Technium Vol. 20, pp.

25-35 (2024)
ISSN: 2668-778X
www.techniumscience.com

Technology Usage and Learning Outcomes of Students in the

New Normal: Basis of Learning Continuity Plan

Marelen A. Maquipoten Toboso

National High School
[email protected]

Rexomar Perez
Independent Researcher

Abstract. Technology in education plays a vital role, especially during the COVID-19
pandemic. Teachers can harness online learning as a powerful educational tool by integrating
technology into existing curricula. Thus, this study determined the extent of technology usage
and learning outcomes of the students in the different subjects in terms of the most essential
learning competencies (MELCs). Moreover, significant differences and relationships were
explored for further analysis. The results revealed that most of the students used technology to
search and study their lessons, watched DEPED TV episodes to learn, participated in online
courses, and answered modules. Additionally, usually installed apps on their phones, but they
were unlikely to listen to the radio. As such, the student’s learning outcomes are significantly
high across subject areas despite of difficulties experienced. Relatively, highly significant
differences and relationships were seen in some areas in terms of variables for both usage and
learning outcomes. Therefore, technology is a factor in education. It is then recommended to
utilize the continuity plan for improvement.

Keywords. Education, Technology usage, Learning Outcomes, Descriptive- correlational,

Philippines

1. Introduction
Today, technology in education plays a vital role, especially during the COVID-19 pandemic.
Teachers can harness online learning as a powerful educational tool by integrating technology
into existing curricula [1]. Through this, the Department of Education designed a learning
continuity plan amidst today's COVID-19 pandemic. It sought to ensure students' learning
progress even amidst disasters such as natural calamities, storms, fires, and pandemics.
Additionally, one of the Learning Continuity plans in this pandemic is the innovative use of
technology for distance learning because there is a need to innovate and use current
technologies [7].
The researcher's observation in a Public High School is that the poor economic status of
their parents became a hindrance to purchasing good-quality gadgets or 50% of them had
gadgets used for blended and flexible learning during the pandemic. This added to the problem
of inadequate and unstable connections. During this pandemic, the high school students must
be able to apply technology for learning. Digital skills prepare students to work, live, and

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contribute to their communities. The students should meet the following standards and
performance indicators: creativity and innovation, communication and collaboration, research
and information fluency, critical thinking, problem-solving, decision-making, digital
citizenship, and technology operations and concepts.
The purpose of this study was to determine the gap among the students in using
educational technology and also to develop a better understanding of the expectations that
schools have for students regarding the use of technology, the level of access students have
outside of school, and whether students feel they have adequate access to and training in the
appropriate technologies to meet the expectations of their teachers and school.

2. Methodology
This study used a descriptive-correlational research design to determine the extent of the
technology usage and its learning outcomes in the new normal. Additionally, the respondents
were 410 Grade 10 students at a Public National High School enrolled for the school year 2021-
2022. A self-made questionnaire was used to gather data regarding the demographic profile of
the students, the technology usage by the teachers and learners in the delivery of instruction,
and the level of students' learning outcomes. The self-made questionnaire was checked and
validated by the experts.
Frequency count and percentage distribution were used to determine the socio-
demographic profile of the respondents. Likewise, mean, and standard deviation was used to
measure the level of technology used by the learners and the level of learning outcomes of
grade-10 students. Additionally, One-way ANOVA was used to measure the significant
differences in technology usage and learning outcomes when grouped according to their socio-
demographic profile. Finally, Spearman's rho was used to measure the significant relationships
between the extent of technology usage and the level of learning outcomes.

3. Results and Discussion

Table 1.Extent of Technology Use
Subjects Mean SD DI
Filipino 3.37 0.87 H
English 3.64 0.73 H
Math 3.77 0.75 H
Science 3.72 0.73 H
Aral Pan 3.64 0.73 H
ESP 3.67 0.72 H
TLE 3.70 0.74 H
MAPEH 3.74 0.88 H
As a whole 3.70 0.63 H
Table 1 presents the data to answer the problem of the extent of technology, and media
utilization of the respondents in terms of Electronics Device/s used for Internet Connectivity
and Learning Platforms. The results showed that technology usage was High Extent across all
subject areas.
It was analysed that such technology enhances student learning motivation and attention
since it implicates students in the practical processes of language learning via communication
with each other. It recommended the use of multi-media technology in classrooms, particularly
as its positive impact on the learning process aligns with the ongoing efficacy of the teacher
[22]. Likewise, integration of technology into secondary education mathematics classes has
been shown to increase student motivation and performance. In order for technology to be a

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component of students’ education, teachers must have training on various technologies

available for their subjects of [26].
In a qualitative case study, it reported that the teacher used innovative technological
techniques to engage students with the curriculum [28]. Moreover, mastering the Learning
Competencies in Araling Panlipunan is expected to contribute to the development of a
holistically developed citizen who is aware and knowledgeable of and critically analyses current
social issues and concerns in the local as well as in global level. This awareness is an
enlightened one and so leads him/her to respond ethically and participate actively in the
resolution of these issues and concerns [18].
As mentioned, Educators know the benefits of ICT based materials in teaching. Despite
this, many of them are resistant in using and integrating these technologies in teaching. This
issue is due to several factors lack of time, lack of infrastructure, and tools to support the
teachers and the learners more effectively. The lack of ICT skills is a common problem which
can be addressed by having the personal desire to develop oneself. Some of the traditional
teachers experienced difficulties in using ICT based instructional materials in teaching
Edukasyon sa Pagpapakatao [6].
Indeed, the prospect of competent TVET teachers will bring about the needed
manpower development in related fields of science and technology and will advance career
opportunities by producing competent workforce who will drive dynamic economic growth and
development [28]. Therefore, it could be argued that the competent TVET teacher means a
teacher with sufficiency of skills, knowledge, and attitude or behavior. By extension these
attributes can be regarded as competencies that teachers need to achieve academic outcomes.
MAPEH teachers use varying instructional materials and modes of assessments, pupils
are expected to perform. Considering that it is composed of Music, Art, PE, and Health as
learning components, it is obvious that grades would depend heavily on performances. There
are teachers who have identified other Classroom Assessment Techniques [24].

Table 2.Extent of learning Outcomes

Subjects Mean SD DI
Filipino 3.78 0.76 H
English 3.74 0.74 H
Math 3.62 0.81 H
Science 3.67 0.86 H
Aral Pan 3.73 0.79 H
ESP 3.78 0.76 H
TLE 3.74 0.77 H
MAPEH 3.73 0.78 H
As a whole 3.72 0.67 H
Table 2 discusses the extent of Learning outcomes in terms of subject areas. Also, this uses
mean and standard deviation as tools. Lastly, this uses very low to very high to determine the
extent of results. As such, results revealed a high extent learning outcome.
Students are bored in learning a Filipino subject if the teacher is not fluent in his/her
teaching [9]. Additionally, it was found that computer-based communication is a beneficial
feature for language learning. Computer-assisted discussion tend to feature more equal
participation than face to-face discussion. Teachers or a few outspoken students are less likely
to dominate the floor, resulting in class discussions that are more collaborative [21].
It also indicated the TPACK framework had failed as a concrete evaluation tool for
effectively measuring how teachers combine the three areas when integrating technology in the

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math classroom due to the complexity of countless variables. Also, this study looks more
closely at how teachers used existing technology, a more feasible approach to first
demonstrating to school districts the difference an investment in training teachers could make
[12].
In science and technology education, it is important for students to structure their
knowledge with technology-supported activities enabling them to be active in the course [3].
This awareness is an enlightened one and so leads him/her to respond ethically and participate
actively in the resolution of these issues and concerns [19].
This study of Prospero (2022) focuses on the tenth-grade students' significant learnings,
challenges, and coping mechanisms by investigating their learning experiences in Edukasyon
sa Pagpapakatao (EsP) using self-learning modules. This result verifies the findings on the
competencies of technology and livelihood education (TLE) instructors as input to a training
module in Industrial Arts [10].
In addition, studies have shown that incorporating technology in the classroom can increase the
learning, achievement, and motivation of students [25]. Music teachers use technology to
facilitate multiple methods of learning, save valuable class time, and extend the reach of the
instructor beyond the classroom walls—such as in practice and remote learning environments.

Table 3a. Different analyses on the extent of technology usage when grouped according to age.
Technology T-computed Significance
Age Mean Interpretation
Usage value Value
< 16 3.65 -2.782** 0.006 Highly
Filipino
16 > 3.91 significant
< 16 3.61 -1.487 0.138
English Not significant
16 > 3.72
< 16 3.72 -2.012* 0.045 Significant
Mathematics
16 > 3.88
< 16 3.71 -.618 0.537
Science Not significant
16 > 3.75
< 16 3.61 -1.473 0.142 Not significant
Araling Panlipunan
16 > 3.72
Edukasyon sa < 16 3.59 -3.817** 0.000 Highly
Pagpapakatao 16 > 3.88 significant
< 16 3.64 -2.661** 0.008 Highly
TLE
16 > 3.85 significant
< 16 3.70 -1.578 0.115
MAPEH Not significant
16 > 3.85
As a whole < 16 3.65 -2.491 0.130 Not significant
Table 3a revealed a highly significant difference in technology usage in Filipino, ESP, and TLE
when grouped according to age. This implies that the presence of technology affected learning
in this new normal. This implies that the respondent's age does not affect the technology usage
in most essential learning competencies in the new normal.
An explanation for the age differences in the utilization of ICT resources is that younger
lecturers are less concerned with scholarly work and may have little or no duty to communicate
with the family [16].

Table 3b. Different analyses on the extent of technology usage when grouped according to sex.

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Technology Significance
Sex Mean T-computed value Interpretation
Usage Value
M 3.74 .265 0.791 Significant
Filipino
F 3.72
M 3.73 1.945 0.052 Significant
English
F 3.59
M 3.91 2.915* 0.004 Highly Significant
Mathematics
F 3.69
M 3.72 -0.082 0.934 Not Significant
Science
F 3.72
Araling M 3.70 1.307 0.192 Not Significant
Panlipunan F 3.61
Edukasyon sa M 3.72 0.889 0.375 Not Significant
Pagpapakatao F 3.65
M 3.78 1.540 0.124 Not Significant
TLE
F 3.66
Highly
M 3.92 2.987** 0.003
MAPEH Significant
F 3.65
M 3.78 1.796 0.073 Not Significant
As a whole
F 3.66
Table 3b revealed a highly significant difference in the extent of technology usage in Math and
MAPEH when grouped according to Sex. This implies that the presence of technology affected
learning in this new normal. This implies that the respondent's sex does not affect the
technology usage in most essential learning competencies in the new normal.
In Ogun State, Nigeria revealed also that male students showed higher levels of satisfaction
with ICT and other academic facilities than their female counterparts [17].

Table 3c. Different analyses on the extent of technology usage when grouped according to Section.
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 5.735** 0.000 Highly Significant
Table 3c reveals a highly significant difference in the extent of technology usage when grouped
according to Section. This implies that technology usage affected the learning of each section
in this new normal. This verified that using technology to deliver the topic affected their
knowledge.

Table 3d. Different analyses on the extent of technology usage when grouped according to Father's monthly income .
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 8.631 0.000 Highly Significant
Table 3d reveals a significant difference in technology usage when grouped according to
fathers' monthly income. This implies that technology usage affected the learning of each
father's monthly income in this new normal. This reveals that whatever their father's income
can support their studies and have the technology to be used in attending class as the new normal
of education is being implemented.

Table 3e. Different analyses on the extent of technology usage when grouped according to Mother's monthly income.

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Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 5.879** 0.000 Highly Significant
Table 3e reveals a highly significant difference in technology usage when grouped according
to the mother's monthly income. This implies that technology usage affected the learning of
each mother's monthly income in this new normal. This reveals that their mother's income can
affect their studies in attending classes as the new normal of education is being implemented.

Table 3f. Different analyses on the extent of technology usage when grouped according to the General Percentage average.
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 5.352** 0.001 Highly Significant
Table 3f reveals a highly significant difference in the extent of technology usage when grouped
according to the general percentage average. This implies that technology usage affected the
general percentage average of the learners in this new normal. By attending classes online or
offline, technology is needed to support learning.
Table 3g. Different analyses on the extent of technology usage when grouped according to Budget For Internet.
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 2.384** 0.038 Highly Significant
Table 3g reveals a significant difference in the extent of technology usage when grouped
according to Budget for Internet. This implies that technology usage affects the Budget for the
Internet of learners in this new normal. By attending classes online or offline, there is a need to
have a budget to support the learning.

Table 3h. Different analyses on the extent of technology usage when grouped according to the gadget.
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 4.890** 0.000 Highly Significant
Table 3h reveals a highly significant difference in the extent of technology usage when grouped
according to the gadget. This implies that technology usage affected the availability of the
gadget of the learners in this new normal. By attending class online or offline, there is a need
to have the gadget to support learning. Online platforms such as Google Classroom, Google
Hangouts, Skype, Facebook groups, Messenger, and Zoom were only some of the most used
applications for conducting classes in the country [5].

Table 3i. Different analyses on the extent of technology usage when grouped according to Internet Connectivity At Home.
Technology Significance
T-computed value Interpretation
Usage Value
As A Whole 1.490 0.216 Not Significant
Table 3i reveals no significant difference in the extent of technology usage when grouped
according to Internet Connectivity at Home. This implies that technology users do not affect
the availability of the gadget of the learners in this new normal. Those who have mobile data
have a great extent of using technology. In addition, from another state university in the country,
a study revealed the students' readiness for online classes however, the burden from computer
and internet rentals in cafes exists [29].

Table 4a. Different analyses on the extent of Learning Outcomes when grouped according to age.

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Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole -.156 0.876 Not Significant
Table 4a further revealed that the difference analysis on the extent of learning outcomes when
grouped according to age was not significant. This implies that the respondent's age does not
affect the learning outcomes in most essential learning competencies in all the subjects during
the new normal. It studied the impact on academic performance when an online tool for
collaborative work was used in a university computer science course [13].

Table 4b. Different analyses on the extent of Learning Outcomes when grouped according to Sex.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole .592 0.554 Not Significant
Table 4b further revealed that the difference analysis on the extent of learning outcomes when
grouped according to their sex was insignificant. This implies that the respondent's sex does not
affect the learning outcomes in most essential learning competencies in all the subjects during
the new normal.
However, no significant gender differences were revealed in leaning outcomes because
males were more stable in attitudes, while females performed well in engagement [15].

Table 4c. Different analyses on the extent of Learning Outcomes when grouped according to section.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole 4.590** 0.000 Highly Significant
Table 4c further revealed that the difference analysis on the extent of learning outcomes when
grouped according to their section was highly significant. This implies that the respondent's
section affected the learning outcomes regarding the most essential learning competencies. It
can also be seen in the table that section Rosal has a high extent of learning.

Table 4d. Different analyses on the extent of Learning Outcomes when grouped according to the father's monthly income.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole 3.882** 0.004 Highly Significant
Table 4d further revealed that the difference analysis on the extent of learning outcomes when
grouped according to their father's monthly income was highly significant. This implies that the
respondent's father's monthly income affected the learning outcomes in most essential learning
competencies. It can also be seen in the table that 41,000.00-50,000.00 income has a high extent
of learning. A casual observation is that the children of affluent parents are more likely to
succeed in life than the children of poor parents probably because the rich parents spend more
than poor parents on their children and these “investments” lead to better outcomes for their
children [14].

Table 4e. Different analyses on the extent of Learning Outcomes when grouped according to mother's monthly income.
Learning Outcomes T-computed value Significance Interpretation

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Value
As A Whole 2.322** 0.042 Significant
Table 4e further revealed the significant difference analysis on the extent of learning outcomes
when grouped according to their mother's monthly income. This implies that the respondent's
mother's monthly income affected the learning outcomes in most essential learning
competencies. It can also be seen in the table that 21,000.00-30,000.00 income has a high extent
of learning. Parents who are more involved with their children's schooling become
knowledgeable about school goals and procedures [11].

Table 4f. Different analyses on the extent of Learning Outcomes when grouped according to general percentage average.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole 2.254 0.082 Not Significant
Table 4f further revealed that the difference analysis on the extent of learning outcomes when
grouped according to their general percentage average was insignificant. This implies that the
respondent's general percentage average does not affect the learning outcomes in most essential
learning competencies. It can also be seen in the table that 90-100 on average has a high extent
of learning. In online learning, students do much better than at traditional learning, and this can
be seen through the increasing rates of course completion, student’s satisfaction, and their
motivation levels in order to acquire more knowledge from online learning [4].

Table 4g. Different analyses on the extent of Learning Outcomes when grouped according to budget for the internet.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole 6.625** 0.000 Highly Significant
Table 4g further revealed the difference analysis on the extent of learning outcomes when
grouped according to their budget for the internet was highly significant. This implies that the
respondent's budget for the internet affected the learning outcomes in terms of most essential
learning competencies. It can also be seen in the table that the 301-400 budget has a high extent
of learning.

Table 4h. Different analyses on the extent of Learning Outcomes when grouped according to the gadget.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole .513 0.767 Not Significant
The table 4h further revealed that the difference analysis on the extent of learning outcomes
when grouped according to their gadget was insignificant. This implies that the respondent's
gadget does not affect the learning outcomes in most essential learning competencies. It can
also be seen in the table that many devices are to be used for a high extent of learning. Today’s
classrooms are equipped with the latest technology to enhance instruction [20].

Table 4i. Different analyses on the extent of Learning Outcomes when grouped according to Internet Connectivity.
Significance
Learning Outcomes T-computed value Interpretation
Value
As A Whole .487 0.692 Not Significant
Table 4i further revealed that the difference analysis on the extent of learning outcomes when
grouped according to their internet connectivity at home was insignificant. This implies that the

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respondent's internet connectivity at home does not affect the learning outcomes of most
essential learning competencies. It can also be seen in the table that More than 1 internet
connection at home has a high extent of learning. The group revealed that one of the three
barriers and challenges that students encountered in online learning was a good internet
connection [2].
In analyzing if a relationship exists between variables, the results revealed that there is
a correlation between the extent of Technology usage and the extent of Learning Outcomes.
This implied that a highly significant relationship existed. The need for construction and
engagement means that the best types of learning will be those that involve choices that the
student can make, and learning where there are meaningful contexts where the student is
engaged [8].
Also, a study examined the effect computer use has on cognitive skills. This includes
using tools such as computers, electronic organizers, navigation systems, etc. This can cause
concerns about student growth in the classroom. Furthermore, research also shows some pros
and cons and goes in-depth into why technology may or may not be beneficial [23].

4. Conclusion
Based on the findings of the study, it suggests that these factors play a role in determining the
level of technology integration in education. Also, it indicates that factors have an impact on
the effectiveness of learning outcomes in relation to essential competencies. Finally, it implies
that the more students utilize technology for their education, the higher their learning outcomes
tend to be in essential competencies.

5. Recommendation
It is then recommended that the Superintendent must have a radio program about the lessons so
that the students can extend their learnings from the modules. Likewise, they may have a DepEd
Local TV episode about their lessons relevant to the learner's current situation. Moreover, it
recommends that Supervisors plan for a specific learning platform to be used by their teachers
so their students can easily access it. Additionally, they may plan for a seminar-workshop on
different strategies to develop learners' higher order thinking skills.
In the school level, it is recommended that the School Principal may plan to
contextualize the learning competencies for the learners' development. Likewise, teachers may
use other social media platforms to update the pupils in their lessons. Moreover, teachers may
upload the learning materials so learners can download them easily and study or make their
guardians teach them in advance. Thus, teachers may use the most essential learning
competencies to deliver the topic with educational technology and may utilize the proposed
learning continuity plan. In turn, future researchers may conduct a related study to relate to the
learner's academic performance or extend the respondents to many schools.

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