Department of Education

Schools Division of Iloilo

Tigbauan National High School
Senior High School Department

THE EFFECTS OF TECHNOLOGY IN INQUIRY BASED LEARNING PROCESS OF GRADE

12 STUDENTS OF TIGBAUAN NATIONAL HIGH SCHOOL

A Research Paper
Presented to the Faculty of
Tigbauan National High School
Tupan St. Tigbauan, Iloilo
In Partial Fulfillment
for Subject
Practical Research II
By

Jake Bryle Nulada

Mark Jefferson Tumagan
Claire Mae Cabagua
KC Jane Dela Rosa
Florence Fuentes
Jovelyn Navarro
Andrea Reales
Allyssa Toledo
Kristine Rose Tuante

Mrs. April Joy Tumabotabo

Adviser

October, 2019

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Abstract

Application of knowledge to the practical aims of human life or to changing and

manipulating the human environment. Technology includes the use of materials, tools,
techniques, and sources of power to make life easier or more pleasant and work more
productive. Whereas science is concerned with how and why things happen, technology focuses
on making things happen. This study primarily focused on its main objective: to know the
perception of the Grade 12 students about the effects of technology in their learning process.
Nowadays different strategies and skills are utilized by a variety of students to overcome
stressful everyday classroom situations. This study aimed to determine if there is a significant
relationship in the perception of technology and its effect to Grade 12 students. The researchers
conducted a survey and used a checklist to gather necessary data from fifty (50) Grade 12
students randomly selected in Tigbauan National High School. The results showed that there is
no significant relationship between the perception of the students about the effects of
technology in their learning process. Furthermore, there was no significant relationship
identified by Grade 12 students of Tigbauan National High School when classified as to age and
strands but there was a significant difference when classified as to sex or as to male and
female.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Acknowledgment

The researchers wish to give the sincerest gratitude and gratefulness for the following
who contributed in helping this educational pursuit a success.
Mrs. April Joy Tumabotabo, Master Teacher II, research adviser and teacher, who have been
patient with their imperfections, who has been diligent in editing their work and for generously
sharing his expertise and genuine ideas;
Mr. Rofel T. Torrefranca, Teacher III, research consultant, statistician, validator, whose
ingenuity and astuteness open doors for compelling ideas which contribute to a well-earned
research paper and for his aid and guidance all throughout this journey;
To all the Grade 12 students, who wholeheartedly accepted the privilege of being the
respondents who exerted their time and effort;
To the researchers’ family especially their parents for their undying support, financially,
emotionally and for rendering the permission to make time to work for this research study;
Those whom the researchers failed to mention but have contributed a lot; and above all,
THE ALMIGHTY GOD, who is the source of strength, dedication, determination and
enlightenment and whose spiritual guidance made possible the accomplishment of this study.
To God Be All The Glory!

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Table of Contents

Page

Title Page ............................................................................................................. i

Abstract ................................................................................................................ ii

Acknowledgement .................................................................................................. iii

Chapter 1 Introduction

Background of the Study ............................................................................ 1-2

Statement of the Problem ........................................................................... 3

Hypotheses ................................................................................................ 4

Significance of the Study ............................................................................. 4

Scope and Limitation of the Study ................................................................ 4

Definition of Terms ...................................................................................... 5

Theoretical Framework ................................................................................ 6-7

Conceptual Framework ................................................................................ 8

Schematic Diagram ...................................................................................... 8

Chapter 2 Review of Related Literature and Studies ................................................. 9-18

Chapter 3 Methodology

Research Instrument .................................................................................... 19-20

Research Design .......................................................................................... 20

Respondents of the Study ............................................................................. 20-22

Validity of the Instrument .............................................................................. 23

Reliability Result ............................................................................................ 23

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Statistical Tools ............................................................................................. 24

Chapter 4 Data Presentation, Interpretation, and Analysis ......................................... 25-34

Chapter 5 Summary, Conclusions, and Recommendations

Summary ....................................................................................................... 35-36

Conclusions .................................................................................................... 36-37

Recommendations .......................................................................................... 37

References ............................................................................................................... 38-39

Appendices

Appendix A Questionnaire ............................................................................... 40-41

Appendix B Curriculum Vitae ........................................................................... 42-55

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Chapter I
Introduction
Background of the Study

We live in a dynamic world surrounded by almost endless amounts of information.

Riding the coattails of information is all of the technology we have at our fingertips. For as
prevalent as technology is now, is it replacing real lasting education? Does technology have a
place in our classrooms?
Educators have a responsibility to introduce, encourage, and help students master
technology, as well as subjects, as it applies to school and the future. Technology will be used
in every aspect of the students lives. Using technology the classroom can be taken anywhere.
With all the knowledge and resources contained and deliverable on demand on a mobile device,
students can learn at home or in the “field”. Mobile technology allows for greater collaboration
between students promoting strong foundations in group work. Technology tracks and reports
student's progress instantly. Similarly, students who use technology are motivated to improve
performance. Just like they do at home on their gaming consoles. Trying to beat high scores at
home and trying to beat high scores in math use the same psychology. This runs along the
same lines as motivation. Creating a social element to educational technology can allow for
healthy competition amongst peers both in the same classroom. With the help of technology,
course curriculum can reflect real world data. In some applications students can be exposed to
real-time information. Assessing students performance can be done instantly with technology.
Inquiry-based learning is an approach to learning that emphasizes that students role in
the learning process. Students are encourage to explore the material, ask, question and share
ideas. This allow them to build knowledge through exploration, experience and discussion.
Through this, it helps students to improve their abilities and confidence to communicate with
someone. Students aren’t just hearing or writing what they are learning. Instead, students get
the chance to explore a topic more deeply, gives life and learn from their own experience. In
order for them to stand their own ways. Let them be to explore so that they will get some
ideas, experience that they will transmit to others.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

The problem of this case, some students were facing problem-solving but the evidence
suggests problem base learning is an instructional approach that offers the potential to help
students develop flexible understanding and lifelong learning skills, and also it helps students
develop skills for leaving in a knowledge. It has passively learning facts and there is no longer
sufficient to prepare students to survive in today’s world. Probably it is because of today’s life
were has a big difference before. Like for now it is easy to learned because of some technology
was formed and otherwise it is easy to memorize those things because of today’s happenings.
Education coupled with technology is overall a very positive thing. It's still in relative
infancy and progress will continue to move forward making better systems. Teachers will still
retain control over learning. The school of 10 years ago looks very different from schools today.
Students are being inundated with technology at a very young age. The transition has already
begun. Education of the future will be delivered with current information delivered through
traditional teaching methods and fantastic technological tools.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Statement of the Problem

Technology has always flourished for the gain of mankind. The major achievements of
technology have left man spell-bound and every part of the world today is enjoying the
comforts provided by technology. Thanks to technology, all the countries are interlinked and we
are now living in a global village. Technology has greatly improved people's lives through
different fields such as medicine, work, education and industry, especially education. However,
we cannot say that technology is all good in itself. It is a two-edged sword and we have to see
to what extent it has really helped improved people's standard of living. There are many
possible effects on using it. And it depends only on the way the users used it. They have to
know how to use it for their benefit and should not abuse its use. It should be properly used
rather than rely on it totally. The use of technology has changed the world we live in today and
this continues to evolve daily. Although we are lucky to live in a world where this is going on
around us, it too has its downsides.

This study is aimed to determine the Effects of Technology in Inquiry Based learning of
Grade 12 Students of Tigbauan National High School.
Specifically, This study attempted to answer the following questions:

1. What are the perceptions of Grade 12 students of Tigbauan National High school about
technology when taken as a whole group and when classified as to sex, age and strand?
2. What are the effects of technology among Grade 12 students of Tigbauan National High
School when taken as a whole group and when classified as to sex, age and strand?
3.Are there significant difference in the perception of Grade 12 students of Tigbauan National
High School when taken as a whole group and when classified as to sex, age, and strand?
4. Are there significant difference in the effect of Grade 12 students of Tigbauan National High
School when taken as a whole group and when classified as to sex, age and strand?
5. Is there a significant relationship in the perception of technology and its effect to Grade 12
students of Tigbauan National High School?

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Hypotheses
Based on the preceding questions, the following hypotheses were proposed:
1. There is a significant difference in the perception of Grade 12 students of Tigbauan
National High School when taken as a whole group and when classified as to sex, age,
and strand?
2. There is a significant difference in the effect of Grade 12 students of Tigbauan National
High School when taken as a whole group and when classified as to sex, age and
strand?
3. There is a significant relationship in the perception of technology and its effect to Grade
12 students of Tigbauan National High School?

Significance of the Study

This study is primarily beneficial to the other fields of education and to following persons:

Students. Through this study, the students will be able to identify the significant relationship in
the perception of technology and its effect to Grade 12 students of Tigbauan National High
School.

Parents. The result of the study will be beneficial to the parents because they they have direct
control and supervision over their children. They can make use the findings of this study to
implement proper use of technology that can improve the learning process of their children.

Future Researchers. This study will be a guiding tool to future researchers whose aim is to use
this as reference and background for other potential related researches on this topic.

Scope and Limitation of the Study

This study aimed only to determine the significant relationship in the perception of technology
and its effect to Grade 12 students of Tigbauan National High School. The respondents in this
study were the 50 grade 12 students of TNHS. The students of this school were taken as a
whole group and classified as to sex, age and strand.

This study used a modified questionnaire by the researchers as the data-gathering instrument.
For data analysis, the researchers used percentage, mean, standard deviation for descriptive
statistics and for the inferential statistics the researchers used One-way ANOVA.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Definition of Terms

The following are the important terms used in this study and may therefore be

meeting by the learners, researchers, and critics as they go through in reading this

study :

Technology- Application of scientific knowledge for practical purposes, especially in industry.

In this study technology is defined as a tool to measure its effects to the inquiry based
learning process of grade 12 ABM students.

Inquiry Based Learning- is a form of active learning that starts by posing questions, problems or
scenario.

In this study Inquiry Based Learning is used as a subject to determine the way to
acquire data needed for this study.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Theoretical Framework

Over time, learning became easier and faster with the help of different tools and

methods. Blackboards have been used for at least a millennium, books and pamphlets have

held a prominent role in education. Now we have innovated technologies that can be used for

quicker and easier learning of every student.

Educational Technology is the study and ethical practice of facilitating learning and

improving performance by creating, using and managing appropriate technological processes

and resources. According to David L. (2017) there are three (3) major educational theories,

such as Behaviorism, Cognitivism and Constructivism that widely implemented in education and

greatly linked to the development and utilization of the educational technology.

According to Frederic Skinner (1904-1990) one of the founders of American new

behaviorism, further developed the behavior theory, rewards and punishment can change one’s

learning performance. Researchers and scholars confirmed that Behaviorism has greatly

promoted and effectively implemented in programmatic instruction, and has strongly promoted

and widely applied in computing-assisted-instruction and the development of educational

technology.

Cognitive theory is represented by Jane Piaget (1898-1980), Jerome Seymour Bruner

(1915) and David P. Ausubel (1918-2008). In education, cognitive developmental theory is to

develop students' capabilities of creative thinking, information analyzing, and problem-solving

through computer-assisted instruction. It concerns those mental processes that cannot be

observed through human beings’ problem solving process and human beings’ learning

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

strategies. It studies human brains’ thinking process. Cognitivists believe that a human being

possesses intrinsic modes of receiving, processing and utilizing information at different cognitive

development stages; advocate the study of people’s cognitive development processes and

models, and design different instructional programs based on one’s cognitive development

needs at different developmental stages.

Constructivist theory is in favor of letting students to construct their point of view of the

world, philosophy of living, technical expertise, and knowledge structures; emphasizes one’s

learning initiative, and social and 162 Theories and Research in Educational Technology and

Distance Learning Instruction through Blackboard situational learning experiences. The core of

this theory is discovery learning. Students learn by doing. John Dewey (1859-1952), a well-

known educational psychologist, believed that practicing is a foundation of learning, and

without learning practice, students would get lost. He stressed that students construct their

knowledge in practice, and instructional design should respect students’ psychological

development needs. Former Soviet psychologist Vygotsky proposed a social constructivist

theory that emphasizes one’s social and cultural backgrounds to determine one’s behavior. He

believed human’s growth is a product of culture. The influence of Constructivist theory on the

development and implementation of educational technology is mainly reflected in the pioneering

educational games, multimedia development and dynamic online interactions.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Conceptual Framework

This study is based on the idea that there is a significant relationship in the perception of

technology and its effect to Grade 12 students of Tigbauan National High School.

The independent variables in this study is the perception about technology in the

inquiry-based learning process of Grade 12 students.

The dependent variable in this study is the effect of technology. The researchers believe

that the technology has a significant effect in the inquiry-based learning process of grade 12

students.

Schematic Diagram

Antecedents Variable Independent Variable Dependent Variable

Sex

Male

Female

Strand

ABM

HUMSS
Perception about
Effects of technology
GAS technology

ICT

STEM Ppppppppp

TVL

Grade Levels

11

12 Chapter II

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies, foreign and local which provided
the researcher the needed information and direction for the completion of the study.

Foreign Literature
Lynne Schrum, past president of the International Society for Technology in Education
(ISTE), is an associate professor in the department of instructional technology at the University
of Georgia. Her research, teachings, and writings focus on issues related to distance education,
specifically online learning. Schrum also investigates the uses of technology in K-12
environments and identifies ways to support educators in the effort. Educators want students to
learn. She said that It is certainly not enough to tell educators that they need to use the boxes
and wires that have invaded their schools simply because they are expensive or because
students need to know how to use the latest widget. If it's clear that technological tools will
help them achieve that goal, educators will use those tools. Technology lends itself to
exploration. But before technology can be used effectively, exploration must be valued as
important to both teaching and learning. In a technology-rich classroom, students might search
the Web for information, analyze river water, chart the results, and record what they've learned
on the computer.In such an environment, acquiring content changes from a static process to
one of defining goals the learners wish to pursue. Students are active, rather than passive --
producing knowledge and presenting that knowledge in a variety of formats. In a technology-
rich classroom, students don't "learn" technology. Technology merely provides the tools to be
used for authentic learning. It is a means, not an end.
According to Benjamin Herold(2016) Technology is everywhere in education: Public
schools in the United States now provide at least one computer for every five students. They
spend more than $3 billion per year on digital content. Led by the federal government, the
country is in the midst of a massive effort to make affordable high-speed Internet and free
online teaching resources available to even the most rural and remote schools. And in 2015-16,

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

for the first time, more state standardized tests for the elementary and middle grades will be
administered via technology than by paper and pencil.
There were seven (7) steps for adapting technology to the classroom by Sean Nank
(2017) As the recession of 2008 becomes a not too distant memory, some schools are finding
themselves better funded. With this comes the acquisition of technology for schools and
classrooms. The widespread introduction of technology can have amazing impacts on curricula,
pedagogy, and student learning. But some schools have not experienced these results. The
following are the seven aspects of adapting technology that will help you avoid lackluster
results. Buy technology for teachers and students, Use the 10% rule (If you have $100,000
total to spend on technology, then spend $90,000 and set aside $10,000 for professional
development and training to support teachers while implementing the technology.),Give
teachers time, Choose a platform and stick with it, Technology for the sake of technology,
Students are and are not digital natives ,lastly is Assess with technology in a meaningful way.
According to Kelsey Sheehy(2012) The proliferation of social media and technology has
changed the way educators teach, how students learn, and the way teachers and students
communicate. Bob Wise a former governor of West Virginia and president of the Alliance for
Excellent Education, an advocacy organization, said that "You can't just slap a netbook
[computer] on top of a textbook and say, 'Great, now we have technology," Good teaching,
especially the kind that involves working with evolving technologies, sometimes requires good
advice. "The whole intention of Digital Learning Day is to really celebrate teachers and good
instructional learning practices," says Sarah Hall, director of the Alliance's Center for Secondary
School Digital Learning and Policy.
It’s hard to determine whether technology in the classroom is helpful or harmful.
Samantha Cleaver (2014) wrote an article about it. With a world of information at their
fingertips nowadays, it seems like kids should be finding it easier than ever to succeed in
school. However, as more classrooms invest in the latest technology, test scores remain the
same, bringing its effectiveness into question. “Incorporating technology into the classroom
requires a double innovation,” says Shelley Pasnik, director of the Center for Education and
Technology, Educators who receive new technology must first learn how to use the equipment
and then decide whether or not it supports the class objectives and curriculum. Despite the
challenges, incorporating technology into education still has proven benefits, especially when it

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

comes to personalized learning. From math games that adjust the level of difficulty as players
progress to electronic books that talk and respond to the tap of a finger, products that
personalize the learning experience for students often benefit their understanding. An
interactive game is more engaging than a book, so technology often promotes more practice
and review in areas requiring memorization, such as spelling, math and geography. This frees
up time in the classroom so educators can focus on skills like problem solving, character
development and critical thinking.
Local Literature
The Philippine Star created an article last 12th of July 2014 about how technology helps
students study well. According to it more and more school use technology such as computers
and the internet in their classroom and several improvements on students have seen and they
are now getting better in education. These improvements are the following: Independence and
information gathering, Critical thinking and reflection, Communication and collaboration, More
engaging learning experience and Preparation for jobs later on. By connecting the internet,
students learn how to do their own research and with the large information that they access.
Students are induced to learn to think critically. Through exchange of ideas and messages,
students are able to collaborate with each other to test their understanding of lessons.
Information today is more engaging to the mind and the senses because of its multimedia
nature. Knowing all of these improvements and advantages. more and more schools are
allowing not just desktop computers and laptops, but also tablet devices and smartphones in
their classrooms.
According to John Paul Espinosa (2016) Technological advances had greatly changed
the education landscape in that teaching is no longer confined to the traditional face-to-face
delivery of lessons. Now, via internet we can also learn not only in the classroom but outside
the school. Through the convergence of modern and traditional methods, students are now able
to experience the best of both worlds. They can learn from school and get additional
information or lessons through the web and internet. A survey conducted by Pearson
Foundation in the United States found that more than six in 10 college students and high school
seniors agree that they study more efficiently by using tablets. A study conducted by Houghton
Mifflin Harcourt in California also showed that students using iPads performed better in math
compared to students using traditional textbooks. Another study at Oklahoma State University

Effects of Technology 11
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

found that 75 percent of students said the use of gadgets enhanced their learning experience.
Even though that the parents and some teacher fear that gadgets may distract students,
surveys and studies have shown that these technological devices are a big help in
learning.Today, more states administered tests for the elementary and high school through the
internet, discarding the use of the traditional pen and paper.
Back in 1960s where computers are very bulky to the very compact gadgets of the
present time, technology had been continuously developing in the past decades. Accroding to
John Rifuno I. Macaset(2017) a BS Computer Engineering, technology had played great roles in
many people’s daily tasks starting with the conception of the personal computer, people’s work
became faster, and communication with other people became easier. Recent years, the use of
technology in education has been proven beneficial to both teachers and students. With the use
of the internet, teachers are able to communicate with their students more easily, and allows
them to distribute learning materials such as assignments, exercises, and tests to their pupils.
According to a blog posted by Angel de Dios(2012) How technology affects learning
from the views of teachers, With iPads, Facebook, smartphones, video games, music, and
others, technology now occupies a significant amount of a child's time in the United States
(almost eight hours a day - National Center for Education Statistics, USA). Students in the
Philippines probably face the same increasing amount of time spent on these activities provided
by technology. Thus, it is time to ask how current technology affects student learning. The
response from teachers is particularly important since their perspective comes directly from the
classroom.
Why teachers have to use technology? article by Glenny E. Laping(2016) according to it,
technology is a way of life. It is everywhere in this computer age. Students use technology
improperly and unproductively so teachers should provide guidance for them. Also free
educational tools are easier and faster to use than the traditional tools. Teachers could use this
to build student’s collaborative, communication , problem-solving, critical and creative thinking
skills. Technology alone cannot develop in students the skills necessary to succeed in today’s
world. Teachers and parents should teach and guide the young to use technology the right way
productively.
Foreign Studies

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Technology is a way to improve students goals. But are they using it the way it meant to
be in classes ? Eric Milou , conducted a study that examined the algebra teachers if they
are using graphic calculators when they are teaching , their awareness over technology,
changes in curriculum or instructional practices. The ones who became a part of the study were
students and teachers. They were selected solely because of its great variety of population.
The study has surveys to be completed by the ones who participated. Of the 243 surveys, 146
were returned , for an aversge rate of 60%. It has been confirmed that with the use of
graphing calculator is still likely to disagree to many algebra teachers. But the majority of the
teachers says that the use of graphing calculator is a great tool for motivating the students.
In the James Kulik Study (1994), the researcher used a technique called meta-
analysis to aggregate the findings from more than 500 individual studies of computer-based
instruction. Computer based instruction individualizes the educational process to accommodate
the needs, interests, and learning styles of each student (Kulik, 1994, 4). The study
found that students who used computer-based instruction scored at the 64th percentile on
test of achievement compared to students in the control conditions without computers who
scored at the percentile. This study helps to show that student achievement can be affected
positively especially through assessment scores. Students also tend to like their classes
more and develop more positive attitudes towards learning which results in positive academic
achievement.
According to Taibah university (2017).Their study was conducted on 231 students who
studying physiology during their 2nd year at one five health colleges they are the ( Medicine,
Dental, Clinical Pharmacy ,Applied medical sciences , and nursing).Their research was
an online survey to the students regarding to the use of technology and the devices they use.
The Pearson correlation coefficient and descriptive statistics were implemented to study
the frequency of ,and relationship between technology and their learning achievements in
physiology courses.They study observed a significant relationship between students use of
technology , and the most used devices is laptops (50℅) phones (42℅) followed by
tablets (7℅) and the desktop computers (0.5℅) .The result of their online survey tells that
technology usage might produce comparatively more significant increase in academic
achievements than would non-usage of technology.

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

There are many terms that are currently in use so far as ICT in Education is
concerned. Many terms have come and gone and there are overlaps in some instances which
are not necessarily identical. Bybee, Poewll, and Trowbridge (2008) categorize the uses
of computer and associated technologies in science education into three as follows:
learning about computers, learning with computers and learning through computers. Learning
about computers which deals with knowledge of computers may be thought of as a continuum
which ranges from skills in and awareness of computers at lower level to programming at
higher level (Tabassum, 2004). In this situation students develop technological literacy which
essentially involves acquiring computer-related terminology.
In Harold Wenglinsky's National Study of Technology's Impact on Mathematics
Achivement, Wenglinsky found out that who used higher order of thinking software shown
the gains in math scores of up to 15 weeks above grade levels. Wenglinsky also controlled
for socioeconomic status, class, size, and teacher’s characteristics. Thus, all relationships
between technologies and educational outcomes had represented the value added by
technology for comparable groups of students with comparable teachers in a comparable
class sizes. This study has consisted a national sample of about 6,227 fourth grade students
and 7,146 grade eight students on the National Assessment of Educational Progress. Then
another finding was found that higher order uses of computers and professional development
were related to student's academic achievement in mathematics for both 4th and 8th grade
students. The use of computers mainly for 5 simulations and applications had resulted in
higher math achievement.
Local Studies
According to the study of Jimson Mariano (2017) The Philippine government has been
committed to bring the educational system into a modernized status, particularly on basic
education, in its effort to make each and every student at par with other students of
neighboring developed countries. Our country is now capable to utilize and produce information
and to transform it into knowledge and vast array of goods and services. The Department of
Education (DEPED) has initiated in 1996 a computerization program with the goal of preparing
Filipino students for employment and competitive career by teaching them to master new forms
of technology. They also would like to harness and enhance the power of technology towards

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 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

developing the entire teaching-learning process, specifically in its bid to make each and every
public school student empowered in this highly globalized and integrated world economy.

ICT plays a major role in creating a new and improved model of teaching and learning
where education happens anytime and anywhere. According to Diwanie Perez (2016) to achieve
this vision we should continue to use ICT to revitalize our schools to make them to dynamic,
collaborative and innovative learning institutions where students can become more motivated,
inquisitive and creative learners. Also to link students with vast networked world of knowledge
and information and develop student’s skills and capabilities to critically and intelligently seek
,absorb, analyze, manage and present information. The assessment of the current state of
computerization of public schools will aim to help DepEd better integrate ICT in its ambitious K
(Kindergarten) to 12 Basic Education Curriculum (BEC) reform program. • Education Secretary
Armin Luistro said that ICT education will be an important aspect as they formulate an
effectively enhanced K to 12 BEC curriculums. “We have to set up our ICT thrust as we
gradually implement the K to 12 Basic Education Reform Program. As we all know, ICT plays a
very important role in administrative functions as well as in the teaching and learning process,”
Luistro explained.
According to Melvin Matulac, Assistant Prof at University of Santo Tomas, Today’s
education faces a lot of challenges. The swirling changes and developments in teaching and
learning all seem promising and yet are still at their infant stages. There is resurgence for
Constructivist approaches in the classroom. Howard Gardner contradicts the IQ phenomena
with his own findings on Multiple Intelligence. The banking method of education is totally
unacceptable to some education circles and yet the new methods bring their own share of
confusion. The use of technology is at least one unavoidable reality and twenty years after the
introduction of the PC, as many roads have been paved for us to follow, a lot of work still lay
ahead. In the present stage, since technology is here to stay, some educators took a second
look at how technology is being used. Instead of technology dictating what they should do, they
started telling technology what they wanted to do in teaching core subjects. The technology
experts of the school started shifting gears. From being the untouchable nerds in the computer
lab, they suddenly found themselves as the assistants of the teachers finding ways to bring
technology at the service of learning.

Effects of Technology 15
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Education has changed a lot because of the development of information Technology and
knowledge information society. According to Reynato Arimbuyutan (2007) Educational infra of
the Philippines was meager before 4-5 years Also computing and Internet infra it will not
support to education environment. But Philippine education environment changed fast during
2000~ 2006 years. Development of network environment is big effect of computer game by
Philippine young generation. Also, effect of education reform policy that Philippines
government. Philippines making e-Learning systems for remote education environment. And,
there is progressing various project with more interest about e-Learning. Therefore, the study
wants to correct analysis and right direction presentation for Philippine remote education
environment. The study is structured as follows. In chapter 2, Environment of education in the
Philippines. In chapter3, environment of e-Learning in the Philippines, Lastly, e-Learning
environment and prospects of the study is made in chapter 4 of his study
According to the MST News (2013) millions of Filipino students are back to schools.
Some will be studying more comfortably in air-conditioned rooms, complete with hi-tech
learning tools such as computers and modern methodologies. Others will not be as privileged.
Still, learning takes precedence over disparities in learning conditions. Substance over form, we
say. With the recent implementation of the K to 12 program, the country’s basic education
curriculum undergoes a major overhaul in the form of two additional years from the existing 10-
year basic education. The authority says the transition will provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship. Moreover, the reform
would make the Philippines comparable and competitive with other countries, as the 12 years of
basic schooling had long been a global standard. But while the change is a welcome
development, it may still be considered protracted if taken in the larger context of learning,
which is transforming by leaps and bounds.
Synthesis of the Reviewed Literature and Studies
Accordingly, the related literatures and studies just reviewed provided guides and
directions necessary for the researchers to meet the desired objectives.
Technology has impacted almost every aspect of life today. Technology has profoundly
changed education in many ways,. For one, technology has greatly expanded access to
education. In medieval times, books were rare and only an elite few had access to educational

Effects of Technology 16
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

opportunities. Individuals had to travel to centers of learning to get an education. Today,

massive amounts of information (books, audio, images, videos) are available at one’s fingertips
through the Internet. Opportunities for communication and collaboration have also been
expanded by technology. Traditionally, classrooms have been relatively isolated, and
collaboration has been limited to other students in the same classroom or building. Today,
technology enables forms of communication and collaboration undreamt of in the past.
According to Zuckenburg (2016) “What defines a technological tool - one historical
definition - is something that takes a human’s sense or ability and augments it and makes it
more powerful. So, for example, I wear contact lenses or glasses; that is a technology that
enhances my human ability of vision and makes it better.”
The findings of the other studies reviewed by the researcher had presented a
relevant study to our research which will rate our study high and make our study more credible
and reliable. It also has the identical or similar findings of the other related studies.

Inquiry-based Learning
Inquiry based learning is mainly involving the learner and leading him to understand.
Inquiry here implies on the possessing skills and attitude of yours, which allows you to ask
questions about new resolutions and issues while you are gaining new information.
Dictionary meaning of Inquiry is seeking knowledge, information, or truth through
questioning. All the people carry on with the process throughout their life even if you might find
it not very much reflecting. For example, infants used inquiry to build their sense of the world,
the babies turn towards voices, put things in their mouths, grasp things, and observe faces that
come near. The inquiry process is mainly gathering of data and information and applying them
to senses like smelling, tasting, touching, hearing and seeing.
Very sadly, our traditional ways of teaching discourage the process of inquiry. It makes
the student get less prone to asking questions as they move through their grades leaves, they
are just expected to listen and repeat the expected answers. This is due to the lack of
understanding of inquiry based learning. Inquiry based learning is not just asking questions, but
it is as a way of converting data and information into useful knowledge. A useful application of
inquiry based learning involves many different factors, which are, a different level of questions,
a focus for questions, a framework for questions, and a context for question.

Effects of Technology 17
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Much mesmerizing information and facts are readily available, which needs an understanding of
how to make sense out of it and turn it into useful knowledge. The teacher must be able to
analyze that he or she does into only have to accumulate information and data but also have to
generate it into useful knowledge. The teachers must be able to analyze that he or she into
only have to accumulate information and data but also have to generate it into useful
knowledge, which can be easily done through inquiry based learning. Our country’s success
depending upon natural resources is the past; the future of our country’s success now depends
upon the workforce which works smarter.
There are four elements on which inquiry based learning depend, which are, first is that the
patterns and meanings should not be deceptive to the beginners, second is that the useful
knowledge about a field should be structured, third is that the knowledge which is structured
should be applicable, transferable, and accessible to a vast range of situations, fourth is that
the structured knowledge should be easily retrieved so that new information in that particular
field could be gained without much effort.

Inquiry based learning can be applied on all disciplines which has been confirmed through
different researches. Learners have different perspective of viewing the world like economic,
historic, scientific, artistic, etc. The disciplines can be interrelated through inquiry based
learning, which ensures the integrity of different disciplines in the world views about them.
The teachers must organize their lesson plans according to the changing, interrelating, and
communicating of knowledge. A good teacher’s worksheet enables the student to increase its
study skills by providing different ways of viewing the world, communicating with it and
successfully introducing new questions and issues of daily life and finding answers of them.
Questioning and finding answers is an extremely important factor of inquiry based learning as it
aids you in generating effective knowledge.
In the end, inquiry based learning is basically teaching the students to have a greater
understanding of the world they work, communicate, learn, and live in.

Effects of Technology 18
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

CHAPTER III
RESEARCH METHODOLOGY

This Chapter will discuss the research design that will be used on the gathering of data
as well as the sources from whom the data will be gathered. It is also in this chapter that the
instrument and the statistical treatment will also be presented.
Research Instruments
This study used a modified questionnaire by the researchers on the Effects of
Technology in the Inquiry-Based Learning Process of Grade 12 Students of Tigbauan National
High School as the data-gathering instrument. The research instrument consisted of three parts.
Part I gathered data on background information of the respondents such as sex, age and
strand.
Part II and III were the questionnaire proper. Part II is composed of 10 questions about

the perceptions of Grade 12 students of Tigbauan National High school about technology. Part

III is composed of 10 questions about the effects of technology among Grade 12 students of

Tigbauan National High School. The responses were “Strongly Agree”, “Agree”, “Undecided”.

“Disagree”, “Strongly Disagree”, “Always”, “Often”, ”Sometimes”, “Rarely”, “Never”. Respective

numerical weights were assigned for statistical analysis. They are as follows:

Responses Description

1-1.99 Strongly Disagree

2-2.99 Disagree

3-3.99 Undecided

4-4.99 Agree

5 Strongly Agree

Effects of Technology 19
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Part III is about the effects of technology among Grade 12 students of Tigbauan National High

School. The responses were “Always”; “Often”; “Sometimes”; ”Rarely” and “Never”

Responses Description

1-1.99 Never

2-2.99 Rarely

3-3.99 Sometimes

4-4.99 Often

5 Always

Research Design
The study used the descriptive-correlational design to collect and analyze the significant
relationship in the perception of technology and its effect to Grade 12 students of Tigbauan
National High School. The descriptive research design aims to create a snapshot of the current
state of affairs. It provides a relatively complete picture of what is occurring at the given time.
It also seeks familiarity with the subjects under study, portrays accurately selected
characteristics of the subjects and provides necessary background for the formulation of a more
precise problem for subsequent, more specific study and for the development of the hypothesis.
On the other hand, correlation research, sometimes known as association research, measures
the relationship between and among two or more variables and gives an indication of how one
variable may depict another. The appropriateness of this design was based on the main
purpose of the study which was to determine the significant relationship in the perception of
technology and its effect to Grade 12 students of Tigbauan National High School.

The Respondents of the Study

This study involved fifty (50) respondents randomly selected which represent the entire
number of grade12 students of Tigbauan National High School.
The respondents were classified according to their sex; 14 or 28% were males and 36 or
72% were females.

Effects of Technology 20
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

As to the age , the respondents were classified as 17, 18, 19 and 20 years old: 9 or 18%
were 17; 36 or 72% were 18; 4 or 8% were 19 and 1 or 2%
As to the strand the total respondents is 50 or 100%
Table 1
Distribution of the Effects of Technology in the Inquiry-based Learning Process of
Grade12 Students of Tigbauan National High School when taken as a whole
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
School N Percent, %

Tigbauan National 50 100

High School

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 50 100%

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

Table 2
Distribution of questionnaires to students of Tigbauan National High School when Classified

According to Sex, Age and Strand

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables N Percent,%
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Sex

Male 14 28%

Female 36 72%

Age

17 9 18%

18 36 72%

19 4 8%

Effects of Technology 21
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

20 1 2%

Strand

STEM 4 8%

ABM 6 12%

HUMSS 9 18%

GAS 9 18%

BPP 14 28%

TAILORING 2 4%

ICT 6 12%

Validity of the Instrument

The researchers focused on content validity, which refers to the accuracy with which an

instrument measures the factors under study. Therefore, content validity was concerned with

how accurate the questions asked tended to elicit the information sought. A preliminary version

of the questionnaire instrument was tested for content validity by giving the questionnaire to

the validator Rofel T. Torrefranca, Teacher III of Tigbauan National High School. He is

considered experts in the field of statistics, business administration, and mathematics. The

validator was provided with the criteria for validating the questionnaire. Feedback was

requested on all elements of the survey instrument, including data requested and implications

for analysis, cognitive aspects, layout of design, length of the survey instrument, and the order

of questions.

Effects of Technology 22
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

The suggestions and recommendations for the improvement of the instrument were

considered and integrated in the final draft to strictly implement all recommendations and to

make the questionnaire valid After all the items in the criteria were positively responded by the

expert, the questionnaire was tested for reliability.

The purpose of the reliability test is to identify whether the instrument was capable to

measure what it intended to measure and to select good and poor items quantitatively.

Reliability Result of the Questionnaire

After the questionnaire was corrected and finalized, it was tested for reliability. The

validated questionnaire was trial-tested to the 50 students of different strand in Tigbauan

National High School. Using Statistical Package for the Social Sciences (SPSS) software, the

questionnaire obtained a reliability coefficient on sex of 0., 0.8907 age and 0.9201 for strand,

all of which indicate that the instrument was reliable. The areas of the questionnaire were

considered reliable because according to Smith (2001), if the computed reliability coefficient is

0.80 or more but not more than 1, then the questionnaire would be reliable.

Effects of Technology 23
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Statistical Tools

For data analysis, the researcher used mean and standard deviation for the descriptive

statistics. For the inferential statistics, the researcher used regression analysis, moderated

regression analysis, and Pearson's product-moment coefficient of correlation. All inferential

statistics were tested at 0.05 alpha level of significance.

Descriptive Statistics

Mean. Mean was used to describe the gross sales and earnings growth as classified as

to types of business according to activities.

Standard Deviation.

Standard deviation was used to measure the variation in the respondents’ business

information.

Inferential Statistics

One-Way Analysis of Variance (ANOVA) or (F-test).

It was used to determine the significant relationship in the perception of technology and its
effect to Grade 12 students of Tigbauan National High School

Pearson's Product-Moment Coefficient of Correlation.

Pearson's product-moment coefficient of correlation or Pearson was used to determine

the significant relationship in the perception of technology and its effect to Grade 12 students of
Tigbauan National High School. The level of significance was set at 0.05 alpha.

Effects of Technology 24
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Chapter IV

Data Presentation, Interpretation and Analysis

This chapter presents the descriptive and inferential analyses of the data to determine the

Effects of Technology to the Inquiry-based Learning Process of Grade 12 Students of Tigbauan

National High School.

Specifically, this study sought answers to the following questions:

1. What are the perceptions of Grade 12 students of Tigbauan National High school about

technology when taken as a whole group and when classified as to sex, age and strand?

2. What are the effects of technology among Grade 12 students of Tigbauan National High

School when taken as a whole group and when classified as to sex, age and strand?

3.Are there significant difference in the perception of Grade 12 students of Tigbauan National

High School when taken as a whole group and when classified as to sex, age, and strand?

4. Are there significant difference in the effect of Grade 12 students of Tigbauan National High

School when taken as a whole group and when classified as to sex, age and strand?

5. Is there a significant relationship in the perception of technology and its effect to Grade 12

students of Tigbauan National High School?

Table 3

Shows the perceptions of Grade 12 students of Tigbauan National High school about

technology when taken as a whole group and when classified as to sex, as male and as female.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

Effects of Technology 25
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Mean SD Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Sex

Male 4.021 0.7438 Often

Female 4.046 0.9417 Often

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 4.016 0.7958 Often
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

The result shows that the perception of Grade 12 students about technology when
taken as a whole and as to male and female “often” affects the inquiry-based learning process
of the students. The obtained mean when taken as a whole was 4.016 with a standard
deviation of 0.7958. The obtained mean when taken as to male was 4.021 with the standard
deviation of 0.7438 and the obtained mean when taken as to female was 4.046 with the
standard deviation of 0.9417.

Table 3.1

Shows the the perceptions of Grade 12 students of Tigbauan National High school about
technology when taken as a whole group and when classified as to age as seventeen (17);
eighteen (18); nineteen (19) and twenty (20) years old.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Mean SD
Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Age

17 4.012 0.7832 Often

18 4.017 0.8925
Often

19 4.1 0.7578 Often

20 4.5 Often

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 4.1573 0.8112 Often
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

Effects of Technology 26
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

The result shows that the perception of Grade 12 students of Tigbauan National High
School about technology when taken as a whole and when classified as to age as seventeen
(17); eighteen (18); nineteen (19) and twenty (20) years old. “often” affects the inquiry-based
learning process of the students. The obtained mean when taken as a whole was 4.1573 with a
standard deviation of 0.8112. The mean obtained when classified as to age as seventeen (17)
was 4.021 with a standard deviation of 0.7832 . The mean obtained when classified as to age
as eighteen (18) was 4.017 with a standard deviation of 0.8925. The mean obtained when
classified as to age as nineteen (19) was 4.1 with a standard deviation of 0.7578 and the mean
obtained when classified as to age as twenty (20) years old was 4.5.

Table 3.2

Shows the perceptions of Grade 12 students of Tigbauan National High school about
technology when taken as a whole group and when classified to strand as STEM; ABM;
HUMSS; GAS; BPP; TAILORING; ICT.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Mean SD Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Strand

STEM 4.125 0.8287 Often

ABM 4.065 0.7485 Often

HUMSS 3.989 0.7716 Sometimes

GAS 3.835 0.5681 Sometimes

BPP 4.05 0.9409 Often

TAILORING 4.35 0.4949 Often

ICT 4.115 1.2971 Often

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 4.0756 0.8071 Often
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The result shows that the perception of the Grade 12 students of Tigbauan National
High School about technology when taken by strand as a whole “often” affects the inquiry-
based learning process of the students. The mean score obtained was 4.0756 with a standard
deviation of 0.932. When classified as to strand STEM, ABM, BPP, TAILORING and ICT identifies
the perception about technology as “often” affects the inquiry-based learning process of the
students. The mean obtained was within the range of 4-4.99 with the standard deviation
ranging from 0.50-1.50. On the other hand, the HUMSS and GAS strand identifies the

Effects of Technology 27
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

perception about technology as “sometimes” affects the learning process of the students. The
mean obtained was within 3-3.99 with a standard deviation ranging 0.50-1.50.

Table 4

Shows the effects of technology among Grade 12 students of Tigbauan National High School
when taken as a whole group and when classified as to sex, age and strand.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Mean SD Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Sex

Male 3.8461 0.9824 Undecided

Female 3.5867 1.17635 Undecided

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 3.7164 1.079375 Undecided
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The result shows that the effects of technology in the inquiry-based learning process of
Grade 12 students when taken as a whole and as to male and female was “undecided”. The
obtained mean when taken as a whole was 3.7164 with a standard deviation of 1.079375. The
obtained mean when taken as to male was 3.8461 with the standard deviation of 0.9824 and
the obtained mean when taken as to female was 3.5867 with the standard deviation of
1.17635.

Table 4.1

Shows the effects of technology among grade 12 students when taken as a whole group
and when classified as to age as seventeen (17); eighteen (18); nineteen (19) and twenty (20)
years old.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Mean SD Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Age

17 3.7661 1.19252 Undecided

18 3.8283 0.95743 Undecided

19 3.125 1.3893 Undecided

Effects of Technology 28
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

20 4.5 Agree

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 3.80485 0.8112 Undecided
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The result shows that the effects of technology among Grade 12 students when taken
as a whole is “undecided” which means they cannot determine its effects in the inquiry-based
learning process of the students. The obtain means when taken as a whole was 3.80485 with a
standard deviation of 0.8112. When classified as to age 17, 18 and 19 years old identifies the
effects of technology as “undecided” as they cannot determine it effects in the inquiry-based
learning process of the students. The mean obtained is within 3-3.99 with a standard deviation
ranging from 0.50-1.50 while the 20 years old identifies the effects of technology as “Agree”
which means that the technology has an effects in the inquiry-based learning process of the
students. The mean obtained was 4.5.

Table 4.2

Shows the effects of technology among grade 12 students when taken as a whole group
and when classified to strand as STEM; ABM; HUMSS; GAS; BPP; TAILORING; ICT.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Mean SD Description
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Strand

STEM 3.945 0.71364 Undecided

ABM 3.033 1.35102 Undecided

HUMSS 3.8993 0.90561 Undecided

GAS 3.7341 1.06277 Undecided

BPP 3.6637 0.92313 Undecided

TAILORING 4.00 1.06052 Agree

ICT 4.1503 0.74785 Agree

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Whole 3.7751 0.9664 Undecided
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The result shows the effects of technology among Grade 12 students of Tigbauan
National High School when taken by strand as a whole is “undecided” which means that they
cannot determine the effects in the inquiry-based learning process of the students. The mean
score obtained was 3.7751 with a standard deviation of 0.9664. When classified as to strand

Effects of Technology 29
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

STEM, ABM,HUMSS, GAS and BPP, identifies the effects of technology as “undecided” as they
cannot determine its effects in the inquiry-based learning process of the students. The mean
obtained was within the range of 3-3.99 with the standard deviation ranging from 0.50-1.50.
On the other hand, the TAILORING and ICT strand identifies the effects of technology as
“Agree” which means that there is an effects in the learning process of the students. The mean
obtained was within 4-4.99 with a standard deviation ranging 0.50-1.50.

Inferential Data Analysis

Table 5

Shows the significant difference in the perception of Grade 12 students of Tigbauan National
High School when taken as a whole group and when classified as to sex.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Sex

Between Groups 2..441 1 2.441

0.4580 0.037

Within Groups 25.579 48 0.533

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 28.020 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is a significant difference in the perception about

technology in its effect in the inquiry-based learning process of the Grade 12 students of

Tigbauan National High School. The P value for sex was 0.037 which is higher than 0.05 level of

significance. This implied that sex influence the perception of the students towards technology

at Tigbauan National High School.

Table 5.1

Effects of Technology 30
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Shows the significant difference in the perception of Grade 12 students of Tigbauan National
High School when taken as a whole group and when classified as to age.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F
Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Age

Between Groups 2.1934 3 0.7311 1.016

0.4348

Within Groups 35.5666 46 0.7733

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 37.76 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is no significant difference in the perception about

technology in its effect in the inquiry-based learning process of the Grade 12 students of

Tigbauan National High School. The P value for age was 0.4348 which is higher than 0.05 level

of significance. This implied that age does not influence the perception of the students towards

technology at Tigbauan National High School.

Table 5.2

Shows the significant difference in the perception of Grade 12 students of Tigbauan National
High School when taken as a whole group and when classified as to strand.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Strand

Between Groups 2.7094 6 0.4516

0.5783 0.7387

Effects of Technology 31
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Within Groups 35.0506 43 0.8151

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 37.0268 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is no significant difference in the perception about

technology in its effect in the inquiry-based learning process of the Grade 12 students of

Tigbauan National High School. The P value for strand was 0.7387 which is higher than 0.05

level of significance. This implied that strand does not influence the perception of the students

towards technology at Tigbauan National High School.

Table 6

Shows the significant difference in the effect of Grade 12 students of Tigbauan National High

School when taken as a whole group and when classified as to sex.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F
Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Sex

Between Groups 1.6136 1 1.6136 1.5479

0.5577

Within Groups 52.1095 48 1.0854

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 53.718 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is no significant difference in the effects of technology

in the inquiry-based learning process of the Grade 12 students of Tigbauan National High

School. The P value for sex was 0.5577 which is higher than 0.05 level of significance. This

Effects of Technology 32
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

implied that sex does not influence the effects of technology in the inquiry-based learning

process of the students at Tigbauan National High School.

Table 6.1

Shows the significant difference in the effect of Grade 12 students of Tigbauan National High

School when taken as a whole group and when classified as to age.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Age

Between Groups 3.8109 3 1.2642 1.1776

0.399

Within Groups 49.925 46 0.9639

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 53.718 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is no significant difference in the effects of technology

in the inquiry-based learning process of the Grade 12 students of Tigbauan National High

School. The P value for age was 0.399 which is higher than 0.05 level of significance. This

implied that age does not influence the effects of technology in the inquiry-based learning

process of the students at Tigbauan National High School.

Table 6.2

Shows the significant difference in the effect of Grade 12 students of Tigbauan National High

School when taken as a whole group and when classified as to strand.

Effects of Technology 33
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables Sum of Df Mean Square F Sig.
Square
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Strand

Between Groups 10.7059 6 1.7844 1.8555 0.2412

Within Groups 43.0121 43 1.0002

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Total 53.718 49
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The results showed that, there is no significant difference in the effects of technology

in the inquiry-based learning process of the Grade 12 students of Tigbauan National High

School. The P value for strand was 0.2412 which is higher than 0.05 level of significance. This

implied that strand does not influence the effects of technology in the inquiry-based learning

process of the students at Tigbauan National High School.

Correlation Matrix Between a significant relationship in the perception of

technology and its effect to Grade 12 students of Tigbauan National High School.

▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Variables N R Sig. (2-tailed)
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
Student Perception 50 1 -
Effects 50 .225 .116
▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬
The Pearson’s Product-Moment Coefficient of Correlation or Pearson r was used to
determine the relationship between the perception about technology and its effect to the Grade
12 students of Tigbauan National High School. The results showed that the computed r value of
students perception is 1 was interpreted as sometimes, never or rarely strength correlation and
the computed significant 2-tailed was 0.116. Since the significant value is lower than 0.05, the
findings revealed that there was no significant relationship between the perception of
technology and its effect to Grade 12 students of Tigbauan National High School.

Effects of Technology 34
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Chapter 5

Summary, Conclusions and Recommendations

This chapter presents the summary of the research study, findings, conclusions derived
from the findings and the recommendations arrived by the researchers.

Summary

This study determined the relationship between between the perception of technology
and its effect to Grade 12 students of Tigbauan National High School. The study used
descriptive-correlational research design to collect and analyze the personal data of the
students perception about the effects of technology in the learning process of the students. The
respondents of the study were the 50 ghrade 12 students randomly selected which represent
the entire population of Senior High School grade 12 students of Tigbauan National High
School. They were classified as to sex, age and strand.

The researchers utilized a modified questionnaire by themselves to gather data needed

for the study. The questionnaire was composed of three parts. Part I elicited demographic
background or personal information from the respondents. Part II was about the perception of
the students about technology. Part III was the effects of technology answered by the
Tigbauan National High School grade 12 students. The researchers focused on content validity,
which refers to the relationship between the perception of technology and its effect to the
learning process of the students..

For statistical tools, the researchers used mean and standard deviation for the
descriptive statistics. For the inferential statistics, the researcher used one-way ANOVA
(Analysis of Variance), and Pearson's product-moment coefficient of correlation. All inferential
statistics were tested at 0.05 alpha level of significance.

The following were the findings of the present study:

First, the perception about technology identified by the Grade 12 students of Tigbauan
National High School when taken as a whole was “often” affects the inquiry-based learning
process of the students.

Second, the perception about technology identified by the Grade 12 students of

Tigbauan National High School when classified as to sex, age and strand, Perception about

Effects of Technology 35
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

technology in terms of sex or as to male and female the result revealed “often”, in terms of age
as to seventeen (17), eighteen (18), nineteen (19) and twenty (20) the result revealed “often”
and in terms of strand as to STEM, ABM, HUMSSM GAS, BPP, TAILORING and ICT the result
revealed “often” whuich means that the perception of students on technology regularty affects
their learning process.

Third, the effects of technology identified by the grade 12 students of Tigbauan National
High School when taken as a whole was “undecided” that means that they are in doubt about
the effects of technology in their learning process.

Fourth the effects of technology identifies by the Grade 12 students of Tigbauan

National High School when classified as to sex, age and strand. Effects of technology in terms
of Sex or as to male and female the result revealed “undecided”, in terms of age as to
seventeen (17), eighteen (18), nineteen (19) and twenty (20) the result revealed “undecided”
and in terms of strand as to STEM, ABM, HUMSSM GAS, BPP, TAILORING and ICT the result
revealed “undecided” which means that they are in doubt on the effects of technology in their
learning process.

Fifth, there was a significant difference in the perception about technology identified by
the Grade 12 students of Tigbauan National High Schhol when classified as to sex, age and
strand.

Sixth there was no significant difference in the effects of technology in their learning
process identified by the Grade 12 students of Tigbauan NNational High School when classified
as to sex, age and strand.

Seventh, there was no significant relationship between the perception in technology and
its effects in the learning process of the students as identified by the Grade 12 students of
Tigbauan National High School.

Conclusions:

Based on the findings, the following conclusions are drawn:

Perception about technology identified by the Grade 12 students was “often” and in
terms of se, age and strand were also “often” .

There was a significant difference in the perception about technology identified by the
grade 12 students of Tigbauan National High School when classified as to sex, age and strand
therefore the alternative hypotheses was accepted.

The effects of technology identified by the Grade 12 students when taken as a whole
and wen classified as to sem age and strand was “undecided”.

Effects of Technology 36
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

There was no significant difference in the effects technology identified by the grade 12
students of Tigbauan National High School when classified as to sex, age and strand therefore
the alternative hypotheses was also rejected.

There was no significant relationship between the perception in technology and its
effects in the learning process of the students as identified by the Grade 12 students of
Tigbauan National High School.Therefore the alternative hypotheses was rejected.

Technology is making a positive impact on education overall. Blending of various

learning technologies, incorporating innovative ideas and techniques, along with the movement
for change and growth through enhancements; student achievement, openness and learning
has been effected.

In conclusion, technology affects the students but they are able to attain their grades
and also to learn different things with the help of it.

Recommendations

Based on the findings and conclusions, the following courses of action are recommended:

The present study has shown that many students are relying on technology for their
academic needs. It is recommended that future studies should continue to monitor students'
usage and attitudes toward technology. It is also important that we study how to best support
those students who are not using the technology, in spite of efforts made by the university
authorities to assist them. Future studies are needed to address how using technology may
contribute to the long-term retention of knowledge and acquisition of skills and in the learning
process of the students..

There are some limitations to this study, although the focus of this study was the
perception about technology and its effects of the learning process of the students, it would
also be beneficial to conduct the survey with administrators, instructors, and other related
personnel. Students' degree of experience in using technology might have been specifically
measured.

The researchers recommend to get validators who are expert in the field and at the
same time who are teaching so that the validators may consider the level of comprehension of
the respondents with regards to technicality of the study being conducted for the validation of
the questionnaire.

Effects of Technology 37
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

References:

Reyes, D.G. (2016 December). The Definition of Technology According to Mark Zuckenberg.
Retrieved from https://www.gineersnow.com/industries/consumer-electronics/definition-
technology-according-mark-zuckerberg

Gorra V.C.(2006) Student’s perception on use of technology in the classroom at higher

education institutions in Philippines. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1878&context=buspapers

MST News(2013 May 12) E-Learning:The next paradigm shift in education. Retrieved from
http://manilastandard.net/tech/tech-news/100860/e-learning-the-next-paradigm-shift-in-
education.html

Ireland J(2010)The effects of modern technology on the study habits of students. Retrieved
from http://classroom.synonym.com/effects-technology-study-habits-students-7922962.html

Schrum L(2005 August 17) Technology as a tool to support instruction. Retrieved from
http://www.educationworld.com/a_tech/tech/tech004.shtm

Macaset John(2017) Uplifting Education in the Philippines through Technology. Retrieved from
https://www.academia.edu/4954448/Uplifting_Education_in_the_Philippines_Through_Technolo
gy_Report_

The Philippine Star(2014 July 12) How technology helps students study better. Retrieved from
http://www.philstar.com/telecoms/2014/07/12/1345110/how-technology-helps-students-study-
better

Espinosa JP.M.(2016 September 17) Learning with the help of technology. Retrieved from
http://www.manilatimes.net/learning-with-the-help-of-technology/286384/

Dios A.D(2012 November 3) How technology affects Learning: Views from teachers. Retrieved
from
http://webcache.googleusercontent.com/search?q=cache:http://www.philippinesbasiceducation
.us/2012/11/how-technology-affects-learning-views.html

Effects of Technology 38
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Perez D(2016 April 20) ICT education in the Philippines. Retrieved from
https://www.slideshare.net/Roan10379/ict-education-in-the-philippines

Mariano J(2017) Thesis on the use of computer technology. Retrieved from

https://www.academia.edu/20339329/THESIS_on_the_use_of_computer_technology_in_secon
dary_schools?auto=download

Wikipedia( 2017 April 17) Descriptive research. Retrieved from

https://en.wikipedia.org/wiki/Descriptive_research

Jenson, W.R., Rhode, G.,& Reavis, H.K. (1993). The essence of technology book: Effects of
Technology. Longmont,CO: Sopris West.

Helpguide (2010). Inquiry-based learning. Helpguide.org. Retrieved April 10, 2010, from
https://inquiry.based/learning./process.com

Effects of Technology 39
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

APPENDICES

Appendix A

Question“The effects of technology in inquiry based learning process as Perceived by Grade 12

students of Tigbauan National High School”

Part I. Please fill up the following data below.

Name (optional): _____________________________ Sex: Male Female

Age: ______ Strand: ____________________

Part III. Check the box that corresponds to the intensity of your answer where 5 as Strongly
Disagree and 1 as Strongly Agree .

Part II.

Strongly Agree Undecided Disagree Strongly

Effects about Technology Agree (4) (3) (2) Disagree
(5) (1)
1. Technology helps me do my
homework efficiently.

2. It aids me to present my
reports effectively.
3. Technology helps me
accomplished more complex
tasks.
4. Technology helps me to
collaborate with peers more
often.
5. Technology helps me
improved my technical skills.
6. Technology helps me access
reliable resources.
7. It aids me to increased the
use of outside resources.

Effects of Technology 40
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

8. Technology helps me to learn in

different ways.
9. Technology encourage me to
stay engaged with the learning
environment.
10. Technology motivates me to
learn more in the classroom.

Part III. Check the box that corresponds to the intensity of your answer where 5 as Always
and 1 as Never .

5 –Always 4 –Often 3 –Sometimes 2 –Rarely 1-Never

Always Often Sometimes Rarely Never

Perception of Technology 5 4 3 2 1
1. I enjoy using laptops and
computers in making power
point presentations.
2. I take time to use mobile
phones and tablets in searching
information about my lesson.
3. I think using mobile phones in
class is a destruction.
4. I know that mobile phones can
help me learn many new
things.
5. I believe that tablets and
mobile phones threatens my
learning process.
6. I know how to use computers
and mobile phones efficiently.
7. I believe I can be a better
learner if I know how to used
mobile phones properly.
8. I believe that mobile phones
can help me learn more about
a specific subject.
9. I use mobile phones to learn
something new.

Effects of Technology 41
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

10. I believe that mobile phones

can help me improve my
learning skills.
Curriculum Vitae

Full Name:

Jake Bryle Nulada

Address:

Brgy.Bitas, Tigbauan, Iloilo

Age:

18 years old

Birthdate:

September 16, 2001

Father:

Jonathan Nulada

Mother:

Bambi Nulada

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Effects of Technology 42
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Grade and Section: 12-Rene Descartes

Full Name:

Mark Jefferson Tumagan

Address:

Brgy.Talaver St., Tigbauan, Iloilo

Age:

18 years old

Birthdate:

May 08, 2001

Father:

Severo Tumagan Jr.

Mother:

Evelyn Tumagan

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 43
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Claire Mae Cabagua

Address:

Brgy. Canabuan, Tigbauan, Iloilo

Age:

17 years old

Birthdate:

April 03, 2002

Father:

Nelson Cabagua

Mother:

Amalia Cabagua

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 44
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

KC Jane Dela Rosa

Address:

Brgy. Parara Sur, Tigbauan, Iloilo

Age:

17 years old

Birthdate:

June 16, 2000

Father:

Jose T. Triño

Mother:

Liezl M. Artajo

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 45
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Florence Fuentes

Address:

Brgy. Bagumbayan Tigbauan, Iloilo

Age:

18 years old

Birthdate:

May 15, 2001

Father:

Agustin T. Tubola Jr.

Mother:

Hilda S. Tupingan

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 46
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Jovelyn Navarro

Address:

Brgy. Baguingin, Tigbauan, Iloilo

Age:

18 years old

Birthdate:

January 25, 2002

Father:

Jasper Navarro Sr.

Mother:

Joena An Navarro

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 47
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Andrea Reales

Address:

Brgy. Napnapan Norte, Tigbauan, Iloilo

Age:

18 years old

Birthdate:

July 08, 2001

Father:

Adrian Reales

Mother:

Emma Reales

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 48
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Allyssa Toledo

Address:

Brgy. Baguingin, Tigbauan, Iloilo

Age:

18 years old

Birthdate:

July 05, 2001

Father:

Elmer Toledo Sr.

Mother:

Ma. Elisa Toledo

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 49
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Full Name:

Kristine Rose Tuante

Address:

Brgy. Baguingin, Tigbauan, Iloilo

Age:

18 years old

Birthdate:

March 18, 2001

Father:

Ronel Tuante

Mother:

Elvera Tuante

Status:

Single

Track and Strand:

Academic - Accountancy, Business and Management

Grade and Section:

12-Rene Descartes
Effects of Technology 50
 Department of Education
Schools Division of Iloilo
Tigbauan National High School
Senior High School Department

Effects of Technology 51