1

ONLINE LEARNING ENGAGEMENT AND TECHNOLOGY

ACCEPTANCE AMONG SENIOR HIGH

SCHOOL STUDENTS

A Quantitative Research Proposal

presented to
The faculty of the Senior High School
Holy Child College of Davao - Trinity
Davao City

In Partial Fulfillment
of the Requirements for the
Inquiries, Investigations, and Immersion (III)

CAMPEHIOS, PRINCESS A.
MEMBER’S COMPLETE NAME
MEMBER’S COMPLETE NAME
MEMBER’S COMPLETE NAME
MEMBER’S COMPLETE NAME

April 2025
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TABLE OF CONTENTS

Page

Title Page i

Acknowledgment iii

Declaration of Originality v

Abstract vi

Table of Contents vii

List of Tables viii

List of Figures ix

Chapter

1 Introduction

Background of the Study 1

Statement of the Problem 4

Review of Related Literature 5

Theoretical Framework 5

Conceptual Framework 6

2 Methodology

Research Design 9

Research Locale 19

Research Respondents 31

Research Instruments 33

Data Gathering Procedure 34

Statistical Tools 35

Ethical Considerations 36

3 Results and Discussion

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Level of Web-based Learning Environment 40

Level of Language Skills 42

Significant Relationship between Web-based Learning 45

and Language Skills

4 Findings, Conclusions, and Recommendations

Findings 75

Conclusions 76

Recommendations 76

References 78

Appendices

A Permission Letter 90

B Survey Questionnaire 91

C Informed Consent Form 92

D Certification from the Statistician 93

E Certification from the Grammarian 94

Curriculum Vitae
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LIST OF TABLES

TABLE TITLE PAGE

1 Title of Table 1 43

2 Title of Table 2 53

3 Title of Table 3 55

.
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LIST OF FIGURES

TABLE TITLE PAGE

1 Title of Figure 1 32

2 Title of Figure 2 55
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Chapter 1

INTRODUCTION
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Chapter 2

METHODOLOGY
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Chapter 3

RESULTS AND DISCUSSION (SAMPLE)

This chapter consist of the results, analysis, and interpretation of the

findings aligned with the research questions, all of which must be in

paragraph form.

Demographic Profile of Senior High School Students

Table 1 shows the demographic profile of Senior High School students,

particularly their Grade 11. It is revealed that Grade 11 has a population of

100 similar to Grade 12. Thus, the total population of senior high school is 200

students.

Table 1
Demographic Profile of Senior High School Students
--- width size: 4” --- --- width size: 1.5 ---
Grade 11 --- left-aligned --- 100
Grade 12 100
--- right-aligned --- Total 200

Level of Online Learning Engagement of Senior High School Students

Table 2 reveals the level of the perception of online learning

environment among English major students in terms of access, interaction,

response, and results. Results show an overall mean of 4.04, described as

high and oftentimes manifested. This implies that they are usually exposed to

online learning engagement. They find it easy to communicate and engage

during online class. Additionally, the mean scores per category range from

3.76 to 4.36, implying a prevalent occurrence of technology acceptance

among the respondents that oftentimes or always manifests.

Table 2
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Level of Online Learning Engagement of Senior High School Students

Access Mean SD Description

1. Accessing the learning activities at times 4.62 0.61 Very high
convenient time.
2. The online materials is available at location 4.28 0.70 Very high
suitable for me.
3. Using of time saved in travelling and on campus 4.18 0.72 High
class attendance for study and other commitments.
Category Mean 4.36 0.55 Very high
Interaction
1. Allowing communication with other students in this 3.56 0.81 High
subject electronically (email, bulletin boards, chat
line)

2. Learning environment that allows self-discipline in 4.02 0.87 High

order to learn.
3. Promoting autonomy to ask other students what I 4.15 0.80 High
do not understand.
Category Mean 3.91 0.67 High
Response
1. Enabling to interact with other students and the 4.25 0.78 Very high
tutor asynchronously
2. Having a sense of satisfaction and achievement 4.17 0.81 High
about this learning environment.
3. Feeling of enjoyment in learning in this 4.07 0.73 High
environment.
Category Mean 4.17 0.66 High
Overall Mean 4.04 0.73 High

Thus, while the respondents’ level of online learning engagement does

not necessarily require heavy improvement, there are still areas that

respondents can ameliorate to refine their technology acceptance.

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Also, the standard deviation total is 4.04. the low standard deviation of

0.55 means that the data points are closer to the category suggested, hence

consistency. However, a more significant standard deviation (0.73) indicates

that data points are far from the mean, implying diverse learning needs with

technology acceptance in students. Other students will learn quickly and

adeptly, while some need more support and guidance to adjust.

According to Olson & Wisher (2012), the online learning environment

or web-based learning offers unprecedented access to instructional materials.

They added that it also makes learning open, flexible, distributed, interactive,

engaging, and effective in giving efficient instructions. That is why learners

situate positive feedback in web-based learning. These characteristics are

apparent to the respondents since they show a very high level of utilizing

learning materials anytime, engaging in learning activities accessible

anywhere, and working independently. Thus, students' positive attitudes

towards web-based learning are governed by the idea of learning

independently and flexibly accessing learning materials and activities.

Access. This category has a mean of 4.36, with a range of mean 4.18-

4.62, which is described as very high, which means that students’ perceived

usefulness is always manifested. This implies that students perceive online

learning engagement positively. Within this indicator, item number one,

“Accessing the learning activities at times convenient time.,” had a means

score of 4.62, which implies that the respondents generally find various online

learning accessible and the learning materials can be done anytime.

Meanwhile, item number three, “Using of time saved in travelling and on

campus class attendance for study and other commitments.,” presented a

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mean score of 4.18, implying that students often consider online learning

engagement beneficial for studying and other things.

All of these values are high, which aligns with findings from Demuyakor

et al. (2022). Who also reported high levels of access in their respondents.

Based on the findings for this indicator, students very highly agree that

learning technologies benefit their learning endeavors, in online classes, and

they also highly agree that using learning technologies increases their

effectiveness in performing tasks.

Interaction.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

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Response.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Level of Technology Acceptance of Senior High School Students

Table 3 presents the data on the respondents’ level of technology

acceptance. The table presents three technology acceptance indicators with

corresponding mean and standard deviation. Results show an overall mean of

4.04, described as high and oftentimes manifested. Such a value implies that

students adapt to and effectively use technology. They will likely find it easy to

use, valuable, and effective in fulfilling their needs and goals. Additionally, the

mean scores per category range from 3.76 to 4.36, implying a prevalent

occurrence of technology acceptance among the respondents that oftentimes

or always manifests.

Table 3

Level of Technology Acceptance of Senior High School Students

Perceived Usefulness Mean SD Description

4. Learning technologies are useful for learning 4.62 0.61 Very high
endeavor in online class.
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5. Utilizing these learning technologies enhances 4.28 0.70 Very high

effectiveness in learning.
6. Using learning technologies increases the 4.18 0.72 High
effectiveness of performing tasks.
Category Mean 4.36 0.55 Very high
Perceived Ease of Use
4. Interacting with “virtual class” was clear and 3.56 0.81 High
understandable.
5. Learning to use “learning technologies” was easy 4.02 0.87 High
for me.
6. Using “learning technologies” to complete 4.15 0.80 High
coursework online was found to be easy.
Category Mean 3.91 0.67 High
Perceived Enjoyment
4. Finding learning technologies to be interesting. 4.25 0.78 Very high
5. Having fun using learning technologies. 4.17 0.81 High
6. Using learning technologies is pleasant. 4.07 0.73 High
Category Mean 4.17 0.66 High
Overall Mean 4.04 0.73 High

Thus, while the respondents’ level of technology acceptance does not

necessarily require heavy improvement, there are still areas that respondents

can ameliorate to refine their technology acceptance.

 86

Also, the standard deviation total is 4.04. the low standard deviation of

0.55 means that the data points are closer to the category suggested, hence

consistency. However, a more significant standard deviation (0.73) indicates

that data points are far from the mean, implying diverse learning needs with

technology acceptance in students. Other students will learn quickly and

adeptly, while some need more support and guidance to adjust.

These results run parallel to the contentions of Egerton et al. (2020),

who noted in their study that their respondents’ technology acceptance is

evident in their experiences with digital devices that manifest characteristics of

personalization, collaboration, and authenticity. Furthermore, their high level

of technology adaptation uncovered other valuable factors, such as supportive

pedagogies and motivational strategies. Bervell et al. (2020) also support

these contentions by noting that students’ experiences with educational

technology such as Google Classroom hinge upon their ease of use and

usefulness, critical factors in technology acceptance and adoption.

Perceived Usefulness. This category has a mean of 4.36, with a

range of mean 4.18-4.62, which is described as very high, which means that

students’ perceived usefulness is always manifested. This implies that

students perceive technology to be useful in their educational efficiency.

Within this indicator, item number one, “Learning technologies are useful for

learning endeavor in online class,” had a means score of 4.62, which implies

that the respondents generally find various learning technologies such as

video meeting apps, LMS, gaming apps, digital whiteboards, and research

platforms, to be helpful when they are engaged on online learning.

Meanwhile, item number three, “Using learning technologies increases the

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effectiveness of performing tasks,” presented a mean score of 4.18, implying

that students often consider learning technologies beneficial in increasing

their performance during task-taking.

All of these values are high, which aligns with findings from Demuyakor

et al. (2022). Who also reported high levels of perceived usefulness in their

respondents. Based on the findings for this indicator, students very highly

agree that learning technologies benefit their learning endeavors, in online

classes, and they also highly agree that using learning technologies increases

their effectiveness in performing tasks. These contentions run parallel to the

findings of Alfarraj et al. (2018), whose results indicated that the quality of e-

learning content and students’ confidence in using it had a positive influence

and were significantly link to how useful an satisfied the student perceived the

e-learning experience to be.

Perceived Ease of Use.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

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Perceived Enjoyment.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Relationship between Variables

Table 4 shows the relationship between online learning engagement

and technology acceptance.XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

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Table 4

Relationship between Variables

--- width size: 3.2” --- --- 0.8” --- --- 0.8” --- --- 0.8” ---
Variables R p-value Remarks
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Online Learning Engagement --- left-aligned ---

.465 .000 Significant
Technology Acceptance

Moreover, a statistically significant correlation exists between the

variable's technology acceptance and online learning engagement at a

significance level of (p<0.5). The observed positive correlation indicates that

there is a tendency for students to increase their engagement in online

learning as they become more accepting of utilizing technology. The r value of

465 suggests a moderately positive correlation between technology

acceptance and online learning engagement.

These findings are supported by the study of Alenezi (2011),

highlighting the importance of technology acceptance and online learning

engagement in higher education, particularly in Saudi Arabian universities.

Technological factors such as system performance, system functionality,

system response, and system interactivity influence students' acceptance and

usage of E-learning tools. These results also align with the study of Aguilera-

Hermida (2020), which reports that several indicators of technology

acceptance, such as attitude and perceived use, had significant influences on

a student's cognitive engagement and academic performance.

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XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX.

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