CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. The purpose of this chapter is to provide the

reader with a general overview about the study.

A. Related Literatures

Education is at a critical stage where educators are trying to determine the path

classroom instruction should follow. For centuries, students have been taught from the

aspect of a teacher centered classroom. Teachers who teach using traditional methods

are limited to instruction within the boundaries and the resources of the school. Inside

those boundaries, teachers give students the benefits of their knowledge of a particular

subject as well as life experiences. Besides traditional teaching methods, a classroom

instructor teaches many other important life lessons (Willoughby, 2010).

John Sole (2015) in his article "10 Hallmarks of 21st Century Teaching and

Learning" discussed that the technology in the 21st century has permeated most

aspects of education and culture and has changed everything. Use of technology with

students is now the key to unlocking those 21st century global skillsets so that students

can lead and compete in a world where geography has become. This literature was

related to the current study that mentions the role of the 21st teaching and learning. By

teaching with the use of modern teaching styles it is more interesting for the students to

study and this is also the way they learn easily and faster.

12
The Concept of Learning

The most important aspect of child development is learning. Attempts are made

from earlier times to understand and find the various factors affecting learning. Many

psychologists tried to define the term Learning.

Mussen, Conger, Kagan (1969) has defined learning as “the process by which

behavior, or the potentiality for behavior, is modified as a result of experience. It is the

establishment of new relationship - bonds of connection -between units that were not

previously associated”.

Eason (1964) defined learning as “those changes in behavior that are

determined primarily by the individual’s interaction with his environment.”

Whittaker (1965) defined learning as “the process by which behavior originates or

is altered through experience”

Seifert (1991) says “learning is any relatively permanent change in behavior,

thinking, skill, or emotion that results from some relatively specific experience.”

Mohan (2002) says “true learning is not merely acquisition of certain traits or

skills; it is a change in behavior brought about by training or experiences.

All the definitions have mentioned that learning is a change in behavior due to

the experience received from the environment. The change in behavior and thinking

takes place through small steps to reach a complete whole and on minute false step

can impair learning.

Learning involves a relatively permanent change in behavior of knowledge due to

experience (Chance, 1988). Learning occurs when information is understood and

remembered by an individual. Information to be learned can be presented in many

13
ways. The components of learning should be considered when forming goals for an

instructional system. Goldstein (1993) lists three components: 1) original learning, 2)

transfer, and 3) retention. Original learning refers to the knowledge, skills, and abilities

(KSAs) the learner can exhibit at completion of the instruction. Transfer refers to the

degree to which the KSAs acquired during instruction and which transfer to the actual

task environment or can be used to solve some real-world problem. Retention refers to

the KSAs the learner can exhibit at some time interval after instruction is completed.

Traditionally, learning has relied on a textbook and lecture format for the transfer

of knowledge. Technological advancements, multimedia systems in particular, have

enabled presentation of information in a number of medias including text, audio, video,

graphics, and animation. Multimedia also adds the element of user interaction with the

information presented. With the introduction of new media and user interaction comes

the challenge for using them effectively to transfer knowledge to the learner. It is

important to understand how people learn and process information to successfully

design and implement multimedia for learning.

Learning in the 21st Century: Teaching Today's Students on Their Terms

Today, Information and Communications Technologies (ICTs) infiltrate

classrooms around the world at an exceedingly rapid pace. According to International

Education Advisory Board (2013), technology already serves as an extraordinary tool to

shape and enhance the learning environment. Along with equipment, digital literacy

skills are necessary to ensure the technology is used to supplement—and not substitute

for—high-quality instructional methods. Undeniably, the instruments in our hands are

not as important as how they are used to effectively shape the learning environment for

14
today’s students. Thus, great teachers using digital technology with certified computing

skills will be the most powerful educators in the 21st century.

School and Teaching Practices for Twenty-first Century Challenges

Additionally, according to UNESCO (2016), that there is indeed a growing trend

in the surveyed countries/economies to integrate transversal or technological

competencies into education. Thus, it shows that efforts within schools are fostering

commitment and determination among educators to develop transversal competencies

in their students.

What is Special Science Curriculum?

The Special Science Class has additional science and mathematics subject. The

instructional materials shall be those used in the Basic Education Curriculum, in addition

to other references provided by the Science Education Institute of the Department of

Science and Technology, (SEI-DOST). (BSC, 2018)

Kindergarten to Grade 12 Curriculum (K-12 Curriculum)

According to Uyquiengco (2018), the K to 12 curriculum is designed to enable

graduates to join the workforce right after high school, and suitably prepare those who

want to go on to higher education.The new curriculum will also support college

graduates seeking work abroad. Developed countries, according to the Department of

Education’s (DepEd) briefer, “view the 10-year education cycle as insufficient.”All in all,

the enhanced K to 12 curriculum is designed to provide a holistic education for all. Now

decongested, it will give students ample time to master basic academic skills as well as

to participate in co-curricular and community activities.

15
Basic Education Curriculum (BEC)

According to DepEd Order 25 series of 2002, Implementation of the 2002 Basic

Education Curriculum or BEC. It focuses on the basics of reading, writing, arithmetic,

science and patriotism. Values is integral to all the subject areas. Students can then be

ready for lifelong learning. It seeks to cure the inability of students who cannot read with

comprehension at grade 3 and worse, at grade 6. Integrative and interactive teaching-

learning approaches are stressed. These are characterized by group learning and

sharing of knowledge and experiences between teachers, between teachers and

students and among students. For instance, under the old curriculum, English teachers

prepared lesson plans for English and values teachers prepared for values education.

Under the BEC, the English and Values Education teachers work together on their

lesson plans. High school math shifts from the spiral system which introduced all math

subjects in every level to the linear, sequential approach where only Elementary

Algebra is taught in 1st year, Intermediate Algebra in the 2nd year and Geometry in 3rd

year.

Teaching Methods

According to Teach.com (2018), it refers to the general principles, pedagogy and

management strategies used for classroom instruction.The choice of teaching method

depends on what fits the educators — his/her educational philosophy, classroom

demographic, subject area(s) and school mission statement. Thus, there are four

teaching approaches namely:

16
 Teacher-Centered Approach to Learning, the students are seen as "empty

vessels " who inactively get learning from their instructors through addresses and direct

guidance, with a ultimate objective of positive outcomes from testing and appraisal. In

this style, instructing and evaluation are seen as two separate elements; understudy

learning is estimated through unbiasedly scored tests and appraisals.

Student-Centered Approach to Learning, the educator's essential job is to

mentor and encourage understudy learning and in general cognizance of material, and

to quantify understudy learning through both formal and casual types of appraisal,

similar to aggregate activities, understudy portfolios, and class investment. In the

student-centered classroom, educating and appraisal are associated on the grounds

that understudy learning is persistently estimated amid instructor guidance.

High Tech Approach to Learning, the high tech approach to deal with learning

uses diverse innovation to help understudies in their classroom learning. Numerous

instructors use PCs and tablets in the classroom, and others may utilize the web to dole

out homework. The web is likewise valuable in a classroom setting as it gives boundless

assets. Educators may likewise utilize the web so as to associate their understudies

with individuals from around the globe.

Low Tech Approach to Learning, while innovation without a doubt has changed

instruction, numerous teachers select to utilize an increasingly conventional, low tech

way to deal with learning. Some learning styles require a physical nearness and

connection between the instructor and the understudy. Also, some examination has

appeared low-tech classrooms may help learning.

Innovative Methods of Teaching

17
 Dr. Damodharan V. S. ACCA, AICWA and Mr. Rengarajan.V AICWA (2013) in

their article "Innovative Methods of Teaching" discussed that the innovative methods is

a powerful tool which is useful in educational institutions. It has the potential not only to

improve education, but also to empower people, strengthen governance and galvanize

the effort to achieve the human development goal for the country. This literature is

closely related to the current study for it directly mentions the role of innovative methods

specifically to enhance more the student learnings and by this way, students will learn

more about the lessons that the teacher will teach.

Traditional Classroom Instruction

Cuban (1993) has defined traditional instructions as verbally presented material

by the teacher with the help of blackboard. In traditional method instruction occurs

frequently with the whole class; small group or individual instruction occurs less often;

teachers look upon the textbook to guide curriculum and instructional decision making;

and classroom furniture is arranged into rows of desks or chairs facing a chalkboard.

Students are instructed by the teacher to study the textbook. The teacher

provides information to the students, including concepts, facts, terms, and diagrams.

Class periods are lecture based and involve note taking, usually using a chalk board or

white board. In this instructional style, it is expected that students will answer questions

generated by their teachers. (Sungur & Tekkaya, 2006)

Manila Standard (2018) in its article "Exceeding the traditional way of teaching"

discussed that the said teaching plans guide teachers on how to teach each concept in

setting a clear aim aligned with a learning outcome, conducting an activity, analyzing

applying it in everyday life, and finally assessing what children have learned. This

18
literature is related to the present study. The traditional way of teaching benefits the

children by enhancing curiosity, confidence, and thinking skills. It can help the students

prepared for all of their future opportunities.

Traditional Teaching Education

Teacher education programs in most colleges and universities are set up to

prepare aspiring young people to become teachers. According to Lowery, Roberts, and

Roberts (2011), most teacher education programs have a specific structural context

after which they pattern themselves. If most colleges and universities instruct by

traditional methods via lecture, blackboard, and drill and practice, then new teachers will

usually follow that same pattern. When teachers follow the traditional ways of teaching,

their classrooms are usually teacher centered.

According to Sadker & Zittleman (2006), in a teacher centered model of

instruction, knowledge, information, and skills are transferred from the teacher to the

student and the learning process is controlled by the teacher. In the traditional

classroom, teaching-learning is face-to-face interaction between the teacher and the

student, according to Ram (2008). The teacher is concerned with being in control of the

learning environment. Through this method, teachers usually find themselves spending

a lot of time speaking and explaining the curriculum in their classes. Students are

usually required to sit in their seats passively and listen to the teacher (Wang, 2007).

Other aspects of traditional teaching, the students are expected to memorize rules, rote

vocabulary, and skills from textbooks. In traditional methods of teaching, the teacher

plays the most important role in the instructional process. Through this process of

19
teaching, materials are used to present facts and information, and the teacher’s

teaching style is formal and impersonal (Wang, 2007).

Traditional Teaching Methods

There are several methods of traditional teaching. Lecture, whole group

discussion, and drill and practice are three methods that are regularly employed in

classrooms.

Lecture. Lecture is a traditional teaching method that is often used in schools.

Held and McKimm (2009) defined lecture as a style of teaching used to transfer new

knowledge and skills to promote and stimulate further learning. Through this style of

teaching, an oral presentation is used to present information or teach people about a

particular subject. Lectures are used to convey critical information, history, background,

theories, and equations to be developed later in small group settings or during an

activity, according to Held and McKimm (2009). Typically, the instructor stands before

the class and speaks about information for the students to learn. The students are

expected to take notes while listening and very little exchange occurs between the

teacher and the students during the lecture (Kelly, 2012). In this style of teaching, the

teacher usually controls the activities of the entire class.

Whole Group Discussion. A modified version of lecture is the whole group

discussion. Whole group discussion is defined as a discussion that involves the teacher

and students in an oral exchange of information, with an opportunity for students to

verbalize conceptual insight, think aloud, and receive instantaneous responses (Ewens,

20
2003). Through this type of modified classroom lecture, the focus is shared between

the instructor and the students for information transfer.

Drill and Practice. Traditional methods of teaching extend beyond lecture and

whole group discussion. The format of drill and practice is also a method of traditional

teaching. Drill and practice refer to the structured, repetitive review of previously

learned concepts to master a specified learning objective (Tomei, 1998). Through

repetitive practice, the acquisition of skills and knowledge are promoted, and students

can do this at their own pace. Lewis (2007) stated that students can solidify newly

learned skills when teachers use drill and practice in an effective way. However, if

overly used, students may only be learning things in order to get to the next step and

not gaining a full understanding of the material. Using drills for different learning styles

can help students integrate various tactics for remembering skills (Lewis, 2007).

Merits of Traditional Teaching Method

Traditional teaching methods used in the educational institutions have many

advantages. These advantages can also be seen as disadvantages of modern teaching

methods. Traditional teaching method is cheaper than the modern teaching methods

which make it more suitable in the schools of rural areas. Some subjects like

mathematics or chemistry are best taught on a blackboard as there is a need of

explaining the concept at eachevery step. There is more interaction between the

teacher and student in traditional teaching methods as compared to the modern

teaching methods. We can also say that in traditional teaching there is more discipline

in the class. In traditional teaching methods teacher does not require any special

technical knowledge and can focus more on his subject for imparting the best

21
knowledge to the students. Traditional teaching methods don't put any strain on the

eyes of students whereas modern teaching methods can adversely affect the eyes of

the students. (Gupta, 2013)

The Impact of Traditional Teaching on Student Learning

Until the early 21st century, education was based on traditional methods of

teaching. In almost every classroom, students learned by methods of lecturing, whole

group discussion, or drill and practice. These methods were used in order to improve

the simplest form of students’ learning. According to Bracey (1991) and Cuban (1991),

American students taught through traditional teaching methods showed increased

scores in basic skills such as reading and math. Concern for educational achievement

prompted a back-to-basics movement to target learning expectations beyond minimum

competencies in the 1970s and 1980s (Campbell, Hombo, & Mazzeo, 2000). This call

for back-to-basics showed in those years that learning through traditional methods was

what was best for the students. The trends in education during the 1980s and early

1990s showed an increase in student achievement, according to Campbell et al. (2000).

This increase was due to teachers teaching with traditional methods and focusing on

improving education in all core subjects. When the amount of time that students are

systematically engaged through lecture is increased, whole group discussion or drill and

practice, the more students improve their academic achievement.

In the article of The Conversation (2018) entitled "Chalk and Talk teaching might

be the best way after all", a lot of teachers from the United Kingdom went to China to

22
study their teaching method because China succeeded in some international tests like

PISA, TIMSS, and PIRLS. They learned that China uses the traditional way of teaching

method called the “chalk and talk” and that way of learning are not been used by a lot of

country nowadays.

Direct instruction is a way of learning where the learners are seated in row and

the teacher disciplined them in the front while teaching while Inquiry learning is based

on the learners interests so that the teachers can gain more control on the learning of

the students.

The study between the way of teaching in UK and China concluded that the

modern way of teaching is really not a good one to use instead of the traditional way of

teaching.

According to Australian Educators children are only learning when they are active

so they didn’t use the traditional way of teaching that results to poor learning based on

the report of UK. The UK suggests that learning can occur whether the learners are

active or passive and memorization and so as rote learning are some important learning

strategies. They said that there are no benefits from trying to present information to

learners in their preferred learning style so instead of doing that the educators should

focused on the explicit teaching strategies, monitoring and intervening.

The report of UK shows that praising students can also affect their way of

learning because if you praise them negatively it can hurt their feelings which results to

a harm in their learning.

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 In conclusion, children need to memorize their lessons or the educators should

use the traditional way of teaching so that the learners can have a great level when it

comes to learning.

Furthermore on the article Mail Online (2014) entitled "Minister tells schools to

copy China- and ditch trendy teaching for ‘chalk and talk’: Teachers speaking in front of

a class ‘much more effective than independent learning’", according to the article China

have succeeded in their way of teaching and that is the traditional way of teaching so a

lot of schools are now forced to used traditional one specifically, the ‘chalk and talk’

method. According to Minister Nick Gibb, having a teacher that speaks in the class are

more effective than children working on their own. In ‘whole class’ learning it uses the

‘chalk and talk’ method. As stated by Mr. Gibb, ‘I would like to see schools across the

country adopt whole class teaching methods, particularly in math and science.

Research shows that it is significantly more effective than other methods that

concentrate more on personalized learning.” He said that Shanghai schools have

topped international league tables because in those schools in uses the whole class

learning that leads to the learners success.

According to Professor Alan Smithers, ‘English education was overtaken with

progressive ideas in recent decades, which held it was better for children to learn by

themselves and at their own pace.’ Forty years have passed before they found out that

it is incorrect. As stated by Zhenzhen Miao and Professor David Reynolds, ‘Effective

teachers spent longer time on interacting with the whole class rather than with

individuals/groups or leaving pupils to independent seatwork.’ As reported by Prof

24
Reynolds he was disappointed that more schools were not increasing their use of the

‘whole class’ approach as it would improve results in most subjects.

On the journal of Hendry (2015) entitled "Chalkboard teaching in the age of

technology" revealed that as the time passes by our education is continuously evolving.

The learners and so as the teachers are now using technologies for the modern way of

learning. The traditional method of teaching is the chalk and talk method and still even if

it’s the past way of learning it is still a fundamental tool to save education. According to

Simon Power “I’m arguing in favor of the traditional old-fashioned approach. In some

ways I think it’s more affective.” So to Simon he uses the traditional method because

using the traditional method makes it easier for the learners to understand the lesson

and it makes him more focused on the students because when using a device to teach

to the learners your attention is focused into it. He believes that technology is a

hindrance sometimes when it comes to teaching.

Technology Integration in Education

Education has gone through many phases to accomplish the goal of improved

student achievement. Technology is the catalyst that is now being used to move

education forward. In today’s society, technology has such a wide existence from home

to school to the business world. “Technology has become an indispensible part of

individual life in various areas from ATM’s to internet connection” (Tingoy & Gulluoglu,

2011). Teenagers’ use of technology has increased over the past few years. The

Internet and mobile technologies have changed the patterns of use for the media

creating a generation of teens to whom digital technologies are vital (Arekibo

Communications, 2011). Lenhart, Madden, and Hitlin (2005) stated that 87% of

25
teenagers between the ages of 12 and 17 are using the internet. An overwhelming

majority of students own at least one personal media device: a desktop or laptop

computer, a cell phone, or a Personal Digital Assistant (PDA) (Lenhart et al., 2005).

Due to this fact, schools need to recognize the role that technology plays in the lives of

students and realize that computer technology is an effective way to broaden

educational opportunities (Bauer & Kenton, 2005; Gorder, 2008).

The Impact of Digital Technology on Learning: A Summary for the Education

Endowment Foundation

According to the report of Higgins et. al (2012), the increasing variety of digital

technologies and the diversity of contexts and settings in which the research has been

conducted, combined with the challenges in synthesizing evidence from different

methodologies, makes it difficult to identify clear and specific implications for

educational practice in schools. The over-arching implication is that the technology is

solely a catalyst for change. The question is how technology can bring about

improvement and make teaching and learning practices more efficient or effective.

Focusing on the change and the process of change, in terms of learning is essential in

supporting effective use.

The Impact of Technology on Student Achievement

Meanwhile, according to Apple Computer Inc. (2002), the keys to raising student

achievement are to provide students with a solid foundation of basic skills and to

motivate them to learn. Technology can help accomplish this goal. It engages students

and fires their imaginations. It helps teachers stimulate young minds in ways that make

a profound and lasting difference. Besides, students, especially those with few

26
advantages in life, learn basic skills—reading, writing, and arithmetic—better and faster

if they have a chance to practice those skills using technology. Technology engages

students, and as a result they spend more time on basic learning tasks than students

who use a more traditional approach. Technology offers educators a way to

individualize curriculum and customize it to the needs of individual students so all

children can achieve their potential. Students who can use technology to acquire and

organize information show a higher level of comprehension and a greater likelihood of

using what they learn later in their lives. By giving students access to a broader range of

resources and technologies, students can use a variety of communication media to

express their ideas more clearly and powerfully. Technology can decrease

absenteeism, lower dropout rates, and motivate more students to continue to college.

Students who regularly use technology take more pride in their work, have greater

confidence in their abilities, and develop higher levels of self-esteem.

Merits of Modern Teaching Method

Modern teaching methods have various advantages over traditional teaching

methods. These merits can also be viewed as disadvantages of traditional teaching

methods. Modern teaching methods create more interest among the students with the

help of interesting animations and videos. Research has shown that use of visual media

for teaching helps the students to understand the subject better and also helps students

to memorize the concept for longer time. With the help of modern teaching methods

teacher can cover more syllabus in lesser time as they don't have to waste their time in

writing on the blackboard.With the help of modern teaching methods teacher can cover

27
more syllabus in lesser time as they don't have to waste their time in writing on the

blackboard. (Gupta, 2013)

The Impact of Technology has on Student Learning

A technology-enriched classroom can have a tremendous impact on the learning

styles of students. To aid in the learning process, technology should be used as a tool

in an open-ended learning environment, not just as a substitute for presenting material

(Morrison & Lowther, 2002). In a technology-enriched classroom, students learn how to

learn. They are equipped with the means to find information. Technology can often

serve as a motivator of learning. Stratham and Torell (2010) stated that computer

technology stimulates increased student interaction and encourages cooperative

learning, collaboration, problem solving, and student inquiries.

Effects of Information Technologies on University Students

Murat Gökalpa (WCLTA 2010) discussed that the importance of information

technologies has once more been clearly identified. The information technology has

been a great help for students and they look at it as a valuable tool in their study.

Academic success of the students was positively affected by the used of it. This

literature was related to the present study in that it tackled Traditional vs. Modern

teaching method. With the help of ICT the students work is accelerating and it also

helps to facilitate the needs of the students in terms of study.

Noor Nazzal, Staff Reporter (2014) in their article "Modern vs traditional teaching

methods" discussed that the modern methods of teaching shows the technology-driven

classrooms while traditional methods of teaching are still being adhered in the school.

And it shows Chalk and talk methods. This literature is closely related to the current

28
study that directly mentions the roles of Modern and Traditional teaching methods. In

modern teaching methods, it is with the use of technology such as tv and powerpoint

presentation which can help students to learn faster. While the traditional teaching, the

teachers shares their knowledge by speaking ahead and facing with the students.

Cambridge Centre for Sixth Form Studies (2017) in its article "Teaching methods:

traditional vs modern" discussed that the traditional techniques used repetition, it meant

that they were not developing their critical thinking, problem solving and decision-

making skills. Modern learning encourages students to collaborate and therefore be

more productive. This literature was related to the present study that directly mentions

the role of traditional vs modern teaching methods. The traditional and modern teaching

methods are both effective and useful in today’s education.

According to Unicheck Blog (2018) in its article "Traditional Vs. Innovative

Teaching Methods" discussed that in the traditional teaching, professors usually give

most of their time and efforts for delivering information to students instead of using their

creativity. In innovation teaching process, educational video stimulates students to pay

more attention during classes and enhance their learnings. This literature was related to

the present study that mentions traditional vs innovative way of teaching. Traditional

teaching keeps the relationship between the students and teacher. It shows the face to

face conversation in terms of discussing lessons. While in the innovative teaching, the

style of learning successfully enhances students’ motivation due to the strong

connection between visual contact and better memorizing. Watching videos helps

students to create associations that help them remember learning material.

29
 On the article of Espinosa (2016) on The Manila Times entitled "Learning with the

help of Technology" proved that the technologies have brought a lot of changes in the

educational system. It eliminated the traditional way of teaching and it bought us the

modern way of teaching. Nowadays, the learners can attain knowledge through the use

of internet. The contemporary learners are now experiencing both of the teaching styles

that can help them to attain a better or the best learning. A lot of schools are now using

the modern way of teaching than the traditional one. A study is conducted by the

Pearson Foundation in the United States, Houghton Mifflin Harcourt in California and

Oklahoma State University and they found out that the learners can attain a better

learning with the use of technologies. The United States had invested a lot in in the

technologies resulting to discarding the traditional way of teaching. Technologies help a

lot in studying for educators so the country of Philippines are now making an action little

by little to make a change and adopt the modern way of teaching. Thanks to technology

the education here in the world are making a progress resulting to using the modern

way of teaching than the traditional way of teaching.

B. Related Studies

Faber et al. (2015) study the effects of government upgrades in ICT, by

increasing the internet connection speeds, on children’s school performance in England.

They argue that the upgrades are randomly made across the country and that they can

thus exploit exogenous variation to estimate the causal effect. They link the test scores

of primary and secondary students to the availability of ICT at their home address and

find that it has zero effect on students’ educational attainment or learning productivity.

30
 Some studies are conducted about the impact and effect of using technology in

education. According to study of Stakkestad et al. (2017) it indicates that no clear

benefits of technology use on academic performance in upper secondary education as

no statistically significant effects are found. However, the study of James Francis

(2017), showed that students feel motivated through the specific use of technology in

the classroom, whether it be for pedagogical purposes or for accommodations as

required by an Individual Education Plan (IEP) or 504 plan.

In the study of Simin Ghavifekr and Wan Athirah Wan Rosdy (2015) entitled

“Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools”.

The researchers’ study showed that technology-based teaching and learning is more

effective in compare to traditional classroom. This is because, using ICT tools and

instrumentation can prepare a lively learning setting that is more fascinating and

effective for both teachers and students. In addition, the researchers proven that

students learn more effectively with the utilization of ICT as lesson designed are more

engaging and fascinating.

Furthermore, in the study of Virginia Carbonilla Gorra (2016) entitled “Students'

perception on use of technology in the classroom at higher education institutions in

Philippines” showed that most students in state colleges and universities of CARAGA

region within the Philippines are probably to use technology in classroom for the aim of

positive consequences supporting the view that use of technology helps in enhancing

learning related activities in classroom. The excitement of students in involving these

technologies as a part of their learning will cause also disruptions within the classroom

that being considered as negative consequences. Managing this sort of problem ought

31
to be enclosed and part of the curriculum and the concerned staff and faculty might take

efforts on however these technologies being use as a tool to attain learning

surroundings.

However, in the study entitled “Refined ‘Chalk-and-Talk’ of Lecture Content:

Teaching Signals and Systems at the Griffith School of Engineering “ by Stephen So

(2012). The researcher showed that feedback from students suggested that ‘chalk-and

talk’ lectures improved their motivation to attend lectures, moderated the pace of

lectures, and facilitated their learning in a course where seeing the step-by-step process

was important. The student performance was noted to have improved since the

changes were made.

In addition, according to the study of Tarpan Shah, Megha A. Patel, and Hiral

Shah (2017) entitled “A Comparative Study on the Teaching Effectiveness of Chalk &

Talk Versus Microsoft PowerPoint Presentation an Institution Based Pilot Study of

Physiotherapy Students” showed that the PowerPoint presentation method is better

than the chalk & talk method as a teaching aid. Most of the students choose PowerPoint

as a more creative tool which is effective to explain the subject efficiently, to improve

public speaking and presentation skills and to teach the basic components like “inspire,

influence and inform” in a better way. Because of all these features, students

recommended PowerPoint to be continued as the preferred teaching tool.

In the study of Simpson et. al (2013) entitled "A Comparative Study Of Teachers’

Perceptions Of Traditional Teaching And Teaching With Technology: Pre-Technology

Era And Post-Technology Era " aimed to analyze the perceptions of teachers about

traditional teaching and teaching with technology in the classroom. The study revealed

32
that no significant differences in the perceptions of the teachers across both schools

about traditional teaching. The findings did reveal that there were significant findings in

the perceptions of teachers across both schools about technology on the subscales of

ability and comfort; and belief. Also, this study provides evidence that professional

development and more technology are needed in the schools. The results of this study

can help educators to focus on improving teaching strategies related to traditional

teaching and technology integration that will benefit instruction and the learning process

in the classroom.

However, in the study entitled "The Efficiency of Modern Teaching Strategies in

the Geography Class" by Pehoiu et. al (2013), revealed that A modern conception of

the teaching strategy is represented by the focus on the use of active-participative

methods accompanied by teaching materials and by means that come to support this

approach. Modern teaching strategies promote an active learning, collaboration

between the students, and their advantages allow realization of multiple social

interactions, development of the cognitive, social, communicational and interpersonal

intelligence competencies. In the same time, the types of strategies favour improvement

of the quality of education, optimal transfer of knowledge, confrontation of ideas,

comparison of the ways of learning, stimulating the taking on of individual

responsibilities, students’ autonomy, critical thinking and positive attitude towards

learning act.

Furthermore, on the study of Fusilero (2015) entitled "Comparative Study of the

Comparative Study of the CSE Method and the CSE Method and the Traditional

Teaching Traditional Teaching Method" aimed to examines the significant difference

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between the gain scores of the control group exposed to traditional “chalk talk” lecture

method of teaching and experimental group exposed to Chemistry Starter Experimental

Method (CSEM), a module similar to discovery and inquiry-based approach. The study

further show that CSEM is not effective and cannot be used as an alternative to the

lecture method.

Moreover, in the study of Mendoza et. al (2015) entitled "Effectiveness of Video

Presentation to Student's Learning" have the purpose to identify the effectiveness of

video presentation to students’ learning. This was derived due to the changes and

updates the world has to offer on enhancing student’s wisdom. Instructors and even

students rely or use educative videos to learn, compare and understand concepts. The

study revealed that there is no significant difference on students’ perceptions of the

effectiveness of video presentation to students’ learning when grouped according to

sex. Moreover, results revealed that a significant difference exists among students’

perceptions of the effectiveness of video presentation when grouped according to their

academic level. Furthermore, it is revealed that the level of effectiveness of video

presentation to students learning is highly effective.

Sandeep Chowdhry, Karolina Sieler, Lourdes Alwis (2014) in their study "A Study

of the Impact of Technology-Enhanced Learning on Student Academic Performance"

discussed that the relationship between the teaching styles and the students’ academic

performance has greatly improved by the adoption of innovative online learning

activities that encourage students to adopt a deep learning approach in their

studies.This study was related to the current study that directly mentions the impact of

technology on the students learning. Technology provide students with an opportunity to

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actively participate in the learning process by providing additional educational material

that encourage students to adopt a deep learning approach that improves their

academic achievement.

In the study conducted by Thompson (2009) entitled "Changing Chalk and Talk:

The Reform of Teaching Methods in Vietnamese Higher Education" aimed to examine

the current status of higher education reform in Vietnam with particular focus on the

renovation of university teaching methods. The study revealed that the purpose and

potential of higher education reform is examined in the context of national socio-

economic development in terms of the role universities can play in promoting and

contributing to Vietnam's economic prowess. Thus, teaching methods constitute a most

foundational element of how and what students are taught and subsequently how their

capacities to think and reason independently and creatively are shaped.

However in the study of Costley (2014) entitled "The Positive Effects of

Technology on Teaching and Student Learning" find out that technology has a positive

effect on student learning expectations and outcomes. Evidence also shows that

technology integration is becoming more common in public and private schools.

Technology integration is shown to be effective in all age groups and is also shown to

be helpful for students with special learning needs. To reiterate, technology integration

has the following benefits: 1) increased student motivation; 2) increased student

engagement; 3) increased student collaboration; 4, increased hands-on learning

opportunities; 5) allows for learning at all levels; 6) increased confidence in students,

and 6) increased technology skills.

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 Besides, Lorenzo (2017) on his study entitled "Comparative Study on the

Performance of Bachelor of Secondary Education (BSE) Students in Educational

Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction"

claimed that Technology offers various tools of improving the teaching – learning

process. It revolutionizes teaching from traditional face-to-face to distance and online

learning. This study described and compared the performance of BSE II students in

educational technology using the traditional face-to-face classroom interaction and the

blended learning strategy. Two sections were used in the study, one section was

exposed to traditional face-toface and the other one was for blended learning strategy.

Findings revealed that students who were exposed in the two strategies have

comparable performance in educational technology. Students from both sections

perform superior and excellently in their activities and very good in their quizzes and

final grades. However, students from blended learning encountered challenges on lack

of access to computers and internet connection. Also, the teacher spent a lot of time in

the posting of activities online as well as in the retrieval of submitted activities because

of very slow connectivity. In general, the use of blended learning strategy was viewed

as very effective in teaching educational technology.

Additionally, according to the study of Dimitrios et. al (2013) entitled "Traditional

Teaching Methods Teaching Through The Application of ICT in the Accounting Field:

Quo Vadis?" Much emphasis has been placed in the higher education literature, to the

understanding of the manner and process of providing education in the accounting

discipline. Specifically, the emphasis on using innovative teaching practices such as

information and communication technologies, the Internet as well as various computer

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programs, simulations, case studies on real and virtual work environments, have been

investigated in an attempt to understand current demands and move the discipline

forward. Following a thorough review of the relevant literature, this study aims to identify

and present different views and research findings on the key issue of teaching

accounting, internationally. The findings suggest that despite the availability of the

former teaching practices, students mainly prefer personalized teacher centered

methods; they also recommend the practices as ancillary tools to the traditional method,

rather than key learning tools in the courses taken. These findings have obvious

implications for the design of accounting course curricula by professional bodies and/or

Higher Education Institutions in order to help graduates meet and adapt to the demands

for professional competency development in the accounting field.

On the study of Szabo et. al (2013) entitled "Better teaching methods for Teacher

Education: Blackboard discussions improve critical thinking " proved that teaching

methods that used technology in the form of Blackboard Discussion Board increased

critical thinking skills in preservice teachers and also an increase in preservice teachers’

critical thinking and deep learning demonstrated through the level of postings to the

Blackboard discussion forums. Along with an increase in critical thinking the use of

online discussions gives preservice teachers experience with the use of technology for

teaching purposes. In the new era when teachers must develop the same technology

related skills as their future students, the teaching of future teachers must go beyond

the theoretical content of human development, learning, and classroom assessment.

Thus, the results from this study show that blending technology along with face-to-face

teaching will increase critical thinking among preservice teacher education students.

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 Consequently, on the study of Karanezi et. al (2015) entitled "Traditional and

Modern Teaching Methodologies: Which One is More Successful and What are the

Challenges?", the changes in society raised the need to change the teaching

methodologies in school. Therefore, the traditional teaching methodologies with teacher

in the center were not anymore able to meet the needs of these changes. Focusing on

promoting critical thinking, modern teaching methodologies, with the student in the

center, are being implemented all over the world. The aim of the study was to

investigate teachers’ attitudes toward traditional and modern teaching methodologies

such as RWCT, in terms of which one is more successful, more interesting for students

and what are the main challenges for Kosovar teachers to practice RWCT techniques in

their daily activities with students. The study revealed that more than half of school

teachers did not agree that “traditional teaching methodologies are more successful

than modern teaching methodologies such as RWCT which one third of teachers

agreeing with the above statement, with more than half of the teachers declaring that

they prefer to use modern teaching techniques rather than traditional teaching

techniques during their daily work with students. However, high numbers of students per

teacher, overcrowded classrooms, environment, classroom organization, lack of

trainings for teacher are some of the challenges that teachers face in using modern

teaching methodologies in their daily work with students.

On the study entitled "The effects of technology on Student's Academic

Performance" (Stakkestad et. al, 2017) discussed that A lot of different technologies in

Norway are now been used in their educational system and since then it has been a

discussion if the use of technology enhances the students learning. There was a laptop

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program in Norway during 2000s and it gives the upper secondary education the most

digitized out of all the Organization for Economic Cooperation and Development-

countries. Norway is the country with the second highest amount of money that is spent

on the Upper secondary students according to the Organization for Economic

Cooperation and Development, 2017. A study is performed on 289 upper secondary

schools in the time period from 2003 to 2016 to know the differences in the timing of the

laptop program implementation across the country of Norway to estimate the causal

effects on the students or the learners learning. Performance is measured as an

average grade at school level in three common core subjects of general studies in

upper secondary education: first-choice form of Norwegian, second-choice form of

Norwegian, and English. The study concludes that there are no benefits when it

comes to using technologies in Studying well there’s a little effect in the three common

core subjects that are being studied in Norway. The study doubt that there’s a change

on the laptop program because it is used to eager and to know the background of the

learners in the school.

As stated in the study of Banitt et. al (2013) , entitled "The Effects of Technology

Integration on Stundet Engagement" that the modern way of teaching is an effective

way to motivate the students when it comes to studying.

On the study that was conducted by Vyas(2013), entitled "A Comparative Study

of Traditional and Multimedia Supported Techniques for Imparting Communication Skills

at the Tertiary Level " suggested that power point supported instructions help in paying

individual attention to the students and clarifications of doubts are also simple. The

audio and visual aids in power point supported instruction delivers content with greater

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legibility than blackboard and attractive fonts or different typestyles in power point

supported instruction get students’ attention to important points. It has been observed

that power point ‘‘enlivens the classroom environment’’ and makes course work

‘‘exciting and interesting to students.

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