Live Experience of Grade 11 Students taking CSS Subject without

Computer or Related Devices in Benigno S. Aquino National High school

A Research Proposal Presented to the Faculty of Senior High School Department of

In Partial Fulfillment of the Requirements for the Practical Research 1

Presented by:
CULTIVO, JOHN LENARD
HERNANDEZ, STEPANIE J
ICBAN, EIYENAR
JUNIO, LOURENZ TYRON C.
PANGANIBAN, PRINCESS T.
REYES, BREACHA ANN L.
ROTAIRO, CYRIL JAMES G.

April 2023
 INTRODUCTION

The advent of the digital age has revolutionized education, transforming the way

students learn and acquire knowledge. In recent years, educational institutions worldwide

have embraced technology as a tool to enhance the teaching and learning process.

Computer System Servicing subjects, in particular, have become an integral part of the

curriculum, aiming to equip students with essential digital skills and prepare them for a

rapidly evolving technological landscape.

However, amid the proliferation of technology in education, there remains a

segment of students who face unique challenges in accessing computer devices. In the

case of Benigno S. Aquino National High School, a Grade 11 class of students finds

themselves in a situation where they take the Computer System Servicing (CSS) Subject

without the availability of computers or related devices.

This research aims to know the live experience of these students, aiming to shed

light on their educational journey, challenges faced, and potential strategies employed to

overcome these limitations.

Statement of the Problem

Grade 11 students at Benigno S. Aquino National High School who are enrolled in the

Computer

System Servicing (CSS) without access to computer or related devices. The study aims to

address the following key research questions:

1. What are the experiences in learning CSS subject despite having no computer or

related devices?

2. what is your motivation for learning even without computer or related devices

3. what are strategies to learn CSS subject effectively without computer or related

devices

By addressing these problems, this research aims to investigate the challenges

faced by Grade 11 students at Benigno S. Aquino National High School who are taking

the Computer System Servicing (CSS) subject without access to computer or related

devices. The study seeks to understand how these students adapt to the absence of

technology, their engagement with the CSS curriculum, and the strategies they employ to

overcome limitations in practical application and hands-on programming exercises. By

addressing these issues, the research aims to contribute to educational equity discussions

and inform the development of appropriate support systems and instructional approaches
that cater to the specific needs of students lacking access to computer technology in

computer science education.

REVIEW OF RELATED LITERATURE AND STUDIES

Internet Connection and Learning Device Availability Of College Students: Basis

for Institutionalizing Flexible Learning in the New Normal

The advent of the current COVID-19 Pandemic which paralyzed the majority of

human activities Provided vast and unimaginable challenges for humankind. Although

we are already in the technological era with the context of the Fourth Industrial

Revolution (FIRe) (Akbar et al., 2018), This minute organism provided a devastating

effect to all. Everyone suffered, world leaders are trying their best to contain the

situation, the world’s brightest mind, and the most high-tech laboratory race against time

to put a stop to this ravaging curse of the 21st century.

On the other side of the coin, since everyone is affected, even the educational

system was temporarily put to a halt due to lockdown. This made face-to-face learning

impossible which hampered the educational pursuit of students. All over the world,

millions of students are affected and some already gave up their status of being a student.

And one of the biggest challenges to address the problem regarding learning is the

availability of technological gadgets and internet connectivity. There were pieces of

internet connections among students (Aboagye et al., 2021; Chase et al., 2018; Chung Et

al., 2020a; Lorenzo, 2017). However, there are some also that have a different

perspective when it comes to internet connectivity. An inefficient internet facility in a

university is not an issue for the use of the internet in the university (Apuke & Iyendo,

2018). Another study also spoke of the Importance of enhanced internet connectivity for

e-learning especially in rural areas (Ahmed et al., 2017). Based on another perspective, a

majority of the respondents in a related study showed readiness for online learning

(Muthuprasad et al., 2021). In another particular article by Hossain and Rahman (2017),

they stipulated that students from their studies need to enhance their internet usage and

further suggested that the university should provide internet facilities and an environment

for students. In a related article, Tarimo and Kavishe (2017) found that 82% of students

in their study use the internet for academic purposes. However, in terms of attitude

towards the use of online learning management systems, a study showed negative results

(Serhan, 2020). With these ideas and information, internet connection is both an issue and

challenge not only for the students but also for Teachers and the institution.

Another related matter in this study is the availability of learning tools or devices

that is equally important. Although we are in an era where technological instruments and

apparatuses are within reach, there are still some who do not have one. For example, in a

particular country in South Asia, a study showed that respondents have at home and in

the university, computers and internet facilities (Siddiquah and Salim, 2017). In another

study, students possessed various types and brands of mobile phones especially

smartphones (Essel et al., 2018). This is possible because the market of mobile phones
became in demand and the prices are very competitive for consumers. Some studies

showed the dependency of students on smartphones for online learning and internet

access (Apuke & Ivendo, 2018; Muthuprasad et al., 2021). But Gezgin (2017) indicated

no significant difference in the duration of smartphone ownership and on the occurrence

of nomophobia to university students. However, another study stated that mobile learning

devices have a positive effect on students’ Perceived efficiency of working (Chase et al.,

2018). But the most pressing issue here is the Unwillingness of students towards the

blended-online learning approach (Baloran, 2020)..

The Effects of Lack of Gadgets on the Academic Performance of the Selected Grade

10 Students in CINHS for S.Y 2020-2021

According to The New York Times (2020), even while we take considerable

Initiatives to “flatten the curve” of the coronavirus pandemic, one of the most difficult

decisions has been whether to close schools. In which they mentioned that the

educational environment is ideal for disease transmission. Students are frequently

crammed into tight classrooms where sitting six feet apart is impossible. By changing

rooms to attend different classes, they interact and develop other similar groups. They are

seated side by side in a huge room to dine together.

As we all know, we are in the midst of a global leaning crisis, which has had a

tremendous impact on our businesses, daily lives, and so on. It had a significant impact

on our education, with several schools forced to close due to the risk of spreading the

virus. As a result, a new learning modality was born. Online distance learning and
modular distance learning are two types of distance learning. You can’t blame the

students for choosing online classes over modular for online classes gives them this

privilege to interact with their teachers along with their classmates through online

software. But we can’t ignore the fact that there are many who still lack the accessibility

of gadgets towards e-learning.

METHODS

This section presents the methodology of the research, respondents and sampling

method, sources of data, instruments, data collection procedures, ethical considerations,

and data analysis.

Type of Research

This qualitative research study aims to explore and understand the live experience

of Grade 11 students who are taking the Computer System Servicing (CSS) subject

without access to computers or related devices in Benigno S. Aquino National High

School. The research aims to investigate how students navigate the challenges of learning

CSS concepts and practical applications in a technology-driven field while being limited

to traditional teaching methods. By delving into the students’ perspectives, this study
seeks to shed light on the potential limitations and implications of such an instructional

approach.

Respondents

The respondents of this study are 17 students in Grade 11 who are taking the

subject and specialization of Computer System Services (CSS) from Benigno S. Aquino

National High School, which is the sample size of the Cluster of CSS strand in the

population of students in Benigno S. Aquino National High School.

Sampling Method

In this study, the researchers use Quota Sampling Technique as the respondents

needs to be meet certain needs or quota.

Sources of Data/Instruments

The responses from the questionnaire will be the primary source of data.

According to Ary et al (2010:372), researchers ask questions about people’s beliefs,

opinions, characteristics, and behavior when doing survey. Some significant data will

also be extracted from the survey’s open-ended questions.

Instruments
 The main instrument used was the questionnaire. The responses/comments of the

respondent will be gathered through questionnaire that is printed in a paper and a live

recordings of the questionnaires and the answer of the respondents that the researcher

interviewed.

Data Collection Procedure

The researcher will send request letter to School’s Office seeking permission to

conduct this study. The questionnaire will be used in this study is the three-parts

questionnaire adapted and developed by the researcher from the existing live experiences

of grade 11 Computer System Servicing (CSS) student.

The researcher will prepare the following materials in this study: questionnaire,

letter of consent. The researcher will use printed questionnaire and be administered in

face to face set-up.

Questionnaire will be given to each student respondent. Profile of the respondents

like name and section will be determined aside from the Student's Live Experience of

Grade 11 Students taking CSS Subject without Computer or Related Devices.

Ethical Considerations

This research ensured that ethical guidelines were considered in the conduct of

this study which includes

1. Dignity of the research participants had given priority

3. Privacy of the respondents were given protection

4. Data were treated with utmost confidentiality

5. In the modification and formulation of the questionnaire, offensive, discriminatory,

and other unacceptable language was avoided.

6. Use of APA referencing system to cite and acknowledge other authors work

7. adherence to Data privacy act of the Philippines

8. Full consent from the author was given to the researcher to use and modify existing

standard questionnaire

9. Full consent was given by the organization to the researcher in conducting data

collection

The identity of all students in this study, as well as the data obtained from the study, will

be kept confidential. The perspectives, experiences, and scores gathered from the

participants will have no effect on them and will be used solely for this research.

RESULTS AND DISCUSSION

This chapter presents the results, discussion, and the personal insights that the

researchers have gathered through the process of conducting investigation of the study on
the Live Experience of Grade 11 Students taking CSS Subject without Computer or

Related Devices in Benigno S. Aquino National High School.

Table one (1) shows the thematic analysis for the experience of grade 11 Students

in learning Computer System Servicing (CSS) that encounters the problem of having no

Computer or Related Devices.

Table two (2) shows the thematic analysis for motivations of grade 11 Computer

System Servicing (CSS) on what fuels them to take the CSS subject even without

Computer or Related Devices.

Table three (3) shows the thematic analysis for the strategies of grade 11

Computer System Service (CSS) student on learning the CSS subject effectively without

having to use Computer or Related Devices.

Table 1 show

Table 1: Thematic analysis for the experience of grade 11 CSS students that encounter a

problem of having no Computer or Related Devices

Open Code Axial Code/Cluster Category

*Nalilimitahan ang kaya Challenge

*Efficiency of your work Problems

*Cannot finish a
homework due to lack of

resources

*Pressured

*Stress

*No device to be practiced