TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

BSBA STUDENTS IN ALL LEVELS AT TOMAS DEL ROSARIO COLLEGE

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing

Apolinario, Carren J.
Galvez, Benand Charlotte B.
Vianzon, Reynaldo Jr., M.

ACKNOWLEDGEMENTS
First and foremost, we, the researchers would like to bring back all the glory to
the ever loving God Almighty for the provision, wisdom, strength and guidance we
needed to make this study successful. Theres nothing too difficult for Him to do as we
put our trust on Him.

We extend our sincerest gratitude to Mrs. Teresa Dela Torre, our thesis adviser, for
her tireless commitment to us. She not only encouraged us with words but her dedication
and commitment in helping us complete this thesis in a timely and efficient manner. The
project provided us with an opportunity to understand the fundamentals of research
methods in a better manner and apply them in everyday life. The insistence on taking up a
socially relevant topic like the use of social networking sites helped us to understand the
psychology and education of the people using these sites better and correlate the research
to human behavioral and mental aspects.

We also would like to thank our respondents for giving us their valuable time and
providing us with the information needed to carry out the research successfully.
We also would like to thank our classmates and friends for being willing to serve
on our commission and extending their advice for improvement.

Finally, we would like to thank our families for their constant support, guidance
and motivation, who helped us immensely in completing this project and for instilling in
us a strong work ethic and belief that we can accomplish anything we put our minds to.

THE RESEARCHERS
TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF
BSBA STUDENTS IN ALL LEVELS AT TOMAS DEL ROSARIO COLLEGE

Title Page
Acknowledgement
Table of Contents
CHAPTER I

The Problem and Its Setting

Introduction..5
Statement of the Problem..
.11
Hypothesis...
..12
Theoretical / Conceptual Framework
12
Significance of the
Study.17
Scope and Delimitation of the Study.....
19
Definition of Key
Terms...20

CHAPTER II

Review of Related literature

Related
literatures......21
Related
studies...23
Review of Foreign
Studies25
Review of Local literature.....................................................................................27

Justification of the
Study28
CHAPTER III

Methodology

Research Design.
29
Determination of Sample
Size30
Sampling Design and Technique
31
The Research
Instrument..32
Validation of the Research
Instrument33
Data Gathering
Procedure34
Data Processing
Method..36
Statistical
Treatment..37

CHAPTER IV

Results, Analysis and Interpretation

Results.38
Analysis...39
Interpretaion40
CHAPTER V

Summary of Findings, Conclusions and

Recommendations

Summary of Findings.42
Conclusions.44
Recommendations.50

CHAPTER VI

Bibliography

Bibliography.56

CHAPTER VII

Appendix

Permission Letter..58
Questionnaire.60

CHAPTER VIII

Curriculum Vitae

Curriculum Vitae.61

CHAPTER I
THE PROBLEM AND ITS SETTINGS

Introduction
The rapid development of modern technology that has been observed over the
past years has potential positive outcomes and concerns regarding the way students are
engaging with it and how it is making an impact on their learning and academic
performance. The world today is witnessing rapid acceleration in all areas of science and
knowledge, and a scientific explosion leading to more technological developments and a

new era known as the information age. The educational systems must respond to these
events and try to develop principles and standards for selecting teaching methods to
renew education and establish a modern educational environment and an educational
system that is compatible with these changes. In addition, the educational system must be
able to develop the learners abilities, knowledge and skills.

Education is an integrated system designed to produce proper human being who is

interactive with their environment, trying to change it so students can do their best.
Technology, must have entered the educational field like other fields of life for the
purpose of improvement, development, and innovation. Recently, teaching and learning
methods have developed dramaticallyy, particularly after the emergence of modern
technologies that are based on teaching and modern technology. There have been a lot of
studies that addressed the importance of using modern technology, and the impact of
using modern technology on the academic performance of students.

Modern technology has the ability to interact with the student through developed
educational programs to achieve various behavioral and educational objectives, save
time, and reduce the effort of the teacher and learner. It also has the ability to motivate
learners to learn without boredom, because it contains the feature of excitement and
continous interaction. Teaching with the use of modern technology also creates the
opportunity for students to choose the appropriate method besides the presentation of
multiple learning methods in a short time through drawings, interaction during learning,
playing videos and browing the internet website to explain various concepts. Modern
education has entered education and leanring to be used in several areas, such as selflearning through programmed learning of curricula and methodological educational
activities, conducting artistic works, coordinating the administrative work in educational
institutions, and overcoming the routine works that were time and effort consuming.

Technology is one of the latest phenomenons that make the whole wide world
cling to it. It has brought about changes in terms of communication. It also creates
positive and negative impact in the lifestyle of billions of people but most particularly to

the younger generation. Technology helps develop both intrapersonal and interpersonal
aspect of an individual. It unlocks the curiosity of an individual on what is life and what
is it all about. It may aid people in their academic life just like how it supports a firm and
a country in its economical, political, societal and spiritual aspects. On the other hand, it
still inculcates negative effects that have been wide-spreading throughout the world.
Considering the awaiting destruction in the diverse facets of life of an individual, in his
community and even this country. Be more coherent for next

This study will be conducted Tomas Del Rosario College Department where we
selected students from all levels of BSBA to pre-determine the perceive effects of the
impact of technology on the academic performance of students. Modern technology has
advantages and disadvantages in Education and its impact on the academic performance
of students. Technology in education plays an important role in improving the educational
skills and knowledge of students. This is very important especially those who need to
improve their knowledge in order for them to achieve a successful life in the future.
Technology in education is manifested through the use of computers, overhead
projectors, laptops and other prefered modern technology that the professor wants to use.
This is also a great help for teachers since they can already anhance their teaching skills
and strategies every time they are facing their class. Modern technology is essential for
both students and the teacher but there are some instances wherein modern technology is
seen to be disadvantageous for both of them as well. Some advantages of modern
technology are, it promotes independent learning for the students. Students can already
learn on their own without assistance of their parents and teachers. They can surf the
internet in order to lok for the lessons they need to study. Quick accessibility and wellequipped with the skills and knowledge in operating a computer would be very helpful
for students. Modern technology allows for easier access to information. The need for
heavy books to be brought back and forth from school and home is no longer needed with
modern technology. The books can stay in the classroom because the information that
students need is easily accessed on a computer. Modern technology also promotes an
exciting way to educate students. Since there are many images, videos and other graphics
and text that may be found on the internet, more students would feel the excitement in

studying through the use of modern technology. This is important in order to arouse
students interest in studying.

Modern technology also has its disadvantages. Students who rely heavily on using
modern technology can become lazy in their studying habits. Computers make it easy to
find answers that students barely have to look for them. This may result in students
having poor study habits and developing a lazy attitude toward their education. Students
may also forget the basic way of studying. Students would no longer rely on the books
for their courses since finding answers on the internet is easier to do. Allowing students to
surf the internet doesnt necessarily mean that all the things that they are going to
discover are good for their mind and studies. There are several things that are found in the
internet which are not good for students so they need to be properly guided by their
teachers and parents whenever they use the computer and modern technology.
Technology in education plays an importang role in the study habits and skills of students
and can impact their academic performance. It depends on how the students choose to
utilize the modern technology available for them.
Some examples of modern technology are, Facebook, Twitter, Instagram, Scribd,
Google.

Some examples of modern technlogy are:

1.

Overhead Projector- The OHP is usually under the control of the teacher, this
means that it is by default an instrument of the teacher-centered instruction.
Teachers can develop its use as a tool of session mangement.

2.

Powerpoint Presentation- this mode of technology can help communicate an idea

to an audience.

3.

Computer- It has become the life line of the young generation. The present
generation of students like to embrace all the things in modern technology.

4.

Flashnotes- allows students to upload their lecture notes and sell them to other
students who need more help or resources. The rating system allows the best note
takers to get more business and the general pool of knowledge expands as
students continue to share their work with on another

5.

Lore- this social network allows professors and students to communicate, follow
one another, and discuss class work and lectures. It allows document uploads,
calendar sharing and a grade book option.

6.

Study Blue- an app that allows students to organize their coursework, store notes
and flashcards, and share their materials with other students.

7.

LEAP Motion- developed hardware that allows anyone to write, draw, zoom, play
and ineract with their computer screen using a finger, fingers, or entire hand. By
moving your hand over the device, the mouse follows your movements.

8.

Papertab- paper is an important part of school life

9.

Chromebooks- Googles Chromebook can be used on computers and laptops. It is

less expensive, one button push easy setup, easy to control settings and
restrictions, offers the traditional keyboard for fast typing and note taking, and
hardware fixes are easier and less costly

10. Celly- teachers are continually fighting against the ever growing list of
distractions that a smart phone offers to bored or shy students in the back of the
room. Celly is a text messaging network that allows anyone to create a network
anywhere. Students can share an event in the classroom or on a field trip using
smartphones.
11. Flipped Classroom- this teaching model is using technology to change the way
instructors teach. Rather than spending the class time lecturing the students, the
lectures are delivered to the students in video format for them to watch at home.
The classroom time is set aside for 1 on 1 help, discussion, and interaction based
on the lecture homework.
12. Snagit, Jing, Camtasia- screen capture vieo software programs are making it easy
for instructors to give online tutorials.
13. LessonCast- teachers need help and support with their lesson plans just as much
as students need help with studying for exams. It allows teachers to submit 2

minute lesson plan strategies, ideas, and resources using video, documents,
Powerpoint, etc. and share it with other instructors.
14. Kid Blog- designed specifically for younger students, provides safe opportunity
for children to start up their own blog connected to the classroom.
15. Glogster EDU- allows students to collage pictures, text, video, and custom
graphics to create a visually appealing presentation for their latest project.
16. Donors Choice- teachers create projects they hope to accomplosh with their
students, they then share it across social media and if a teacher has created the
project pitch well, it gets the attention and money it needs
17. Live Binders- using a binder is now digital. Using the same idea as pinning and
bookmarking, the binder allows educators to collect and organize resources for
lesson plans.
18. Knewton- This modern technology aims at a personalizing content for optimal
learning. The flatform monitors the students activity and uses the information to
give the student the best personalized resources based on their level of
performance.

The researchers chose to study modern technology and its impact on the academic
performance of students since we are students ourselves and we use modern technology
often in our studies.

STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology
on the Academic Performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College A.Y 2015-2016.

Specifically answers the following question:

1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:

1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior

2. The modern technology that the BSBA student most preferred to enhance the academic
performance?

3. What is the mean differences between cognition, psychomotor, psychosocial, attitude/

behavior?

4. Is there any significant impact in using modern technology in the academic

performance of student in BSBA

Hypothesis
In light of the research problem, the researchers formulated the following null
hypothesis:
1.

There is no relationship on the Impact of Modern Technology on the Academic

Performance in terms of cognition, psychomotor, attitude, and psychosocial of the
one hundred (100) selected BSBA in all year level.

2.

There is no significant mean difference between cognition, psychomotor, attitude,

psychosocial of the one hundred (100) BSBA students in all year level.

Theoretical Framework (all cognitive theories first, aside from cognitive aspect,
psychomotorwhat theories used, connect the theories)

The following theory which was utilized by the researchers in this study includes:

There are several various and complementary epistemological theories that could provide
suitable lenses through which to view the impact of modern technology on the academic
performance of students and provide some structure to this investigation. Among them
are constructionism, constructivism, and activity theory. Each will be examined briefly in
this section, with the theory selected for use receiving a more thorough explication:

I. Constructionism
Constructionism, developed by Seymour Papert in the 1980s, is a theory that posits that
learners are more likely to acquire new understanding and knowledge if they are actively
engaged in the creation of an external artifact, such as the computers, laptops, cellphones,
tablets, and overhead projectors utilized by BSBA students at Tomas del Rosario College.
Papert studied with Piaget in Switzerland in the 1950s and 1960s, modifying his
constructivist theory to encompass the study of learning with technology. The focus on
product (artifact) rather than prerequisite developmental stages denotes the primary
difference between the two theories. Papert offers this explanation: Constructionism the
n word as opposed to the v word shares contructivisms view of learning as building
knowledge structures through progressive internalization of actions. It then adds the idea
that this happens especially felicitously in a context where the learner is consciously
engaged in constructing a public entity, whether its a sand castle on the beach or a theory
of the universe. (1991, p.1) Paperts constuctionist theory is also complementary to
Deweys (1916) constructivist philosophy that one must harness a students existing
knowledge in order for that student to be able to acquire new concepts. Constructionists
add to the concept of applying existing knowledge the belief that the creation of an
artifact allows the student to develop a deeper understanding of the particular concept on
which she is working.
II. Constructivism
Constructivism Paperts v word (1991, p. 1) refers to a process of learning through
which the learner applies prior experience(s) and knowledge to new events to develop

new understandings. Constructivists cast the student in the role of active participant
rather than passive recipient, believing that it is only the learner who creates knowledge.
The learner accesses his current understanding to imbue new situations with meaning
(Lambert, Walker, Zimmerman, Cooper, Lambert, Gardner, & Szabo,1995). As a
philosophy of learning, constructivism can be traced to the 18th-century work of Italian
philosopher Giambattista Vico, who believed that humans can understand only what they
have themselves constructed. A number of others worked with his ideas, but among the
first to articulate the implications of constructivism as it applied to child development and
to classroom learning were Jean Piaget, John Dewey, and Lev Vygotsky. It is far beyond
the scope of this study to offer an extensive account of these theorists work and the
numerous points at which they intersect and overlap, but a brief explication of the
relevance of their thinking to the investigation follows.
Aside from the work of Papert, there are also other theories that will explain this
research. Others are Piaget, according to him
III. Jean Piaget
Piaget is referred to by many as the pioneer of the constructivist theory of knowing (Beck
& Kosnik, 2006; Duckworth, 2006; Lambert et al., 1995), a title he sometimes shares
with his contemporary John Dewey. Piaget's constructivism grew out of his interest in the
psychological development of children. For him, children's development must necessarily
precede their learning and the developmental stages he identified (i.e., sensorimotor, preoperational, concrete operational, and formal operations) he viewed as necessary
progressions. While Piaget (1970, 1978) felt strongly that children must form their own
understandings by being active participants in their learning, the process of knowledge
acquisition was secondary to the existence of the necessary developmental stage that is,
development precedes knowledge. A child simply cannot acquire a concept that is beyond
her developmental level. For the most part, Piaget also favored self-initiated discovery
over social learning.
IV. On the other hand, John Dewey also made the theory of
Dewey is remembered as a relentless reformer of public education who argued that it was

too prescriptive, too tied to tradition, and too unconcerned with understanding how
children really learn (1916, 1938). It was his position that education should be an
exchange a dialogue between and among students and teachers rather than a one-way
transmission that renders students impassive recipients. Thus, education depended on
active participation for Dewey as well, but for him the action was more social than
solitary, occurring through students (and teachers) creating communities of learners who
built their knowledge together.
V. Lev Vygotsky
A number of theories or hypotheses for rethinking cognitive development and
psychology surfaced in the 1920s and 1930s from the Moscow Institute on Psychology
and Moscow University, most of which were consistent with the work produced by Piaget
and Dewey. Russian philosophers and researchers also focused on the premise that the
human mind can be understood only within the context of interactions between people
and between people and their material environments. Vygotskys activity theory is
representative of that work and is especially useful for the analysis of the impact of
modern technology on the academic performance on BSBA students at Tomas del
Rosario College, which involve individuals interacting not only with each other but with
the tools of their material environments.
Essentially, activity theory (formally Cultural Historical Activity Theory, or
CHAT) posits that learning activities are conducted through collaboration with others
and/or mediated through the use of the available tools of the culture which they have
learned to use. Culture, for Vygotsky, makes two sorts of contributions to individuals
intellectual development. First, individuals acquire much of their thinking, information or
knowledge from the culture. Second, they acquire the processes or means of engaging
their thinking (i.e., the tools of intellectual adaptation) from the surrounding culture.
Culture, therefore, is a source of what to think or think about as well as the source for the
various methods and tools for thinking and problem- solving. Simply stated, Vygotskys
perspective was that children are only as cognitively developed as the culture they inhabit
allows them to be. For him, culture outweighed both the developmental stages proposed

by Piaget and Deweys emphasis on language.

The distinctions between and among Piaget, Dewey and Vygotsky are, for the
most part, more subtle than sharp. All three, for instance, believed that children are
naturally curious and are actively involved in their own learning. Vygotsky, however,
believed they relied more on their interactions with others than on self-discovery (as
Piaget thought) and that they relied not only on social interactions (as Dewey suggested),
but on the tools of the culture as well. Still, all three theorists are considered critical to the
development of constructivism. Vygotskys work was chosen as the theoretical
framework for this study for two reasons: his emphasis on how culture influences
cognitive development and his emphasis on the importance of social interaction in
cognitive development. The combination of constructionist (the use of tools of
intellectual adaptation to create meaning) and constructivist elements (teams of students
working collaboratively) in the research survey of how modern technology impacts the
academic performance of BSBA students at Tomas del Rosario College, however, made
Vygotskys activity theory the most suitable choice. Activity theorys central premise that
learning activities are best undertaken through collaboration with others and/or mediated
through the use of the available tools of the culture is perfectly aligned with the research
study of modern technology and its impact on the academic performance of BSBA
students at Tomas del Rosario College.

Conceptual Framework
The conceptual paradigm of the study about the Impact of Modern Technology on
the Academic Performance of the one hundred (100) selected BSBA students in all year
level at Tomas del Rosario College

Figure 1-1 presents the independent variables on the far left box and how they affect the
intervening variables found in the middle box which include the modern technologies
such as: computer, tablet, laptop, cellphone. These variables could increase or decrease
the result of the variables. Perception of BSBA students at Tomas Del Rosario College on
their academic performance in relation to the impact of technology.

Significance of the Study Search advantages of using modern technology for

specific x3-5 pages

The study about modern technology and its impact on the academic performance
on students of BSBA in 2015-2016 at Tomas del Rosario College, serves as a learning
tool in their academic performance. This research study may be helpful to students,
faculty, instructors, parents, future researchers and the community. The result of the study
is expected to benefit the following:
Students in all year level, school year 2015-2016 at Tomas Del Rosario College

This research study gives information to students so that they can be aware of
how to utilize modern technology to better impact their academic performance. How to
use effectively, efficiently and appropriately. How students can become responsible in
using modern technology. How they can take advantage of the modern technology
provided to them by the college. Class is interesting.

Faculty /Teachers
The information can help teachers know the advantages and disadvantages of how
modern technology impacts the academic performance of BSBA students. And how they
can use this technology to help their students learning capabilities. It can be easier for
teachers to choose teaching strategies and tools specific for their students learning needs.
Use modern technology to enhance their teaching methods. Efficiency in making lessons
and computing grades. Can benefit teachers in their professional growth by being
accessible to students. Easy access to students through social communication.
School

If the school has a complete facility in regards to modern technology many

students will be interested in enrolling in the school.

Community
The community can be helped to be made aware of the impact technology has on
its residents. The community can be educated on how to create way to make modern
technology useful for students. Examples of this are computer shops. Must be
responsible, there is a policy to be 100 meters away from school. Only open during the
time that students are excused from school so that they prioritize their education. (Add
policies and laws)
Parents
Understanding how modern technology impacts children is important. Parents
are responsible in monitoring their childrens use of modern technology. Parents will be

able to guide and mentor their children in their academic performance and in their social
facets.
User
Persons who choose to use modern technology can better understand how this
can impact their academic performance. Be it they choose to use this in a beneficial way
in supplementing their study habits or allow it to distract them. Students will have to
proper knowledge in how to better themselves by using modern technology.

Future Researchers
This research study can be used as a comparative analysis and basis for future
study regarding the impact of modern technology on the academic performance of the
students.

Scope and Delimitation

The studys s took place at Tomas Del Rosario College from July 2015 to October
2015. The number of respondents chosen were one hundred (100) BSBA students in all
year level of school year 2015-2016. The instrument used was a self made questionnaire.

The Respondents or Subjects for the study were selected from TOMAS DEL
ROSARIO COLLEGE. In total, 133 students were surveyed, 100 questionnaires were
distributed and collected from the first year to fourth year level.
The total population of this study is 133 students (33) seniors (42) junior (21)
sophomores ( 37) freshmen. The modes of modern technology being surveryed are:

Delimitation of common modern technology ONLY: remove the ones that the
students dont use, because not known or available at this school. Not readily available or
used. Explain why chose certain modern technology such as FB, IG, twitter etc. overhead
projector, power point presentation, computer/laptop, tablet, Leap Motion, Papertab,
Chromebooks, Celly, Cellphone, Flashnotes, Lore, Study Blue, Donors Choice, Snagit,
Jing, Camtasia, Flipped Classroom, Lesson Cast, Kid Blog, Glogster EDU, Live Binders,
Knewton.

The main focus of the study is to survey the impact of technology in

relation to the academic performance.
In assessing the students, the data was obtained through a questionnaire and
survey.

Definition of Terms
The following terms were used throughout the research study, these terms were
conceptionally defined:
Techonolgy

the branch of knowledge that deals with the creation and use of technical means and their
interrelation with life, society, and the environment, drawing upon such subjects as
industrial arts, engineering, applied science, and pure science.

Modern Technology
Traditional Technology

Impact
Academic Performance
power to produce results; efficacy; force; validity; influence, the state of being operative
or functional; operation or execution; accomplishment or fulfillment, a mental or
emotional impression produced, as by a painting or a speech
Cognitive

of or relating to the mental processes of perception, memory, judgment, and reasoning, as

contrasted with emotional and volitional processes
Psychomotor- ability to perceive instructions and perform motor responses often
including measurement of the speed of the reaction, of or relating to movement or
muscular activity associated with mental processes.

Psychosocial
Involving both psychological and social aspects; for example, age, education, marital and
related aspects of a person's history

Attititude
manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or
orientation, especially of the mind
Behavior

the aggregate of responses to internal and external stimuli, he action or reaction of any
material under given circumstances

BSBA students

students currently enrolled at Tomas del Rosario College studying the course of BSBA
Tomas del Rosario College

is the institution / College were the survey was held at Capitol Drive, Balanga City,
Bataan

CHAPTER II
Review of Related Literature

This chapter presents different studies made by the other researchers including
articles and other reading materials. These may be similar or closely related with this
study. Furthermore the literature contributed additional information, ideas and data.

Related Literature add a few sentences to describe the literature used

Previous studies revealed the positive impact of technology on enhancing the
achievement and performance of students and in gaining significant improvement and
changes in all areas (Kulik and Kulik, 1991; Kulik, 1994; Rutz et al., 2003; Sivin-Kachla,
1998; Baker et al., 1994). For instance, many studies of the comprehensive effort to
integrate technology into schools show an increase in test scores related to the use of
technology. Kulik (1994) aggregated 500 individual research studies of computer based
instruction students. The results of the aggregation demonstrated that students who used
computer-based instruction scored better than those in the control condition without a
computer. Students also gained more knowledge in less time because the classes became
more enjoyable and interesting after the introduction of computers (Kulik, 1994).
Similarly, Sivin-Kachla (1998) found that students studying in a technology rich
environment achieved higher marks in all subject areas, gained a positive attitude towards
learning, were able to generate new ideas and built self- confidence. The US Department
of Education conducted a scientific study in 2001 to assess the impact of technology
using two types of student achievement measures measure assessed reading
achievement and assessed mathematics achievement. A significant impact was revealed in
the students' scores. Moreover, in a study conducted in Pittsburgh, in which an intelligent
tutor software used to support the curriculum was used as part of the regular
curriculum for ninth-grade algebra (Koedinger et al., 1999). The results of the study

demonstrated that 470 students in the experimental classes outperformed students in

compression classes by 15% on a standardized test and 100% on test targeting the
curriculum focused objectives (Koedinger et al., 1999). Moreover, in their evaluation of
Apple Classrooms of Tomorrow (ACOT), Baker et al. (1994) conducted research in five
schools across the nation to assess the impact of adopting interactive teaching and
learning technology with an aim to encourage teachers to use computers to support
student initiative projects and to assess multiple resources and cooperative learning. The
research findings revealed that technology had a positive impact on the attitude of
students towards learning. It also changed the teachers teaching practices towards more
cooperative group work and less lecturing load (Schater, 1999).
Recent studies conducted by Banerjee et al. (2005) and Barrow et al. (2009)
revealed that adopting an instructional computer program can improve student
achievement. Banerjee et al. (2005) found that by integrating the mathematics curriculum
with educational technology, the mathematics scores of the fourth-grade students in
Vadodara, India were increased. In addition, Barrow et al. (2009) analysed the effect of
an instructional pre-algebra and algebra program on student's test scores in the US, while
Rutz et al. (2003), examined the impact of using instructional technology on optimizing
the learning styles and process types. They found that using web-based material to
supplement the in-class experience can improve student achievement. Murphy et al.
(2001) found evidence of a positive relationship between using discrete educational
software and student achievement in reading and mathematics.
Previous studies on the integration of the technology in education have tackled
student achievement from a basic aspect, such as the scores, but have ignored many other
aspects of student achievement and performance. Therefore, despite thousands of impact
studies, the impact of technology used on student achievement remains difficult to
measure and open to much reasonable debate (Trucano, 2005).

Related Studies books related to technology, barientos, calmurin, statistics books

for computation, min of 5 books, summarize the results, why chose that related lit,
the impact on the research positive and negative sum up paraphrase

Review of Foreign Studies thoughts, effect on our study, results

Research that has been conducted on the ways in which technology can improve
what children learn focuses on programs that aide in students comprehension of core
subjects like science, math, and reading, by presenting subject material in more easily
understood formats. The largest volume of research on the impact of technology in core
subject areas has been conducted on mathematics instruction. Mathematics instruction
also has the longest history of using technology for instructional purposes and boasts
several impressive systems (Ungerleider and Burns 2002, 15). Computer based
applications can also be applied in science classrooms. Research has shown that students
receive higher test scores and have greater understanding of the subject material.
Roschelle et al.(2000,86) assert that computer-based applications using visualization,
modeling and simulation have proven powerful tools for teaching scientific concepts."
When certain technology applications were used in the classroom, such as ThinkerTools,
it was discovered that students understanding of subject matter increased well beyond
their grade level. Researchers found that middle school students who used this computer
assisted learning program had developed the knowledge to understand and explain
concepts that were usually taught well above their grade level. The impact modern
technology has on the academic performance of public school children in the core subject
area of mathematics is also positive. In the traditional teaching of mathematics, students
were required to apply basic knowledge such as adding, subtracting, multiplying, and
basic division. "However, in todays society, people increasingly use mathematical skills
to reason about uncertainty, change trends in
data, and spatial relations" (Roschelle et al. 87). Using technology to check an equation
can provide immediate feedback if the equation is incorrect instead of writing the
equation out in pencil and waiting for a response from the teacher. A high school in

Pittsburg implemented a computerized Cognitive Tutor in its mathematics classes. This

program developed students higher order thinking skills by allowing them to use real.
world situations to solve problems (Ringstaff and Kelley 2002). Classrooms around the
nation are expanding the mathematical literacy of students as more teachers are taking
advantage of technology tools. Algebra students who used computer assisted learning
programs outperformed students in traditional classes, achieving gains of up to 25 percent
in skill and up to 100 percent in problem solving (Hubbard 2000). While there are only a
few studies that measure the effectiveness of technology in the area of language arts, the
impact of technology can still be seen through the application of literacy programs and
word processing systems. Computers may not be the best means to read complete books;
however they are helpful in examining small sections of text and material (Ringstaff and
Kelley 2002, 6). When typing a report, students are able to instantly see incorrect spelling
and grammar. Technology also provides students with a wider array of resources; they
can access virtual libraries and have access to information that their school does not have.
Students who use email see an increase in their reading and writing skills.
Communicating and interacting through email, has proven to be a motivating factor in
the improvement of language skills (Ringstaff and Kelley 2002, 6).

A study was conducted in rural West Virginia at Hundred High School, on the
impact of technology on academic success and showed favorable results. The school took
advantage of a program called NETSchools and received funding from the E-rate
program. NETSchools provided every student and teacher with a laptop. Once ports were
installed, all the students and teachers connected to a Local Area Network. The results
were astonishing. The desire to learn increased and students who had previously been
disinterested in school became more active participants. After only six months, eighty
percent of the students were accessing the Internet daily to gain supplemental instruction.
In the past, their only source of information had been from the school library which
contained out of date texts. Over the course of that first year the 144 students at Hundred
High scored higher and ranked above the national mean in every subject, as well as in
total basic skills on the SAT (Web-based Education Commission 2001, 12). Another
study called Project Child (Computers Helping Instruction and Learning Development),

examined the impact computer integrated instructional programs had on student

achievement. "Students showed positive results at both high and low achieving schools,
having higher grade point averages and on average scoring higher on standardized
tests" (Ringstaff and Kelley 2002, 4). In addition to these studies, other research studies
examine the impact of drill-based remedial software on academic performance. "Students
who used drill and practice technology to contribute to already learned skill sets,
improved their academic performance on standardized tests" (Attewell 2001). Despite the
positive impact of technology on enhancing learning environments, barriers do exist that
limit the effectiveness of technology in the classroom. Technology in the classroom is
only one piece of the puzzle. In order to be effective and have impact, school reform must
happen at all levels; in the classroom, at the school, and in the school district.

Review of Local Literature policies, presidential decree, ADD MORE++

According to the research paper written by Jake M. Laguador, Computer
Utilization on Academic Performance, Health, and Behavior of Selected Students
Enrolled in Board and Non-Board Degree Programs it was determined that Filipino
college students attending Lyceum of the Philippines Univeristy utilized their computers
during their study habits to support their academic performance. It was determined that
academic performance, health and behavior differ in their reasons of computer usage,
frequency per week and average hour per day of comupter utilization. Descriptive type of
quantitive research method was used in the study for 1,035 proportionately stratified
randomly selected students from ten (10) different collages. Results showed that students
enrolled in non-board programs were spending more time using modern technology than
students in board programs. Educational purposes is the primary reason of both groups in
computer utilization. However, students from non-board programs have higher posibility
of utilizing modern technology for entertainment purposes than those from board
programs. Majority of the students enrolled in board programs have significantly lower
GPAs while those enrolled in non-board programs have higher possibility of encountering
behavioral problems. One-third of the students were suffering from negative health
effects of modern technology utilization no matter how long or short of time they spent
online and in offline activities. Add to this research, get the most important contents

Legal Basis/Policies
Rules and laws for internet shops, how many units, computers in the shop, what time
open, how far from school 100 meters

Chapter III
METHODOLOGY
This chapter contains research design, determination of sample size, sampling
design and technique, the subject, the research instrument, validation of research

instrument, data gathering procedure, data processing method, and statistical treatment.

Research Design
This study used descriptive survey design. Since this design suited to the
researcher research problem The Impact of Modern Technology to the BSBA student in
Tomas Del Rosario College. Wherein the subject varies among themselves, and this
determined the extent to which different condition and situation are taken with in the
subject.
In addition, descriptive survey design is practical in obtaining the values of facts
and focuses attention on the most important phenomena of being reported in this study. It
is also necessary to discover the psychological and social aspect of research by way of
application or implementation of facts, to recognize between facts or influences.
The researcher utilized survey questionnaire in gathering and collecting data, for
answering the research questions, that requires facts, sufficient and accurate
interpretation.

Determination of Sample Size

The researcher determined the sample size to be included in research as the
respondent. The formula use in getting the sample size is:
Formula:

Ss =

2
NV+(Se) x( 1-p)
2
NSe +(V) x( 1-p)

Where:

2
S = Sample size
N= Total number of population
V= Standard value (2.58) of 1 percent level of probability
Se= Sampling error (0.01)
P= Larger possible proportion (0.50)

2
S5= NV+ [ (SE) x (1-P) ]
2
N SE + [ (V) x P ( 1-P) ]
= 133(2.58) + (0.01)2 x (1-0.50)
2
133(0.01) + (2.58) x 0.50(0.50)
= 343.14+ 0.0001 x 0.50
1.33+ 6.6564 x 0.50(0.50)
= 343.14 + 0.00005
1.33 +1.6641
= 343.14005
2.9941
= 114.605407 OR 115

Hence, the total sample size is one hundred fifteen (115) out of total population of

one hundred thirty three (133) after computing the sample size. The researcher delimit the
sample size to be included in research one hundred (100). The fifteen (15) of sample size
was used in test and retest method to determine the validity and reliability.

Sampling Design and Technique

This research study focuses on the Impact of Modern Technology on the
Academic Performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College, and according to the researcher purpose and convenience. This study
uses the nonscientific or nonprobability purposive convenience sampling technique. More
over the researchers selected the one hundred (100) BSBA student as the sample due to
good evidence and they are readily available for this study. The researchers recruited the
subjects according to the inclusive criteria of the researchers and sought their cooperation
and support.

Subjects
Prior to getting the subject in this study, the researcher asked a written permission
from the registrar to gather the total population of the BSBA students in all year levels.
The permission was granted and the researcher got the total population of one hundred
thirty three (133) BSBA student in Tomas Del Rosario College.
Since the population is more than one hundred sample size were taken with the
result of one hundred fifteen (115). The included respondent were one hundred and the
remaining 15 were utilized the test and retest for the validity and reliability of the
research instrument.
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
Table I.I Distribution of the Subject add additional column for original amount of

students for each year level

Total Population, Sampling Size, Percentage

N=100

BSBA Department
Year level I
( freshmen)
Year level II
( Sophomore)
Year level III
( Junior)
Year level IV
( Senior)
TOTAL

Size

Frequency

Percentage

33

22

22%

41

36

36%

21

13

13%

37

29

29%

133

100

100

Research Instrument, fix grammar and parts and subparts

The tool used in the study was a self-made questionnaire. It was comprised of two
main parts and four sub-part. The two main parts, part one is comprised of cognitive
followed by psychomotor then psychosocial and attitude and behavior.

It is a five-point Likert scale that was (5) - excellent, (4) very good, (3) good, (2)
poor, (1) needs improvement. Cognitive consist of 13 questions, psychomotor consist of
8 questions, while the psychosocial consists of 7 questions and lastly the attitude/
behavior consists of 8 questions in which respondent rate, in which respondents rate, the
impact of modern technology in the academic performance of BSBA student in all year

level at Tomas Del Rosario College. The second main part of questionnaire is preferred
modern technology to enhance the academic performance.

Data Gathering Procedure

The researchers will distribute a survey form to each section in order to determine
the users of modern technology and must be accomplished within one week. After the
researchers collected the survey forms, a list of the respondents which are modern
technology users will be organized then copies of the main questionnaire will be
produced. The copies of the main questionnaire will depend on the number of the
respondents. However, extra copies will be reproduced if some respondents loss their
questionnaires. The respondents will be given two to three days allowance to answer the
main questionnaire. An officer of each section will be selected to distribute and collect
the questionnaires. Once the deadline of the questionnaires arrived, the researchers will
coordinate with the officers to retrieve all the questionnaires completely. The
questionnaires gathered will contain all the needed data for the study and it will be
organized, summarized, analyzed, and interpreted.

Statistical Treatment of Data add ranking, weighted mean

The researchers used the following formulas to analyze the results of the survey:
Frequency is the number, proportion, or percentage of items in a particular category in a
set of data, while percentage is the proportion or share in relation to a whole. This
technique is used to determine the percentage of our respondents out of total population
in terms of frequency of using Modern Technology.

Through this, the researchers also determined the percentage of the respondents who are
affected by the influence of modern technology. The formula for frequency and

percentage is:

f
P = ------- x 100 %
N

Where:P is percentage
f is number of respondents falling under a particular category
N is total number of population

The mean, or average, is the sum of the values divided by the total number of values.
This determined the average result of the data gathered from different respondents.

Where:
Represents the sample mean
N represents the total number of respondents
X represents the frequency

Validity and Reliability of the Instrument add the computations

The initial draft of the questionnaire was submitted to the researchers adviser for
corrections and suggestions. Several changes were made over the course of time to refine
the questionnaire. Some items in the proposed draft were found irrelevant and therefore
omitted. The researchers used the test-retest method for the reliability of the research
instrument. To test the reliability of the instrument, the questionnaire was given to the
respondents at two separate times. THE STEPS OF TEST AND RETEST METHOD/
ADD HOW IT WAS DONE The revised questionnaire was validated by the respondents,
the students of the BSBA department of Tomas del Rosario College. The coefficient
correlation between the first and second administration of the questionnaire was
computed with the use of the Spearman rank coefficient of correlation or Spearman rho to
test the validity.

The formula is as follows: ADD THE FORMULA/ COMPUTATIONS/

SOLVING/ RESULTS
rs = 1 - 6D2
N3 N
Where:
rs = Spearman rho
D2 = Sum of squared difference between ranks
N = Number of cases

r2 =1_ 6
N

3 -

= 1 6 (391.5)

3
( 3.58) -3.14
= 1 2349
( 45.88) 3.14
= 1 2349
42.74
= 1 54.9602246
= -53.96

ADD COMPUTATION ON THE TRANSMITAL AT APPENDICES

The computed result (totall number) he obtained correlation is high, it means that the
questionnaire is reliable.

Ranking
Rank I

Rank II

1. 3.72 - 1

1. 3.53 - 2

2. 3.58 - 2

2. 3.53 - 2

3. 3.53 - 3

3. 3.53 - 2

4. 3.50 - 5

4. 3.50 - 5

5. 3.50 - 5

5. 3.50 - 5

6. 3.50 - 5

6. 3.50 - 5

7. 3.42 - 7

7. 3.44 - 7

8. 3.37 - 8

8. 3.42 - 8

9. 3.10 - 9

9. 3.35 - 10

10. 2.97 - 10

10. 3.35 - 10

11. 2.88 - 11

11. 3.35 - 10

12. 2.64 - 12

12. 3.20 - 12

13. 2.28 - 13

13. 2.14 - 13

SPEARMAN RHO
DATA
228
2.64
2.88
3.50
2.97
3.37
3.50
3.10
3.50
3.72
3.53
3.42
3.58
Total

DATA 2
3.42
3.50
3.35
3.53
3.50
3.50
3.53
3.20
3.35
3.35
3.44
3.53
3.14

R1
10.5
12
10.5
5
9
7
5
8
5
1
3
6
2

R2
8
5
10
2
5
5
2
12
10
10
7
2
14

D
2.5
7
0.5
3
4
2
3
-4
-5
-9
-4
4
-12

D2
6.25
49
0.25
9
16
4
9
16
25
81
16
16
144
391.5

INTERPRETATION

Data Gathering Procedure

The researchers wrote a letter to the registrars office to find out how many students are
currently enrolled at Tomas del Rosario College in the BSBA course. We were informed
that there are 133 students enrolled in all year levels. The total population of this study is
133 students (33) seniors (42) junior (21) sophomores ( 37) freshmen. Since the
population is more than one hundred sample size were taken with the result of one
hundred fifteen (115). The included respondent were one hundred and the remaining 15
were utilized for the test and retest for the validity and reliability of the research
instrument. MAKE SURE THE NUMBERS ARE THE SAME AS THE TABLE
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two

(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.

This study uses the nonscientific or nonprobability purposive convenience

sampling technique in order to REASON FOR USING THE PROPOSED SAMPLING
METHOD. The remaining students were used to find out the validity and reliability of the
questionnaire. The research study focusses on the Impact of Modern technology to the
academic performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College, and according to the researcher purpose and convenience.
The data for this research was collected using a survey questionnaire. The survey
was created using suitable questions modified from related research and individual
questions formed by the researchers. The survey is divided into two parts. The first part is
comprised of four categories: Cognitive, Psychomotor, Psychosocial and Attitude/
Behavior. In the questionnaire BREAK DOWN OF THE PARTS AND SUBPARTS
Likert Scale was used to determine the level of ADD HOW THE LIKERT SCALE WAS
USED

Data Processing Method

Once the questionnaire was refined, the researchers asked permission from the
dean and chair of BSBA in order to conduct the research. It was explained to the chair
that the researchers planned to survey the BSBA students in all year levels to conduct
research on how modern technology impacts the academic performance of the students.
Once permission was granted from the chair, the questionnaire was distributed. When?
Include dates. Distributed and collected. Explain the direction , (step by step) These were
distributed to the BSBA students in all year levels at Tomas del Rosario College. The
researchers found out the BSBA students course schedule and we sought them out during
the class. We asked permission from their perspective professors if we could distribute

the surveys. Participants were given time to respond and then the researchers collected
the surveys within that day. There were no incentives offered for participating in the
research.
Upon retrieval of the questionnaires, the researchers tabulated the findings and
analyzed the data. The data gathering was systemized. The researchers had made an
assessment with regards to the effect of modern technology to enhance academic
performance by the BSBA students of Tomas del Rosario College, academic year
2015-2016. The responses were analyzed with the subjects considered whole, only
differentiating them by their year level.

Statistical Treatment
Upon the completion of the expected 100% of questionnaire retrieved the
researchers analyzed, organized and interpreted data in the study. The researchers used
statistical tools for treatment of data like percentage, chi-square and contingency
coefficient, The Effect Modern Technology has on the Academic Performance of BSBA
students at Tomas del Rosario College.
These helped the researchers gather and compare data. The following are the tolls used in
the study.
1.

Percentage identified number of respondents

P = f/n x 100
Where:
P =precentage
f = frequency of responses
n = total number of respondents

INDICATORS

PERCENTAGE

INTERPRETATI
ON

I. Cognitive
1. Grades

30

23%

Good

2. Attention Span

32

24%

Good

35

26%

Good

38

29%

Very Good

32

24%

Good

6. Increase Memory 32

24%

Good

38

29%

Very Good

40

30%

Good

35

26%

Good

35

26%

Good

36

27%

Good

38

29%

Very Good

37

28%

Good

1. Flexibility

29

22%

Good

2. Reflexes

28

21%

Good

29

22%

Good

32

24%

Good

3.Time
Management
4. Handle
Distraction
5. Decision Making

7. Follow
Instruction
8. Enhance
Understanding
9. Improve Critical
Thinking
10. Display
Retentiveness
11. Access more
information updates
12. Can
immediately recall
past event/lesson
13. Ability to recall
long term memory
II. Psychomotor

3. Skills in
manipulating
technology
4. Needs
stimulation

long term memory

II. Psychomotor
1. Flexibility

29

22%

Good

2. Reflexes

28

21%

Good

29

22%

Good

32

24%

Good

27

20%

Very Good

41

30%

Good

32

24%

Good

33

25%

Good

32

24%

Good

34

26%

Very Good

38

29%

Very Good

30

23%

Good

31

23%

Very Good

43

32%

Very Good

41

30%

Very Good

1. Attention Span

38

29%

Very Good

2. Resistance to
implusiveness

43

32%

Very Good

3. Can hold temper

40

30%

Good

3. Skills in
manipulating
technology
4. Needs
stimulation
5. Receptive to
Information
6. Able to apply
learned lessons to
real life situation
7. Able to move
smoothly with
coordination
8. Musculosketal
coordination
III. Psychosocial
1. Adjust people
easily
2. Adjust ro
enviroment change
3.

Interpersonal

relationship
4. Interactive/
participative
5. Overcome
shyness and
loneliness
6. Overcome
dependency to
technology
7. Able to express
self easily
IV. Attitude /
Behavior

technology
7. Able to express
self easily
IV. Attitude /
Behavior

41

30%

Very Good

1. Attention Span

38

29%

Very Good

2. Resistance to
implusiveness

43

32%

Very Good

3. Can hold temper

40

30%

Good

38

29%

Very Good

35

26%

Good

28

21%

Good

33

25%

Good

35

26%

Good

4. Coping
mechanism
5. Mood swing
management
6. Handle
Depression
7. Displaying
confidence
8. Can Handle
Boredom

1.

Chi-Square Test- often used to determine whether there is a goodness of fit. It is

alsoused to test the association of categorical data and to test the hypothesis of
independence of two variables of classification. Lastly, the chi-square is also used
to test the homogeneity.
(0i Ei)2
2
X =

Ei

Where:

Oi= observed frequency in the i

th

category

Ei= expected frequency in the ith category

Ox

O-E

(O - E)

(O- E)

3.41

13.595

-10.185

-181.414

46.35

3.105

13.595

-10.49

-181.719

41.75

3.6571

13.595

-9.9379

-181.167

49.72

3.3575

13.595

-10.2375

-181.4665

45.64

13.595

54.38

-40.8504

-725.7665

183.46

df = degree of freedom
df = (R-) (C-1)
= (4-1) (1-1)

df = 3
df = 0.18

Justification of the Study

The formula for the computation of percentage distribution is

Weighted Mean - Averaging the quantities by attracting more significance to some of the
numbers than the others. We accomplish this by assigning weighs to the quantities, where
the weight represents measure their relative importance.

One-way Analysis of Variance- is a method for dividing the variation observed in

experimental data into different parts; each part assignable to a known source, cause or
factor (Ferguson, 1976).

A t-test is any statistical hypothesis test in which the test statistic follows a Student's t
distribution, if the null hypothesis is supported. It is most commonly applied when the
test statistic would follow a normal distribution if the value of a scaling term in the test
statistic were known. When the scaling term is unknown and is replaced by an estimate
based on the data, the test statistic (under certain conditions) follows a Student's
distribution.

CHAPTER IV
RESULT, ANALYSIS AND INTERPRETATION

This chapter presents, analysis, result and interpretation of the data gathered from
the BSBA students of Tomas Del Rosario College in determining the impact of modern
technology on their academics performance.

STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology

on the Academic Performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College A.Y 2015-2016.
Specifically answers the following question:
1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:

1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the academic
performance?

3. What is the mean differences between cognition, psychomotor, psychosocial, attitude/

behavior?
4. Is there any significant impact in using modern technology in the academic
performance of student in BSBA

In Terms of Cognitive present using the statement of the problem, interpret and
analyze/ illustrate the data and if the statement of the problem questions were
answered
Table 1 shows the weighted mean of students in terms of their cognitive
function. The impact of modern technology was rated based on the students selfperceived level of awareness in grades, attention span, time management, handle
distraction,

decision

making,

increase

memory,

follow

instruction,

enhance

understanding, improve critical thinking, display retentiveness, access more information

updates, can immediately recall past event/lesson and the ability to recall long term

memory.
The students gave a unifying perception in terms of cognitive aspect. The item
Handle Distraction, Follow Instruction and Can immediately recall past event/
lesson got the highest rating with an average of weighted mean of 3.53. The item
Ability to recall long term memory got the lowest rating with an average weighted
mean of 3.14.

INTERPRETATION OF THE RANKING EACH ONE, RATIONALE

Table 1. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Cognitive

Indicators

WM

Rank

Interpretation

1. Grades

3.42

Good

2. Attention Span

3.50

Good

3.35

Good

3.53

Very Good

5. Decision Making

3.50

Good

6. Increase Memory

3.50

Good

3.53

Very Good

3.20

Good

3.35

Good

3.35

Good

3.44

Good

I. Cognitive

3 .

T i m e

Management
4.

Handle

Distraction

7.

Follow

Instruction
8.

Enhance

Understanding
9. Improve Critical
Thinking
10.

Display

Retentiveness
11. Access

more

information updates

8.

Enhance

Understanding
9. Improve Critical
Thinking
10.

Display

Retentiveness
11. Access

more

information updates
1 2 .

3.20

Good

3.35

Good

3.35

Good

3.44

Good

C a n

immediately recall
past event/lesson
13. Ability to recall
long term memory
Average Weighted
Mean

3.53
3.14

Very Good
1

3.41

Good

Good

The overall weighted mean in terms of Cognitive is 3.41. This means that the
impact of modern technology on their academic performance in terms of cognitive
functions falls to Good. Among the questionnaire items, the ability to recall long term
memory received the lowest category.

In terms of Psychomotor
Table 2 shows the list of eight (8) items in terms of Psychomotor used in data
gathering and corresponding weighted means of students responses ranked the highest to
lowest weighted mean together with the interpretation. The criteria in obtaining the
students level of perception in terms of psychomotor were based on their personal
awareness / experience with the use of modern technology.

Table 2. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Psychomotor.

Indicators

WM

Rank

Interpretation

1. Flexibility

2.88

Good

2. Reflexes

2.64

Good

2.88

Good

3.50

Very Good

2.97

Good

3.37

Good

3.50

Very Good

3.10

Good

II. Psychomotor

3.

Skills

in

manipulating
technology
4 .

N e e d s

stimulation
5.

Receptive

to

Information
6. Able to apply
learned lessons to
real life situation
7. Able to move
smoothly

with

coordination
8.

Musculosketal

coordination
Average Weighted
Mean

3.11

Good

Overall, the impact of modern technology on BSBA students of Tomas Del

Rosario College in all year levels in terms of psychomotor as perceived by themselves
gained a Good result with an overall weighted mean of 3.11. Among each other

situational statements or items given, the item Needs Stimulation and Able to move
smoothly with coordination got the highest rank with an average weighted mean of 3.50.
While the item Reflexes got the lowest rank with an average of 2.64.

In terms of Psychosocial
Table 3 shows the data on the extent of how the respondents ranked in terms of
Psychosocial based on their personal experience. The criteria in obtaining the respondents
level of self perception are the following: adjust to people easily, adjust to environment
change, interpersonal relationship, interactive/partcipative, overcome shyness and
loneliness, overcome dependency to technology, and able to express self easily.
Table 3. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Psychosocial

Indicator

WM

Rank

Interpretation

3.50

Good

3.72

Very Good

3.53

Very Good

3.42

Good

3.58

Very Good

3.67

Very Good

4.18

Very Good

III. Psychosocial
1. Adjust

people

easily
2.

Adjust

to

enviroment change
3.

Interpersonal

relationship
4.

Interactive/

participative
5.

Overcome

shyness

and

loneliness
6.

Overcome

dependency

to

technology
7. Able to express
self easily
Average

Weighte

participative
5.

Overcome

shyness

and

3.58

Very Good

3.67

Very Good

4.18

Very Good

loneliness
6.

Overcome

dependency

to

technology
7. Able to express
self easily
Average

Weighte

Mean

3.66

Very Good

The table 3 reveals that item number 1 ranked first with an

average weighted mean of 4.18 and interpreted as Very Good which means that the
students were able to express self easily. And the least ranked was the Interactive/
participative with an average weighted mean of 3.42

In terms of Attitude / Behavior

Table 4 shows the data on the extent of how the respondents ranked in terms of
attitude / behavior based on their personal experience. The criteria in obtaining the
respondents level of self perception are the following: attention span, resistance to
impulsiveness, can hold temper, coping mechanism, mood seing management, handle
depression, displaying confidence and can handle boredom.

Table 4. The impact of modern technology to BSBA students of Tomas Del Rosario
College in all year levels in terms of Attitude / Behavior

Indicator
IV.

Attitude

WM

Rank

Interpretation

3.53

Very Good

3.67

Very Good

3.37

Good

3.58

Very Good

Behavior
1. Attention Span
2.

Resistance

to

implusiveness
3. Can hold temper
4.

Coping

Indicator
IV.

Attitude

WM

Rank

Interpretation

3.53

Very Good

3.67

Very Good

3.37

Good

3.58

Very Good

3.35

Good

2.64

Good

3.37

Good

3.35

Good

Behavior
1. Attention Span
2.

Resistance

to

implusiveness
3. Can hold temper
4.

Coping

mechanism
5.

Mood

swing

management
6.

Handle

Depression
7.

Displaying

confidence
8.

Can

Handle

Boredom
Average Weighted
Mean

3.36

Good

Looking closely at the table 4 per item, it was observed that the resistance
to impulsiveness has the highest average weighted meanamong the the eight items and
interpreted as Good followed by the item coping mechanism with an average mean
of 3.58. And the lowest rating belongs to handle depression with an average weighted
mean of 2.64.
Category

Total Weighted Mean

Cognitive

3.41

Psychomotor

3.105

Psychosocial

3.66

Attitude/ Behavior

3.36

Total

113.54

113.54 = 3.38
4

Table 5. The perfered Modern Technology used by BSBA students at Tomas del
Rosario College. Ranked in their preferred order.

Indicator

Rank

Overhead Projector

Power Point Presentation

Computer / Laptop

Tablet

Leap Motion

20

Papertab

12

Chromebooks

11

Celly

Cellphone

Flashnotes

Lore

Study Blue

10

Donors Choice

19

Snagit, Jing, Camtasia

13

Flipped Classroom

Lesson Cast

16

Kid Blog

14

Glogster EDU

15

Live Binders

17

Knewton

18

Based on the BSBA students ranking, it was determined that their most preferred
modern technology to use is Computer/Laptop, Tablet, Cellphone, Powerpoint

Presentation and Overhead Projector. Despite having a variety of modern technology to

use, BSBA students still prefer traditional technology over newer forms.

CHAPTER V

Summary of Findings, Conclusion and Recommendation

This chapter presents summary of findings; the conclusions made and the
recommendations offered.

Summary of Findings SUMMARIZE THE INTERPRETIONS

The purpose of this study is to examine the impact modern technology integration
has on the academic performance of BSBA students in all year levels at Tomas del
Rosario College.
The first chapter provides an introduction of the topic and explains the importance
of the research. The second chapter discusses recent literature concerning the integration
of modern technology into education. The literature revealed that, when technology was
integrated into daily classroom activities, academic performance increased in the core
subject areas of reading, mathematics, and science. The conceptual framework and
hypotheses were presented in this chapter and were supported through direct links to the
literature. Chapter three articulated the methodology used in conducting this research.
This chapter outlines how the data was obtained and the study developed. Chapter four
presents the results of the multiple r analysis. The results were analyzed and discussed in
text format and through the use of tables, computations and ranking. After analyzing the
result, each hypothesis was either supported or not supported, along with possible reasons
explaining the outcome.

This study was conducted in Tomas Del Rosario College Balanga City, Bataan
with a total of one hundred thirty three (133) respondents of BSBA students in all year
levels. Descriptive method was used in this study. The researcher used a checklistquestionnaire method in order to reveal the relationship of the variables.

The special problem was conducted to determine the impact of modern

technology on the academic performance of BSBA students of Tomas Del Rosario
College in all year levels School Year 2015-2016. It aims to find out the appropriate
answers to the following questions, the impact of modern technology on the academic
performance in terms of Cognition, Psychomotor, Psychosocial, and Attitude / Behavior.

Through this problem stated, the researcher came up with the following null
hypothesis: There in no relationship of the Impact of Modern Technology on the

Academic Performance in terms of cognition, psychomotor, psychosocial and attitude /

behavior of one the one hundred (100) selected BSBA in all year level at Tomas del
Rosario College.

After administering the questionnaire, the researcher used weighted mean and
ranking to determine the extent of student-related factor in terms of cognition,
psychomotor, psychosocial and attitude / behavior. Mean median and standard deviation
were used to determine the level of impact that modern technology has on the academic
perforamnce of BSBA students of Tomas Del Rosario College in all year level. Spearman
rho was used to test the significance of input and output variables.
Conclusion 4 CONCLUSIONS FOR 4 QUESTIONS, STATEMENT OF THE
STUDY
Based on the data gathered, the overall weighted mean of the Impact of Modern
Technology on the Academic Performance of BSBA students was: Cognitive (3.41),
Psychomotor (3.11), Psychosocial (3.66), Attention/Behavior (3.36).
The current study was conducted to investigate the impact of using Modern
Technology on the achievement and performance of BSBA students in all year levels at
Tomas del Rosario College. It has been revealed by the results that the learning
achievement of BSBA students in all year levels at Tomas del Rosario College was not
affected when the teaching and learning processes are enhanced by Modern Technology.
Although it motivates the students to become more involved, active and interested in
learning it also depends on each individual student if they want to take advantage of these
resources in order to support their academic study habits.
Modern Technology promotes the collaborative communication and interpersonal
skills of students, and, consequently, changes their attitude to learning but for some, they
do not find that modern technology has enhanced their learning capabilities. The research
experiment has demonstrated that modern technology, such as smart board and
PowerPoint are very enjoyable, help in best utilizing the lecture time, limit disruption by

students, provide outstanding methods for presenting the lecture materials, and enhance
the concentration and engagement of the students. But at the end, it is still up to the
student to utilize these provided means of modern technology.
Most of the academic staff and instructors at Tomas del Rosario College are
integrating their teaching with Modern Technology due to its easy access and availability.
The academic staff and instructors realize that adopting modern technologies can enhance
their communication with the students, reduce the teaching pressure caused by the course
material preparation and make the lecture material available at the time of the discussion.
The integration with Modern Technology will enable them to build teaching
competencies, and, therefore, will impact their teaching effectiveness and performance.
Although, the importance of Modern Technology has been acknowledged by Tomas del
Rosario college, there are some impediments facing both the students and instructors in
adopting Modern Technology. The insufficient computing facilities and infrastructure,
lack of sufficient technology budget and modern technology investment, technical
support and excessive budgeting and resources consumption needed for training
programs are among the obstacles facing the college in adopting Modern Technology.

Recommendation WHAT TO RECOMMEND TO THE SUBECTS:

STUDENTS, TEACHERS, ETC. HOWEVER MANY SUBJECTS THATS HOW
MANY RECOMMENDATIONS BASED ON RESULTS, RESEARCH ON THE
INTERNET
Based on the conclusions made, the following recommendations are given: that
more concentrated research on the impact of modern technology on the academic
performance on students be made by future researchers to determine a focused result on
the relationship. Teachers and instructors utilize modern technology in order to benefit the
learning experience of their students, and that students take advantage of the modern

technology provided for them. By utilizing modern technology provided at Tomas del
Rosario College, students have the ability to greatly enhance their academic performance
but it is up to the student to be responsible for themselves and the quality of education
they wish to achieve. It is also advised that more funding be given in order to have a
variety of modern technology for students at Tomas del Rosario College to use in their
everyday academic needs.

CHAPTER VI
BIBLIOGRAPHY BASED ON CALMURIN

Book
Angrist, Joshua and Lavy, Victor.2002. New Evidence on Classroom Computers and
Pupil Learning, The Economic Journal, 112 (482): 735-765

Attewell, Paul, 2001, Comment: The First and Second Digital Divides, Sociology of
Education, 74

Attewell, Paul., Belkis, Suazo-Garcia, and Juan Battle, 2003, Computers and Young
Children: Social Benefit or Social Problem, Social Forces, 82 (1): 277-296
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., and Rhades, V. (2003), ICT

and
Pedagogy: a review of the research literature, London, BECTA/DFES
Babbie, Earl, 2004, The practice of social research, California: Thompson Wadsworth

JOURNAL
Becker, Jay H, 2000, Whos Wired and Whos Not: Childrens Access to and Use of
Computer Technology, Children and Computer Technology, 10 (2): 44-75
Becker, Jonathan D. 2006. Digital Equity in Education: A Multilevel Examination of
Differences in and Relationships between Computer Access, Computer Use and
State-level Technology Policies, Education Policy Analysis Archives, 15 (3) 2-36

Boss, Suzie and Krauss Jane.2007. Real Projects in a Digital World, Principal Leadership,
8 (4): 22-26
Carvin, A. 2000, Mind the gap: The digital divide as the civil rights issue of the new
Millennium, Multimedia Schools, 7 (1): 56-59
Internet Sources
Professors Benoit Monin, Carol Dweck and James Gross and Doctoral student Alex
Jordan,(2008), Stanford Reseach, www.stanford-reseach .com

Weathersbee, Julia Catherine, "Impact of Technology Integration on Academic

Performance of Texas School Children" (2008). Applied Research Projects, Texas State
University-San Marcos. Paper 272. http://ecommons.txstate.edu/arp/272

Walid Lemagni, The effects of Technology on Academic Performance (https://

prezi.com/mds2drg7fdeb/the-effects-of-technology-on-academic-performance/)

Psychologist Paul A. Kirschnera and Aryn C. Karpinskib of Ohio State University,

Centre

for

Learning

Sciences

and

Technologies

at

University

of

Netherlands,www.msnbc.msn.com,(http://www.msnbc.msn.com/id/39038581/ns/

technology_and_science tech_and_gadgets/)
Tony Cruz,(2009), Filipinos Online , www.tonyocruz.com.

CEO Forum on School Technology Readiness.2001. Key Building Blocks for Student
st
Achievement in the 21 century. 1-32, www.ceoforum.org

Howley, Aimee and Howley, Craig.2008. Planning for Technology Integration: Is the
Agenda Overrated or Underappreciated?, Educational Planning, 17 (1) 1-17

Hubbard, L. 200. Technology-based math curriculums, custom build for todays

Classroom, Technology Horizons in Education Journal, 28(3)

Kalyanpur, Maya and Kirmani, Mubina H. 2005. Diversity and Technology: Classroom
Implications of the Digital Divide, Journal of Special Education Technology. 20(4): 9-18

CHAPTER VII
APPENDIX B

Survey Questionnaire

Modern Technology Used and Its Effect on the Academic Performance of BSBA
Students in All Levels at Tomas Del Rosario College A.Y 2015-2016.

Dear Respondents,

The fourth year nursing students of Tomas Del Rosario College, presently
conducting a study on Technology and Its Effect on the Academic Performance of
BSBA Students in All Levels at Tomas Del Rosario College School Year 2015-2016.

The undersigned would like to request to accomplish the questionnaire as truthful

as you can and answer all items. The researchers assure that your response must be kept
confidential.

The researchers may request that the accomplished questionnaire be returned at

the moment youre finished with the items.

Thank you very much for your kind support and cooperation.

Direction: Please indicate your answer by putting check on the space provided or
filling in the blank with the appropriate information.
Part I:

The effect
of modern
technology
to the

Needs

Very Good

Academic

Excellent

Good

Poor

performanc

Improveme
nt

e in terms
of:
I. Cognitive
1.

Grades

2.
Attention
Span
3. Time
Managemen
t
4.

Handle

Distraction
5

Decision
Making

The

effect

of modern
technology
to

the

Academic
performanc
e in terms
of:
6.

Increase

memory
7.

Follow

instruction

Needs
Excellent

Very Good

Good

Poor

Improveme
nt

Academic
performanc
e in terms
of:
6.

Increase

memory
7.

Follow

instruction
8

Enhance
understandi
ng
9

Improve
critical
thinking
10. Display
retentivenes
s
11.
m

Access
o

information
updates
12.

Can

immediately
recall

past

event/lesson
13. Ability
to

recall

long

term

memory
I

Psychomot
or
1

Flexibility
2
Reflexes

Excellent

Very Good

Good

Poor

Improveme
nt

memory
I

Psychomot
or
1

Flexibility
2

Reflexes
3.

Skills in

manipulatin
g
technology
4.

Needs

stimulation
5

Receptive to
information
6.

Able to

a p p l y
learned
lessons

to

real

life

situation
7.

Able to

m o v e
smoothly
w

coordination
8

Musculoske
l e t a l
coordination
I

Psychosoci
al
1.
Adju
s

coordination
I

Psychosoci
al
1.
Adju
s

peop
l

easil
y
1.
Adju
st to
envir
onm
e n t
chan
ge
1.
Inter
pers
onal
relati
onsh
ip
1.
Inter
activ
e

parti
cipat
ive
1.
Over
com
e
shyn
e s s

parti
cipat
ive
1.
Over
com
e
shyn
e s s
and
lonel
iness

The effect
of modern
technology

Needs

to the

Excellent

Academic
performanc
e in terms
of:
6

Overcome
dependency
t

technology
7. Able to
express self
easily
I

Attitude

.
/

Behavior
1.
Atte
ntion
Span

Very Good

Good

Poor

Improveme
nt

easily
I

Attitude

Behavior
1.
Atte
ntion
Span
1.
Resi
stanc
e to
impu
lsive
ness
1.

Can
hold
temp
er

1.
Copi
n

mec
hani
sm
1.

M
o
o
d
s
w
i
n
g
m
a
n

mec
hani
sm
1.

M
o
o
d
s
w
i
n
g
m
a
n
a
g
e
m
e
n
t
1.
Han
d l e
Depr
essio
n
1.
Disp
layin
g
confi
denc
e
1.

Can

d l e
Depr
essio
n
1.
Disp
layin
g
confi
denc
e
1.

Can
hand
l

bore
dom

Direction: Please rank the preferred modality used to enhance the academic
performance by writing a number next to the space provided. 1 is the most
preferred, 15 is the least preferred.

Part II:
The preferred modern technology used to enhance the academic performance.
Please rank the preferred modality:

____ Overhead Projector

____ Leap Motion

____ Power Point Presentation

____ Papertab

____ Computer/ Laptop

____ Chromebooks

____ Tablet

____ Celly

____ Cellphone

____ Flipped Classroom

____ Flashnotes

____ Lesson Cast

____ Lore

____ Kid Blog

____ Study Blue

____ Glogster EDU

____ Donors Choice

____ Live Binders

____ Snagit, Jing, Camtasia

____ Knewton

By the BSN IV Researchers

APPENDIX C
CHAPTER VIII
CURRICULUM VITAE

Name: Benand Charlotte B. Galvez

Address: Balanga City, Bataan
Email Address: benandcgalvez@gmail.com

Personal Information
Date of Birth: July 16, 1996
Place of Birth: Los Angeles, CA
Civil Status: Married
Height: 54
Weight: 130 lbs
Religion: Christian

Educational Background
College: Asia Pacific College of Advanced Studies, Balanga City, Bataan (2012-2014)
Tomas Del Rosario College, Balanga City, Bataan (2014-Present)
Secondary: Eagle Rock Jr/Sr High School, Los Angeles, CA (2008-2012)

Elementary: Toland Way Elementary School, Los Angeles, CA (2002-2008)

I hereby certify that above information is true and correct to the best of my
knowledge and belief.

Benand Charlotte B. Galvez

Name: Carren J. Apolinario

Address: Mariveles, Bataan
Email Address: carrenapolinario@gmail.com
Personal Information
Date of Birth: February 19, 1996
Place of Birth: Balanga, Bataan
Civil Status: Single
Height: 53
Weight: 120 lbs
Religion: Catholic

Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Llamas Memorial Institute Mariveles, Bataan ( 2008-2012)
Elementary: Antonio G. Llamas Elementary (2002-2008)

I hereby certify that above information is true and correct to the best of my

knowledge and belief.

Carren J. Apolinario

Name: Reynaldo M. Vianzon Jr.

Address: Orani, Bataan
Email Address: reyvianzon@gmail.com

Personal Information
Date of Birth: July 1, 1990
Place of Birth: Dinalupihan, Bataan
Civil Status: Single
Height: 59
Weight: 165 lbs
Religion: Catholic

Educational Background
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Saint Peter of Verona Academy Hermosa, Bataan (2003-2007)
Elementary: Hermosa Elementary, Hermosa, Bataan (1997-2003)

I hereby certify that above information is true and correct to the best of my

knowledge and belief.

Reynaldo M. Vianzon Jr.