Spark Academy of Global City, Inc.

4th St, GHQ Signal Village, Brgy

Katuparan, Taguig, 1632 Metro Manila

Effects of Technological
Advancements in
Senior High School
HUMSS Students

By:
Galang, Zoe Ysabelle N.
Balbastro, Vic Rupert C.
Mailem, Kent Julian P.

Mislang, Paul Angelo M.

i
 TABLE OF CONTENTS

TITLE PAGE ..…………………………………………………………………………….……i

TABLE OF CONTENTS ………………………..………………………………………….….ii
ACKNOWLEDGEMENTS ……………………………………………………………………iv
ABSTRACT…………………………………………………………………………………….v

CHAPTER I: THE PROBLEM AND ITS BACKGROUND……….….

………………………………………………………………………………………………………
……..………1
1.1 INTRODUCTION……………………………………………………………………..…….1
1.2 STATEMENT OF THE PROBLEM ………………………………………………….….....3
1.3 SIGNIFICANCE OF THE STUDY…………………………………………………………4
1.4 RESEARCH OBJECTIVE ………………………………………………………………….5
1.5 SCOPE AND DELIMITATIONS OF THE STUDY ………………………………………..6
1.6 DEFINITION OF TERMS …………………………………………………………………..6
1.7 BACKGROUND OF THE STUDY …………………………………………………………7

CHAPTER II: REVIEW RELATED LITERATURE .

………………………………………………………………………………………………………
…………..………..……..…………9
2.0 FOREIGN …………………………………………………………………………………….9
2.1 LOCAL ……………………………………………………………………………………...14
2.2 HYPOTHESIS ……………………………………………………………………………....19

CHAPTER III: METHOD &

PROCEDURE………………………………………………………………………………………
……………………………………………………..………..20
3.0 RESEARCH METHODOLOGY ……………...…..………………………………….…... 20
3.1 RESEARCH INSTRUMENTS ……………...……………………………………….…….21
3.2 DATA GATHERING PROCEDURE …………………………………………………….…22

ii

CHAPTER
IV…………………………………………………………………………………………………
……………………………………….……………………………………..……………..…...23
4.1 RESULTS OF THE STUDY ……………………………………………………………….23

CHAPTER V: CONCLUSION AND RECOMMENDATION

……………………………………………………………………………………………………..
….…………….………31
5.1 CONCLUSION ……………………………………………………………………..………31
5.2 RECOMMENDATION ……………………………………………………………….……..34
5.3 RESUME/GV. 1x1 …………………………………………………………………………..36
 iii

ACKNOWLEDGMENT

The researchers would like to acknowledge with sincere thanks and heartfelt gratitude and

appreciation, the special persons who contributed much for the fulfillment of this study.

To our ever-supportive Ms. Jeramae Sevilla, our research teacher and adviser, for her brilliant

ideas and substantial knowledge, for her constructive criticisms which serves us our foundation

and challenge for the success of our profession.

To our parents, for their uncounted support, emotionally, morally, spiritually, and most of all

financially.

To our friends and love ones who give their support, cheers and encouragements.

To the respondents who cooperatively and honestly answered the questionnaires.

To the teachers who gives their support in making this research paper.

The researchers would also like to acknowledge our Math Teacher, Ms. Jennifer Diones. Who

gave us her knowledge and time to teach us about this study.

Above all, to our almighty Father, the source of everything, for giving us guidance and strength

to hurdle all the obstacles in making this research successfully.

To all of you. Thank you very much.

iv

ABSTRACT

This study investigates the effects of technological advancements on the learning

experiences of Senior High School students in the Humanities and Social Sciences (HUMSS)

strand. With the rapid integration of digital tools and online resources into educational settings, it

is crucial to examine the multifaceted impacts on students' academic performance, engagement,

and overall well-being.

The findings of the study, gathered through an online survey questionnaire, reveal that the

majority of HUMSS students utilize technology extensively for their studies, with 85.8%

reporting more than 4 hours of daily usage. While 57.1% of respondents agree that increased

access to online resources has enhanced their learning, the data also highlights concerns

regarding the potential negative impacts, such as hindered critical thinking and problem-solving

skills, as well as difficulties in maintaining focus due to technology-related distractions.

The research further unveils the ethical and social implications of technology use in

education, including issues of privacy, security, digital citizenship, and concerns about

educational inequality due to uneven access to technological resources. The study underscores
the need for comprehensive digital literacy programs to equip students with the necessary skills

and competencies to navigate the complexities of the digital landscape effectively.

CHAPTER I

THE PROBLEM AND IT’S BACKGORUND

1.1 INTRODUCTION

In recent years, the rapid advancement of technology has had a profound impact on the

field of education. Technological tools and digital resources have become increasingly integrated

into the learning experiences of students at all levels (Siago et al., 2019). This transformation has

reshaped core aspects of the educational landscape, presenting both opportunities and challenges

for students.

As Klopfer et al. (2009) note, "many students in this group are using new media and

technologies to create new things in new ways, learn new things in new ways, and communicate

in new ways with new people-behaviors that have become hardwired in their ways of thinking

and operating in the world." This generation of digital natives has grown up immersed in a

technology-rich environment, and they often leverage these tools as integral components of their

learning processes.

The integration of technology in education has the potential to enhance learning in

various ways. Positive effects include constant access to information from any location, the use
of multimedia resources that keep lessons engaging, new pathways for collaborative and project-

based learning, the development of 21st-century digital skills in high demand by employers, and

the ability to learn at an individualized pace through online materials (Heafner, 2004).

As Fisher et al. (2014) observe, "classrooms are turning to technology for teaching and

learning, and how teacher's roles have changed. The teacher becomes the facilitator, who takes

the students on their learning journey, learning with them instead of 'teaching' them." This shift

in the educator's role allows for more personalized, collaborative, and student-centered

approaches to learning.

However, the integration of technology in education also presents challenges that must be

carefully navigated. Potential negative effects include distraction and information overload from

constant notification, strained attention spans from heavy multimedia use, inequitable access to

hardware and internet impacting some groups, potential overreliance on technology hindering

soft skills development, and the risk of cyberbullying and exposure to inappropriate content

online (Song & Kapur, 2017).

Manzano Pérez et al. (2023) highlight the critical aspects of utilizing new technologies in

education, emphasizing the importance of addressing the ethical and social implications. Issues

such as privacy concerns, data security, and responsible digital citizenship have become

increasingly relevant as technology permeates the educational sphere.

This study aims to explore the multifaceted effects of technological advancements on the

learning experiences of Senior High School Humanities and Social Sciences (HUMSS) students.

By examining the opportunities, challenges, and ethical considerations surrounding technology

use in education, this research seeks to provide valuable insights and evidence-based

recommendations for educators, policymakers, and future researchers.

1.2 STATEMENT OF THE PROBLEM

This study aimed to examine the effects of technological advancements on Senior High

School Humanities and School Sciences (HUMSS) students’ learning experience.

1. Does increased access to technology and online resources enhance students' learning

experiences in terms of:

1.1 Academic performance

1.2 Development of critical thinking and problem-solving skills

2. How do technology-related distractions affect students' focus and critical thinking skills,

in areas such as:

2.1 Ability to maintain attention and concentration during academic tasks

2.2 Development of critical analysis and problem-solving abilities

3. Are students equipped to navigate the ethical and social implications of increased

technology in education, including:

3.1 Internet privacy

3.2 Data security

 3.3 Digital citizenship

1.3 SIGNIFICANCE OF THE STUDY

This research is made with the aim to provide crucial information and knowledge

regarding the chosen topic. The result of this study will benefit the following: Teachers,

Educators, and Future Researchers.

Educators. Researching the effects of technological advancement on educators can help identify

best practices for integrating technology into teaching. By examining successful examples of

technology integration in education, educators can learn from each other and adopt strategies that

enhance student engagement, promote personalized learning, and improve learning outcomes

Teachers. Studying the effects of technological advancement on educators can inform the design

and implementation of teacher training programs. By identifying the skills, knowledge, and

competencies educators need to effectively integrate technology into their teaching practices,

teacher training programs can be tailored to better prepare educators for the digital age.

Future Researchers. This study can help future researchers they can compare the effects of

different types of technological interventions or strategies on educators. Future researchers can

examine the relative effectiveness of various technology integration approaches, platforms, or

tools to identify best practices and inform decision-making.

 4

1.4 RESEARCH OBJECTIVE

1. To analyze the positive effects of technological advancements on student learning, such as

enhanced access to information, improved engagement, and the development of 21st century

digital skills.

2. To examine the potential negative impacts of technology on students, including issues like

distraction, strained attention spans, and overreliance hindering soft skill development.

3. To investigate the ethical and social implications of increased technology use among students,

such as concerns around online safety, privacy, and responsible digital citizenship.

4. To identify strategies and best practices for educators to maximize the benefits of technology

in the classroom while mitigating the risks and drawbacks.

5. To provide evidence-based recommendations for policymakers and school administrators on

the effective integration of technology in education to support student learning and holistic

development.
 5

1.5 SCOPE AND DELIMITATIONS OF THE STUDY

This study is focused on the effects of technological advancements on students in the

Senior High School Humanities and Social Sciences program. The study will examine the impact

of technologies such as smartphones, learning management systems, and educational software on

student academic performance, engagement, and well-being. The research will be delimited to

the Athens Academy campus and will not include students from other educational institutions.

Additionally, the study will not explore the effects of technology on specific subgroups of

students, such as those with neurodevelopmental disorders, as that would require a more

specialized focus.

1.6 DEFINITION OF TERMS

Technological Advancements: The rapid development and widespread adoption of new

technologies, such as computers, the internet, mobile devices, and various software applications.

Senior High School (SHS): The final two years of secondary education in the Philippines,

typically for students aged 16-18.

HUMSS Strand: The Humanities and Social Sciences strand in Senior High School, focusing on

subjects like philosophy, literature, history, psychology, sociology, and other social science

disciplines.

Online Research Skills: The ability to effectively search, evaluate, and utilize online resources

for academic research and learning.

1.7 BACKGROUND OF THE STUDY

Over the past few years, the rapid growth of technology has led to meaningful changes in

all spheres of society, including education. According to Ghory and Ghafory (2021), technology

has significantly impacted modern education, reflecting its transformative role in shaping the

educational landscape. This perspective underscores the pervasive influence of technology in

contemporary educational practices.

Technology plays a crucial role in promoting collaboration and teamwork among students

through platforms like Zoom, Google Meet, wikis, and cloud-based apps, enhancing

communication and cooperation for learning experiences. Despite these advantages, the use of

technology in education also brings challenges such as hardware issues, software conflicts, and

distractions that can hinder students' academic performance and overall well-being. Furthermore,

innovative technological advancements are being explored to address specific educational needs,

particularly among students with neurodevelopmental disorders.

 Manta et al. (2020) propose personalized solutions aimed at improving cognitive and

social skills for students with conditions such as High Functioning Autism (HFA) and Attention

Deficit Disorder (ADD). Their research highlights the importance of employing evidence-based

practices merged with innovative technologies to facilitate learning and social development

among diverse student populations.

The present study will assess the potential effects of technological growth on students’

academic performance and the overall learning environment, taking into account the diverse

challenges and opportunities associated with technology in education. Additionally, the

emergence of online learning platforms, virtual classrooms, and educational software introduces

new modes of instruction that offer flexibility and customization, but it is essential to critically

examine their effectiveness in promoting effective teaching and learning practices.

Moreover, the universal use of digital communication tools and social media platforms

among students has reshaped social interactions and communication patterns. While technology

facilitates collaboration and information sharing, it also presents challenges such as digital

distraction and cyberbullying, emphasizing the need for a balanced approach to technology

integration in education.

This study seeks to explore these complex dynamics by analyzing existing research

findings and gathering insights from students' experiences and perspectives. By understanding

the opportunities and challenges associated with technology in education, educators and
policymakers can make informed decisions to optimize its integration for improved learning

outcomes. Ultimately, this research aims to contribute to the ongoing discourse on educational

technology by providing evidence-based recommendations for its effective utilization in the

classroom, thereby empowering students and enhancing their educational experiences

CHAPTER II

REVIEW RELATED LITERATURE

This chapter presents the reviewed local and foreign literature Effects of Technology in Students.

These literatures and studies are related to the present study.

2.0 FOREIGN

According to Song and Kapur (2017), “few studies have reported how to develop

students’ problem-solving skills and enhance their conceptual understanding in flipped classroom

in mathematics inquiry”. While in this setting, students are learning more on their own, they are

missing out on some of that lecture time that can spark deep conversation on problems. With the

use of technology, some teachers are adopting the flipped classroom approach. This allows

students to study the material at home and come to school to engage in more discussions,

exercises, and activities. In conclusion, despite the flipped classroom model’s potential of

enhancing students’ problem-solving skills and conceptual understanding in math inquiry, there
has been inadequate research on the topic. As much as students learn remotely at home, the time

used for lectures to engage in-depth discussions and problem analysis seems to be compromised.

However, the current technological applications avail flipped classrooms to teachers who

guarantee that last perceives the model giving them the necessary time to engage in meaningful

discussions, practices, and activities in the classroom. More research is necessary to ascertain

how much the FCM promotes students’ problem-solving skills and conceptual understanding in

math; hence its effectiveness.

Fisher, et al. (2014) discuss how classrooms are turning to technology for teaching and

learning, and how teacher’s roles have changed. The teacher becomes the facilitator, who takes

the students on their learning journey, learning with them instead of ‘teaching’ them. Students

needs to make judgements about and be able to calculate the value of the content they gather.

Learners are also self-assessing using technology. This helps to “move learners from being the

consumers of information to being producers of it”. In conclusion, Modern classrooms are taking

advantage of technology to change the face of how teaching is carried out. This transformation

has had a significant impact on the role of teachers. Rather than solely teaching learners,

educators are now guiding learners on their journey and as such, they take the role of facilitators.

Since learners have access to limitless streams of information, they are required to judge and find

the value of their encounters. This improves their critical thinking skills. Additionally,

technology has been used to enable learners to assess themselves and thus they are in control of

their learning. The result is that learners have evolved from being passive recipients of

information to being active. The class has never been so dynamic and interactive. Nowadays,
technology is enhancing learning outcomes besides shaping the skills required for success in

digital age.

Purcell, et al. (2013) provide a comprehensive report about social media’s impact on

writing. Students and teachers talk about what they consider writing to be. Teachers also discuss

how social media has been helpful and harmful to classroom writing. Teachers “encourage their

students to do at least some writing by hand...because they feel students do more active thinking,

synthesizing, and editing when writing by hand, and writing by hand discourages any temptation

to copy and paste others’ work”.

10

Due to social media, students are able to write collaboratively, share their work with more

people, and be more creative in their writing. With more integration of technology, the effect it

has on fine motor skills is questionable. Some research has dug into this topic, but it is still fairly

undiscovered. In conclusion, social media’s influence on writing is two-sided and can be both

positive and negative. As the interviews with students and teachers have shown, there are

differing opinions on the matter – while some authorities view the traditional form of writing as

the most conducive way of developing active thinking and editing skills, others believe that

social media has become a revolutionary tool for stimulating collaborative writing, creating a

broader audience, and encouraging creativity. Concerns remain about the effect of social media

on fine motor skills, given that handwriting has been used less frequently. While some studies

have begun to investigate the subject, the available evidence remains limited.
 Similarly, Heafner (2004) discusses how technology allows students to search and find

information easily and has “helped them understand what they were talking about in class”. This

supports the learning happening in class. They feel proud to share their work and knowledge

mastered via technology. Students also feel confident in using technology and completing tasks.

The confidence helps them establish motivation in their learning. In conclusion, the use of

technology in education has further boosted the confidence of the students. The easy access and

possession of information have further enhanced the students’ understanding of a topic in the

classroom. They are aware of the easy work of finding relevant materials, which makes them

actively involved in a subject conversation. Furthermore, sharing their work done in class and

showcasing the knowledge attained boost self-confidence and pride, which is essential when

working.

11

The acquired skill makes it easy for a student to comprehend operations and confidently

carry out a task. It motivates students to work harder and remain active participants in their

education. As technology continues to evolve, its role in education will likely become even more

prominent, offering students unparalleled opportunities for learning and growth. By harnessing

the benefits of technology effectively, educators can further empower students to excel

academically and thrive in an increasingly digital world.

In another study, Klopfer, et al. (2009) discussed how students are growing up and are

completely normalized by digital technologies. The study explained that “many students in this
group are using new media and technologies to create new things in new ways, learn new things

in new ways, and communicate in new ways with new people-behaviors that have become

hardwired in their ways of thinking and operating in the world”. While there is much resistance

to incorporating technology, there are countless examples of these technologies demonstrating

their educational value to other industries, confirming the powerful learning opportunities and

advantages they afford. While determining the effects technology has in our classrooms, Klopfer,

et al. strongly believe that the incorporation of technology makes the classroom stronger. They

argue that “undoubtedly, without these recent technologies (i.e. digital games, Web 2.0, etc.) in

the classroom, strong lessons can still be achieved, but there’s a sharp disconnect between the

way students are taught in school and the way the outside world approaches socialization,

meaning-making, and accomplishment”

12

In conclusion, digital technology has a profound impact on the learning and

developmental activities of contemporary students.

This paper demonstrates that digital natives do not only know how to skillfully use new

media and technologies but they naturally integrate it within the scope of the learning process

and during communication and creation activities. Although there is resistance to utilizing digital

integration for learning purposes, given the numerous examples of its successful use, digital

integration has vast potential in the realm of education and learning. According to Klopfer et al.,

school experiences can be just as good when supplemented by technology, developing a wide

range of possibilities that bridge conventional learning and the requirements of society. of

tomorrow. As the authors argue, school experiences can still be excellent without them, but the

lack of use creates a large difference. Ultimately, the integration of technology in education is not
a matter of convenience but an imperative to make the classroom a relevant, efficient, and client-

centered space in the digital era. Educating with and about technology provides educators with

an opportunity to identify the technological inequalities of students and act to bridge this gap.

More significantly, it also opens the chance to revolutionize education and encourage individuals

to do things that they would have never done without technology.

13

2.1 LOCAL

According to Siago et al. (2019), the transformative impact of technology on education,

highlighting its potential to enhance learning experiences and academic performance. In their

study, Siago et al. investigated the effects of technology on the academic performance of Grade

10 students at Benigno Aquino Jr. High School in Caloocan City. Utilizing the Descriptive

Method of research, the study explored the technologies used by Grade 10 teachers and assessed

their effectiveness in teaching practices. The findings of the study revealed that teachers

employed various technologies, including laptops, lapel microphones, speakers, projectors,

desktop computers, and printers, in their teaching methodologies. These technologies were found

to positively impact students' academic performance, increasing their interest and participation

during discussions, activities, and project-based learning. The study underscores the importance
of technology as an indispensable tool in teaching and emphasizes the need for educators to be

proficient in utilizing various technologies effectively. In conclusion, from the study conducted

by Siago et al. (2019) is that technology has a transformative impact on education, enhancing

learning experiences and academic performance. The findings suggest that the use of various

technologies by Grade 10 teachers positively influenced students' academic performance by

increasing their interest and participation in discussions, activities, and project-based learning.

This underscores the importance of educators being proficient in utilizing technology effectively

for teaching purposes.

14

Manzano Pérez et al (2023) conducted a thorough bibliographic review of articles from

reputable databases such as Scielo, Elsevier, Pubmed, Google Scholar, and Redalyc, focusing on

the past five years. Their study aimed to identify the critical aspects of utilizing new technologies

in education and its impact on students. The literature consistently highlights technology as a

valuable resource in the educational landscape, facilitating and strengthening teaching and

learning processes. Through various virtual tools, technology offers avenues for reinforcing

knowledge, sharing ideas, and cultivating critical thinking skills among learners (Manzano Pérez

et al., 2023). These findings underscore the transformative potential of technology in enriching

educational experiences and enhancing student engagement. Moreover, the review revealed that

the use of new technologies in educational systems contributes to the holistic development of

individuals by leveraging scientific knowledge. This results in the training of individuals with
enhanced skills and capabilities, facilitated by the utilization of virtual tools (Manzano Pérez et

al., 2023). Such insights emphasize the role of technology in fostering personalized learning

experiences and empowering learners to attain higher levels of proficiency and competency.

Manzano Pérez et al (2023) conducted a thorough bibliographic review of articles from reputable

databases such as Scielo, Elsevier, Pubmed, Google Scholar, and Redalyc, focusing on the past

five years. Their study aimed to identify the critical aspects of utilizing new technologies in

education and its impact on students. The literature consistently highlights technology as a

valuable resource in the educational landscape, facilitating and strengthening teaching and

learning processes. Through various virtual tools, technology offers avenues for reinforcing

knowledge, sharing ideas, and cultivating critical thinking skills among learners (Manzano Pérez

et al., 2023).

15

These findings underscore the transformative potential of technology in enriching

educational experiences and enhancing student engagement. Moreover, the review revealed that

the use of new technologies in educational systems contributes to the holistic development of

individuals by leveraging scientific knowledge. This results in the training of individuals with

enhanced skills and capabilities, facilitated by the utilization of virtual tools (Manzano Pérez et

al., 2023). Such insights emphasize the role of technology in fostering personalized learning

experiences and empowering learners to attain higher levels of proficiency and competency.
 The study by Malahito and Quimbo (2020) aimed to create a gamified learning

environment named G-Class, designed to engage freshman college students in learning.

Developed based on principles of gamification and the Mechanics-Dynamics-Aesthetics

framework of game design, G-Class followed the Analysis-Design-Development-

Implementation-Evaluation model of instructional design. Implemented in a General Physics

class using a quasi-experimental research design, G-Class was evaluated as both instructional

design material and instructional task. Evaluation criteria included content and learning

objectives, design, interactivity, usability, and assessment aligned with learning outcomes.

Additionally, the study employed the Intrinsic Motivation Inventory to assess students'

engagement with G-Class, measuring factors such as interest/enjoyment, perceived competence,

choice, and pressure/tension. Overall, the findings indicated that G-Class received positive

ratings as both instructional material and instructional task, with students reporting increased

engagement with the subject. This highlights the beneficial effects of gamification in enhancing

student engagement in learning.

16

Pitso (2023) discusses the post-pandemic landscape of higher education, emphasizing the

necessity for institutes of higher education (IHEs) to embrace remote learning as a viable

alternative to traditional physical contact learning. The author contends that reverting to pre-

pandemic learning methods would be counterproductive, advocating instead for the continued

exploration of remote learning opportunities. During the COVID-19 pandemic, the hurried

implementation of remote learning left little room for comprehensive examination and

theorization. However, Pitso (2023) argues that the post-pandemic period presents IHEs with the

opportunity to delve into the theoretical underpinnings of remote learning. Key questions arise
regarding the nature of learning in asynchronous environments and the integration of advanced

technologies, such as chat-Generative Pre-training Transformer (chat-GPT), into the learning

process. The study conducted by Pitso (2023) explores the effects of asynchronous learning and

the infusion of chat-GPT technology on student learning outcomes. Finding suggest that

asynchronous learning, characterized by independent student engagement without real-time

teacher interaction, coupled with the integration of chat-GPT, positively impacts student

performance. Specifically, students demonstrate increased efficiency in completing assignments

and enhanced problem-solving abilities. These findings underscore the potential of asynchronous

learning and technological innovations to enhance the educational experience in higher education

settings. By embracing remote learning and leveraging advanced technologies, IHEs can adapt to

the evolving educational landscape post-COVID-19, ensuring continued student engagement and

success.

17

Pangandaman et al. (2019) conducted a scoping review focusing on the transformation of

Philippine higher education in the era of Education 4.0, which is closely linked to the advent of

Industry 4.0. This new paradigm demands significant changes in the education sector to keep

pace with technological advancements and global developments. The study underscores the

importance of understanding the status of Philippine higher education in adapting to Education

4.0, considering factors such as research capacity, technological advancements, and the

availability of modern educational facilities. According to the scoping review, the integration of
Education 4.0 principles in the Philippine higher education system poses both challenges and

opportunities. The varying degrees of technological absorption and the readiness of educational

institutions to embrace modern technologies play a crucial role in determining the effectiveness

of education in preparing students for Industry 4.0 demands. The study emphasizes the need for

proactive planning and preparation within the Philippine education system to ensure alignment

with global standards and to meet the evolving needs of Industry 4.0.

18

2.2 HYPOTHESIS

The effects of technological advancement on students can vary widely depending on

various factors such as access to technology, potential for distraction, and ethical and social

implications. Because of that, the following hypotheses has been constructed:

Hypothesis 1: Increased access to technology and online resources will enhance students'

learning experiences.

Hypothesis 2: Technology-related distractions will affect students' focus and critical thinking

skills negatively.

Hypothesis 3: Students will need to develop ethical reasoning skills to combat concerns related

to privacy, security, and digital citizenship.

19

CHAPTER III

METHOD & PROCEDURE

This Chapter is all about Research Methodology and Procedures and Instruments

3.0 Research Methodology

 This study involved the development and administration of an online survey

questionnaire to HUMSS students at the Athens Academy campus. The survey instrument

included both closed-ended questions and Likert-scale items designed to gather data on students'

technology usage patterns, perceptions of the benefits and challenges of technology integration,

and awareness of the ethical and social implications of increased technology in education. The

researchers employed thematic analysis to categorize and interpret the survey responses.

20

3.1 Research Instrument

The primary data collection instrument was an online survey questionnaire designed to gather

data from the participants. The survey consisted of the following sections:
Section 1: Use of Technology in Education - This section inquired about the participants'

frequency of technology use, preferred technological tools, and duration of daily usage.

Section 2: Effects of Technology in the Learning Experience of Students - This section utilized

Likert-scale items to assess the students' perceptions of the positive and negative impacts of

technology on their learning.

Section 3: Ethical and Social Implications of Technology - This section focused on

understanding the participants' awareness and confidence in navigating ethical and social

challenges associated with increased technology use, such as privacy concerns, data security, and

digital citizenship.

21

3.2 Data Gathering Procedure

The data collection process for this study was conducted in a systematic and

comprehensive manner. The online survey questionnaire was distributed to HUMSS students of
Athens Academy through a secure online platform. Participants were informed about the purpose

of the study, the importance of their participation, and the measures taken to ensure the

confidentiality of their responses. The researchers emphasized the voluntary nature of the study,

and students were informed that they could withdraw from the study at any time without penalty.

To further encourage participation, the researchers provided clear and concise instructions on

how to access and complete the online survey questionnaire.

The survey was designed to be user-friendly and intuitive, allowing participants to

navigate through the different sections with ease. The researchers ensured that the survey

questions were clear, unambiguous, and aligned with the study's objectives. Upon the completion

of the data collection period, the researchers meticulously reviewed the survey responses to

ensure the integrity and completeness of the data. Any incomplete or invalid responses were

identified and, if necessary, excluded from the final analysis. This rigorous data cleaning process

ensured the reliability and trustworthiness of the study's findings.

22

Chapter IV

Results of the Study

This chapter contains the results of the study that was conducted by using an online survey
 questionnaire. These are presented in graphs and tables.

4.0 Results of the Study

Section 1: Use of Technology in Education

23
24
 25

Section 2: Effects of Technology in the Learning Experience of Students

26
27
Section 3: Ethical and Social Implications of Technology
28
 29

Section 4: Overall Opinions

In summary, the results indicate that while technological advancements have brought

numerous benefits to the learning experiences of Senior High School HUMSS students, such as

improved access to information and enhanced collaboration, there are also concerns about

potential distractions, privacy issues, and digital inequalities. These findings suggest the need for
a thoughtful and balanced approach to integrating technology in education, where its benefits are

maximized while mitigating the risks and drawbacks.

30

Chapter V

Conclusion and Recommendation

This chapter presents the research Conclusion and Recommendations for future research and

future studies.

5.1 Conclusion

The following conclusions were formulated based on the data gathered.

Research Question 1: Does increased access to technology and online resources enhance

students' learning experiences?

The results suggest a mixed response from students regarding the impact of increased

access to technology and online resources on their learning experiences. Approximately 57.1% of

respondents agreed that increased access has enhanced their learning, while 42.9% were neutral.

This indicates that a majority of students believe technology has had a positive impact. Looking

at the specific survey questions, 100% of students reported always or often using technology for

their studies, and 85.7% also said technology is always or often used in their classrooms.

Additionally, 71.5% stated they always or often use online resources to support their learning.

These high levels of technology integration in the educational process suggest that students are

taking advantage of the resources available to them. However, the researchers also found that

42.9% of students agreed that increased technology use has negatively impacted their ability to
focus and concentrate on tasks. This suggests that while technology may enhance certain aspects

of the learning experience, it can also present challenges in maintaining focus and attention.

31

Research Question 2: How do technology-related distractions affect students' focus and

critical thinking skills?

The results reveal that technology-related distractions can have a significant impact on

students' focus and critical thinking skills. When asked about the frequency of specific

distractions while studying or doing schoolwork, the responses were concerning. A majority of

students (71.5%) reported being often or always distracted by social media, online games,

watching videos/movies, and messaging/chatting with friends.

This high level of distraction is further reflected in the responses to the question about the

challenges of maintaining focus and staying on task when using technology for learning.

Approximately 71.4% of students found this to be moderately or very challenging, indicating

that technology-related distractions are hindering their ability to focus on their academic work.

Moreover, the findings suggest that these technology-related distractions may also be

impacting students' critical thinking and problem-solving skills. About 28.6% of respondents

agreed that the use of technology in their studies has hindered the development of these

important cognitive abilities. The data suggests that the prevalence of technology-related

distractions is a significant concern for students, and it is having a measurable impact on their

focus, concentration, and critical thinking abilities.

 32

Research Question 3: Are students equipped to navigate the ethical and social implications

of increased technology in education?

The data suggests that while many students are aware of the potential ethical and social

challenges associated with technology use in education, a significant portion may not feel fully

equipped to navigate these issues. When asked about their awareness of privacy and security

risks, 100% of students reported being somewhat or very aware. Furthermore, 85.8% indicated

they have received comprehensive or some training and guidance from their schools on digital

ethics, privacy, and responsible technology use.

However, when it comes to students' confidence in their ability to navigate these

challenges, the results are more mixed. Only 71.4% felt somewhat or very confident in their

skills, while 28.6% were not very confident. Regarding specific ethical concerns, students

highlighted issues such as privacy and data security (42.9% concerned), plagiarism and academic

honesty (71.4% concerned), misinformation and online manipulation (71.4% concerned), and

cyberbullying and online harassment (28.6% concerned).

Additionally, 85.7% of respondents believe that the use of technology in education raises

concerns about equality and accessibility, potentially disadvantaging some students over others.

These findings suggest that while many students are aware of the potential risks and challenges,

they may not feel fully equipped to address them.

 33

5.2 Recommendation

The following recommendations are directed to future researchers based on the

conclusions made in this study.

I. Based on the findings of the study, it is clear that the impact of increased technology

and online resources on students' learning experiences is mixed. While a majority of

students reported that technology has enhanced their learning, a significant number

remain neutral or feel that it has not been beneficial. This suggests the need for more

in-depth research to better understand the nuances and the factors that influence the

relationship between technology and learning outcomes. Future researchers should

consider conducting longitudinal studies that track students' learning experiences over

a more extended period. This would allow for a deeper analysis of how technology

use evolves and how its impact on learning may change over time. Additionally,

future researchers should explore the role of specific technological tools and their

varying effects on different academic subjects, learning styles, and student

demographics. This level of granularity could provide valuable insights into the

conditions under which technology can most effectively support and enhance

learning.
II. The data clearly demonstrates the significant impact of technology-related

distractions on students' focus and critical thinking skills. With the majority of

respondents reporting frequent or constant distractions from social media, online

games, videos, and messaging, it is evident that these issues warrant further

investigation and intervention.

34

Future researchers should delve deeper into the specific mechanisms by which

technology-related distractions undermine students' cognitive abilities. This could

involve experimental studies that examine the effects of different types of digital

distractions on measures of attention, concentration, and higher-order thinking skills.

Additionally, future researchers should explore the potential moderating factors, such

as individual differences in self-regulation, digital literacy, and task-switching

abilities, to better understand the varied impact of technology-related distractions on

different student populations.

III. The findings suggest that while many students are aware of the potential ethical and

social challenges associated with technology use in education, they may not feel fully

equipped to navigate these issues. The mixed levels of training and guidance provided

by schools, coupled with the lack of confidence expressed by students, indicate a

need for more comprehensive efforts to prepare learners for the ethical complexities

of the digital landscape.

Future researchers should conduct in-depth investigations into the specific gaps in

students' knowledge, skills, and self-efficacy regarding the ethical use of technology
 in educational settings. This could involve expanded

surveys, focus groups, and even longitudinal studies that

track the development of students' digital ethics

competencies over time. By gaining a deeper

understanding of the specific areas where students struggle, future researchers can

inform the design of more targeted and effective interventions.

35

Galang, Zoe Ysabelle N.

#377 2nd St. GHQ Village Barangay Katuparan, Taguig City.
Cell no. 09452700180
[email protected]

PERSONAL INFORMATION
Birthdate: July 1, 2009
Birthplace: Antipolo City
Age: 14 years old
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
SECONDARY: Junior High School
SPARK ACADEMY OF GLOBAL CITY, INC. 4th St. GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
2020-2024
 PRIMARY: Elementary (1-4)
KAPITAN EDDIE T. REYES MEMORIAL ELEMENTARY
SCHOOL Phase 2,
Barangay Pinagsama, Taguig City, 1632, Taguig, Metro Manila
2014-2017
SBP CHILD LEARNING ADVANCEMENT SCHOOL
87, 1639 3rd St, Taguig, Metro Manila
2018-2019
36
Balbastro, Vic Rupert C.
Lot 32 7th St lnt. Baranagay Katuparan, Taguig City
Cell no. 09179838728
[email protected]

PERSONAL INFORMATION

Birthdate: July 26, 2007

Birthplace: Parañaque City
Age: 16 years old
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Secondary: Junior High School

SPARK ACADEMY OF GLOBAL CITY, INC. 4TH St, GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
2020-2024
 Primary: Elementary
SPARK ACADEMY OF GLOBAL CITY, INC. 4TH St, GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
2014-2019

37
Mailem, Kent Julian P.
21C 3rd Avenue North Signal Village, Taguig City
Cell no. 09302080040
[email protected]

PERSONAL INFROMATION

Birthdate: January 23, 2008

Birthplace: Makati City
Age: 16 years old
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Secondary: Junior High School

ST. BERNARD ACADEMY OF TAGUIG, Inc. B4, L12, Phase 2,
Pinagsama Village, Western Bicutan, Taguig City
2020-2021
 SPARK ACADEMY OF GLOBAL CITY, INC. 4TH St, GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
2022-2024

Primary: Elementary
ST. BERNARD ACADEMY OF TAGUIG, Inc. B4, L12, Phase 2,
Pinagsama Village, Western Bicutan, Taguig City
2014-2019
38
Mislang, Paul Angelo M.
Blk 6 Lot 27 Phase 1 Service Road Taguig City
Cell no. 09932712933
[email protected]

PERSONAL INFORMATION

Birthdate: May 27, 2006

Birthplace: Makati City
Age: 17 years old
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Secondary: Junior High School

SPARK ACADEMY OF GLOBAL CITY, INC. 4TH St, GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
 2020-2024

Primary: Elementary
SPARK ACADEMY OF GLOBAL CITY, INC. 4TH St, GHQ Signal Village,
Barangay Katuparan, Taguig City, 1632 Metro Manila
2014-2019
39