Research Abanon

IMPACT OF DIGITAL LEARNING TOOLS ON ACADEMIC PERFORMANCE
AMONG G11 AND G12 ABM LEARNERS IN ABANON
NATIONAL HIGH SCHOOL BY THE SCHOOL YEAR 2022-2023
A Research Project
Presented to the Faculty of the
Senior High School Department
Abanon National High School
San Carlos City, Pangasinan
In Partial Fulfillment of the Requirments
of the subject Practical Research 1
Rosario, Danah Kylle B.
Lavarias, Mark Angelo C..
Diaz, Cinderella P.
G11 – Accountancy, Business, and Management

Republic of the Philippines
Department of Education
Region 1
Schools Division Office of San Carlos City
Abanon, San Carlos City, Pangasinan
ACKNOWLEDGEMENT
The successful realization of this research project is attributed to the

invaluable support and assistance provided by numerous individuals. The
Researchers want to offer the heartfelt appreciation to a lot of individuals.
Without their aid, We might not have been successful in achieving this academic
milestone.
To our Adviser, Mrs. Angela Rica A. Balolong is the one person we cannot
thank enough. We are very lucky to have a lecturer who directing us to return
when we strayed. Her compassion and messages of support have taught us how
to manage several crises and complete our study paper.
Many friends have helped us throughout these trying times. Their words
of support and participations have assisted us in finishing this particular study,
overcoming obstacles and remaining focused on our studies. I treasure our
connection and we're grateful for their faith towards us.
To our beloved parents and family, who served as a constant source of

inspiration, motivation, and financial support. Without their unwavering presence,
none of this would have been possible.
Lastly and most of all, we acknowledge the teachings, strength, and

perseverance bestowed upon them by the Almighty. It is through divine guidance
that they were able to navigate through the complexities of this study and emerge
with valuable insights and findings.
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ABSTRACT
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TABLE OF CONTENTS
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CHAPTER I
INTRODUCTION
Background of Study
The study entitled “Impact of Digital Learning Tools on Academic
Performance among G-11 and 12 ABM Learners in Abanon National High School
by the School Year 2022-2023” aims to investigate the effect of digital learning
tools on the academic performance of Grade 11 and 12 ABM students in Abanon
National High School. The study will be conducted during the school year 2022-
2023. While there are no specific search results that directly relate to the study,
there are several studies that explore the impact of digital learning tools on
academic performance and student attitudes towards technology. These studies
suggest that digital learning tools can positively affect student academic
achievement and motivation. Additionally, students must be equipped with strong
digital skills to perform academic work and successfully complete learning
activities. The study may also consider factors that influence schools’ digital
capacity and transformation, the influence of internet usage on academic

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performance, and the prevalence of academic procrastination among high school
and undergraduate students.
We are now in the era of what we called the digital age. Most of the
students are using internet for their works that can help in their study. Digital
learning is an emerging form of training that may replace traditional learning
methods in many situations. This is because it uses the most modern technology,
including video, mobile devices, and social media, as tools for giving students
and teachers a knowledge and skills they need for success. The impact of Digital
Learning Tools on Academic Performance is can be used to investigate for the
effect of digital learning tools on every ABM learners.These studies suggest that
digital learning tools can positively affect student academic achievement and
motivation. Additionally, students must be equipped with strong digital skills to
perform academic work and successfully complete learning activities. The study
may also consider factors that influence schools’ digital capacity and
transformation, the influence of internet usage on academic performance, and
the prevalence of academic procrastination among high school and
undergraduate students.
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Numerous studies have been conducted on the impact of digital learning
tools on academic performance in various educational settings. Digital learning
tools encompass a wide range of technologies, such as online platforms,
educational apps, interactive simulations, and virtual reality, which are designed
to supplement or enhance traditional classroom instruction.
It has the potential to improve students’ engagement, motivation, and
access to educational resources, thereby potentially leading to increased
academic performance. Digital learning can offer several benefits to students,
including increased engagement, improved access to resources, and greater
flexibility. It can be also effectively engage pstudents struggling with traditional
educational methods. For example, digital learning can provide students with
opportunities to learn at their own pace, receive immediate feedback, and receive
targeted instruction. In addition, digital learning can often be more engaging than
traditional methods, as it can use multimedia content and allow for more
collaboration between students.
For instance, it can also help improve access to resources. Students who
have difficulty accessing books or other materials in a traditional classroom and
other problems including unstable internet connectivity, inadequate learning
resources, electric power interruptions, vague learning contents, overloaded

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lesson activities, limited teacher scaffolds,poor peer communication,conflict with
home responsibilities, poor learning environment may find that digital learning
provides them with more significant opportunities to access the help they need.
In addition, digital learning can be more convenient for students who have busy
schedules or live in rural areas.
However, the effectiveness of digital learning tools may vary depending on
several factors, including the quality of the tools, the readiness of students and
teachers to embrace new technologies, and the availability of reliable internet
connectivity and devices. To ensure that digital learning can be helpful on every
students and teachers in Abanon National High School.
Learning the bountiful benefits being offered by the Department of
Education, it continues to improve the digital learning through the basis of online
websites and apps that can help the needs of ABM students. To explore the
impact of digital learning tools on academic performance among G-11 and 12
ABM (Accountancy, Business, and Management) learners in Abanon National
High School by the school year 2022-2023, a comprehensive research study
would need to be conducted. This study would involve qualitative research
methods to assess the correlation between the use of digital learning tools and
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academic performance, as well as factors influencing the implementation and
effectiveness of these tools.
Numerous studies have been conducted on the impact of digital learning
tools on academic performance in various educational settings. Digital learning
tools encompass a wide range of technologies, such as online platforms,
educational apps, interactive simulations, and virtual reality, which are designed
to supplement or enhance traditional classroom instruction.
The use of digital learning tools has the potential to improve students’
engagement, motivation, and access to educational resources, thereby
potentially leading to increased academic performance. These tools can provide
personalized learning experiences, interactive content, and instant feedback,
allowing students to learn at their own pace and reinforce their understanding of
concepts.
However, the effectiveness of digital learning tools may vary depending on
several factors, including the quality of the tools, the readiness of students and
teachers to embrace new technologies, and the availability of reliable internet
connectivity and devices.

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Statement of the Problem
1. What is the impact of digital learning tools on academic performance
among G-11 and G-12 ABM students in Abanon National High School by
the school year 2022-2023?
2. What are the advantages and disadvantages of using digital learning tools
in the classroom?
3. What are the factors that influence the effectiveness of digital learning
tools in improving academic performance among ABM students?
Scope and Delimitation
The study will focus on G-11 and G-12 ABM students in Abanon National
High School by the school year 2022-2023. The study will investigate the impact
of digital learning tools on academic performance, including the advantages and
disadvantages of using digital learning tools in the classroom. The study will also
explore the factors that influence the effectiveness of digital learning tools in
improving academic performance among ABM students. The study aims to
investigate the effect of digital learning tools on the academic performance of
ABM students. The study may consider factors such as the students’ attitudes
towards technology, their digital skills, and the school’s digital capacity and
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transformation. The study may also explore the influence of internet usage on
academic performance and the prevalence of academic procrastination among
high school and undergraduate students. The delimitation of the study is that it
only focuses on ABM students in one high school during a specific school year.
The study does not cover other grade levels, other strands, or other schools. The
study also does not consider other factors that may affect academic
performance, such as socio-economic status, family background, and health
conditions.
Significance of the Study
The study is significant because it will provide insights into the impact of
digital learning tools on academic performance among ABM students. The study
will also identify the advantages and disadvantages of using digital learning tools
in the classroom and explore the factors that influence the effectiveness of digital
learning tools in improving academic performance among ABM students. The
findings of the study can be used to inform the development of policies and
strategies for integrating digital learning tools into the classroom.
The Significance of this study focuses on the Exploration of the Impact of
Digital Learning Tools on the Academic Performance of Grade 11 and Grade 12

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students in the Accountancy, Business, and Management (ABM) strand at
Abanon National High School.
For students, it can help them understand how the integration of digital
learning tools affects their learning experience. This knowledge can empower
them to make informed decisions about incorporating technology into their
educational journey and enhance their skills in utilizing technology effectively.
For parents, understanding the impact of digital learning tools can aid in
making informed decisions on how to support their children’s learning at home.
By knowing the effects of these tools on academic performance, parents can
better guide their children in using technology as a learning aid and provide the
necessary support to optimize their educational outcomes.
For teachers, helping them find effective ways to integrate digital learning
tools into their teaching practices. By understanding the best ways to incorporate
technology into their classrooms, teachers can enhance their teaching
effectiveness and stay updated with current instructional strategies and
technology trends.
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For future researchers, It can serve as a foundation for further research
in the field of technology-enhanced learning and contribute to the existing
theoretical framework. By refining and expanding upon previous studies,
researchers can generate deeper insights and identify novel approaches to
support digital learning in the specific context of G-11 and G-12 ABM students.
Definition of Terms
Conceptual Definition
Digital learning tools. Refers to any technology-based tool or resource
that is used to support teaching and learning, including online platforms,
educational apps, and multimedia resources.
ABM students. Refers to students who are enrolled in the Accountancy,
Business, and Management (ABM) strand of the senior high school curriculum.
Academic performance. Refers to the level of achievement of students in
their academic studies, including grades, test scores, and other measures of
academic achievement.
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Accountancy. The practice of recording, classifying, and reporting on
business transactions for a business. It provides feedback to management
regarding the financial results and status of an organization.
Business. A business is an organization or enterprising entity engaged in
commercial,industrial, or professional activities. Businesses can be for-profit
entities or nonprofit organizations that operate to fulfill a charitable mission or
further a social cause.
Management. Management consists of the interlocking functions of
creating corporate policy and organizing, planning, controlling, and directing an
organization's resources in order to achieve the objectives of that policy.
Accountancy Business and Management Strand. The Accountancy,
Business and Management (ABM) is a strand that focuses on the basic concepts
of financial management,business management, corporate operations, and all
things that are accounted for.

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Senior High School Curriculum. The K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School) to 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. Senior High School (SHS) refers to Grades
11 and 12, the last two years of the K to 12 Basic Education Program. SHS two
years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity.
Strand. An area of study under an academic track that senior high school
students must take to prepare for their chosen degree in college.
Operational Definition
ABM students. Are students enrolled in Abanon national high schools
Digital Tools. Tools use for Academic performance.
Academic performace. Level of achievement of students.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Foreign
A literature review by Abooki and Kitawi (2014) found that e-learning had
a positive impact on the academic performance of students. The study identified
factors such as educator presence in online settings, interactions between
students, teachers, and content, and deliberate connections between online and
offline activities and between campus-related and practice-related activities as
important in influencing learning experiences in e-learning and blended learning
in higher education.
A meta-analysis and review of online learning studies by the U.S.
Department of Education (2010) found that the great majority of estimated effect
sizes in the meta-analysis are for undergraduate and older students, not
elementary or secondary learners.
Local
A study by Feljone Ragma (2018) focused on the relationship between
socio-economic factors and the academic performance of senior high school

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students. The study found that socio-economic factors can affect academic
performance.
A study by Ajai and Imoko (2014) found gender differences in English
achievement and retention scores among students.
Related Studies
Foreign
A study by Zulaikha et al. (2023) examined the effectiveness of online
learning and the challenges that it presents to pupils’ abilities to learn. The study
found that online learning can be effective, but internet access and internet
packages can restrict its effectiveness.
A study by Frontiers (2021) investigated factors affecting high school
students’ online learning ineffectiveness (OLI) in online experimental courses,
particularly online science experimental courses. The study found that the
number of online experimental courses and duration of online learning are the
outward manifestations of the behavioral engagement of high school students
that we focus on in online learning.
Local
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According to Gautam, P. (2021, May 12) in time where this pandemic hit
us, the online virtual teaching method conducted, to sustain and to not cut the
eagerness and keenness of every fellow learner who are willing to learn and
acquired lectures, so now this is called “New Normal”. The new normal in
education is the increased use of online learning tools. The COVID-19 pandemic
has triggered new ways of learning. All around the world, educational institutions
are looking toward online learning platforms to continue with the process of
educating students. The new normal now is a transformed concept of education
with online learning core of this information. Today, digital learning has emerged
as a necessary resource for students and schools all over the world. For many
educational institutes, this is an entirely new way of education that they have had
to adopt. Online learning is now applicable not just to learn academics but it also
extends to learning extracurricular activities for students as well.
Cellini, S. R. (2021, August 13). Technology Challenges, Inadequate
Training, and Troubleshooting are some aspects of virtual learning method. But
most of the students are having dislike of online classes due to lack of time and
commotion. And some are wanted to have it coz they don’t understand in
modular teaching method, and though we have freedom which one we are
preferred/compatible that will appeal to our desire.

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Theoretical Framework
There are several digital learning theories and models that educators
should know to help them develop curricula that get students to use technology
to research, curate, annotate, create, innovate, problem-solve, collaborate,
campaign, reform, and think critically. Some of this model is RAT Model and
Connectivism.
According to Dr. Joan Hughes (1998), RAT Model allows teachers to self-
assess their integration of technology in the classroom. According to the RAT
Model, digital technology can be used as replacement, amplification, or
transformation in the classroom. The model (most comprehensively described
that leads you to understand if digital technology is functioning as replacement,
amplification, or transformation in educational practice. Technology
as Replacement – technology used to replace and, in no way, changed
established instructional practices, student learning processes, or content goals.
The technology serves merely as a different (digital) means to the same
instructional end. Typically, all that changes is the medium through which a well-
established purpose is met. Think of: proxy, stand-in, or surrogate. Technology
as Amplification – technology increases efficiency, effectiveness, and productivity

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of instructional practices, student learning processes, or content goals. The tasks
stay fundamentally the same while the technology extends our capabilities in
effectiveness or streamlining. Think of: enlargement (larger, greater, stronger);
addition of detail (fuller, clearer); increase in magnitude; making louder.
Technology as Transformation – technology reinvents aspects of instruction,
learning, or curriculum in new and original ways. For example, new cognitive
forms could emerge, new people could be involved, or new content may be
accessible. Think of: alteration, change, conversion, revolution, renovation,
makeover, restructure, reorganize. To assess a technology’s contribution, one
considers an instance of technology use and assesses is systematically in terms
of three broad themes: instructional methods, student learning processes, and
curriculum goals. Each of these three themes can be further articulated by
identifying more specific dimensions of each.
Connectivism accepts technology as a major factor in our learning
process. In fact, this theory promotes the idea that learning can successfully
happen through digital channels, including social media, forums, videos, and
blogs. George Siemens (in 2004) and Stephen Downes (in 2005) said
connectivism begins when an individual turns to digital technology to solve a
problem. This can include actions such as googling a question, texting a friend,
or searching for topical social media content. Connectivism Learning Theory
posits that the use of digital technology helps to solve a problem and, in turn,
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deepens the understanding of a topic. As more corporations adopt remote work
and remote learning, connectivism provides a framework to ensure employees
have the tools to build relationships with each other and create a culture based
on continuous learning. George Siemens developed Connectivism Learning
Theory by mapping out his eight guiding principles: Learning and knowledge rest
in a diversity of opinions, learning is a process of connecting, learning may reside
in non-human appliances, the capacity to know more is more critical than what is
currently known, nurturing and maintaining connections is needed to facilitate
continual learning, ability to see connections between fields, ideas, and concepts
is a core skill, accurate, up-to-date knowledge is the intent of all Connectivist
Learning, decision-making is itself a learning process and what we know today
may change tomorrow. Connectivism sounds great in theory: we all use digital
technology, so, of course, it makes sense to apply it to learning opportunities.
After evaluating these theories, we come to the conclusion that George
Siemens and Stephen Downes theory of connectivism is the most useful
because it can assist all students in their academic performance using digital
tools. This implies that since digital tools in academic performance is connected
to everyone else. Accountancy, Business, and Management is one of the many
strands that need technology because K-12 curriculum is our new generation.
Using digital tools as academic performance has never been simple. It says that
connectivism begins when an individual turns to digital technology to solve a

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problem. This can include actions such as googling a question, texting a friend,
or searching for topical social media content. The researcher firmly believe that
the Majority of ABM learners use digital tools because of their needs on
academic performance, with some also being influenced by family and their
friends. It states that it will be manageable if you are using digital tools. It is like
choosing a simple life you want to in. Students easily learn in the environment
with the use of digital tools as their academic performance, if they are
compatible. In stepping in academic achievement or performance you sent world
choosing, the right use of digital tools is very important. This research want to
help every student that is struggling if what they want in the future.
Conceptual Framework
This section of the study will provide a visual representation of the method
utilized to collect the essential data and the overall findings. It will discuss the
tools required to gather information data and display the findings of the study.
INPUT
PROCESS OUTPUT
 Impact of digital
 Narratology Profile and reasons of ABM
learning tools on
 Purposive sampling learners of Abanon Senior
academic performance
High School on Impact of
 Semi-structured
among G-11 and G-12
digital learnings tools on
Interview
ABM learners.
academic performance.
 Thematic Data
 Advantages and
disadvantages of using

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CHAPTER III
METHODOLOGY
This chapter discusses the methods used in order to conduct this study. In
essence, these encompass the equipment, resources, methods, and procedures
that the researcher uses to effectively comprehend. It specifically compromises
the research design, the duration and locale of the study, the population and
sampling, instrumental, validity, and tools for data analysis to finish the data.
Furthermore, this chapter explains how the researchers acquired the necessary
information for the study and how, to the best extent possible, the material was
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processed, assessed, and presented.
Research Design
Methodology is perhaps one of the most crucial factors to consider in any
research process. Aside from the fact that it ensures systematism, it also outlines
the strategy to be used in tackling a research problem. One part of the
methodology is the research design. According to the articulation of Green and
Tull (2007), “It is the specification of techniques and processes for obtaining the
information required. It is the over-all operational pattern or framework of the
project which states what data is to be gathered from which source by what
processes.”
Seeing this significance, the researchers have decided to use narratology
as the blueprint of this study in the pursuit of Digital Learning Tools on Academic
Performance Among Grade 11 and Grade 12 ABM Learners in Abanon National
High School
According to Bhandari (2020), this qualitative research design is the
opposite of quantitative research, which involves collecting and analyzing non-
numerical data to understand concepts, opinions, or experiences. It can be used

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to gather in-depth insights into a problem or generate new ideas for research.
Qualitative research provides researchers with a way to understand what is going
on, especially when things are not easily categorized (Tenny et.al. 2022).
Participants' experiences, viewpoints, and actions are gathered through
qualitative research. Instead of addressing the hows and how much, it addresses
the whys.
Delimiting the idea into the actual research topic, the researchers believe
that narratology is the design that ideally suits this study because of the design’s
capability to explore the impact of digital leraning tools on academic performance
of ABM Learners based on the informants’ stories about their personal
experiences inside and outside the classroom. Narratology as an approach will
surely welcome leeway and diversity in the informants’ responses as they narrate
their personal stories about the impact of digital leraning tools on academic
performance of ABM Learners.
Locale of the Study
The research study will take place at Abanon National High School and it's
administered and led by Dr. Agosto V. Cayabyab-Principal IV at present. The
study will be conducted in the all strand of the senior high school department
from grade 11 to grade 12.

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The said school is located at Barangay Abanon, San Carlos City, Pangasinan. It
caters majority of the students from the Barangay's of Abanon, Caoayan Kiling,
Calobaoan, Malacañang, Anando, and Agdao which is within the borderline of
the aforementioned location. It also consists of students from it's neighbor
municipality of Urbiztondo, such as Barangay of Dalanguiring and Gueteb.
Abanon National Highschool is currently a school that's Gr7-Gr12 ready
institution with various strands which are all open for admissions. Under the
Academic Track, Abanon National High School offers the following strand in
senior highschool: Accountancy, Business, and Management (ABM), Humanities
and Social Sciences (HUMSS), Science, Technology, Engineering, and
Mathematics (STEM), and Information and Communication Technology under
Technical Vocational Strand (TVL) Track.

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Abanon National Highschool is under the management of School's Division
Office of San Carlos City and the school is also an ISO-Certified Schools in the
said Division.
Population and Sampling
The Informants that the researchers decided to interview were the
academic track learners under Accountancy, Business and Management. The
researchers delimited the informants to the track under Accountancy, Business
and Management because their research is focusing about them to ascertain
impact of digital leraning tools on academic performance of ABM Learners which
was essential for them to gather the needed information in answering the
research questions phenomenon.
Moreover, this research employed purposive sampling. Purposive sampling
is a sampling technique in which a researcher relies on his or her own judgment
when choosing members of the population to participate in the study (Creswell,
2007). Purposive sampling refers to a group of non-probability sampling
techniques in which units are selected because they have characteristics that
you need in your sample. In other words, units are selected “on purpose” in
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purposive sampling (Nikolopoulou, 2022). Which is to present views that do not
aim to be true or generalizable to the population, but rather to provide rich
descriptions of a phenomenon by those who have experienced. In qualitative
studies, sample size should be determined based on informational needs.
In reality, the idea of saturation should serve as a guiding principle, and the
sample size should be sufficient to adequately characterize the phenomenon of
interest and answer the research question at hand.
Hence, the researchers interviewed Five (5) learners. Three (2) female and
two (2) male from Grade 11 or 12 learners. There are about 20 Grade 11 learners
and 15 grade 12 learners who are enrolled in Accountancy, Business and
Management divided into 1 sections. These learners experienced challenges
about digital impact of their academic performance.
To protect the confidentiality of the informants, each of them were assigned
with a code name.
Prospective participants must possess all of the following criteria set to be
considered by the researchers for recruitment as sources of data:

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1. A bonafide Senior High School (SHS) learners of Abanon who is currently
enrolled under the Accountancy Business and Management Academic track;
2. A Grade 11 and 12 learners;
3. Either male or female;
4. Have experienced in using digital tools.
5. With sound mind which will be assessed by the researchers through
observation and asking questions which can evaluate their orientation time,
place, and person.
This include asking the informant’s name and age, the place where he/she lives,
and the approximate time and date of the interview (Snyderman & Rovner, 2009).
Intrumentation and Data collection
Data on the foregoing inquiry of determining the impact of digital learning
tools on academic performance of ABM Learners were gathered through self-
report approach, that is, by interviewing the participants using a semi-structured
interview guide.
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According to Hopf (2004), there are various types of interviews that exist
from highly structured (research controlled), semi-structured, to highly
unstructured (uncontrolled). Semi-structured interviews are those that are
conducted with a fairly open framework, which allow for focused, conversational,
two-way communication. In this case, researchers rather use a sort of interview
guide or framework that focuses on central themes and suggests questions
where the content is not strictly prescribed but can be modified according to how
the conversation evolves (Gavora, 2006).
Upon the approval made by the research adviser and the school principal
regarding the researchers’ predefined set of questions to be used for the actual
interview, the study proceeded in its data collection phase. Purposive sampling,
particularly criterion sampling technique was then employed wherein prospective
participants must meet a predetermined set of criteria to be considered as
sources of data in the data gathering phase.
Before conducting the interviews, the researchers provided some
background information about the study, including its goals and the immediate
benefits that participants could expect from taking part.

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The researchers also made sure to underline that the interview was fully
voluntary. However, due to ethical reasons, one has the opportunity to decline
participation at any point throughout the entire research activity. Last but not
least, the study's supporters pledged to take every precaution to protect the
participants' identities from disclosure.
The researchers also utilized an electronic voice recorder for the purpose
of providing them with a verbatim voice record of the interviewees’ answers
which were used for transcription, data analysis and interpretation. The voice
recorder operated during the entire interview session of each participant to make
a detailed description and interpretation of the informants’ emotional tenor and
mood (Lopez, et al., 2010). A questionnaire adopted from Dr. Terry Armstrong
(2009) that focused on determining the multiple intelligences of a person was
administered to each participant to maintain the reliability of the results on the
foregoing central phenomenon.
English and Filipino were used to conduct the interview with the
interviewees. Researchers also let the respondents know where and when the
interview would take place, as well as the best time for both parties to exchange
experiences and provide clear answers to the researchers' questions.
Additionally, to record the responders' responses without creating extra noise or

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damage. The researchers must spend a lot of time building trust and rapport with
the respondents in order to reach saturation point.
After the interview, the informants received a straightforward expression of
gratitude in order to communicate our sincere gratitude for their willing
involvement. Before, during, and especially after the actual interview, both parties
maintained a pleasant demeanor.
Furthermore, transcription of the audio-taped files was examined and
reviewed. Variability of result of the interview sessions was subjected into in-
depth analysis in order to identify the Reasons Behind the Decisions of ABM
Learners in choosin ABM Strand.
The necessary data were gathered in a short but intensive manner. The
steps of the data gathering phase are as follows:
1.Securing permission from authority. The required permissions were secured
from the authorities concerned in question before conducting the interview.
2. Knowing the informants’ brief background. This phase comprises learning
about individuals' academic achievements, cognitive capacity, and other

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important facts in order to evaluate whether they are eligible to participate in the
study. The researchers finished this stage and spent a large amount of time
creating rapport and trust with the informants.
3. Identification of qualified participants. The researchers identified their
qualifying informants based on the background data they had gathered in the
previous stage.
4. Asking permission from qualified participants. The researchers sought the
participants' permission to participate in the study. They made the decision to
participate in the study. People had the option to decline and not participate.
5. Securing confidentiality. As part of the researchers' obligation, the interviewer
provided a promise about the confidentiality of each participant's privacy. None of
the participants' personal information was disclosed.
6. Preparing the instruments. The study team created the interview questions. A
audio recording device, a mobile phone, was also disclosed to the interviewee
and used throughout the conversation.

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7. Informing about the transcript. The researcher-interviewer informed each
participant that a transcript would be created to guarantee the data were correct
and that the analysis and interpretations were appropriate.
8. Starting the interview. The study's initial findings provided some background
on its goals and the particular benefits that participants might get from
participating. The informants were interviewed in an environment that was as
comfortable as possible for them. The interview was then started by the
researchers using the questions from the semi-structured interview guide.
9. Taking notes carefully. Filed notes were taken during the talk in order to
produce the most thorough and accurate descriptions. Along with listening to the
informants' responses, the interviewer also paid attention to their comments,
nuances, actions, and nonverbal indicators, which may have revealed
information about how well their verbal responses matched their emotional affect.
By concluding the interview, the informants should have given the impression
that they had given their permission to take part in the study and that
no one had been coerced by the researchers.
10. Validating the instrument. After the actual interview, the researchers verified
the accuracy of each participant's transcript. To ensure that the researchers had
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accurately evaluated and interpreted their words and weren't just revealing their
own biases as researchers, each participant was shown the analysis and
interpretation of the transcribed data. This phase ensured the reliability of the
data that had been gathered.
Validity
The questionnaire constructed was subjected to content validation by three
experts (1 DRRM Coordinator, 1 Science Teacher and 2 English-Teachers) in the
field. Content validity according to Kumar (2014) is also judged on the basis of
the extent to which statements or questions represent the issue they are
supposed to measure, as judged by the researcher, your leadership and experts
in the field. Subsequently, pretesting of the research instrument will follow to
evaluate readability, adequacy of its content and to determine if ever
improvements on some aspects of the questionnaire are needed. The validity of
the questionnaire was 4.63 which had an adjectival rating of highly valid.
Tools for Data Analysis
Data from the recorded voice of the participants were transcribed in
verbatim to facilitate the analysis of textual data. Each line of transcribed data
(segments) was assigned a meaningful code based on the meaning or context of
each segment, and in keeping with the study’s research sub-problems.

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In order to validate responses, field notes from the actual interview were
taken. This is because non-verbal cues can convey information that are
frequently overlooked and are crucial for the interpretation of data. Additionally,
the researchers treated the data with theme analysis. In this investigation, the
Braun and Clarke (2006) six-step paradigm for theme analysis was used.
1. Familiarization. This phase entailed familiarizing the researchers with the
transcripts by having them read them twice. It was intended that by becoming
familiar with the material, the researchers would become invested in it and begin
to take into account the recurring themes mentioned by participants, which were
scribbled on a sheet of paper.
2. Generating the initial codes. At this point, the researchers began to code the
data in order to organize it logically and systematically.
3. Search for themes. The inductive approach was used to group the codes into
categories that were relevant to the objectives of this investigation. The
categorizations were extensive, mutually exclusive, theoretically relevant,
triggering, and relevant.

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4. Review of themes. The researchers examined, developed, and made an effort
to alter the initial themes in order to extract the meaningful elements of the data
without omitting any significant facts. Once the themes were found to accurately
describe the collection of data, the researchers moved on to stage five.
5. Definition of themes. Identifying the core of what each topic was about was the
goal of this final iteration of the themes. What's the theme trying to say? If there
are subthemes, how do they relate to the main theme and interact with it? What
connections are there between the themes? (2006) Braun & Clarke, p. 92
6. Writing up. The last step was writing up, which involved drafting a summary
report that explained the significance of the informants' views. This stage
concentrated on turning themes into a narrative account. Here, the analyses of
the acquired data grew as the emerging themes were refined and illustrated.
CHAPTER IV
RESULTS AND DISCUSSION
In this chapter, the analysis and interpretations of data obtained in the study
and the discussions of in-depth exploration of the research phenomenon are
presented. The findings were based on the data gathered through the transcripts
of the interview with the participants. These data were then analyzed, interpreted,
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and discussed to generate themes that served as a basis for the conclusion and
answer to the research phenomenon at hand.
Results
The responses of the informants showed glimpses but rich realities and
facts of the impact of digital learning tools on academic performance. Their
accounts of personal experiences were submitted to thematic analysis by the
researchers, who later uncovered key themes such as: 1) Digital horizon; (2)
Cultivating Brilliance; (3) Empowerment Evolution; and (4) Echoes of Apathy of
Deserted Horizon.
Theme 1: Digital Horizon
The Accountancy, Business and Management learner's participants were
asked about the impact of digital learning tools on academic performance. Some
of the informants comfirmed that digital tools help them by gaining access to
interactive resources, personalized learning experiences, and instant feedback
fostering a more engaging and educational environment. Also based on Digital
Learning, Digital Use, Digital Influence, Digital Improvement, Digital experience,
Digital Interest and Digital Opportunities.

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During the conduct of interview, Orlando said, “Google, youtube, brainly,
scribd, and canva”
According to Jeyan, “Google and youtube”
According to Jessica Nicole, “Digital learning tools that i've used in the past
year are Google meet, Google, YouTube, Canva, etc…”
According to Rhosella, “Google, youtube, google meet, canva, and scribd”
According to Mariel, “These past few years i've been using the brainly,
google and etc.”
According to Orlando, “Everyday”
According to Jeyan, “I use it frequently”
According to Jessica Nicole, “If i'm going to rate of how frequently i use
digital learning tools i will rate it 7.”
According to Rhosella, “I use digital learning tools for my studies on a daily
basis.”
According to Mariel, “Whenever im trying to understand our lesson.”
According to Orlando, “Yes, because it helps me a lot when it comes to my
school task.”
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According to Jessica Nicole, “Yes, Digital learning tools help me a lot and
make me productive everyday.”
According to Rhosella, “Yes, I believe that digital learning tools have
increased my engagement in learning.”
According to Mariel, “Yes because i learned how to be independent when it
comes to studying.”
According to Orlando, “Yes, dahil sa mga multimedia elements, gamified,
features etc. make my learning experience more interesting and also enjoyable.”
According to Jeyan, “Yes”
According to Jessica Nicole, “Yes”
According to Rhosella, “Yes, because these tools often provide interactive
and offer various ways to learn.”
According to Mariel, “Yes because i can explore more.”
According to Jeyan, “Yes, digital learning tools have positively influenced
my academic performance by offering additional resources and interactive
content to support learning.”
According to Jessica Nicole, “Yes”

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According to Rhosella, “For me yes, digital learning tools have the potential
to enhance the learning experience and support academic success for students.”
According to Mariel, “By adapting it little by little, being open minded that we
should utilize our usage of digital learning tools. use critical thinking about it to
understand the concepts and identify the facts.”
According to Orlando, “With this digital learning, I may able to expand my
own learnings and knowledge.”
According to Jeyan, “For me I think digital learning tools can be improved
better by Increased Collaboration and Communication”
According to Jessica Nicole, “For me, i want digital learning tools like canva
i want them to be free so that i can use some aesthetic stickers for my project
like layout, ppt, and more.”
According to Rhosella, “I think digital learning tools should have user-
friendly that make it easy to me to access educational materials.”
According to Mariel, “Yes, it helped me in any aspects of my academic
performance. I was able to identify my weaknesses and strength and gave me
opportunity to explore the media.”

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According to Rhosella, “I think digital learning tools help me to collaborate
with others because they allow us to communicate and collab for activities and
projects.”
According to Mariel, “Giving more accessible websites that students can
use and identify the fake news and delete it. some people are gullible to accept
fake news, so we need to control the epedemic of fake news.”
Theme 2: Cultivating Brilliance
The Accountancy, Business and Management students’ participants were
asked about the impact of digital learning tools on academic performance. All the
informants confirmed that their journey towards using digital tools to their strand
is well thought out and has faced many reasons such as Academic Performance
and Academic Development.
During the conduct of the interview, Orlando said, “5”
According to Jeyan, “5”
According to Jessica Nicole, “3”
According to Rhosella, “4”
According to Mariel, “4”
According to Orlando, “Yes, because of these digitaln learning tools I am
able to do my task and projects in an easiest way.”

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According to Jeyan, “Yes, digital learning tools have positively influenced
my academic performance by offering additional resources and interactive
content to support learning.”
According to Rhosella, “For me yes, digital learning tools have the
potential to enhance the learning experience and support academic success for
students.”
According to Orlando, “When it comes to group activities, by using these
tools we are able to communicate and collaborate with our group mates through
group chats, especially those with long distance houses.”
According to Jeyan, “Digital learning tools have significantly facilitated
collaboration with other students through features like online discussions, group
projects, and shared documents, enhancing teamwork and communication.
Katulad nitong survey na pinapasagutan mo diba.”
According to Jessica Nicole, “By sharing or adding like canva.”
According to Rhosella, “I think digital learning tools help me to collaborate
with others because they allow us to communicate and collab for activities and
projects.”
According to Mariel, “Giving more accessible websites that students can
use and identify the fake news and delete it. some people are gullible to accept
fake news, so we need to control the epedemic of fake news.”

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Theme 3: Empowerment Evolution
All of the participants in accounting, business, and management who we
had questions about the accounting, business, and management strand appear
to the impact of digital learning tools on academic performance. Their declaration
will outline the chosen strand's course.
During the conduct of the interview, Jeyan said, “Yes, digital learning tools
have the potential to increase engagement and motivation in learning by
providing interactive and personalized experiences.”
According to Orlando, “Because of these different learning tools, I am able
to explore and learn more knowledge about a certain topic.”
According to Jeyan, “It makes me understand better the lessons”
According to Rhosella, “For me digital learning tools have greatly
enhanced the ability to understand and grasp academic concepts by providing
interactive and engaging platforms for students like me to learn.”
According to Mariel, “The means of communication, it is very important to
communicate with each other since we are building here the teamwork. I am also
able to give them some information that will help us.”
According to Jeyan, “For me I think digital learning tools can be improved
better by Increased Collaboration and Communication.”

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Theme 4: Echoes of Apathy of Deserted Horizon
All of the participants in accounting, business, and management who we
had questions about the accounting, business, and management strand appear
to show the impact of digital learning tools inclined with Lack of Information, Lack
of new tools, Lack of internet, and challenging concept. Their declaration will
outline the chosen strand's course.
During the conduct interview, Jessica Nicole said, “I don't even know
how do i understand and grasp acad concepts, go with the flow lang, g.”
According to Orlando, “Maybe the insufficient funds for internet or data
connection.”
According to Jeyan, “I have faced challenges such as technical issues,
occasional lack of personal interaction, and adapting to new tools and platforms
while using digital learning tools for my studies.”
According to Jessica Nicole, “Challenges that I've face using digital
learning tools are login in, lots of ads, and some articles are not true or related.”
According to Rhosella, “The challenges I faced in using digital learning
tools in my studies is the issues with internet connectivity which can disrupt my
studies.”
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According to Mariel, “The fake news and distractions.”
Table 1 presents the themes that came about from the data after careful
analyses by the researchers.
Table 1. Thematic analysis of the collected data and their actual
statement from where the themes were derived.
Theme Sample Response
Theme 1:  “Google, youtube, brainly, scribd, and canva”
Digital horizon  “Google and youtube”
 “Digital learning tools that I've used in the past
year are Google meet, Google, YouTube, Canva,
etc…”
 “Google, youtube, google meet, canva, and
scribd”
 “These past few years I've been using the brainly,
google and etc.”
 “Everyday”
 “I use it frequently”
 “If I'm going to rate of how frequently i use digital
learning tools I will rate it 7.”
 “I use digital learning tools for my studies on a

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daily basis.”
 “Whenever I’m trying to understand our lesson.”
 “Yes, because it helps me a lot when it comes to
my school task.”
 “Yes, Digital learning tools help me a lot and
make me productive everyday.”
 “Yes, I believe that digital learning tools have
increased my engagement in learning.”
 “Yes because i learned how to be independent
when it comes to studying.”
 “Yes, dahil sa mga multimedia elements,
gamified, features etc. make my learning
experience more interesting and also enjoyable.”
 “Yes”
 “Yes”
 “Yes, because these tools often provide
interactive and offer various ways to learn.”
 “Yes because i can explore more.”
 “Yes, digital learning tools have positively
influenced my academic performance by offering
additional resources and interactive content to

Region 1
support learning.”
 “Yes”
 “For me yes, digital learning tools have the
potential to enhance the learning experience and
support academic success for students.”
 “By adapting it little by little, being open minded
that we should utilize our usage of digital learning
tools. use critical thinking about it to understand
the concepts and identify the facts.”
 “With this digital learning, I may able to expand
my own learnings and knowledge.”
 “For me I think digital learning tools can be
improved better by Increased Collaboration and
Communication”
 “For me, i want digital learning tools like canva i
want them to be free so that i can use some
aesthetic stickers for my project like layout, ppt,
and more.”
 “I think digital learning tools should have user-
friendly that make it easy to me to access
educational materials.”
Region 1
 “Yes, it helped me in any aspects of my
academic performance. I was able to identify my
weaknesses and strength and gave me
opportunity to explore the media.”
 “I think digital learning tools help me to
collaborate with others because they allow us to
communicate and collab for activities and
projects.”
 “Giving more accessible websites that students
can use and identify the fake news and delete it.
some people are gullible to accept fake news, so
we need to control the epedemic of fake news.”
Theme 2:  “5”
Cultivating Brilliance  “5”
 “3”
 “4”
 “4”
 “Yes, because of these digital learning tools I am
able to do my task and projects in an easiest
way.”
 “Yes, digital learning tools have positively

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influenced my academic performance by offering
additional resources and interactive content to
support learning.”
 “For me yes, digital learning tools have the
potential to enhance the learning experience and
support academic success for students.”
 “When it comes to group activities, by using
these tools we are able to communicate and
collaborate with our group mates through group
chats, especially those with long distance
houses.”
 “Digital learning tools have significantly facilitated
collaboration with other students through features
like online discussions, group projects, and
shared documents, enhancing teamwork and
communication. Katulad nitong survey na
pinapasagutan mo diba.”
 “By sharing or adding like canva.”
 “I think digital learning tools help me to
collaborate with others because they allow us to
communicate and collab for activities and

Region 1
projects.”
 “Giving more accessible websites that students
can use and identify the fake news and delete it.
some people are gullible to accept fake news, so
we need to control the epedemic of fake news.”
Theme 3:  Yes, digital learning tools have the potential to
Empowerment increase engagement and motivation in learning
Evolution by providing interactive and personalized
experiences.”
 “Because of these different learning tools, I am
able to explore and learn more knowledge about
a certain topic.”
 “It makes me understand better the lessons”
 “For me digital learning tools have greatly
enhanced the ability to understand and grasp
academic concepts by providing interactive and
engaging platforms for students like me to learn.”
 “The means of communication, it is very
important to communicate with each other since
we are building here the teamwork. I am also

Region 1
able to give them some information that will help
us.”
 “For me I think digital learning tools can be
improved better by Increased Collaboration and
Communication.”
Theme 4:  “I don't even know how do i understand and

grasp acad concepts, go with the flow lang, g.”
Echoes of Apathy of
 “Maybe the insufficient funds for internet or data
Deserted Horizon connection.”
 “I have faced challenges such as technical

issues, occasional lack of personal interaction,
and adapting to new tools and platforms while
using digital learning tools for my studies.”
 “Challenges that I've face using digital learning

tools are login in, lots of ads, and some articles
are not true or related.”
 “The challenges I faced in using digital learning

tools in my studies is the issues with internet
connectivity which can disrupt my studies.”
 “The fake news and distractions.”

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The researchers carefully analyzed the participants’ transcribed interviews
for analyses. This led them to come up with a comprehensive conceptual
diagram as shown on the succeeding pages (Figure 2).
Digital Influence
Digital Interest
Digital Improvement
Digital horizon
Decision-making Factors Digital Learning
Digital Oppurtunities
Digital Use
Digital Exerience
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Cultivating Brilliance
Academic Performance
Nurturing Academic
Excellence
Academic Development
Empowerment
Skills Development
Evolution
Nurturing Skills, Enchancing

Communication
Communication, and Development
Fostering Self Reflection
Self Consideration
thy of deserted
Lack of Internet
Lack of New Tools

rizon
Impact of Digital Learning

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Discussion
• The discrete and dynamic responses of the participants directed the
researcher to the revelations of truth in their reasons why they chose
Accountancy, Business, and Management as their strand. The key themes
were identified as (1) Digital Horizon, (2) Cultivating Brilliance (3)
Empowerment Evolution, (4) Echoes of Apathy of Deserted horizon
Accordingly, the participants state the impact of digital learning tools on
Accountancy, Business, and Management as their strand. The participants
narrations about the main phenomenon have uncover parts of truths as well as
undiscover realities. The outspoken revelations give light to the problem under
scrutiny.
The first theme, Digital Horizon was emerged from the informants talks
about digital causing the impact on what is the advantage of digital learning tools
in their strand. Using a digital learning tools in their strand as a Senior High
School is crucial of a Grade 11 amd 12 student at the moment is involved since
this cannot be avoided in the process of using digital learning tools.
The informants' explanations revealed a lot about the impact of digital
learning tools. The informants' expressly disclosed experiences and anecdotes

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appeared to be sufficient to close that they still load with the challenges and
problems encountered in digital leaning tools. The informants' reasons for the
impact of digital learning tools are focused on Digital Horizon. These are all
answers that fall under the category of Digital Horizon.
The second theme, that emerged from the informant’s personal accounts
was the Cultivating Brilliance that talks about the academic advantage of the
participants in digital learning tools for Senior High School.
The informants have been experienced had a positive impact of their
academic during quarantine it makes their task easier, it gives them additional
recource and enhance the learning expirience, when group activities they
communicate online especially those with long distance houses. Learners use
internet to collaborate with others learner through features like online meet,
group project and sharing documents by doing these they enhance their
communication skill and teamwork.

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The third theme, that emerged from the informant’s personal accounts was
the Empowerment Evolution that talks about the academic tools of the
participants in digital learning tools for Senior High.
The third theme, the informants use digital learning to engage and motivate
in learning. Because of the different learning tools informats learn more
knowledge about topic because of numerous site that they can use for learning.
Digital learning tool improve and increased the collacoration and communication.
Lastly, the fourth theme, magnification of proficiency is noted from the
informant's statement. Their experience during online learning. This may be their
weakness that they would like to develop, enhance, or even just improve. Based
on their statement, some of them have a challenges in internet and data
connection.
All the participants worked and shared their stories during the quarantine
and online learning. It's because they really want to graduate. They composed to
this digital learning tools as they worked out for the great proficiency they'd get.
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CHAPTER V
SUMMARY, CONCLUSION, AND RECOMENDATIONS
This chapter shows the summary of the entire research study, the
conclusions inferred and the corresponding recommendations allotted from the
analysis and interpreted data.
Summary
The central problem of this study was to determine the Impact of Digital
Learning tools in their Academic Performance during learning in Abanon National
High School.
Furthermore, the informants of this study were the academic track students
under Accountancy, Business and Management who were selected using non-
probability sampling, specifically, critical case purposive sampling technique.
Five (5) students under Accountancy Business and Management strand
were interviewed using a semi-structured interview guide from whom data
saturation was attained. Variability have result in the interview sessions were
subjected to thematic analysis. After the rigid analysis of data, the findings were
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identified and from these findings in turn implications of the study and
recommendations were formulated.
Findings
Theme 1: Digital Horizon
The findings reveal that internet played a significant role in the
participants' learning to graduate and advance to next level. Many participants
experienced and use the network just like Google. They expressed emotional
struggles, sleepless nights, and concerns about academics. However, some
participants ultimately used the online learning, it gives and help them on their
studies. Learners opoinion that “Digital learning should be a user-friendly so it
make it easy to access education materials.”
Theme 2 : Cultivating Brilliance
The findings highlight of the participants' positive reaction of using the
digital learning tools. The digital learning tools helps the participants in various
factors, like module,erformance task, grou academy . Some participants
expressed disappointment, feeling compelled or limited in their choice due to
external pressures or the unavailability of preferred strands. However,
others made independent decisions based on their career aspirations, alignment

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with future courses, or the desire to learn specific skills related to ABM. The
journey towards effective decision- making involved weighing different
perspectives and evaluating the potential benefits and opportunities associated
with the ABM strand.
Theme 3 : Empowerment Evolution
May the things we didn’t expect to come bless us with success, as their
thoughts would be. Despite the fact that the ABM strand wasn’t their first choice
and the only option available for them, they are literally still holding on to the
benefits they will gain from it. Some of them chose it because it was aligned with
the course they would take in college. But they add and input to this that ABM will
lead them to a good future, opportunities, and success.
Theme 4 : Echoes of Apathy of Deserted horizon
The ABM strand was seen as an opportunity to acquire valuable financial
skills and learn about business practices. The informants emphasized the
practicality and relevance of the strand, highlighting its focus on money
management and the potential for future career opportunities in fields such as
accounting and business. Some informants also mentioned the advantage of
having more numerical and problem-solving activities compared to other

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strands. Overall, the participants displayed seriousness and genuine interest in
the ABM strand, recognizing its potential for personal and professional growth in
the areas of finance and business.
Conclusion
The use of narratological inquiry was beneficial in inquiry as a research
design and thematic analysis to analyze the data was successful in acquiring
information from the study’s respondents. Individual interviews with participants
were conducted to know about Impact of Digital Learning Tools on Academic
Performance Among Grade 11 and Grade 12 Learners In Abanon National High
School. In-depth semi-structured interviews were conducted with the participants
of the study.
The data gathered from the interviews were subjected to thematic analysis
to generate epiphanies and five themes: “Digital Horizon“, “ Cultivating
Brilliance”, “Empowerment Evoluyion “,and “Echoes of Apathy of Deserted
Horizon”, . These themes allowed the researchers to determine the main factors
impact of digital learning tools. The shared stories of the informants implied the
impact of digital learning tools in their academic performance.

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The researchers have gained a better understanding of the revealed
themes as a result of their investigation. The conclusion of the study resulted to a
more comprehensive understanding of the impact of digital learning tools in their
academic performance. The findings may help to explore institutional practices
that encourage and help on how to enhance their skills using digital tools to avoid
mistake.
Recommendations
From the data gathered through the interview, various recommendations
were accumulated. In light of the conclusions, the following recommendations
are hereby advocated:
1. For the students to make wise decisions, they must consider the things
that they would like to learn, the skills set to gain or enhance, their own
capabilities, interests, and socio-economic status, consult their parents,
and not just be influenced by others with impulsive decisions.
2. For educators, they should give a free consultation program or seminar(s)
for students which promotes a better understanding about the digital
learning tools while learning. In this way, students will know what to expect
about the things they will learn in using digital learning tools.
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3. For school administrators, curriculum planners, and developers to
enhance and refine the curriculum by providing more information by creating
infographics to post at the school bulletin boards, online via the Facebook
page or other social media platforms, and educational videos for learners
about the digital learning tools they used. These will be accessible to students
who want to be informed about the digital learning tools they used.
4. Parents and guardians should help their sons or daughters to learn using
digital learning tools by assisting and guiding them.
5. For future researchers to improve the instrument utilized and further
analyze it, they should maximize their subject matter.

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IMPACT OF DIGITAL LEARNING TOOLS ON ACADEMIC PERFORMANCE

AMONG G11 AND G12 ABM LEARNERS IN ABANON

NATIONAL HIGH SCHOOL BY THE SCHOOL YEAR 2022-2023

Presented to the Faculty of the

Senior High School Department

Abanon National High School

San Carlos City, Pangasinan

In Partial Fulfillment of the Requirments

of the subject Practical Research 1

Rosario, Danah Kylle B.

Lavarias, Mark Angelo C..

G11 – Accountancy, Business, and Management

The successful realization of this research project is attributed to the

To our beloved parents and family, who served as a constant source of

Lastly and most of all, we acknowledge the teachings, strength, and

The study entitled “Impact of Digital Learning Tools on Academic

tools on the academic performance of Grade 11 and 12 ABM students in Abanon

academic performance and student attitudes towards technology. These studies

achievement and motivation. Additionally, students must be equipped with strong

digital skills to perform academic work and successfully complete learning

capacity and transformation, the influence of internet usage on academic

performance, and the prevalence of academic procrastination among high school

and undergraduate students.

learning is an emerging form of training that may replace traditional learning

Learning Tools on Academic Performance is can be used to investigate for the

motivation. Additionally, students must be equipped with strong digital skills to

transformation, the influence of internet usage on academic performance, and

the prevalence of academic procrastination among high school and

Numerous studies have been conducted on the impact of digital learning

tools on academic performance in various educational settings. Digital learning

tools encompass a wide range of technologies, such as online platforms,

to supplement or enhance traditional classroom instruction.

It has the potential to improve students’ engagement, motivation, and

access to educational resources, thereby potentially leading to increased

academic performance. Digital learning can offer several benefits to students,

including increased engagement, improved access to resources, and greater

flexibility. It can be also effectively engage pstudents struggling with traditional

collaboration between students.

have difficulty accessing books or other materials in a traditional classroom and

other problems including unstable internet connectivity, inadequate learning

resources, electric power interruptions, vague learning contents, overloaded

lesson activities, limited teacher scaffolds,poor peer communication,conflict with

schedules or live in rural areas.

However, the effectiveness of digital learning tools may vary depending on

teachers to embrace new technologies, and the availability of reliable internet

students and teachers in Abanon National High School.

Learning the bountiful benefits being offered by the Department of

impact of digital learning tools on academic performance among G-11 and 12

ABM (Accountancy, Business, and Management) learners in Abanon National

High School by the school year 2022-2023, a comprehensive research study

would need to be conducted. This study would involve qualitative research

academic performance, as well as factors influencing the implementation and

effectiveness of these tools.

Numerous studies have been conducted on the impact of digital learning

tools on academic performance in various educational settings. Digital learning

tools encompass a wide range of technologies, such as online platforms,

to supplement or enhance traditional classroom instruction.

engagement, motivation, and access to educational resources, thereby

potentially leading to increased academic performance. These tools can provide