Impact of Educational Technology-Based

Learning in Science Education on the

Performance of Grade-11 Senior High
School Students in Dapitan City National
High School
Ira Jen C. Balindres, Danica Nicole Bañal, John Carl Belotindos, Robinson Manila, Kerwin
Mathew G. Telos, Felmor Jatico Jr., Alex Galeposo
College of Education, Jose Rizal Memorial State University

Abstract
Write this part after the entire proposal has been written.
300-500 words only

Keywords
21st Education, Technology-assisted education, Integration of technology on learning science,
Curriculum standards in the Philippines, Role of teachers in modern education, Effects of
technology on student learning, Motivation in science education
Table of Contents
Abstract.......................................................................................................................................................1
Keywords.....................................................................................................................................................1
List of Tables................................................................................................................................................2
List of Figures...............................................................................................................................................2
1. Introduction.............................................................................................................................................3
1.1 Literature Review..............................................................................................................................3
1.1.1 Keyword 1...................................................................................................................................3
1.1.2 Keyword 2...................................................................................................................................3
1.1.3 Keyword 3...................................................................................................................................3
1.1.4 Keyword 4...................................................................................................................................3
1.2 Theoretical/Conceptual Framework..................................................................................................3
1.3 Research Objectives...........................................................................................................................3
2. Research Methods...................................................................................................................................3
2.1 Context of the Research....................................................................................................................3
2.2 Data Collection..................................................................................................................................3
2.3 Data Analysis.....................................................................................................................................3
References...................................................................................................................................................3

List of Tables
List of Figures

1. Introduction
With technology advancing at an unprecedented pace, its integration into education has
become increasingly vital, particularly in science education. Science education requires an
interactive and engaging approach to teaching that enables students to comprehend and apply
scientific concepts. The use of technology in science education provides students with access to
various multimedia materials, simulations, and online assessments, making it easier for them to
explore scientific concepts and engage with the subject matter.
Moreover, the hybrid approach in science teaching, which combines traditional and technology-
based teaching methods, offers innovative ways of incorporating lessons. This approach
enhances students' performance and improves the quality and effectiveness of teaching itself.
As technology continues to advance, hardware and software tools such as laptops, projectors,
and social media platforms are being continuously adapted to address the increasing
complexity of science education needs.
This study focuses on the impact of Educational Technology-Based learning on the academic
performance of Grade 11 Senior High School students in Dapitan City National High School. It
begins with a theoretical background on the use of technology in science learning, followed by
a comprehensive review of related literature. The study's objectives and conceptual framework
are then presented.

1.1 Literature Review

It is evident that education has undergone significant changes in the 21st century, primarily due
to the integration of technology. Technological tools have revolutionized teaching and learning
methods, making education more engaging, accessible, and practical for students. This
integration has also facilitated personalized learning experiences, improved academic
performance, and enhanced students' social and communication skills. As a result, educational
institutions worldwide have recognized the significance of educational technology-based
learning and are striving to incorporate it into their curricula to prepare students for the
demands of the modern world.
This review of related literature highlights the 21 st Education, Technology-assisted education,
Integration of Technology on learning science, and Educational Technology-based Learning.
1.1.1 21st Education
The definition of education, according to Britannica.com, refers to the methods of teaching and
learning in schools or school-like environments, rather than informal and non-formal means of
socialization. As time has passed, education has experienced significant changes. Throughout
history, humanity has preserved and transmitted knowledge from one generation to another.
However, technology has revolutionized the potential for learning and teaching, making it more
engaging and accessible (Muthukumarana et al., 2022).
The 21st century learning model represents a significant transformation in how we approach
education and prepare students for the future. It is not just an update to traditional education,
as pointed out by Llego (2022). Technology has caused changes in the delivery of lessons in
classrooms, resulting in strategies for teaching that have undergone several changes from
traditional to more modern ones. The role of teachers has also evolved, from being the
exclusive source of knowledge to a learning facilitator. In turn, students can now perform
different tasks and take an active role in the classroom, as noted by Monserate (2018).

1.1.2 Technology-assisted education

Academic initiatives have been made in the Philippines to guarantee that our curriculum is at
par with international standards. K to 12 curricula ascertain that the students are given a high-
quality education, equipping them with appropriate skills, creativity, and intelligence to cope
with the changing demands of time (Bacus & Alda, 2022). According to Reyes and Ramirez
(2019), the implementation of the K to 12 curriculum in the Philippines has significantly
improved the quality of education in the country, leading to better student performance in
national assessments and higher chances of pursuing higher education. Nowadays, science
classrooms are equipped with non-traditional teaching instruments, like laptops, measuring
devices, and individual advanced aides. With this innovation, there was always an assumption
that these devices would bring out progressive models in the education and the learning
process (Bang & Luft, 2013). In a study by Anderson and Ronnkvist (1999), the use of
technology in the classroom was found to positively impact student learning outcomes, leading
to higher student engagement, motivation, and achievement compared to traditional
instructional methods. The study also noted that technology helped teachers create a more
student-centered learning environment, allowing for more personalized instruction and greater
flexibility in adapting to student needs. According to Bay Atlantic University, the use of
technology has helped teachers and students create an environment that allows them to
experience a practical and accessible learning environment. The effects of technology on
student learning also include improved general comprehension, practical learning, time
management, and a combination of learning approaches.
1.1.3 Integration of Technology on learning science
The field of science is often challenging for students, and many struggle to maintain their
motivation to learn. However, the suitability of technology has significantly influenced teaching
and learning practices, making them more accessible, understandable, and engaging. According
to Granito and Chernobilsky (2012), technology serves as an important motivator for students
to overcome the complexities of learning science. In a study by Huang et al. (2017), the use of
technology was found to significantly improve student motivation and engagement in science
education, leading to greater interest and enthusiasm for learning. The study also noted that
technology helped teachers create a more interactive and dynamic learning environment,
allowing for more effective communication and collaboration between students and teachers.
The use of technological tools and systems in teaching science represents a novel approach that
can facilitate learning. According to Nikou and Economides (2016), incorporating technology
into science education can make it easier for students to comprehend complex concepts,
thereby enabling them to learn science more effectively. In a study by Kim et al. (2018), the use
of simulation-based technology was found to be highly effective for teaching science,
facilitating active learning and engagement among students and providing them with a more
concrete and visual representation of abstract concepts.

1.1.4 Educational Technology-based Learning

This review of related literature makes it evident that technology is a valuable tool in teaching
and learning, and its integration in education has revolutionized the way students learn.
Technological tools used in the integration of lessons have had a significant impact on student's
academic performance, engagement, and motivation.
Numerous studies have shown that educational technology-based learning in science education
enhances students' performance by enabling them to comprehend scientific concepts and
apply them to real-life situations. The use of multimedia materials, virtual simulations, and
interactive assessments provides students with a more engaging and interactive learning
experience that enhances their knowledge retention and understanding of scientific concepts.
Moreover, technology-based teaching methods allow teachers to personalize the learning
experience according to students' needs, enabling them to provide individualized instruction
and feedback. Technology has also made it easier for students to access learning materials,
communicate with their peers and teachers, and collaborate on group projects, which enhances
their social and communication skills.

1.2 Theoretical/Conceptual Framework

Theoretical Framework:
The use of educational technology in science education has gained considerable attention in
recent years, as it has the potential to enhance students’ learning experiences and improve
their academic performance. This study is guided by several theoretical frameworks that aim to
provide a deeper understanding of the relationship between educational technology-based and
students’ academic performance.
The theoretical framework for this study is based on two key theories: constructivism and
technology-enhanced learning.
Constructivism is a learning theory that emphasizes the active construction of knowledge by
learners through experiences, reflection, and collaboration with others (Vygotsky,1978).
According to this theory, learners construct their own understanding of the world based on
their experiences and interactions with the environment. This theory suggests that learners
must be actively engaged in the learning process, and that learning is most effective when it is
relevant, contextual, and allows for the application of knowledge.
Technology-enhanced learning (TEL) is a theoretical framework that focuses on the use of
technology to enhance learning and teaching practices. TEL emphasizes the use of technology
to improve the quality of learning and teaching practices. TEL emphasizes the use of technology
to improve the quality of learning, increase engagement and motivation, and facilitate the
acquisition of knowledge and (Francis, 2009). TEL includes a range of technologies such as
multimedia, simulations, social media, and online collaboration tools.
The combination of constructivism and TEL has been found to be particularly effective in
science education (Alsop, 2016). TEL can be used to create learning environments that are more
interactive, engaging, and relevant to students, while constructivism emphasizes the active
construction of knowledge by students, leading to deeper learning outcomes. Thus, the
integration of TEL in science education can potentially enhance students’ performance in
science and improve their attitudes towards science.
Based on the theory above, the theoretical framework for this study suggests that the use of
technology-enhanced learning, grounded in constructivism, can positively impact the
performance of Grade-11 Senior High School students in science education.

Conceptual Framework:
The conceptual framework for this research is based on the premise that the integration of
educational technology in science education has a positive impact on the academic
performance of Grade-11 senior high school students. The framework is composed of four main
components: the input, the process, the output, and the feedback loop.
Input: The input component of the conceptual framework includes the educational technology
resources used in science education, such as laptops, measuring devices, and individual
advanced aides. It also includes the teaching strategies and methods employed by science
teachers in integrating technology into their teaching.
Process: The process component of the framework involves the actual implementation of
educational technology-based learning in science education. This includes the use of interactive
multimedia and simulations to enhance students' understanding of scientific concepts and
principles. It also involves the use of technology-based assessment tools to evaluate students'
learning outcomes.
Output: The output component of the framework pertains to the academic performance of
Grade-11 senior high school students in science education, specifically their scores on exams,
assignments, and other assessments, as well as their overall grades in the subject based on
individual and group activities, reportings, and other performance indicators.
Feedback Loop: The feedback loop component of the framework represents the continuous
evaluation and improvement of educational technology-based learning in science education.
This involves gathering feedback from students, teachers, and other stakeholders to identify
areas for improvement and to make necessary adjustments to the teaching strategies,
methods, and resources used.

The study adopts a conceptual framework that depicts the relationship between the
independent variable (educational technology-based learning) and the dependent variable
(academic performance). The conceptual framework provides a visual representation of the key
components of the study.
The independent variable, educational technology-based learning, is represented by a box with
an arrow pointing towards the dependent variable, academic performance. The educational
technology-based learning includes various resources used in science education, such as
laptops, measuring devices, and individual advanced aides. It also includes the teaching
strategies and methods employed by science teachers in integrating technology into their
teaching.
The dependent variable, academic performance, is represented as shown in figure 1 by a box
that encompasses students' scores on exams, assignments, and other assessments, as well as
their overall grades in the subject based on individual and group activities, reports, and other
performance indicators. This variable represents the outcome of interest in the study, which is
the impact of educational technology integration on students' academic performance.
 Independent Variable Dependent Variable

Educational Technology Based

Academic Performance
Learning

Figure 1.
Conceptual Paradigm Showing the Interplay
of the Different Variables in the Study

The conceptual framework suggests that there is a relationship between the independent and
dependent variables. The study aims to determine the correlation between the two variables
and investigate whether the integration of educational technology in science education has a
positive impact on the academic performance of Grade-11 senior high school students.
Overall, the conceptual framework suggests that the integration of educational technology in
science education can lead to the improved academic performance of Grade-11 senior high
school students. By using technology-based learning resources, teachers can create a more
engaging and interactive learning environment that promotes a deeper understanding of
scientific concepts and principles, leading to better academic outcomes. And also, the
conceptual framework provides a useful tool for understanding the research design and the
relationship between the key variables in the study. By using this framework, the researcher
can identify the key components of the study and design a research methodology that
effectively investigates the research question.
1.3 Research Objectives

The purpose of this study is to investigate the impact of educational technology-based learning
on the performance of Grade-11 Senior High School students in Dapitan City National High
School. Specifically, the following research objectives will guide the investigation:

General objective:
To assess the effectiveness of using educational technology in teaching science to Grade 11
students in Dapitan National High School. Specifically, the research aims to determine whether
using educational technology-based learning in science education improves the academic
performance of Grade 11 students in Dapitan City National High School, compared to
traditional teaching methods. The research may also explore the perceptions and attitudes of
students towards educational technology-based learning in science education, as well as the
challenges and benefits of integrating technology into science education.

Specific Objectives:

1. To determine the effect of educational technology-based learning on the academic

performance of Grade-11 senior high school students in science subjects.
2. To identify the level of engagement and motivation of Grade-11 senior high school
students in science education through the use of educational technology.
3. To assess the retention of scientific knowledge among Grade-11 senior high school
students through the use of educational technology in science education.
4. To examine the critical thinking skills of Grade-11 senior high school students in science
education when exposed to technology-based learning.
5. To evaluate the effectiveness of educational technology-based learning in enhancing the
understanding and mastery of scientific concepts among Grade-11 senior high school
students.

2. Research Methods
Insert a transition paragraph. The table below may help you write your Research Methods section

Research Relevant Data and How Data Shall be How data shall be Expected Results
Objective Sources collected analyzed including
including Tools to software and
be used interpretation
2.1 Context of the Research
(Research Locale, Description of Respondents or sources of information)
2.2 Data Collection
Present this section per objective. What data are to be collected to deal with each objective and how
these data will be collected. What tools will be used in collecting the data?

2.3 Data Analysis

How will the collected data be analyzed.

2.4 Ethics
How ethical conduct of research is ensured. Include approval of the Research Ethics Committee

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