INSTRUCTIONAL TECHNOLOGIES AND LEARNING SKILLS OF THE

SENIOR HIGH SCHOOL STUDENT IN ATTY. ORLANDO S.

RIMANDONATIONAL HIGH SCHOOL

In Partial Fulfillment of the Requirements in Inquiries, Investigation and

Immersion

MELANIE L. MANANON
KIM RYAN P. MELLORIA
KEN A. BOLIVAR
RINA JEAN I. JAYSON
MARIVIC ROLLORATA
 January 2018
CHAPTER 1

INTRODUCTION

Rationale

In an ever changing technological world, computers seem to be at the

forefront of education. At the same time, the exact impact of using technology for

instruction is still unknown. Some questions teaching communities grapple with

are technology's role in student's desire to learn and how technology affects the

retention of the information. More specifically, it would be useful to know whether

students respond in a more positive manner to participating in a social studies

class when using web 2.0 tools versus when using paper-based methods. For an

educator in the 21st century, it is important to gain a deeper understanding of the

impact of technology on education. The general question that guided this study

was “To what extent does technology help student motivation and retention of

information in a 7th grade Social Studies classroom? To this end, for this

investigation, the researchers outlined three major goals. First, the purpose of

this study is to uncover students' motivation for learning when engaging with

technology during the instructional time. The second goal is to measure the

retention of information after using two different methods of teaching. The final

goal of this study is to analyze a smaller special needs group and how their

motivation and retention are affected by technology-based projects.

 The impact of educational technology has been met with much skepticism

in recent years due to a lack of evidence that it has been effective in improving

student learning and its perceived excessive cost (Cuban, 2001). The extensive

expenditures on technology in schools have been accompanied by claims that

technology’s impact on education is significant (Software & Information Industry

Association, 2000). Teacher knowledge and training is a critical component in the

successful integration of technology in today’s classrooms. The Software and

Information Industry Association (2000) found that educators are an essential

element in the effectiveness of technology. Such effectiveness depends upon a

match between learner characteristics and educators’ teaching goals and

technology implementation decisions. Coley et al. (1997) found that the

effectiveness of any technology implementation is directly connected to teacher

preparedness, yet they claimed that “most teachers have not had suitable

training to prepare them to use technology in their teaching”. Dirksen and Tharp

(2000) also found that integration of educational technology has been primarily

limited to “using technology as a resource tool”.

The concern regarding teacher preparation for the effective utilization of

educational technology was reinforced by Cuban (1996), who posited that the

technological revolution in schools has been typically limited to a small cadre of

determined users while the majority of teachers remained casual or nonusers of

the available technologies. Cuban also proposed that teachers have lacked the

access, skills, and knowledge necessary to properly utilize such technology

effectively in classrooms. The preparedness of teachers to utilize technology was

additionally addressed by Ivers (2002), who found although most teachers have

rated themselves as intermediate users, they have not felt confident in using

technology as a tool for student work. Preparation to use technology was also a

focus of a report issued by the Congress of the United States (1995), which

found a “majority of teachers report feeling inadequately trained to use

technology resources, particularly computer-based technologies”.

In light of these varying perspectives, there is a need to emphasize the

role of research-based evidence of the impact of educational technology on

teaching practice and the interactions of classroom inhabitants. Such evidence

will serve to guide future practice as well as future pedagogical and technological

resource decisions.

Statement of the Problem

This study aimed of determines the extent of instructional technologies

and level of learning skills of the student.

Specially, it sought t find the answers of the following sub-problems.

1. What is the extent of the instructional technologies in terms of:

1.1 computers; and

1.2 Audio-visual equipment?

2. What is the level of learning skills in terms of;

2.1 critical thinking; and

 2.2 creative thinking?

Hypothesis

1. There is no significant difference on the extent of instructional

technologies when analyzed according to grade.

2. There is no significant difference between the extents of the student

when analyzed according to grade.

3. There is no significant relationship between the extent of instructional

technologies and the level of learning skills of the student.

Review of Related Literature

This chapter presents the related literature and studies review and

pursued from books, journals, periodicals, unpublished materials, etc. in public

and private school libraries, both national and local levels. These serve as

frames of reference in the preparation of the validated research instrument.

Moreover, these literature and studies helped the research enrich the contents of

this book.

Instructional technologies

Instructional technology is a growing field of the study which uses

technology as a means to solve education challenges, both in the classroom and

in distance learning environments. Instructional technology also promises

solutions to many education problems; resistance from faculty and administrators

to the use of technology in the classroom is not unusual. This reaction can arise

from the belief or fear that the ultimate aim of instructional technology is to

reduce or even remove the human element of instructional technology is to

reduce or even the human element of instruction.

Dockstader (2002) as a rapid development of the information and

communication technology, the use of computers in education has become

inevitable. The use of technology in education provides the students with more

suitable environment to learn, serves to create interest and a learning centered

atmosphere, and helps increase the students motivation. The use of technology

in this way plays an important role in the teaching and learning process.

Isman (2005) the education and technology play important role in the

education of humans. Although the education and technology are different

concepts, the use of both resulted in the emergence in the emergence of a new

discipline, the educational technology, the teaching and learning activities

become enjoyable.

Computer.The computer based instruction makes teaching techniques far

more effective than that of the traditional teaching methods as it is used for

presenting information, testing and evaluation and providing feedback. It makes a

contribution to the individualizing of education. It motivates students and gets

them to take an active part in the learning process. It helps to develop creativity

and problem-solving skills, identify and self-reliance (Chang, 2002).

The presentation of teaching materials by means of the computer

technology helps students to process and develop information, to find alternative

solutions, to take an active part in the learning process. As a result of the

advances in todays technology in the solution of educational problems (Islam,

2005).

The use of computers can help enhance information processing skills. The

ability to locate information, to think critically and present information in many

types of media are all aided by the use of computers in classroom.

Audio-visual Equipment. The use of video in the delivery of practical

lessons has some advantages that are acknowledgement in the literature. One

such advantages advanced by Mishra (2001), is the video is useful in showing

practical and real-life activities. Mishra further argues that video can be used to

captured hazardous and costly experiments for presentation and for repeated

we.

The integration of video might be applicable not just to process of English

language acquisition but in learning and teaching any other language. When

students watch themselves on camera, they to invest more time in practicing

pronunciation and presentation skills.

 Graves (2000) found that the potential of televisions impact is increased

whwn teacher involved in its selection and when the teachers are trained in the

use of television for instructional purposes.

The use of digital video is a powerful way to motivate students, more

importantly, students demonstrate higher level thinking level thinking skills when

producing digital video clips. A video may be the ideal format for the culminating

product of a project based learning experienced (Handler, 2001).

Learning Skills. Key learning skills involve understanding; skills and

learning processes. These are applied in multiple contexts that range from the

family unit, to the classroom, to everyday life. The understandings and learning

processes that are a part of student growth and development are not exclusive to

subject-area disciplines nor to any one specific grade. They transcend subject-

area boundaries and are part of a life experiences that involve family, community

and work.

Downes (2005), Anderson (2007) and Walton et. AI. (2007) argues that

learners familiarity with web 2.0 technologies opens up a new space for and style

of learning. This new style of learning focuses on collaborative knowledge

building, shared assets, problem solving, and the breakdown (e.g., the

production and utilization of podcasts, blogs, videos, and interactive tutorials).

Critical Thinking. Critical thinking encourages students in the primary

grades to develop metacognitive skills. These skills involve critical self-

awareness, conscious reflection, analysis, monitoring and reinvention. Students

learn to asses the value of the learning strategies they have used, modify them of

select new strategies an monitor the use become knowledge creators and

contribute to shared understanding of the world and their daily lives.

Purpose deliberation and critical reflection are essential for the formation

of self-identify, promotion of active citizenship and development of problem

solving skills. A research process that emphasizes critical thinking develops

learners who are independent, self-motivated problem solvers and assess

similarities, differences and the validity and authenticity of their preconceptions

and judgements (Alberta, 2007).

Creative Thinking. Creative thinking occurs when students identify

unique connections among ideas and suggest insight approaches to questions

and issues. Through creative thinking, students generate an inventory of

possibilities, anticipate outcomes and combine logical, intuitive and divergent

thought (Albeta, 2007).

Students learn by attaching meaning to what they do and constructing

their own meanings. Meaning is best developed when students encounter

experiences that proceed from the simple to the complex and from the concrete.

Pictorial and symbolic representations; viewing situation or context as an

integrated whole (Kopcak, 2007).

Theoretical and Conceptual Framework

 Learning about the computers involves the knowledge of computers

various level such as knowing the roles of computers and the names of various

parts, knowing how to use keyboard and computers packages and as on

(Owusu,2010).

Instructional Technology Learning Skills

 Computer  Critical Thinking

 Audio-Visual  Creative Thinking

Figure 1. The Conceptual Paradigm of the study

The independent variable of the study is an instructional technology which

consists of computer or audio-visual while the dependent variable is learning

skills that made up of critical and creative thinking skills. The moderator variables

are gender and section. The figure 1 shows the paradigm of this study

Significance of the Study

 The researchers hope that the findings of this study would generate

helpful ideas in varied ways. This research study is presented for the benefit of

the following:

Students, the result of this study will help them see and acknowledge the

value of educational technologies for the impr

using these modern instructional technologies to up lip their knowledge and

lifelong skills.

Teachers, This study will generate insight and practical value of

integrating modern instructional technologies in their lessons to influence the

learning habits of their students. The result of this study will help them evaluate

the technology they are presently using and improve areas where it is needed.

School Administrator. The findings of this study will help them in

planning faculty development such as seminar-workshop for the teachers with

the different instructional technologies and also the improvement of school

faculties.
Definition of Terms

Words with various meanings make conscious and eventually need clarity

and the mind of readers. Thus, terms should be defined conceptually and

operationally for the readers to be aware of terms being use in this research.

Instructional Technology. It is a systematic way of designing caring out,

and evaluating the total process of learning and teaching in terms of specific

objective (Webster Dictionary, 1994). In this study, it refers to the teaching

process by means of using a technology.

Computer. This refers to an electronic machine which, by means of

stored instruction and information, performs rapid, often complex calculation or

complies, correlates and select data. (Webster's New World Dictionary, 1994). In

this study it refers to a computer set either laptop or desktop use by the teacher

and presenting his/her lessons.

Audio-Visual. This term emphasize the use of the sense hearing (audio)

and seeing (visual) – either singly or in combination (Lucido, 2007). In this study

it refers to the use of technology that involves the senses where students can

see the presentation and the same time, can hear the sound through an audio.

Learning Skills. It refers to the skills that make learning possible. In this

study, it refers to acquired knowledge through understanding the lessons

presented during classes.

 Critical Thinking. It is the active, persistent, and careful consideration of

a belief or form of knowledge, the grounds that support it, and the conclusions

that follow (Roseman, 2012). in this study, it refers to the focus of the learner's

careful analysis into something to have a better understanding.

Creative Thinking. It is the generation of new ideas within or across

domains of knowledge, drawing upon or intentionally breaking with established

symbolic rules and procedure (Rosenman, 2012). In this study, it refers to the

ability of the students of findings new ideas that are unique and original.
 CHAPTER 2

Method

This covers the discussion of the research method used in the study, the

research design, the research instrument, the data gathering procedure and the

statistical tools.

Research Design

The descriptive correlation survey method was used in this study. The

study focused at the present condition which purpose is to find new truth, which

may have new forms such increased quantity of knowledge, a new generalization

or a new law, an increased insight into factors which are operating, the discovery

of the problem to be solve and many others. Correlational survey design, on the

other hand, is used to determine the relationship of two variables (Canlas, 2008).

In this study, the researchers determined the relationship between the

extent of instructional technologies and the level of learning skills of Senior High

School Student in Atty. Orlando S. Rimando National High School.

Research Locale

This study will be conducted in the school of Atty. Orlando S. Rimando

National High School formerly known as Maco National High School located at

Binuangan, Maco, and Province of Compostela Valley that will test the Senior

High School student as respondents.

 Atty. Orlando S. Rimando National High School was known as the

“Vanguard of Excellence” in the municipality of Maco. It can be reach in 70

kilometers away from Davao City. It can be found in Barangay of Binuangan

which is 1 kilometer distance away from Barangay of Poblacion which is known

as the center barangay of Maco.

Figure 2. Map of the Philippine and Municipality of Maco

Population and Sample

The researchers used Slovin's formula to get the sample size. After that,

the researchers also used the Random Sampling and select individuals from

which the data collected using Random sampling which uses a specific system

that selects members of respondents.

The respondents of this study were the enrolled Senior High School

students of Atty. Orlando s. Rimando National High School. There are a total of

619 Senior High students in this school and the researcher will use Probability

sampling where in the future chosen Senior High student will have utilize in

answering the survey questionnaire to collect and gather the data needed for the

study.

Grade Population Sample Percentage

Level

Grade 361 142 58.32%

11

Grade 258 101 41.68%

12

Total 619 243 100%

Research Instrument

One set of instrument was considered in this study. The researcher-made

questionnaire was designed to determine the extent of instructional technologies

indicating computer and audio-visual equipment. This questionnaire was

presented to the adviser in the panelist for approval.

The questionnaire was rated by the respondents using the following

continuum for both the independent and dependent variables:

Scale Descriptive Meaning

5 Always This means that the provision

embodied in the item is done at
all times.

4 Often This means that the provision

embodied in the item is present
often times.

3 Sometimes This means that the provision

embodied in the item is
moderately present.

2 Seldom This means that the provision

embodied in the rate or seldom.

1 None This means that the provision

embodied in the item is not or
never present.
Data Gathering Procedures

The researchers used questionnaires to quickly and easily get a lot of

information from people in none-threatening way. After that, the researchers

gathered all questionnaires that have answered by the respondents and

computed for statistical answer and evaluated the outcomes.

Statistical Tools

The data obtained from the questionnaire were statistically tested and

interpreted using the following tools.

T-Test. This was used to determine the significant on the extent of

instructional technologies and the learning skills.

Pearson-r. This was used to determine the significant relationship

between the extent of instructional technologies and the level of learning skills of

Senior High School Students in Atty. Orlando S. Rimando National High School.
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 Chapter 3

RESULT

Presented in this chapter are the results, interpretation and analysis of

findings on the level of Instructional Technologies and Learning Skills among the

Senior High School student. The discussion on this chapter will be starts from

Level of Parental Instructional Technology to Learning Skills. After that, the

Correlation between Measures of the Instructional Technology and Learning

Skills of/among Senior High School students are shown and discussed.

Likewise, Regression

The level of Instructional Technologies

In the level of Instructional Technologies was computed and interpreted

base on the obtained mean rating per indicator: Computer and Audio-Visual.

In the table 1 is revealed the level of Instructional Technologies which answer

the objective of the study.

Table 1

Level of Instructional Technologies

Indicator Standard Mean Descriptive

Deviation Level

Computer 0.73 3.56 High

Audio-Visual 0.78 3.47 High