MASBATE

PAMBANSANG MATAAS NA PAARALAN NG CATAINGAN

MASBATE

“IMPACT OF TECHNOLOGY TO HUMSS 2 STUDENTS OF CATAINGAN

NATIONAL HIIGH SCHOOL”

A Research
Proposal
Presented to the
Faculty of Cataingan National High School

In Partial Fulfillment

of the Requirements for the

SENIOR HIGH SCHOOL PRACTICAL RESEARCH 1

by:

Aisha Rae Astrolabio Ralyn Orcales

Eliza Jane P. Camacho Jonna Mae Son
Gesil Condrillon Keit Andrea R. Trero
Joros A. Domingo Jason F. Yulina
Mikaela B. Gallares

DEDICATION
1
 This study is the fruit of our hardships that we researchers are able to made it this far. We

dedicate this to our beloved and supportive parents that they don't stop supporting us as we reach our

goal.

To our teachers, mentors, friends and classmates who also helped us to gain more knowledge

and help us throughout the way from the start till end. We dedicate this book to almighty God who

give us wisdom and who gives as strength, power of mind, protection, skills and for giving us

healthy life. And all of these, we offer to you.

TABLE OF CONTENTS

2
DEDICATION 2

TABLE OF CONTENTS 3

ACKNOWLEDGEMENT 4

ABSTRACT 5

CHAPTER I 6

THE PROBLEM AND ITS BACKGROUND 6

INTRODUCTION 6

RESEARCH OBJECTIVES 6

SIGNIFICANCE OF THE STUDY 7

SCOPE AND DELIMITATION OF THE STUDY 8

CHAPTER II 9

THEORETICAL FRAMEWORK 9

RELATED LITERATURE 13

CONCEPTUAL FRAMEWORK 15

CHAPTER III 17

METHODS OF RESEARCH 17

CHAPTER IV 20

RESULTS AND DISCUSSION 20

CHAPTER V 23

CONCLUSION AND RECOMMENDATIONS 23

CONCLUSION 23

RECOMMENDATIONS 24

BIBLIOGRAPHY 25

ACKNOWLEDGEMENT

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 We, the researchers from grade 11-ABM 1, would like to express our gratitude and sincere

gratitude to the following individuals for their tireless support, help, and contribution to make this

research a success.

To our teacher, in reading and analyzing various texts for the research of Mr. Jazer B.

Leuterio, who gave us the opportunity to study and follow the right steps in conducting this research.

To our beloved parents, who tirelessly supported, understood, and helped us in our studies

and in providing moral and financial support.

To our beloved teachers of Cataingan National Highschool who gave us help and inspiration

to carry out and finish our research

To our respondents, who have given their time and time to answer and develop the data,

evidence or proof that we as researchers need to fill the needs of this research.

And most of all, we are grateful to Almighty God for providing strength, sufficient

knowledge, and guidance from the beginning to the end of this research.

Once again, thank you very much…

ABSTRACT

4
 This research aims to find out the impacts of using technology in HUMSS 2 of Cataingan

National High School (CNHS). The Total response collected by the researchers "is 25 of which are

HUMSS 2 students.

The said study was subjected to the Qualitative Method where the researchers used the quota

random sampling to obtain the necessary data. The obtained data from the researchers to make

proper and correct statistics

Based on the Statistical results, a lot can be said. The impact of the use of technology in

HUMSS 2, it has positive and negative impacts in there studies. However, it is necessary to have a

proper understanding of the use of technology in order to continue the good things it can bring to the

students.

CHAPTER I

5
 THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In the past ten years, we have witnessed economic development with the help of technology.

Technology is one of those that opened the door to many opportunities for us and our economy. Our

development, even our economy, depends even more on this technology pandemic. In the field of

education, students learn with the help of technology. When there was a pandemic, the use of

technology became even more a way for them or us to learn. Many physical services have become

"virtual". And the necessary physical tasks have been transferred to technology. The main argument

for technology in the classroom is that emerging students should be able to apply classroom concepts

to daily life, and a large part of daily life revolves around technology. Students today are apt at using

technology, and tools such as laptops, smartphones, and tablets are already second nature to them.

Taking technology out of the learning equation would be removing an integral part of the students’

abilities. But there is no denying the fact that the use of technology has an effect on the students of

Cataingan National High School.

RESEARCH OBJECTIVES

This research aims to share the effects of using technology on the students of Cataingan

National High School. To correct its adverse effects on students. and continue to develop its positive

impact on students.

SIGNIFICANCE OF THE STUDY

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 The study was conducted to know the impact of technology of the Grade 11 students of

Humss 2 shows the effects of their daily lifestyle. Through this research, the respondent will find out

the impact of technology may affect their characteristic and on personal thinking that may affect in

future.

The outcome of the study is relevant to the following:

Students. The respondents of this will have information, better learning, and discipline regarding

about the impact of technology.

Teachers. This study will help teachers to impart and teach their students about the effects of

technology and to know more about what are the benefits of this new technology.

Parents. The results of this study will help the parents to give the right guidance so they can give the

children (students) the bright future.

Future Researchers. The results of this study may serve as reference for other researchers that plan

to investigate studies related to technologies on education.

SCOPE AND DELIMITATION

This scope of our study is for finding impacts of technology to the academic performance of

the students.

The study is delimited only for Grade 11 Humss 2 students in Cataingan National

Highschool. The main purpose of our study is to point out the impact of technology hinders their

accomplishment of their homeworks. The study only focuses on technology and its relation to the

academic performance of the selected students. However, the study exclude the impact of technology

to their behavior.

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HYPOTHESIS

H1 - Technology does have an impact to students of Grade 11- HUMSS 2 school year 2022-2023.

H0- Technology doesn't have an impact to students of Grade 11- HUMSS 2 school year 2022-2023.

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 CHAPTER II

THEORETICAL FRAMEWORK

This study is anchored on two theories: Theory of Behaviorism by John B. Watson and

Theory of Constructivism by Jean Piaget.

The theory of Behaviorism is a theory by John B. Watson (1913). Behaviorism is concerned

with the behaviors that are associated with feelings and thinking, imaging or desiring. Behaviorism

focuses on the idea that all behaviors are learned through interaction with the environment.

According to behaviorism, psychology is a science and it is a science of behavior, it has nothing to

do with the science of the mind. In other words, behaviorism states that our mind does not help a

person acquire knowledge.

The theory of Behaviorism has been used in mental health therapy. It is originally used in the

treatment of autism and schizophrenia. This theory is also used by teachers to show students how

they should react and respond to certain stimuli. For behaviorists, learning comes from observing

culture comes from our environment. The study found that the method of

behaviorists is very effective in creating positive behavior in almost all learning environments.

This approach positively affects student performance (Watrin & Darwich, 2012).

Intentions are assumed to determine the things the students learned and the factors that

influenced their behavior. It is an indication how people learn through their interaction with the

environment.

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 The person’s intention is predicted by three variables: First, by the changes in social pattern,

which is shaped by the growth of technology and science, commercialization, and innovations;

second, attitude towards the behavior, which is shaped by the belief and perception about the

negative and positive outcomes of using technology in the everyday lives of the students; First, by

technological determinism (TD), which is formed by the belief that technology has an important

effects on our lives. It primarily influence the human social relations and organizational structure,

and that social relations and cultural practices ultimately revolve around the technological and

economic base of given society.

The current study is strengthened by this theory, as students learn through interacting with the

environment and adapt to the present situation. It can be useful in determining the factors that

influence the behavior of students and the different kinds of technology the students are using

nowadays.

The Theory of Constructivism emerged as the leading metaphor of human learning by the

1980s and1990s as interest waned in behaviourist and information-processing perspectives(Mayer,

1997). Constructivism, derived originally from the works of Piaget (1970),Bruner (1962, 1979),

Vygotsky (1962, 1978), and Papert (1980, 1993), is both a philosophical and psychological approach

based on social cognitivism that assumes that persons, behaviors and environments interact in

reciprocal fashion (Schunk,2000).

Constructivism was championed by John Dewey (1938) and Jean Piaget (1970) developed

the theory in the context of child development, and Vygotsky who introduced the social and cultural

influences on learning and their role in the construction of knowledge.

Dewey (1938) suggested that knowledge occurs only from situations in which learners have

to draw them out of meaningful experiences. These situations have to be integrated into a social

context, such as a classroom, where students can take part in engaging activities and form a

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community of learners who construct their knowledge together. He stresses the importance of

context in learning for the learner and the opportunities to apply the concepts that they are trying to

learn.

Piaget (1970) explained the learning process by schemas. According to Piaget (1970) a

schema is an organized pattern or thought that is used to adapt or explain new experiences.

He proposed three schemas: 1) Assimilation: Placing new information into schemas. 2)

Accommodation: Transforming existing schemas or creating new ones. 3) Equilibrium – seeking

cognitive stability through assimilation and accommodation.

According to constructivism theory: learners construct knowledge (rather than acquiring it)

individually through their interactions with the environment (including other learners) based on their

current as well as prior knowledge, authentic experience, mental structures, and beliefs that are used

to interpret objects and events in relation to the context and environment in which learning takes

place. The learner is an active processor of information and creator of personal knowledge;

instruction is a process of supporting that construction; knowledge is not purely objective; and the

instructor's major role is that of a facilitator of learning.

There are four types of constructivism a) Trivial Constructivism, it is one of the most basic

and most straightforward forms of constructivism. It can be considered as the base of all the other

constructivism theories. b) Radical Constructivism, also emphasizes the construction of knowledge

and state that textbook knowledge is not that meaningful. c) Social Constructivism, peers and people

of society majorly influence the experience and learning process of an individual. d) Cultural

Constructivism, culture and traditions of a place also affect a person’s perspective and opinion of

things. By observing a person’s cultural background, one can make out the factor’s that affect their

perception.

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 Constructivists believe that technology should be used by the students as a tool to explore

problem solutions and acquire new information. Once this is done then the learners can apply their

own meaning to the new knowledge. The use of technology in education creates an environment

where learners work together to help each other to construct new knowledge. Students can initiate

searches more and more independently using information technology.

In general, this study is anchored on two theories namely Theory of Behaviorism and Theory

of Constructivism, to determine the behavior or attitude of how the students will handle the good and

negative effect of technology. The respondents were able to expand their knowledge about the good

and bad effects of technology as a result of these two theories.

Theory of Behaviorism

by John B. Watson

Behaviorism focuses on theidea thatall

behaviors are learnedthroughinteraction
with theenvironment

Theory of Constructivism

by Jean Piaget

learnersconstructknowledge ratherthan
acquiring it individually throughtheir
interactionswith theenvironment
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 Theoretical Paradigm
Figure 1

RELATED LITERATURE

Technology is the application of knowledge to reach practical goals in a specifiable and

reproductive way. In today's world many kind of technology exist such as cellphones, laptop,

television, computer, etc. This kind of technology place an important role in our daily life. It affects

us either positively or negatively. It makes our life easier but it has also a negative effect on students.

Today’s youth are growing up in a time where technology is constantly at their fingertips.

The growing world of social media applications and internet sites spike interest in children.

Additionally, cell phones, computers, tablets, free Wi-Fi, gaming systems, and electronicbased toys

are all the rage in today’s society. Students are growing up in a time when technology is a

competitive fad. According to Klopfer, et al. (2009), “Every day, many students are spending

countless hours immersed in popular technologies—such as Facebook, MySpace, World of

Warcraft, or Sim City” (p. 1). In today’s classroom, technology is becoming a more prominent form

of learning. With the ever-changing world of technology, teachers work hard to incorporate

technology into their everyday instruction in order to connect student passion with learning.

Technology is interwoven comprehensively into pedagogy, it can act as a powerful tool for

effective learning of the elementary students. This study conducted the meta-analysis by integrating

the quantitative findings of 122 peer-reviewed academic papers that measured the impact of

technology on learning effectiveness of elementary students. The results confirmed that the

technology has a medium effect on learning effectiveness of elementary students. Further, this study

analyzed the effect sizes of moderating variables such as domain subject, application type,

intervention duration, and learning environment. Finally, the impact of technology at different levels

13
of moderating variables has been discussed and the implications for theory and practice are

provided.(Chauhan, 2017)

This study examined technological sophistication and the level of technophobia in 3,392 first

year university students in 38 universities from 23 countries. Technological sophistication was

measured by the use of consumer technology (video-cassette recorders, microwave ovens,

automated banking machines, computer/video games), university computing (classroom computers,

word processing, programming languages, and library computers) and computer ownership.

Technophobia was assessed by instruments measuring anxiety, cognitions and attitudes toward

computer technology. Results indicated that many countries showed a majority of technophobic

students while others showed very few technophobes. Consistent with expectations from prior

research, age and gender were only mildly correlated with technophobia in less than one-fourth of

the countries and computer/technology experience was negatively related to technophobia in the

majority of country samples. Male students had more computer/technology experience than female

students in half the samples. Technological sophistication varied greatly. A Discriminant Function

Analysis indicated that two variables, a composite computer/technology experience measure and a

composite technophobia score, were sufficient to provide maximal discrimination between the 23

country samples. Differences between country sample placement on this two-dimensional

representation are discussed as a function of public attitudes toward technology, cultural

characteristics, political climate, computer use in the educational system and general availability of

technological innovations.( Weil and Rosen, 1995)

14
CONCEPTUAL FRAMEWORK

The conceptual paradigm was significant in foreseeing the factors and processes involved in

the research study, which guided by the theories adapted and problems of he study.

As presented in the conceptual framework it was anchored on the system approach using

three structures which included input, process, output components. This conceptual framework we

presented wherein input was the first component that consists of the determination of the impact of

technology on students of HUMMS 2 in Cataingan National High School. This variables are

important in determining the positive and negative impact of technology on students.

The second component is the process, which consisted of data gathering and analysis of data

through the questionnaire. The last component is the output, which consisted of the

recommendations to correct the adverse effects of technology on students and continue to develop

it’s positive impact on students. This is important in changing the students behavior and expanding

their knowledge about the effects of technology in their daily lives whether positively or negatively.

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 INPUT PROCESS OUTPUT

• Determination of the • Data gathering, • Recommendations to

impact of technology analysis of data correct the adverse
on students of through the effects of technology
HUMMS 2 in questionnaire on students and
Cataingan National continue to develop
High School it’ s positive impact on
students.

FEEDBACK

Conceptual Paradigm
Figure 2

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 CHAPTER III

This chapter will discuss the research method and design, population of the study, research

instrument, data gathering, and data analysis. These data will help us to analyze the problem that we

are studying.

A. Research Method and Design

The study made use of qualitative research design to access information in determining “The

Impact of Technology to Grade 11 HUMSS-2 Students of CATAINGAN NATIONAL

HIGHSCHOOL School Year 2022-2023”. Qualitative research involves analyzing, collecting, asking

participants about their experiences of things that happens in their lives and also interpreting non-

numerical data. The researcher used case study for the research design. Case study is an in-depth

study of one person, groups, or event (Kendra Cherry, 2022). The researchers utilized these to attain

the objective of the research, which is to share the effects of using technology on the students of

CATAINGAN NATIONAL HIGHSCHOOL. To correct, it adverse effects on students and continue

to develop its positive impact on students. Hereby, the researchers will be able to collect the

necessary data that is needed to the data.

B. Population of the Study

The respondents of the study are the Grade 11 HUMSS-2 students of CATAINGAN

NATIONAL HIGHSCHOOL school year 2022 -2023. A population of forty-five （ 45 ）

respondents were recorded. The study utilized non-probability availability sampling to garner

respondents to answer the research questioners. Convenience sampling also known as availability

17
sampling. In convenience sampling, the researchers select participants because they are ready and

available to be studied (Creswell 2012, p.145). Availability sampling is the best method to be used in

order to fit with the students busy schedule and it is easy operation and low sampling costs out of 45

respondents, only 22 of them were be able to respond.

C. Research Instrument

According to Arikunto (2006:126) the device the researcher uses to collect data is called an

instrument. Instrument is important in this research. Instrument is one of the significant steps in

conducting this research. The success of research is much decided by the instrument used, because

the data which is needed to answer research questions and examine the hypothesis gained through

the instrument itself. Instrument constituted a measurer that used to get quantitative information

about variation of characteristics objectively (Hadjar, 1999:160). A Research Instrument is a tool

used to collect, measure, and analyze data related to your research interests.

For this study, reseachers used open-ended surveys and questionnaires. With the use of

Google form, an easy way to prepare forms, surveys, and quizzes, researchers come up with fitted

questions in order to give answers to their questions.

D. Data Gathering

Researchers had allotted time, efforts, and cooperation to compose questions that can fit to

their study. Researchers made sure that it has the teacher’s validation before starting the survey. The

survey questionnaires were distributed through a social messaging application to provide answers to

the questions.

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E. Data Analysis

Data Analysis, according to CS Jacelon and KK O'Dell (2005) the research explores and

reflects on the meaning of the data. To evaluate the data obtained from participants, the researchers

must use the Thematic Analysis (TA). Thematic analysis is a method for analyzing qualitative data

that entails searching across a data set to identify, analyze, and report repeated patterns (Braun and

Clarke 2006). According to Jack Caulfield (2019) there is 6 phases in Thematic Analysis (TA) which

is the Familiarization, Coding, Generating Themes, Reviewing Themes, Defining and Naming

Themes, and Writing up. Familiarization, we have to get to know our data so that we will know the

overview of all the data we collected. Coding, it means highlighting the sections of our text and

coming out with shorthand labels or “codes”. Generating Themes, we have to look the codes we’ve

created, identify patterns among them, and start coming up with themes. Reviewing Themes, we

have to make sure that our themes are useful and accurate representations of the data. Defining and

Naming Themes, defining themes involves formulating exactly what we mean and naming themes

involves coming up with a succinct and easily understandable name for each theme. Writing up, we'll

write up our analysis of data. This will help to cover up the whole information on our data analysis

and also the steps of Thematic Analysis (TA).

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 CHAPTER IV

RESULTS AND DISCUSSION

After administering the qualitative research analysis and survey questions for Cataingan National

High School’s Grade 11 HUMSS 2 students, to fully conceptualize, segment, analyze and record the

data obtained, the researchers were tasked to ask open-ended questions to respondents, to allow

access personal insights and individual form of responses that enables the researchers to gather in-

depth figures regarding the impact of technology on Cataingan National High School’s Grade 11

HUMSS 2 students.

SURVEY RESULTS FOR EACH OBJECTIVE

Objective 1: Are there any changes that happened in your life when you started using technologies?

• Yes
• Developed many negative habits.
• Technology for seniors has created amazing tools and resources, putting useful information at our
fingertips.
• Better overall comprehension, practical learning, time management, and combined learning
methodologies are just some of the impacts that technology has had on student learning.

The table above shows the changes that happened in their life to Cataingan National High

School’s Grade 11 HUMSS 2, according to the results gathered, technology had a big impact to

students of Cataingan National High School Grade 11 HUMSS 2. The researchers were able to

20
 identify the primary changes that happened to students since the answers were the same and only has

a slight difference.

Objective 2: Does technology help you with your studies?

• Yes

• Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to
practice what they know.

The table above shows how technology helps with the studies of Cataingan National High

School’s Grade 11 HUMSS 2 students, according to the results gathered, technology helps them

through researching about their lesson. The researchers were able to identify the primary changes

that happened to students since the answers were the same and only has a slight difference.

Objective 3: What are the negative and positive effects of technologies to you as a student?
• Constantly spending time on my phone 24/7.

• Discover so many things that are only accessible through mobile phones.

• It also serves to kill creativity.

The table above indicates the negative and positive effects of technology to Cataingan

National High School’s Grade 11 HUMSS 2 students, which the negative effect states that they

spend too much time on their phones than spending time with their friends and family, the positive

effect states that a lot of information is accessible through the use of technology.

Objective 4: To what instances do you use technology?

• Studying

• To gather information
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• Research for studies

• For Communication
 The table above indicates the instances they use technology for, according to the results

gathered, they use technology to gather information and to communicate with their friends and

families.

Objective 5: Do you often use technology in your daily life?

• Yes

• Each of us is so heavily dependent on technology that we cannot do anything easily without it.

The table above shows how often Cataingan National High School’s Grade 11 HUMSS 2

students use technology in their daily lives, according to the results gathered, they cannot live easily

without the use of technology. The researchers were able to identify the primary changes that

happened to students since the answers were the same and only has a slight difference.

Objective 6: How do you manage your time now that we are in a digital age?
• Creating a schedule

• Get time management apps and extensions

• Doing a plan and do things that is important before using technology.

The table above indicates how often Cataingan National High School’s Grade 11 HUMSS 2

students manage their time now that we are in a digital age, according to the results gathered, they

create schedules and plan the important tasks they have to do.

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 CHAPTER V

CONCLUSION

Possible in the future technology may evolve into a higher and advance mode it is expected

that in the near future, students may use it as if every day and technology may never depart in their

lives.. The Impact of technology to HUMMS 2 students of CATAINGAN NATIONAL HIGH

SCHOOL school-year 2022-2023, we researchers conducted a research through the use of quota

random sampling and by letting them answer our questionnaire through Google form.

The respondents stated that there are changes that happened in their lives when they started

using technology. They also stated that technology does help them with their studies using

technologies .There are positive and negative effects the student had. In order to manage their time

now that we are in a digital age, students that they creating a schedule, get management app, times

and extensions, doing a plan and do things that are important before using technology.

The researchers concluded that the HUMSS 2 students of CNHS shares different impacts of

using technologies to their lives. The teachers, parents and guardians of the students intended to

guide their children to control themselves on how to use technology as their help as they deal with all

their academic activities.

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RECOMMENDATION

Based on the findings and conclusion presented, the following recommendations are suggested:

1. Student should ensure they have proper time management while using technology.

2. Highlight other things besides using technology such as family bonding.

3. Wear anti-radiation glasses to protect your eyes while using gadgets to protect them from

radiation.

4. Student council should create a program that is all about the positive and negative effects of

technology to students

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Jacelon CS, O'Dell KK. (2005, June 1). Analyzing qualitative data. Europepmc. Retrieved October

31, 2022, from

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Caulfield, J. (2022, July 21). How to Do Thematic Analysis | Step-by-Step Guide & Examples.

Scribbr. Retrieved October 31, 2022, from https://www.scribbr.com/methodology/thematic-analysis/

Virginia Braun & Victoria Clarke (2008, July 21). Using thematic analysis in psychology.

Tandfonline. Retrieved October 31, 2022, from

https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa

Kendra Cherry (2022, November 7). What Is a Case Study? Verywellmind. Retrieved October 24,

2022, from https://www.verywellmind.com/how-to-write-a-psychology-case-study-2795722

Klopfer, E., Osterweil, S., Groff, J., & Hass, J. (2009). The instructional power of digital games,

social

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