”
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Technology ican ibe ia igreat itool ifor ireinforcing iand itherefore ipromoting ipositive istudent

behavior iin ithe iclassroom. iStudents iwho ican iuse itechnology ito itrack itheir ibehavior iin ithe
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classroom ihave ishown iincreases iin ipositive ibehaviors iand idecreases iin inegative ibehaviors iand
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their iconsequences i(Kelly iBielefeld i i2016).

2.1.2 iLOCAL iLITERATURE

According ito iChuchan iA. iMonserate i(2018) istate ithat i“Technology ihas ichanged ithe iway

classroom iinstructions iare ihandled itoday. iTeaching istrategies ihave iundergone ia iparadigm ishift
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from ieducation‟s itraditional iways ito ithe imost irecent iones. iThe iteacher‟s irole ihas ialso ichanged
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from ibeing ithe isole isource iof iinformation ito ibeing ithe ifacilitator iof ilearning. iStudents‟ irole ihas
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also ichanged ifrom ibeing ireceivers iof ispoon-fed iinformation ito ibeing idiscoverers iof ilearning. iWith
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the icoming iof imodern itechnology, iespecially ithe icomputer, iclassroom iinstruction ihas ibeen
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changed iforever. iStudents ican inow iperform idifferent itasks iand itake iup ian iactive irole iin ilearning
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with ithe iaid iof iinformation itechnology. iAnd iup ito ithis iday, iresearchers ihave ibeen ifinding iout ithe
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many ibenefits iof imodern itechnology ito iboth istudents iand iteachers.” iAmong ithese iresearches iis ia
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descriptive iresearch ititled iEffects iof iTechnology ion iClassrooms iand iStudents, iwhich iyielded
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relevant iresults. iThe iresearch ihad ifound iout ithat, iindeed, itechnology ihas ipositive ieffects ion
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student iperformance i(Chuchan iA. iMonserate, i2018).

Chuchan iA. iMonsearte i(2018) ialso istate i“Teachers ineed ito iadjust itheir ithinking iabout ithe

nature iof iteaching; ithe iclassroom ienvironment ishould imirror ithe iteacher's ireflective ipractices ithat
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would ibe icentral ito ithe ilearning ienvironment. iTeachers ineed ito iuse ia ivariety iof iteaching iactivities
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in itheir iclassrooms, iand ithat ivariety ishould iinclude itechnology iwhenever iappropriate. iTechnology
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can ibe iused inot ionly ias ian iinformation imanagement itool, ibut ialso ias ia imeans iof ireaching istudents
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of idiverse ibackgrounds.”
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Technology ihas ibeen iintegrated iin iclassroom iinstruction ias ia itool ito ipromote iand iextend

student ilearning ion ia idaily ibasis. iTechnology iuse iallows istudents ito icreate, iproblem isolve,
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research, icollaborate, iand iinteract iglobally. iStudents ithat iuse itechnology ias ia itool iand ior ia isupport
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for icommunicating iwith iothers iare iin ian iactive irole irather ithan ithe ipassive irole iof irecipient iof
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information iby ia iteacher ior ireading itextbooks. iStudents ihave ithe iability ito ilearn iand iexpress
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themselves iin itheir iindividual ilearning istyle itoo i(Chuchan iA. iMonsearte, i2018).
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2.2 iCONCEPTUAL iFRAMEWORK

E
INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Academic
iPerformance

Technology

Acceptability

Figure i2.2.1

According ito ifigure i2.2.1, iit icontains iindependent ivariable iin ithe istudy iwhich iis ithe

technology, ithe idependent ivariable iwhich iare ithe istudent’s iacademic iperformance iand ithe
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acceptabiliy iof itechnology. iThe ilines ithat iconnect ithe ithree ivariables ishow ithe irelationships
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that iexist iamong ithe idifferent ivariables iin ithe iend. i