1

Maranatha Christian Academy of Caloocan

1594 Jasmin St., Area A Camarin, Caloocan City

“Impacts of Using Computer Technology to the 21st Century Literature

at Maranatha Christian Academy of Caloocan Inc.”

Submitted by:

Datuin, John Lennard J.

Vega, Mark Vincent

Tolosa, Kenneth Jay

Austria, Ivan Nicole G.

Aday, Vincent Carl P.

Consuelo, Dervin

Submitted to:

Enecita F. Arlos

PR2 Teacher
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APPROVAL SHEET

This thesis entitled “Impacts of Using Computer Technology to the 21st

Century Literature at Maranatha Christian Academy of Caloocan Inc.” in Partial

Fulfillment of the Requirements in Practical Research 2 has been examined and

recommended for approval and acceptance.

Mrs. Enecita F. Arlos

Subject teacher

Mrs. Fe V. Avendaño

High school Principal

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ABSTRACT

This research titled “Impacts of Using Computer Technology to the 21st

Century Literature at Maranatha Christian Academy of Caloocan Inc”. The

objective is to identify the impacts of using computer-technology for learning 21st

Century Literature and their effect on the education performance of Grade 11

students in Maranatha Christian Academy of Caloocan. Means of collecting the

data, the method used in gathering information and the research instrument

used is the questionnaire. From the questionnaire, data were gotten and

analyzed. Findings of other authors and researchers that are related to the

impacts of using computer-technology for learning and students educational

career were reviewed. Student’s intending to use computer-technology for

learning should be matured and they must understand what are the possible

impacts that will happen on using computer-technology for learning before using

computer-technology as a tool.
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ACKNOWLEDGMENT

First and foremost, the researchers would like to thank god for giving the

strength, knowledge, ability and opportunity to undertake this research study.

without his blessings, this achievement would not have been possible.

First of all we would like to thank our professor in practical research 1

Prof. Enecita F. Arlos, who offered her continuous advice and encouragement

throughout the course of this thesis. we thank her for the systematic guidance

and great effort that she has made and for her grammatical editing of our thesis.

also, we would like to thank MCA library for allowing us to read and borrow

books.

Finally, we take this opportunity to express the profound gratitude to our

beloved parents, grandparents, and our siblings for their love and continuous

support – both morally and financially. Words cannot express how grateful we

are because of you. Thank you

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DEDICATION

This study is wholeheartedly dedicated to researchers’ beloved parents,

who have been source of inspiration and gave strength when the researchers

thought of giving up, who continually provide their moral, spiritual, emotional,

and financial support.

To the researchers’ brothers, sisters, relatives, mentor, friends, and

classmates who shared their words of advice and encouragement to finish this

study.

And lastly, the researchers dedicated this book to the Almighty God, thank

you for the guidance, strength, power of mind, protection and skills and

for giving a healthy life. All of these, we offer to you.

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TABLE OF CONTENTS

TITLE PAGE 1

APPROVAL SHEET 2

ABSTRACT 3

ACKNOWLEDGEMENT 4

DEDICATION 5

TABLE OF CONTENTS 6-7

CHAPTER PAGE

1. THE PROBLEM AND ITS BACKGROUND

Introduction 8-9

Background of the study 10

Statement of the Problem 11

Assumption 12

Scope and Delimitation 13

Significance of the Study 14

2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 16-18

Related Studies 19-21

Conceptual Framework 22-23

Paradigm of the Study 24

Definition and Terms 24-25

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3. METHODOLOGY OF RESEARCH

Research Design 26

Respondents/Sampling Techniques 26

Instrument Used 26-27

Construction of the Instrument 27

Statistical Treatment of Data 28

Questionnaire 29-30

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

TABLE 1 31

TABLE 2 32

TABLE 3 33

5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary OF Findings 34-36

Conclusion 37

Recommendations 38

Bibliography 39
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Philippine government has been committed to bring the educational

system into a modernized status on basic education, in its effort to make each

student at par with other students of neighboring developed countries. This is

because in today’s knowledge economy, the capability to utilize and produce

information and to transform it into knowledge and vast array of goods and

services is deem essential to social development and growth of the economy.

Along with this effort are the continuous curricular changes and qualifications,

reorientation, teacher training and investment in school facilities and

infrastructures, one of which is geared towards the vision of equipping each

public school with the modern computer and other information and

communication materials. Demmon (2013)

2010 DO 78, S. 2010 – GUIDELINES ON THE IMPLEMENTATION OF THE

DEPED COMPUTERIZATION PROGRAM (DCP) The Department of Education

(DepEd) has initiated in 2010 a computerization program with the goal of

preparing Filipino students for employment and competitive career by teaching

them to master the new forms of technology being used in the workplace.

Philippine education experts have long realized that public schools do not want to

teach students how to use technological tools, computers and other high-tech
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learning gadgets. They also would like to harness and enhance the power of

technology towards developing the entire teaching learning process, specifically

in its bid to make each public-school student empowered in this highly globalized

and integrated world economy. Mona Valisnq (2010)

However, despite the eagerness and the efforts of the government to

bring the education system into the advanced technology era, integrating

students into the learning teaching equation is not that simple and easy as it

seems, and certainly there are more 1 wide and broad required of achieving and

attaining classroom technological advancement. Teachers, being the immediate

medium of transferring knowledge and information to students would be a great

consideration in this study, for in their hands depend the attainment of the

Philippine education system’s vision on the modernization of basic education.

"challenged by new and innovative approaches, it may be painful to some

teachers to lost grip from traditional teaching practices and strategies. In the

other way, it may bring awareness and confidence to other teachers who tend to

open their minds and hearts in embracing the demands of the advancing

technology trends particularly on the attainment of quality education through

innovative instruction. Fernandez (2013)

As they leave the 20th century behind and head into the 21st, they will

have experienced in this past 100 years the greatest social and scientific

advances since the industrial revolution started in the 18th century. They have

learned to communicate by means never even thought of or imagined before this

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century. The integration of technologies and systems have allowed for the

creation of inventions that have carried us to the moon, brought the world’s

images into our homes by the flick of a switch, and allowed the deaf to hear; all

due to the vision and the knowledge of people using technology to control the

human-made world and improve their surroundings. People use current

technologies in appliances and devices that they don’t understand but have come

to trust in the system that created them.

Background of the study

Technology has evolve over the years in many ways. Computers have

gotten smaller, faster, and more efficient. Items that accompany the computer

such as input and output devices have changed making the computer portable

and in turn making it one of the most valuable devices on our planet. Businesses

and government offices rely heavily on computers.

Schools have realized that in order to compete globally, students must be

exposed to technology. Many local school boards have allocated millions of

dollars to be spent on computers. Additional personnel have also been hired to

make sure teachers and students are knowledgeable of how to use various forms

of technology. High schools in southeast of Manila are staffed with a computer

repair specialist to make repairs and updates to the computers.

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As being stated by Menosky (2013) he mentioned that teachers have a

great deal to gain from a universal acceptance of computer literacy. Computer

makes selling hardware, textbook companies selling educational software,

organizations selling worker and teacher retraining courses, and writers and

publishers selling books and instructional guides have done a brilliant, if morally

indefensible, job of commercial promotion.

The prevalence of technology affects students in so many positive ways,

and that includes the education sector. Today's students not

only have computers to help them with their schoolwork, they have easy access

to research tools while teachers use technology to enhance the impact of their

lesson about 21st Century Literature Subject.

Statement of the Problem

In the 21’st century, computer-based technology is more widely available

than ever before. The price of computers continues to drop everywhere, free

Internet providers are arising up all over the country, making the technology

virtually present. In addition, new forms of technology are being discovered

every day around the world. Students is seeing a rise in the use of new software,

and hardware to help them learn more about 21st Century Literature.
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This study aimed to know the outcome of using computer-technology on 21st

Century Literature subject. Specifically, it attempts to answer the following

questions.

1.) How can computer technology helps students for learning 21st Century

Literature subject?

2.) What are the advantages and disadvantages of using computer

technology for learning 21st Century Literature subject?

3.) How can computer technology that is used to learn 21st Century Literature

subject affects the students behavior towards learning?

Assumption

The researchers assumed the teachers in the study use proven

instructional strategies and are competent in their subject matter and their

classroom management and teaching style are already high quality.

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Also, the researchers assumed the teachers in the study would try to the

best of their ability to add technology tools into their already existing curriculum.

The researchers also assumed the teachers would allow their students to

use the interactive whiteboard interactively and provide honest feedback for the

duration of this research project.

Scope and Delimitation

The main focus of this research is all about the impacts of using

computer-technology to the 21st Century Literature subject. And other related

issues are not considered like different effects why the effectiveness of electronic

classroom on students in terms of their attitudes towards technology. In short,

this research is focused to the outcome of using computer-technologies using to

learn about 21st Century Literature subject.

In this 21st century, the term “technology” is an important issue in many

fields including education. This is because technology has become the knowledge

transfer highway in most countries. Technology integration nowadays has gone

through innovations and transformed our societies that has totally changed the

way people think, work and live

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This research aims to find out the different Impacts of using computer-

technologies to the 21st Century Literature subject on Maranatha Christian

Academy of Caloocan Inc.

Significance of the study

This study is about the Impacts of using computer-technology to the 21st

Century Literature subject at Maranatha Christian Academy of Caloocan Inc.

This study has been also used for the sake of their task and responsibilities,

they may encounter in their future when they are also raising their own family.

Through this study technological devices may gain insights on how to enhance

the learner in using it. It may also be a great help to them in improving their

skills. Most the studies deal with technological devices in the school facilities.

The Institution of MCA because this study will give them an idea to further

more produce technology-based equipment for educational purposes, and also it

can help teachers to provide more easy and reliable teaching that can make

students easy to understand

The Parents because this study will help them to change their mindset on how

they think about computer-technology base equipment’s, because technologies

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are not just for games, but it can also be an instrument to make their child learn

much easier and faster.

The Professors for they will be more aware to the importance of these

technological devices to enhance their performance in teaching. To the future

generation of students in the field of Computer Technology. To motivate them

how- to use computer technological devices to fully determined and reached

their own skills and to contribute to the world of Technology.

The Students for they will be more aware on using computer-technological

devices to enhance their learning performance and not to abuse of using it.

the Future Researcher, this paper will surely contribute to our rich bulk of

literature and body of knowledge. Future researchers especially those who will

conduct study on the same or similar framework will gain insights from the

substance of this investigation.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the great and

in-depth search done by the researchers. This will also present the synthesis of

the art, theoretical and conceptual framework to fully understand the research to

be done and lastly the definition of terms for better comprehension of the study.

Related Literature

According to Hess (2014) The researchers investigated the impacts of

using e-books in the classroom, from the range of 9-10 year old’s in the USA.

The e-books were used in group readings, replacing traditional books. Teachers

also used e-readers for the class will read loud and clear, and e-readers helps

students to use it for silent readings. The study found a great different in reading

scores for the group of using the e-readers. Scores improved for both gender

learners and the gap between it decreased. The use of computer-technologies

also appears to affect the levels of literacy in our world

The researchers investigated the impacts of using e-books in the

classroom, from the range of 9-10 year old’s in the USA. The e-books were used

in group readings, replacing traditional books. Teachers also used e-readers for

the class will read loud and clear, and e-readers helps students to use it for silent
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readings. The study found a great different in reading scores for the group of

using the e-readers. Scores improved for both gender learners and the gap

between it decreased. The use of computer-technologies also appears to affect

the levels of literacy in our world

According to Wighting Mj (2013) has used a mixed method design to

determine how far the use of computers in the classroom affects the sense of

learning in English subjects among high school students. The main objectives of

his study were to study how do high school students describe the importance of

English subject for their learning and what are the factors that students consider

to be important for the development to the 21st Century Era.

According to Hammer & Keller (2017) contended that faculty must

get beyond the mechanics of using technology to the point of truly incorporating

the classrooms. They also expressed a need for faculty to assist students in

developing “ their own information with the educational settings “as a means of

bringing quality to learning. The use of technology for learning in the classroom

should serve to quality both students and teachers. The implementation of

computer technology in the classroom can be characterized as the selection of

experiences and activities the augment traditional ways that provide enrichment

without overshadowing the objectives.

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In the Philippines, many teachers have doubts about using computers. It

is common to feel apprehensions towards the machines. Even knowledgeable

users do not understand many of the computers are working and how should

they?

Inosanto (2016) stated in his article, Incorporating Computers into

Educational Setting, that application of computers in the academe, addresses the

demand for faster, more accurate processing of data. It helps teachers to

prepare education report using spreadsheet software such as Excel. PowerPoint

presentation application software are also used by teachers in delivering

interactive lessons. The article shows the connection of computer in the lives of

the teachers. !t discusses how it could help the teacher ease their task of

preparing effective lecture presentation and how it could process the student

data for evaluation.

According to Religiosa, (2013) the author mentioned that our

revolution demands a new type of literacy- Computer Literacy. Unless both

students and teachers adapt it, the society would remain in technological and

cultural shock. The effort and convenience brought by the use of computer-

technologies has also a demand in the implementers of education. The

administrators, staff, faculty and students must have knowledge on the use and

function of the computers to fully maximize its capacity in the process of learning
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. One obstruction to the further development of the technology- based

instruction is the misconception that computer will soon replace teachers in the

classroom. As Van der Poll (2014) stated that the trend nowadays is to use

media in training the students because absorption capacity through this medium

is much higher than the traditional method of teaching. He said this technique is

an enhancement of both students capability to learn and teacher capacity to

train

Literary Development, stressed that information highways will not replace or

devalue any of the human educational talent needed for the challenges ahead.

For him, improved technology in Education will be very beneficial in every area of

society.

The researcher agrees with the idea that education does not advance intellectual

growth but the personality as well. To achieve this, the interaction of teacher and

learner should be practiced to reap the fruit of human development.

Related Studies

In a review of technology research, Rogers (2013) discovered that the

foundation of a program on a single technological medium does not provide the

educational efficiency and student appeal garnered from introducing multiple

types of technology into a subject.

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The blending of media facilities and enables the learning experience of the

students, but should also include faculty-student interactions in a traditional way

in a classroom.

According to Lang (2014) faculty must be thoroughly grounded in

technologies chosen for use in their subjects to allow them guidance to students

and allow technologies to effectively blend into the learnings of the students,

rather than allow its errors to become a distraction or a deterrent to quality

learning instructions.

Chizmar and Williams (2015) stated, after surveying over 1000 high

school faculty, suggested that computer-technology professionals direct their

efforts towards the creation of Instructional methods and the provision of faculty

to share their technology successes and failures, as opposed to spending time

solving technology problems of individual faculty.

According to Johnson (2014) Administrators must develop a

fundamental understanding of the importance and responsibilities of using

computer technology in the classroom, and must ensure that faculty have access

to professional development opportunities that will familiarize them with the

types of technologies available

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within the institution and how to effectively utilize those technologies to

learning.

If students of today are to be prepared for the workplace of tomorrow,

computers must become an integral part of the current curriculum of the school

system.

Amparo Sison (2016) stated in his study that computer-based

technology are actually being used in subjects not to replace traditional

teachings, but to increase the student’s understanding of a specific topic.

Teaching different levels of ability, background and interests has posed a

pressing difficulty to educators. This is why learning subjects like 21 st Century

Literature is not optimized. Since computers have been proven to be effective

and efficient in delivering any material, developing software for academic

continues to be a need.

Findings from the Surveys of Tinio, V.L. (2013), highlights a

number of another issues that inform the process of technology integration in

the secondary education system in the Philippines. First is the issue of basic

school infrastructure. This is including stability of power supply, the scope of

available telecommunications service, and internet access, and the availability of

space in the school to accommodate the development of technology resources.

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Synthesis

A review of literature lends acceptance to the belief that administrators

and faculty members in high school must move past the glitz of computer-

technology and embrace the more utilitarian aspects. Infusing technology into

traditional learnings provides a means of connecting the subjects to the 21st

Century Age, while allowing students with a variety of preferred learning styles

and learning paces to be on even footings in the classroom. However, some

educators are not eager to embrace the concept of the technologically enhanced

classroom. Schools must attune visions and capital to learners to successfully

integrate computer-based technology into the classroom at the pace determined

to be best for each individual.

Conceptual Framework

The framework of the study is rooted in the belief that the status of

computer technology use for instruction is the result of factors of variables that

interplay with one another.

With the assessment of the different variables, it is expected that this will bring

about of what is the impacts of using computer-technology to the 21st Century

Literature subject at Maranatha Christian Academy of Caloocan Inc.

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INPUT PROCESS OUTPUT

• Student’s lack of • Students will participate on • Student’s will level up to

knowledge on using seminar’s about using their knowledge on

Computer-technologies for computer-based technology learning 21st Century

learning 21st Century for learning 21st Century Literature

Literature Literature. • Student’s will become a

• Student’s will be lazy • Student’s will be guided and fast-learner towards

about learning 21st motivated by Teachers about learning 21st Century

Century Literature using Computer-based Literature

• Student’s Inappropriate technologies towards learning • Student’s will improve

behavior on using • Encouragement and Proper his/her behavior towards

Computer-technologies for discipline from the Student’s using computer-

learning 21st Century Educators or from faculty technologies for learning

Literature members from his/her school. 21st Century Literature

PARADIGM OF THE STUDY

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PARADIGM OF THE STUDY

The major concept of this study is the impacts of using computer-technology for

learning 21st Century Literature at Maranatha Christian Academy of Caloocan Inc.

Figure 1 shows the paradigm of the study. It consists of three (3) boxes, namely;

First, the input which contains the academy behavior of students using

computer-technology as a tool for learning based on the ratings given by the

respondents; Second, the process which contains the possible solution for the

misbehavior of the students and Lastly, the output, which contains the outcome

of the solution.

DEFINITION AND TERMS

For better reading and understanding of the study, the following definitions and

terms were operationally defined within the context of the study.

Computer - an electronic device for storing and processing data, typically in

binary form, according to instructions given to it in a variable program.

Electronics - the branch of physics and technology concerned with the design

of circuits using transistors and microchips, and with the behavior and movement

of electrons in a semiconductor, conductor, vacuum, or gas.

Technology - the application of scientific knowledge for practical purposes,

especially in industry.
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Modernization - the process of adapting something to modern needs or habits.

Innovative - (of a product, idea, etc.) featuring new methods; advanced and

original. “innovative designs" (of a person) introducing new ideas; original and

creative in thinking. "an innovative thinker"

21st Century in Literature - The 21st century in literature refers to world

literature produced during the 21st century. The range of years is, for the

purpose of this article, literature written from (roughly) the year 2001 to the

present.

Device - a thing made or adapted for a particular purpose, especially a piece of

mechanical or electronic equipment.

Telecommunications service - is a service provided by a telecommunications

provider, or a specified set of user-information transfer capabilities provided to a

group of users by a telecommunications system.

Computer Literacy - is defined as the knowledge and ability to

utilize computers and related technology efficiently, with a range of skills

covering levels from elementary use to computer programming and advanced

problem solving

Literary Development – The history of literature writings in prose or poetry

which attempts to provide entertainment, enlightenment, or instruction to the

reader/listener/observer, as well as the development of the literary techniques

used in the communication of these piece

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Chapter 3

METHODOLOGY OF RESEARCH

This chapter presents a comprehensive description of the research

process, designs, sampling techniques. Research subject, research instruments,

statistical tools and treatments.

RESEARCH DESIGN

The study used the descriptive method of research utilizing observation

and interview to gather the data needed for the study. The case method was

appropriate to use since study tried to determine the Impacts of Using Computer

Technology to the 21st Century Literature at Maranatha Christian Academy of

Caloocan Inc.

RESPONDENTS/SAMPLING TECHNIQUES

The respondents of this study were composed of 15 respondents.

They were applicable to give opinion about impacts of using computer

technology to the 21st century literature at MCA Caloocan.

INSTRUMENT USED

To gather the needed data, the following instruments were employed.

1. Survey

The researchers conducted surveys for students at the Senior High

Department at MCA if Caloocan

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2. Interview

The researchers conducted interview personally at the Senior High

Department at MCA of Caloocan to the respondents about the research

entitled: “Impacts of Using Computer Technology to the 21st Century

Literature at Maranatha Christian Academy of Caloocan Inc.” that formally

augment the questions and clarified in this process.

3 .Observation

This was another source of data. The direct observations of the

researchers had helped them in the analysis of the data and to prove that

the conducted interview was accurate. Lastly, the observation had given

weight to veracity of the answers of the respondents.

CONSTRUCTION OF THE INSTRUMENT

To formulate the concept and framework of the study, and to

determine the variables and indicators to be used, the researchers read

literatures and studies which are related to the subject of the study. They have

prepared the initial drafts of observations and interviews. They have shown this

draft to their Thesis adviser/teacher who in turn suggested some changes to

improve this study. They considered all these suggestions when they received

the draft.
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STATISTICAL TREATMENT OF DATA

The data that were yielded by the interviews and observations were

tallied, tabulated and subjected to statistical treatment in order to ensure

validity, reliability and interpretation.

The tabular method of presentation was done where the primary data

obtained were collected, summarized and presented through the use of tables.

The data were treated through the use of the following statistical

methods:

1.) Frequency and percentage distribution. It was used to determine the

number of respondents that answered on the indicators.

2.) Ranking. This was used to find out the position of the different score as

related to the whole

3.) Weighted Mean. It was used to determine the perceptions of the

respondents on the use of computer-technologies for learning

FORMULA:

P= f/N

P= percentage

F= frequency

N= number of respondents
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Please the following questions according to what you think

Your Answers will be kept confidential and will be used for
academic
purposes only
Questionnaire

Name:_________________________________________
Direction: Below are some of the proposed answers about using
computer-based technologies on learning 21st Century Literature. Please
rate each item by putting a check (/) mark and use the scale below
Legend Descriptive Rating
4.11 – 5.0 Strongly Agree
3.11 – 4.10 Agree
2.11 – 3.10 Undecided
1.11 – 2.10 Disagree
1.00 – 1.10 Strongly Disagree

Answers 4.11- 3.11- 2.11- 1.11- 1.00-

5.00 4.10 3.10 2.10 1.10

1. How can computer-technology helps students for learning 21st

century literature subject?

It will help them to further more

research easily about 21st Century
Literature.
It will help them to finish activities faster
in 21st Century Literature.
Students will improve their knowledge
about 21st Century Literature.
2. What are the advantages and disadvantages of using computer
technology for learning 21st Century Literature subject?

ADVANTAGES

Students will not consume their time in

doing paper-works about 21st Century
Literature.
Students will not go to library to search
about 21st Century Literature anymore.
Students will experience more
convenient in learning 21st Century
Literature.
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DISADVANTAGES

Students will have poor eyesight

because of too much usage of
technology.
Students can be addicted on using
technology.
Students can get wrong information
about terms and topics.
3. Can computer technology that is used to learn 21st Century Literature
subject affects the students’ behaviour towards learning?
Students can improve their learning and
be creative.
Students can become a fast learner.

Students can improve their mental

abilities towards 21st Century Literature.
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Chapter 4

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

This chapter presents the gathered data in tabular forms; each table is given
its corresponding interpretation and analysis.

TABLE 1

Distribution of frequency and percentage on how computer-technology

helps students for learning 21st century literature subject

1. How can computer-technology WM VI RANK

helps students for learning 21st
century literature subject?

It will help them to furthermore research

about 21st Century Literature 4.25 SA 2

It will help them to finish activities faster 4.1 A 3

It will improve their knowledge 4.27 SA 1

TOTAL 4.21

Table 1 shows how computer-technology helps students for learning 21st century
literature subject of Grade 11 students. The highest weighted mean among the
three benefits is that they believed that computer-technology can help students
to improve their knowledge which is composed of 4.27 or Rank 1. Next is
computer-technologies can help students to further more research which is
composed of 4.25 or Rank 2 and lastly is that it will help them to finish
activities faster which is composed o 4.1 or Rank
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TABLE 2

Distribution of frequency and percentage on the advantages and

disadvantages of using computer technology for learning 21st
Century Literature subject

2. What are the advantages and MV VI RANK

disadvantages of using computer
technology for learning 21st Century
Literature subject?
ADVANTAGES
Students will not consume their time in doing
paper-works about 21st Century Literature. 3.39 A 3

Students will not go to library to search about

21st Century Literature anymore. 3.45 A 2

Students will experience more convenient in

learning 21st Century Literature. 4.1 A 1
TOTAL 3.65
DISADVANTAGES
Students will have poor eyesight because of too
much usage of technology. 3.85 A 3

Students can be addicted on using technology.

4.10 A 1

Students can get wrong information about terms

and topics. 4.03 A 2
TOTAL 4.00

Table 2 shows what is the advantages and disadvantages of using computer-

technology for learning 21st Century Literature on Grade 11 Students. The
highest weighted mean among the three benefits in the Advantages of using
computer technology is 4.1 or Rank 1 which is students will be more
convenient. Next is 3.45 or Rank 2 which is Student’s will not go to libraries to
search furthermore. And lastly is 3.39 or Rank 3 which is Student’s will not
consume their time in doing paper-works. And for the Disadvantages of using
computer-technology. The highest weighted mean is 4.10 or Rank 1 which is
Student’s can be addicted on using technology. Next is 4.03 or Rank 2 which is
student’s can be get wrong information about terms and topics. And lastly is
3.85 or Rank 3 which is Student’s will have poor eyesight
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TABLE 3

Distribution of frequency and percentage on how does the student’s

behavior be affected towards learning by using computer-technology
to learn 21st Century Literature

3. Can computer WM VI RANK

technology that is used
to learn 21st Century
Literature subject
affects the students’
behavior towards
learning?

Students can improve their 4.23 SA 2

learning and be creative.

Students can become a fast 4.25 SA 1

learner.

Students can improve their 4.00 A 3

mental abilities towards 21st
Century Literature.

TOTAL 4.16

Table 3 shows on how does the student’s behavior be affected towards learning
by using computer-technology to learn 21st Century Literature. The highest
weighted mean among the three benefits is 4.25 or Rank 1 which is Students
can become a fast learner. Next is 4.23 or Rank 2 which is Students can
improve their learning and be creative. And lastly 4.00 or Rank 3 which is
Students can improve their mental abilities for learning.
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Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECCOMENDATION

This chapter of the study shows the summary of the findings together with its
final conclusion and further recommendations of the researchers for their study
entitled; “Impacts of Using Computer Technology to the 21st Century Literature
at Maranatha Christian Academy of Caloocan Inc.”

STATEMENT OF THE PROBLEM

This study aimed to know the outcome of using computer-technology on 21st

Century Literature subject. Specifically, it attempts to answer the following

questions.

1.) How can computer technology helps students for learning 21st Century

Literature subject?

2.) What are the advantages and disadvantages of using computer

technology for learning 21st Century Literature subject?

3.) How can computer technology that is used to learn 21st Century Literature

subject affects the students behavior towards learning?

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SUMMARY OF THE FINDINGS

Based from the conjunctures the researchers seek to fill by the gathered data,

the researchers come up with the following findings:

1.) Out of Twenty respondents, The computer-technology will help

them to furthermore research about 21st Century Literature obtained a

weighted mean of four point twenty-seven and a mean ranging of four

point eleven to five point zero interpreted Strongly Agree, rank as First.

The computer-technology will help them to finish activities faster obtained

a weighted mean of four point twenty-five and a mean ranging of four

point eleven to five point zero interpreted as Strongly Agree, rank as

Second. The computer-technology will help improve their knowledge

obtained a weighted mean of four point one and a mean ranging of three

point eleven to four point ten interpreted as Agree, rank as Third. The

factors that helps students to learning obtained an overall mean of four

point twenty-one and a mean rating of four point eleven to five point zero

interpreted as Strongly Agree.

2.) Basing of the survey out of Twenty respondents. The advantages

of using computer-technology which is students will be more convenient

obtained a weighted mean of four point one and a mean ranging of three

point eleven to four point ten interpreted as Agree, rank as First. The

students will not go to library anymore obtained a weighted mean of three

 36

point forty-five and a mean ranging of three point eleven to four point ten

interpreted as Agree, rank as Second. The students will not consume their

time in doing paper works obtained a weighted mean of three point thirty-

nine and a mean ranging of three point eleven to four point ten

interpreted as Agree, rank as Third. The Advantages of using computer-

technology obtained an overall mean of three point sixty-five and a mean

rating of three point eleven to four point ten interpreted as Agree.

The disadvantages of using computer-technology which is students

can be addicted on using technology obtained a weighted mean of four

point ten and a mean ranging of three point eleven to four point ten

interpreted as Agree, rank as First. The students can get wrong

information about terms and topics obtained a weighted mean of four

point three and a mean ranging of three point eleven to four point ten

interpreted as Agree, rank as Second . The students will have poor

eyesight obtained a weighted mean of three point eighty-five and a mean

ranging of three point eleven to four point ten interpreted as Agree, rank

as Third. The Disadvantages of using computer-technology obtained an

overall mean of four point zero and a mean ranging of three point eleven

to four point ten interpreted as Agree.

3.) In accordance to the survey that the researchers had made, out of

Twenty respondents, Student’s will become a fast learner obtained a

 37

weighted mean of four point twenty-five and a mean ranging of four point

eleven to five point zero interpreted as Strongly Agree, rank as First. The

students can improve their learning and be creative obtained a weighted

mean of four point twenty-three and a mean ranging of four point eleven

to five point zero interpreted as Strongly Agree, rank as Second. The

students can improve their mental abilities towards 21st Century Literature

obtained a weighted mean of four point zero and a mean ranging of four

point eleven to four point ten interpreted as Agree, rank as Third. The

factors that influences student behavior obtained a weighted mean of four

point sixteen and a mean rating of four point eleven to five point zero

interpreted as Strongly Agree.

CONCLUSION

For the foregoing summary of findings the following conclusions were

drawn;

1.) That the rank 1 in terms of how can computer technology helps students

for learning 21st Century Literature subject is it will help them to improve

their knowledge.

2.) That the rank 1 in terms of advantages of using computer technology for

learning 21st Century Literature subject is students will experience more

conveniences to this kind of subject.

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That the rank 1 in terms of disadvantage of using computer technology for

learning 21st Century Literature is students can be addicted on using

technology.

3.) That the rank 1 in terms of how can the computer technology affects the

behavior of the students towards learning in 21st century literature subject

is students can be a fast learner.

RECOMMENDATION

1. ) We researchers recommend that technology be made available on an

equitable basis for use in improving student learning and enhancing teacher

professional development. Technology includes computers, calculators, and other

learning tools that can help students with a diversity of learning needs and

preferences.

2.) Students can enhance the quality of education in several ways: by increasing

learner motivation and engagement, by facilitating the acquisition of basic skills,

and by enhancing teacher training. Teachers are also transformational tools

which, when used appropriately, can promote the shift to a learner-centered

environment.

3.) Computers allow students to perform good research and also communicate

with different education providers. This help students understand the topic better

by experiencing different forms

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BIBLIOGRAPHY

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CURRICULUM VITAE

TOLOSA, KENNETH JAY N.

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 17

Birthday: October 25, 2001

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Gabriela Silang Elementary School

2006-2008: Divine Care Learning Center

 41

CURRICULUM VITAE

DATUIN, JOHN LENNARD J.

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 17

Birthday: October 25, 2001

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Maranatha Christian Academy of Caloocan Inc.

2006-2008: Barangka Ilaya Day Care Center

 42

CURRICULUM VITAE

CONSUELO, DERVIN

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 20

Birthday: October 30, 1999

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Sampaguita Elementary School

2006-2008: Divine Care Learning Center

 43

CURRICULUM VITAE

ADAY, VINCENT CARL P.

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 17

Birthday: September , 2002

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Sto Niño Elementary School

2006-2008: Divne Hope Day Care Center

 44

CURRICULUM VITAE

VEGA, MARK VINCENT B,

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 17

Birthday: September 25, 2001

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Benigno Aquino Elementary School

2006-2008: Holy Redeemer Learning Center

 45

CURRICULUM VITAE

AUSTRIA, NICOLE IVAN G.

Address: Robes I area II Camarin, Caloocan City

Contact Number: 09297015145

Email Address: [email protected]

PERSONAL BACKGROUND

Age: 19

Birthday: November 13, 2000

Civil status: Single

EDUCATION

2014-2020: Maranatha Christian Academy of Caloocan Inc.

2008-2014: Holy Redeemer School of Kalookan.

2006-2008: Pook Amorsolo Day Care Center