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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Technology has become an essential element of individuals’ lives including

students in today’s world of communication. Technology has the ability to interact

with the students through developed educational programs to achieve various

behavioral and educational objectives, save time, and reduce effort of the

teacher and learner. It also has the ability to motivate learners to learn without

boredom (Capiz,2019). Technology makes the work easier and less time

consuming (Tomar, 2024). According to Kim and Reeves (2017) as cited by

Marcino, et al., (2018), technology is used as cognitive resources to improve

academic skills and to develop intellectual skills such as critical thinking, problem

solving, information and collaboration.

R. Murati, (2017). Garcia-Martin et al (2019) emphasized the strategic

importance of technologies as unprecedented educational tools. It caters to

students learning needs, provides broader access to resources, and fosters more

interactive and collaborative learning environments (Zavattaro & Bryer, 2016). In

the study of Raja and Nagasubramani (2018), it is revealed that the learning and

interactivity of students increases when they used technology. Abdullah,et. al

(2016) stated that the use of technology makes learning more pleasurable for

students and improves their drive to participate in the teaching and learning

process without getting bored. In addition, according to Tomar (2019), technology

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provides students with immediate access to vast information and educational

resources, fostering independent learning. It makes knowledge more accessible,

allowing students to conduct more thorough and effective study on their subjects.

Moreover, the study of Wentworth and Middleton (2014) revealed that the use of

technology has a strong relationship in academic performance of the students.

The study of Lepp, et. al (2014) revealed that there is a negative

correlation between technology use and GPA/ achievement. High frequency

technology users’ students spend less time studying, attending classes, and

completing assignments. Moreover, negative impact of technology on students

include privacy issues, infoxication, decreased academic performance, time-

consuming preparation of digital materials, and challenges in discerning reliable

information (Cano et al, 2022).

We chose this study since it deals with the implementation of educational

technology on the academic performance of students, a subject is all the more

relevant in today's high-tech age. The research finding could help know how

technology can serve as a supplementary means of education through which

educational outcomes can be improved. We are particularly interested in looking

at the potential benefits and drawbacks of technology for a classroom, which

would influence, in turn, both engagement with learning among students and

motivation.
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Theoretical Framework

This study is anchored on the following theories:

Constructivism Theory. According to Mcleod (2024), Constructivism is a

learning theory that emphasizes the active role of learners in building their own

understanding. Students actively reflect on their experiences and integrate new

information into their existing understanding, they develop stronger problem-

solving and analytical skills. This process leads to more meaningful learning, as

students are better able to retain and apply knowledge in real-world contexts. As

a result, learners who engage in constructivist-based learning environments are

likely to demonstrate improved academic performance, as they become more

independent, motivated, and capable of higher-order thinking. Constructivism

theory, encouraged students to actively create knowledge through experiences,

teamwork, and problem-solving. This is improved by technology, which offers

interactive platforms such as critical thinking-promoting instructional games and

simulations. Through adaptive software, it also makes personalized learning

possible, allowing students to go deeper into subjects and study them at their

own pace.

Artificial Intelligence (AI). According to Holmes et al., 2019; Luckin,

(2017) artificial intelligence is transforming traditional educational practices by

enabling personalized, data-driven learning experiences. AI-powered systems

such as adaptive learning platforms, intelligent tutoring systems, and automated

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grading tools help tailor educational content to individual student needs,

providing real-time feedback and personalized learning paths. These tools

support students in progressing at their own pace, addressing their unique

strengths and areas for improvement. For educators, AI can automate routine

administrative tasks, analyze large sets of student data to enhance instructional

strategies, and boost engagement through interactive, gamified learning

platforms.

21st Century. According to Baker & Smith, Zawacki-Richter et al.,

(2019).In the 21st century, Artificial Intelligence (AI) is playing a transformative

role in education by offering sophisticated tools to personalize learning and

improve educational outcomes. AI-driven technologies, such as intelligent

tutoring systems and adaptive learning platforms, provide personalized learning

pathways tailored to individual student needs, helping learners progress at their

own pace. For educators, AI can automate routine tasks like grading and

attendance tracking, allowing more time for instructional innovation. It also

supports data-driven decision-making by analyzing student performance and

recommending interventions when necessary. However, AI's integration in

education raises ethical concerns, particularly related to data privacy, equity, and

the potential for biased algorithms. To fully realize AI's potential in education, it is

crucial to ensure that AI tools are accessible and implemented in a way that

benefits all students, regardless of socioeconomic background

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Independent Variable Dependent Variable

Figure 1. The Schematic Diagram of the Study.

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Statement of the Problem

This study aims to determine the impact of usage of technology and

academic performance of the students.

Specifically, it seeks to answer the following:

1.What is the level of usage of Educational technology of the

students?

2.What is the academic performance of the students?

3. Is there is a significant relationship between the level of usage of

Educational technology and the academic performance of the students?

Hypothesis
H 0: There is no significant impact between usage of technology

and academic performance of the students.

Ha: There is a significant study between usage of technology and

and academic performance.

Scope and Delimitation

This study will focus to determine the impact between usage of

technology and academic performance of the students. The participants of

the study will be the Grade 6 students who are currently enrolled in S.Y.

2024-2025 at West Central Elementary School. Descriptive-Correlational

research design will be used in the study.

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Significance of the Study

The result of the study may benefit the following:

Students. This will benefit the students at West Central Elementary School.

This will encourage students to actively participate in the discussion.

Parents. The result of the study will give parents an understanding of

the learner’s technology appreciation, will help them in assisting the

students’ needs in enhancing their academic performance and the help of

technology foster strong teacher-parent cooperation.

Teachers. The finding of the study will greatly help the teacher in

formulating different strategies to suit the students’ needs in developing

their academic performance.

Definition of Terms

Academic Performance – This refers to the average grade during

the 1st quarter of the students.

Usage of Technology- This refers to the use of digital tools (Cellphone,

Laptop, etc.) and resources to facilitate teaching and learning processes.

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Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter reviews of related literature on the impact of educational

technology on students’ academic performance at Bayugan West Central

Elementary School.

Review of Literature

Technology has a significant impact on all aspects of life, making work

easier and less time-consuming (Kim and Reeves, 2007 as cited by P. Marcino et

al., 2018). It provides a platform for improving task efficiency, knowledge

acquisition, communication, and decision-making quality (O. Isaac, et.al 2018).

For example, it helps student’s complete homework and research within a given

time. Moreover, technology has been used to both help and improve students

learning outcomes, improve access to learning and enhance learner motivation.

with studies investigating how technology-based tools can boost motivation,

encourage deeper engagement with instructional materials, and enhance student

participation (Bower (2017). Digital tools and the internet are considered vital for

enhancing learning (D. Hoi, 2020), and research often focuses on specific

examples of how online learning tools create dynamic learning environments.

The use of technology in education is further examined by Murati and

Ceka (2017), who delve into how technological tools like computers and the
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internet are incorporated into teaching methods. This study investigates how

technology can be used to improve learning outcomes, teach techniques, and

provide educators and students with new tools. However, it also highlights the

challenges educators face when implementing technology and how this impacts

education as a whole. Fonseca, Smith and Doe (2014) conducted a

comprehensive investigation into the effects of technology on education,

exploring how advancements in digital tools and platforms have transformed

teaching and learning practices. The study evaluates both the benefits, such as

increased student involvement, tailored learning opportunities, and easy access

to a wealth of educational materials, and the drawbacks, including the need for

teacher preparation and digital divides.

Furthermore, Coley et al. (2015) investigate technology usage among

agriculture teachers in Tennessee, examining how these educators integrate

various technological tools into their practices. The study aims to identify the

types of technology used in agricultural education, assess teachers’ proficiency

with these tools, and explore the impact of technology on teaching effectiveness

and student engagement. The findings provide insight into the current state of

technology integration in agricultural education and highlight areas for

professional development to enhance educators’ capabilities in utilizing

technology effectively. In addition, Ahmadi (2018) provides a survey of the

literature on the application of technology to English language instruction and

learning. The study examines the various technological instruments that have

been used to improve English Language training, such as software programs,

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digital platforms, and multimedia resources. It highlights the advantages of

incorporating technology, including increased student engagement, motivation,

and linguistic competency. The evaluation also covers potential difficulties, such

as English language instruction and accessibility concerns. It attempts to provide

a comprehensive understanding of how technology is changing teaching

methods and what this means for pedagogical approaches in the future.

Technology-assisted learning provides a ubiquitous environment for

sustainable, anytime-anywhere education. Computers and the internet offer

countless resources to improve the quality of education, inspiring curiosity and

interest in students by giving teachers great opportunities (R. Murati, 2017).

Garcia-Martin et al (2019) emphasized the strategic importance of technologies

as unprecedented educational tools. Additionally, according to Singh’s (2024)

research, using technology in education outside of the classroom enhances

student engagement and boosts academic achievement by expanding learning

opportunities and establishing dynamic learning environments that are suited for

today’s students. Furthermore, according to M. Junsay and D. Baylen (2023),

students primarily used smartphones for technology-related work, while laptops

were used for necessary tasks including designing, creating presentations, and

entering data into spreadsheets. Moreover, Cerviño and Vera (2020) found that

educational technologies have a significant influence on postsecondary

education, improving information accessibility and creating more captivating

learning opportunities. Institutions must address the related difficulties and make

a commitment to continuous development in their integration strategies if they

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are to fully grasp the potential of these technologies. The study makes the case

for continued investigation and strategic planning in order to optimize the

advantages of digital tools in education while tackling the obstacles associated

with their adoption. According to Higgins Na Xiao (2013), digital technology

significantly improves learning outcomes and student engagement. Technology

can foster an engaging learning environment that supports academic success

when used wisely. In order to maximize the use of digital tools in education while

resolving implementation issues, the authors advocate for ongoing research and

strategic planning.

The integration of technology in education has sparked considerable

debate, with researchers exploring its potential benefits and drawbacks. While

Kim and Reeves (2007), as cited by P. Marcino et al. (2018), emphasize its role

in enhancing academic skills and fostering intellectual development. Technology,

when implemented effectively, can promote student autonomy (self-directed

learning), pique interest in subject matter, and ultimately improve academic

achievement. The impact of technology on education is undeniable. It's

reshaping the learning landscape, making it more engaging, collaborative, and

effective than ever before. Research shows that technology enhances the

teaching and learning process by increasing student engagement, facilitating

real-time collaboration, and improving comprehension, surpassing traditional

methods in effectiveness (Abhipriya 2019). This integration not only makes

learning more effective compared to traditional methods (Najla Alshammari 2014)

but also enhances student participation and understanding, improves learning

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outcomes, and promotes self-learning, moving away from traditional teaching

methods reliant on the teacher as the primary information source (Asmaa Ahmed

et al. 2024). Furthermore, technology engagement via self-regulated and

interactive learning significantly enhances academic performance, satisfaction,

and functional performance among students (Muhammad Qasim Memon et al.

2022). These studies collectively demonstrate the transformative potential of

technology in education, fostering a more engaging, collaborative, and effective

learning environment for students. Students in school using technology helps

improve their learning, as cited by V. Tomar (2024). Also, the research of

Zavattaro and Bryer (2016) found that technology caters to students’ learning

needs by providing broader access to resources and fostering more interactive

and collaborative learning environments, which aligns with the findings of R. Raja

and P.C. Nagasubramani (2018), who also revealed that students’ learning and

interactivity will increase with the use of technology.

Similarly, Abdullah et al (2016) highlighted that technology enhances the

learning experience by making it more enjoyable, motivating students to actively

engage in the teaching and learning process without becoming bored.

Technology provides access to a wider range of resources, fostering independent

learning by making knowledge more accessible and allowing for more thorough

and effective study. This study is further supported by Wentworth and Middleton

(2014), whose study revealed a strong relationship between the use of

technology and improved academic performance, indicating that the accessibility

and depth of resources facilitated by technology can directly contribute to

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students’ academic success. Furthermore, the study of Gomez-Fernandez and

Mediavilla (2018) investigated how students’ interest and academic performance

are affected when they use information and communication technology (ICT) for

entertainment at home. The study discovered that students’ interest in academic

subjects and their use of ICT for pleasure are positively correlated, indicating that

this involvement may improve academic achievement, especially for students

with lower starting scores. According to the research, technology has a dual

purpose in both leisure and instructional settings, and when used appropriately, it

can enhance learning objectives.

However, Hanus and Fox (2015) investigate the impact of educational

technology on teaching and learning outcomes, presenting their findings at the

International Conference on e-learning in 2019. The study examines various

technological tools and platforms, assessing their effectiveness in enhancing

student engagement, motivation, and overall academic performance. Through a

review of existing literature and empirical data, the authors discuss the benefits

and challenges of integrating educational technology into traditional classroom

settings, ultimately highlighting the potential of technology to transform

educational practice and improve learning experiences. Additionally, Kibona et al

(2015) investigate the effects of smartphones on the academic performance of

higher education students in their study published in the Journal of

Multidisciplinary Engineering Science and Technology (JMEST). The research

explores how smartphone usage influences students’ study habits, engagement

with educational materials, and overall academic outcomes. The findings indicate
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that while smartphones can serve as valuable educational tools, excessive usage

may lead to distractions and negatively impact academic performance. The study

highlights the need for balanced smartphone use among students to maximize

their educational benefits while minimizing potential drawbacks. Furthermore,

Bellur et al (2019) explore the phenomenon of multitasking in the classroom and

its impact on academic performance in their study titled “Make it our time: In-

class multitaskers have lower academic performance.” Published in Computers

in Human Behavior, the research investigates how students who engage in

multitasking—such as using laptops or smartphones for non-academic purposes

during class—experience lower academic outcomes compared to their peers

who focus solely on class activities. The study utilizes empirical data to analyze

the relationship between in-class multitasking and students’ grades, concluding

that distraction from multitasking adversely affects learning and retention. The

findings underscore the importance of minimizing multitasking behaviors in

educational settings to enhance student performance, as studies of Rashid and

Asghar (2016) have shown. Their study, “Technology use self-directed learning,

student engagement and academic performance: Examining the interrelations,”

examines the relationship between a number of variables that affect students’

learning experience and results. The authors investigated how the use of

technology in educational contexts influences self-directed learning, student

engagement, and academic performance. According to Lepp et al (2014),

excessive cell phone use may have a negative impact on student’s academic

performance, increase anxiety, and decrease life satisfaction. According to the

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study, restricting cell phone use could improve students’ time management, lower

stress levels, and general quality of life—especially in academic settings.

However, a study by Filosoni and Godoi (2018) found a connection between

using cellphones while multitasking and poorer academic performance, while a

study by Wood et al. (2012) found a negative correlation between multitasking

and learning effectiveness, which resulted in lower test scores. In a similar vein,

Mbugua et al (2015) observed that students’ academic performance on the

KCSE exams has not significantly improved even with the inclusion of ICT in

teaching in Kenyan public secondary schools. Although teachers in Kenyan

public secondary schools have included ICT into their lessons, Mbugua et al

(2015) found that this has not significantly improved pupils’ performance on

KCSE exams. In contrast, Cong Qi (2019), on the other hand, discovered that

using mobile devices for academic purposes doesn’t lead to technostress and

really improves academic performance. Mobile devices might be a double-edged

sword in some situations. Also, Cong Qi found that there are more advantages in

the classroom. When utilized wisely, mobile devices can help students perform

better academically without adding to the stress that comes with excessive

technology use. This highlights how crucial it is to direct students toward

beneficial and instructive uses of mobile technology in order to optimize its

potential and reduce any negative consequences. Mobile devices, when used

responsibly, can improve performance in kids without contributing to the stress

that comes with overusing technology. This demonstrates how important it is to

direct children toward responsible and educational uses of technology in order to

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maximize its benefits and minimize any drawbacks. K. May and Elder (2018)

discovered that media multitasking can impede learning by overwhelming the

restricted capacity of learners’ information processing channels, notably

attention, which limits the ability for meaningful learning. M. Alam, et al (2021)

came to a similar conclusion, noting that the quality of learners has a significant

impact on how useful and easy-to-use e-learning services are perceived, which

in turn influences academic performance. Furthermore, J. Francis (2017) made a

similar observation, noting that because improved technology gives students

access to a wealth of material, it has a substantial impact on their motivation and

engagement. According to Singh’s (2024) research, using technology in

education outside of the classroom enhances student engagement and boosts

academic achievement by expanding learning opportunities and establishing

dynamic learning environments that are suited for today’s students. Also, studies

that according to Taha et al (2023), computer technologies have changed how

people interact at home and at work, which has impacted society and increased

student motivation. In the same way, Netra R. (2019) noted that while teachers

use technology to improve lesson delivery, students now have ready access to

research tools and gadgets for academic work, which has transformed education.

C. A. Castro (2019) found that ICT in the classroom can enhance learner

motivation and facilitate the transmission of basic skills. Navarro-Martinez et al

(2018) highlighted that the use of information and communication technology and

social networks has opened new possibilities for student learning, which require

appropriate guidance from families and teachers. Similarly, Felisoni (2018) noted
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that technology use is closely related to multitasking among students, who

frequently stay connected to social media and friends through texting apps while

studying and completing homework. While technology devices have a lot of

potential to improve secondary English language instruction, M. Biswas (2014)

finds that overcoming current obstacles is essential to optimize their efficacy. In

order to effectively employ technology in the classroom and improve student

learning results, the study highlights the necessity of providing instructors with

continual assistance and professional development. Finding, accessing, and

managing information content is made easier by digital technology, according to

the Gist Education and Learning Research Journal. In a similar vein, R. Kulidtod

et al. (2017) discovered that while students who used social networking sites

responsibly saw improvements in their academic performance, those who did not

control their use frequently saw detrimental effects on their academics and

developed addicted habits.

Students agreed that technology causes distractions, reduces note-taking

quality, and increases reliance on external information, negatively impacting their

focus on academic tasks. (Dialde 2023).Finding shows that that the

implementation of digital technology and the development of digital competence

in schools require far more than an ambitious curriculum and a basic digital

infrastructure.

The research highlights a complex relationship between technology and

student learning. While technology offers numerous benefits, including increased

engagement, improved comprehension, and greater access to information, it is

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crucial to acknowledge the potential drawbacks, such as distractions,

multitasking, and the need for responsible use. Ultimately, the success of

technology integration in education hinges on a balanced approach that

maximizes its benefits while mitigating its potential risks. R.M Tawafak et al

(2017), Technology triggers the learners to work in an unlimited time, peer

assistance, teacher guidance, and team work students that trigger students

learning and assessment as a learning. Similarly AM Al-Abdullatif, AA Gameil

(2021). Technology has the potential to enhance student motivation and support

active learning during these various phases of the projects, according to Xie &

Zhang (2020) that school quality, material Resources, and the overall academic

level of students at enrollment significantly impact students’ performance.

According to L. Cockerham, Chang & Natividad (2015) discuss teacher

perceptions of the effectiveness of technology integration in the classroom,

noting that multitasking can increase productivity. Similarly, S. Chauhan (2017)

conducts a meta-analysis of the impact of technology on the learning

effectiveness of elementary students, concluding that technology can act as a

powerful tool for effective learning among this demographic. Together, these

studies highlight the significance of technology in enhancing both teacher

productivity and student learning outcomes.

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Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research design, research locale, and

population as the participants sampling procedure, research instrument, data

gathering procedures, and data analysis.

Research Design

The study will utilize a Descriptive-correlational research design.

Descriptive correlational describe the variables and the relationships that occur

naturally between and among them (Sousa et al., 2007). A descriptive research

strategy provides a detailed and accurate picture of the characteristics and

behaviors of a certain population or subject and is an efficient way to learn about

a particular group or phenomenon. In this study, it seeks to find the level of

technology usage and its relationship to the academic performance of the

students. A correlational research design examines correlations between

variables without including any control or manipulation on the part of the

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researcher. Correlation will help the researchers to determine the significant

relationship between the usage of technology and the academic performance of

the students.

Research Locale

This study will be conducted in West Central Elementary School located at

P-23 West Poblacion, Bayugan City. Below is Figure 2 which shows the map of

West Central Elementary School.

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Figure 2.Location of Byugan West Central Elementary School.

The Respondent of the Study

Population As Respondent of the Study

Sections Male Female Total
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Frequenc % Frequenc % Frequenc %

y y y

Section A 15 10.63 20 14.18 35 24.82

Section B 22 15.60 14 9.92 36 25.53

Section C 22 15.60 14 9.92 36 25.53

Section D 12 8.51 22 15.60 34 24.11

Total 71 50.34 70 49.62 141 100

Table 1. shows the participants of the study, which consists of Grade 6 students

from West Central Elementary School. The total population for the study is 141

and the data is divided by sections: Quezon, Dagohoy, Mabini, and Bonifacio.

The table breaks down the frequencies and percentages for both male and

female respondents in each section.

Research Instrument

The researchers will use a survey questionnaire to gather data for

this study. This study will utilize a researcher-made questionnaire.

Scoring and Quantification of Data

To measure the level of usage of technology of the students, the following

scale will be used:

Table 1. Level of Usage of Technology

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Scale Numerical Verbal

Interpretation
Rating Description
Highly Technology Proficient
4 3.25 – 4.00 Always
Technology Proficient
3 2.50 – 3.24 Often
Low Proficient in technology
2 1.75 – 2.49 Rare
1 1.00 – 1.74 Never Not Proficient in technology
To measure the academic performance of the students, the following scale

will be used based from DepEd Order No. 8, s. 2015 (Policy Guidelines on

Classroom Assessment for the K to 12 Basic Education Program):

Table 2. Academic Performance

Grading
Verbal Description
Scale

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did Not Meet Expectations

Data Gathering Procedures

The researcher will make a letter for conducting the survey to be

approve by the Research Adviser, College Dean, and School President.

Once approved, the researchers will make another letter for approval of the

School Principal asking permission to survey, and then explain the goal of
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the study. Participants are chosen by the researcher through Complete

Enumeration Sampling. After identifying the participants, the researcher

then asks for their consent in participating the study. The questionnaires are

then be distributed to the selected participants. After completing all the data,

the researcher encodes the results. Finally, the results are analyzed and

interpreted.

Statistical Treatment

To facilitate the statistical treatment of the data, some statistical tool

will be used by the researchers.

Frequency. It the number of times a particular value for a variable

(data item) has been observed to occur. This will determine the academic

performance of the students.

Percentage. It is a ratio, fraction, or portion of a whole which is

represented as 100. This will determine the academic performance of the

students.

Mean. The mean is defined as an average computed by giving

different weights to some of the individual values. This will be used to

determine the level of usage of technology of the students.

Pearson r correlation coefficient. It is a statistical test that

measures the strength and direction of a parametric linear relationship

between two quantitative variables. Pearson r correlation coefficient will be

employed to evaluate the relationship between the usage of technology and

the academic performance of the students.

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T-test - This will be used to test the hypothesis.

Researcher-made Questionnaire

Name:_________________________(Optional) Age:______

Section:___________

Indicator Always Ofte Rarely Never

Use of technology and n
academic performance
following:

1. I use technology to relax and have

fun.
2. I use technology to make my
projects.
3. I use technology to look up
information.
4. I use technology to help me enjoy
activities more.
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5. I used Technology to do my
homework.
6. I use technology to get better at
solving problems.
7. I use technology to study my lesson.
8. I use technology to come up with
new ideas.
9. I use technology to find information.
10. I use technology to read the news.
11.I use technology to watch movie.
12.I use technology to buy and sell
things.
13. I use technology to look up words.
14. I use technology to play games.
15. I use technology to make my report.