THE IMPACT OF

CLASSROOM
TECHNOLOGICAL USE IN
STEM STUDENTS
ACADEMIC PERFORMANCE CHAPTER I
Introduction and
GROUP 3 Its Background
STEM 301
 MEET OUR
RESEARCHERS
Alonzo, Karl Joshua Bernas, Akheysha

Baga, Judiel Bona, Leislie Ann

Balboa, Marky
Ocampo, Geio

Barretto, Rhenz Rozel Parcon, Kastine

 INTRODUCTION
Technology integration in education has transformed the traditional learning
environment and became one of the highly essential tools in learning and teaching.
In STEM (Science, Technology, Engineering, and Mathematics) education,
classroom technologies such as laptops, projectors, smartboards, and specialized
software offer new opportunities to enhance student engagement and
understanding of complex concepts. Despite the widespread adoption of these
tools, there remains a growing concern about their true impact on students'
academic performance.

This study aims to quantify the impact of classroom technology use on the
academic performance of STEM students. By analyzing performance data, this
research seeks to determine whether the use of educational technology
significantly improves or hinders academic success. In doing so, the study will
provide insights into the effectiveness of technology in fostering a better learning
environment and contributing to the academic achievements of STEM students.
 BACKGROUND OF THE STUDY
Over the past years, technology evolved into the foundation of what most modern educational
environments are built upon. More schools are paying attention to the issues of developing new
digital resources and tools for better learning. However, there are numerous debates on how effective
these technologies have been to improve the students' learning outcomes, especially with their
performance in such fields as Science, Technology, Engineering, and Mathematics (STEM).

According to Rubio and Conessa, (2022), It highlight that digital tools such as simulation and
interactive software have a high impact on learning from STEM education. The researchers found that
this tool had a huge difference for students in improving problem-solving skills and for understanding
very complex topics. In turn, this correlation worked highly for better performance at school in the
STEM domains. The findings underscore the reality that digital technologies afford opportunities for
experiential learning in the traditional classroom environment of mainstream pedagogies. In such
contexts, the teaching means of traditional pedagogy are often inadequate for all learners. In the
Philippines, modernizing the educational system is especially significant as the country adapts to
rapid technological advancements. These developments present a valuable opportunity to improve
students' learning experiences, but it is essential to understand the extent to which these
technologies influence learning outcomes.
 STATEMENT OF THE PROBLEM
Main Research Question:
This research aims to investigate how the use of technology in the classroom affects the academic
performance of senior high school STEM students at STI College Fairview

Specific Questions:
1. What is the demographic profile of the respondents in terms of:
a. Age
b.Grade
c. Family Income

2. What is the level of access to classroom technology for STEM students in terms of the following factors:
a. Availability of devices
b. School access supporting technology use in the classroom

3. How does the use of classroom technology affect the academic performance of STEM students in terms of:
a. Student Engagement with lessons
b. Understanding of complex STEM concepts
c. Teacher’s proficiency in technology integration and learning materials
d. Completion of school activities like quizzes, assignments or projects
 HYPOTHESIS
This study hypothesizes that the integration of classroom technology positively
impacts the academic performance and engagement of Senior highschool STEM
students. Specifically, it is expected that the use of interactive tools, digital
resources, and online platforms will enhance students' understanding of
complex STEM concepts, increase their motivation to participate in lessons, and
improve their overall learning outcomes. By providing access to diverse
educational technologies, students are likely to develop better skills and exhibit
greater enthusiasm for STEM subjects, ultimately fostering a more enriching
learning environment.
THEORETICAL FRAMEWORK
1. TPACK model (Technological Pedagogical Content Knowledge)
THEORETICAL FRAMEWORK
2. Technology Acceptance Model (TAM)
THEORETICAL FRAMEWORK
3. Richard Mayer's Cognitive Multimedia Learning Model
THEORETICAL FRAMEWORK
4. SAMR model
THEORETICAL FRAMEWORK
5.Technology-Mediated Learning (TML)
CONCEPTUAL
FRAMEWORK
 SIGNIFICANCE OF THE STUDY
The study on "The Impact of Classroom Technological Use on STEM Students Academic
Performance" is important as it gives ideas into how the incorporation of technology in
the classroom affects the learning and academic performance of STEM students. This
study aims to deepen the understanding of how technological use in the classroom
affects students' academic performance, providing assistance in helping student
achieve their academic goals, ways by which students can increase knowledges and
skills about technology use and enable them to overcome academic problems with
different technology tools as well as identifying the most effective technological tools
that help in improving success academically.

For Students
For Teachers
For Parents
For School Administration
For Future Researcher
 SCOPE AND DELIMITATION
This research focuses on the effects of using The delimitation of this study mainly
technology in classrooms on the academic focuses on not including the students
performance of Science, Technology, from different strands whether they
Engineering and Mathematics (STEM) are primary, junior high school and
students in senior highschool. tertiary students that are not directly
This quantitative study examines the use of related to Science, Technology,
various classroom technologies such as Engineering and Mathematics(STEM)
projectors, computers, learning education.
management systems (LMS) in teaching This study excludes non-academic
core STEM subjects. This study will be applications such as online games,
conducted among STEM students who are social media platforms, or other things
studying at STI College Fairview to gather that are not directly related to
data through surveys, questionnaires and education or academic performance.
academic performance over one academic
year.
THE IMPACT OF
CLASSROOM
TECHNOLOGICAL USE IN
STEM STUDENTS
ACADEMIC PERFORMANCE CHAPTER II
Review Related Literature
GROUP 3
STEM 301
 REVIEW RELATED LITERATURE
IMPACT OF CLASSROOM TECHNOLOGY
1. According to Shatri (2020), Advantages and Disadvantages of using Information Technology in the Learning Process
of Students, The use of technology offers both positive and negative impacts on students' learning experience. In this
study, it was explored that using technology the students can gain new knowledge and access new information faster.
The students benefit from the use of technology especially in acquiring new information and communication with
others. On the other hand, some of the students find that use of technology can bring negative impacts to them such as
it becomes a distraction and consumes a significant amount of time.
2. In a study of Al-Labadi and Sant (2021). Enhancing learning experience using technology in class, shows that the
majority of the students used technology and found out that it was beneficial to their academic experience and
achievement. Based on the study finding, there is significant evidence that the use of technology in the classroom helped
improve the students overall learning experience and have increased their final scores and grades with the integration of
technology in the class. Furthermore, a large number of students would prefer choosing courses that use technology and
recommend instructors to adopt the technological use in class to best improve the students overall experience.
 REVIEW RELATED LITERATURE
FACTORS INFLUENCING SCHOOL'S DIGITAL CAPACITY

1. Kaimara et al. (2021): The study on Potential Barriers to the Implementation of Digital Game-Based Learning in the
Classroom, teachers use digital games to engage students and make learning more relevant to their daily lives. DGBL
is one of the best methods of helping students to gain necessary skills and knowledge. However, their study
highlighted the perspectives of the pre-service teachers about the issues with implementing DGBL. Among other
problems, their findings reveal that there was a serious lack of financial resources for purchasing state-of-the-art
equipment, software, and training of teachers. The researchers then suggested suitable equipment that is moderately
affordable promoting curriculum reforms based on ongoing research into digital learning tools.

2. Gialamas et al. (2020): The study identified six barriers to using mobile technology in schools: lack of resources,
support, time, teacher confidence, suitable class conditions, and concerns about students. These barriers were
consistent among both users and non-users of mobile technology, with the most pressing issues being a lack of
resources and support. Non-users particularly worried about students' issues, indicating distinct concerns about
integrating mobile technology
 REVIEW RELATED LITERATURE
STUDENT ENGAGEMENT IN CLASSROOM TECHNOLOGY
1. Bergdahl et al. (2020): This study examined how students engage with digital technologies in class. It found
that lower-performing students often use technology for non-academic activities, like social media, during
boring lessons, which negatively affects their grades. In contrast, high-performing students use technology to
enhance their learning. The researchers emphasized the need to improve digital skills among all students,
especially those struggling, and suggested schools minimize distractions from technology to ensure everyone
benefits from it.

2. Baszuk and Heath (2020): The researchers discovered that using instructional games in the classroom can
significantly increase student engagement and help with exam preparation. Tools like Gizmo, Kahoot!, and
Quizizz make learning more interactive, allowing students to better understand key concepts and vocabulary.
This approach not only improves exam performance but also helps identify knowledge gaps, making learning
more exciting and effective for students.
THE IMPACT OF CLASSROOM
TECHNOLOGICAL USE IN
STEM STUDENTS ACADEMIC
PERFORMANCE CHAPTER III
GROUP 3 Methodology

STEM 301
 METHODOLOGY
This chapter presents the research design, the
respondents, the sampling techniques, the instruments
used, the construction; validation and the administration
and retrieval of the instruments. The discussion on the
research process will be conducted to obtain the objectives
of this research study.
 RESEARCH DESIGN
CORRELATIONAL RESEARCH
The correlational research approach will be used in this study to collect data on the impact of
classroom electronic use on students' academic performance. A correlational research design
investigates relationships between variables without the researcher controlling or
manipulating any of them. (Bahandri, 2021). This design allows the researchers to measure the
relationship between the two variables: classroom technological use and academic
performance. It enables us to determine whether higher use of technology is associated with
better (or worse) academic outcomes without manipulating the variables.
 RESEARCH INSTRUMENT
QUESTIONNAIRE VIA SURVEY
This study utilized questionnaires that the researcher used for surveying STEM students at STI College
Fairview about the impact of classroom technological use on academic performance. The questionnaire
was designed in accordance with the study's objectives. The questionnaire consisted of thirty (30) items.
The first part is the level of access to classroom technology for STEM students in terms of the availability
of devices and school access, and the second part is the effect of classroom technological use in Science,
Technology Engineering and Mathematics (STEM) students’ academic performance in terms of: Student
engagement with lessons, understanding complex STEM concepts, Teacher's proficiency in technology
integration and learning materials, completion of school activities and quizzes. The respondents would
answer these questions using the 5-point likert scale: 1-Strongly Disagree, 2-Disagree, 3-Neither disagree
or agree, 4-Agree, 5-Strongly Agree.
 RESPONDENTS
STI Fairview Senior High School Students
The respondents of this study are the Senior High School STEM students of STI College
Fairview which involves the Grade 11-12 students. This study will include a total of 100
students who voluntarily agreed to answer the survey. The survey includes questions
designed to measure various aspects of technology use, such as frequency, types of tools
employed, and students' perceived effectiveness of these tools in supporting their
learning. This paper seeks to determine whether the use of technology has an impact on
students academic performance.
 SAMPLING TECHNIQUE
Simple Random Sampling
The sampling method being used for this study is simple random sampling because it
guarantees that each of the Grade 12 STEM (Science, Technology, Engineering and
Mathematics) students in STI College Fairview has equal opportunities to be a participant
in this study. This method can get rid of biases in choosing students who can participate
based on their specific characteristics or from their schools. It provides a more accurate
representation of the population of STEM students, allowing researchers to make a
generalizable conclusion about the impact of technology on stem students' academic
performance.
THANK YOU