Chapter 1

The Problem

INTRODUCTION

In today’s increasingly digital, world, technological proficiency is no

longer a mere advantage but a crucial skill for academic success. Students

ability to effectively utilize technology for learning research and

communication directly impact their overall academic performance

(Frontiers in Education, 2022). This research explores the correlation

between technological skills and academic performance among students,

examining how different levels technological literacy influence various

aspect of academic performance. Understanding this relationship is vital for

educators and policy makers in designing effective technology integration

and fostering student’s success in technology-driven educational landscape.

This highlights the necessity for a balanced strategy that incorporates

pedagogical innovation with technology resources. In a similar vein, the

“Innovating Pedagogy 2024” report explores innovative and potent

pedagogies that have the potential to revolutionize education(Frontiers in

Education, 2022). These results imply that although technology skills is

essential, careful implementation and assistance are needed for its

successful incorporation into teaching methods. Utilizing technologies in the

classroom creates new opportunities for skill development that provide new

educational knowledge and retrain teachers and students (Mirador

University, 2012). Since media in particular and technology in general have

infiltrated homes, students must become more technologically literate to

the point that viewers and critics actively oppose technological messaging.

In the Philippines, government policy and institutional initiatives

have focused on integrating technology into education in order to improve

learning outcomes and get students ready for the challenges of the 20th

century. To improve students' and teachers' knowledge of information and

communications technology (ICT), the Department of Education (DepEd) has

put in place initiatives like the DepEd Computerization Program. The

integration of technology into educational curricula has been shown to

enhance learning experiences, promote student’s engagement, and improve

outcomes(Department of Education, 2010). A case study by UNESCO

highlighted that in the Philippines, the adoption of technology in education

has led to more interactive and effective learning environments, thereby

positively impacting students' academic performance. Despite numerous

studies on technology’s impact on education, limited research has been

conducted on how technological proficiency specifically affects the

academic performance of future educators(Frontiers in Education, 2022). In

Camiguin Polytechnic State College, there is no existing study that examines

how Science Education majors apply technological skills in their academic

work and future teaching careers. This study seeks to fill that gap by

assessing students’ digital literacy levels and their impact on learning

outcomes

Furthermore, effective use of technology enhanced academic

performance and helped students comprehend the course materials better.

However, there is a complex relationship between technological abilities

and academic performance that is influenced by a number of factors, such

as individual proficiency levels, curricular integration effectiveness, and

resource accessibility. It is influenced by a number of interrelated elements

that together decide if and how technology improves learning outcomes.

Camiguin Polytechnic State College is actively integrating technology

into its teacher education programs. The college prioritizes training future

educators in digital competencies to ensure they can effectively use modern

tools in teaching (DepEd Bataan, 2024).. This initiative aligns with national

and global efforts to enhance digital literacy and equip students for

technology-driven learning environments. The integration of digital

competences into teacher education programs is also one of the top priority

of Camiguin Polytechnic State College. Here, aspiring teachers receive

training in both subject content and how to use contemporary technologies

to improve instruction and student learning. The national and international

understanding that technological competence is essential for both

professional and academic success is strengthened by this local effort. In

keeping with its objective to “provide quality higher professional, technical

instruction, research, extension and production services,” the college places

a strong emphasis on incorporating technology into its courses. The

Institute of Teacher Education seeks to produce highly skilled and driven

educators with expertise in secondary education methodology and content,

including instruction in contemporary technology. The national and

international recognition that technical competence is essential for

academic and professional success is strengthened by this local initiative.

The special focus of this study are the 3 rd year students majoring in

science who are enrolled in education courses. Examining how their

technical proficiency affects both their academic performance and their

capacity to use technology into their future teaching jobs is the goal. The

study intends to shed light on this link in order to enhance technology-

based teaching methods and better equip aspiring teachers for a

technologically advanced educational environment. This research aligns

with the Sustainable Development Goals (SDG) 4 and 9. SDG 4 emphasizes

the need for inclusive and quality education, ensuring that students acquire

essential digital skills for modern learning environments. SDG 9 focuses on

technological innovation and its role in improving education. By evaluating

the relationship between technological skills and academic performance,

this study contributes to efforts that enhance digital literacy among future

educators, helping them integrate technology effectively into their teaching.

The goal of this study is to offer thorough insights into how digital literacy

can be enhanced and used to enhance academic performance, especially for

aspiring Science teachers.

 THEORETICAL FRAMEWORK

This study is grounded in the Technology Acceptance Model (TAM)

by Davis (1989) and the Social Cognitive Theory (SCT) by Bandura (1986).

The Technology Acceptance Model explains that students are more likely to

develop technological proficiency when they perceive technology as useful

and easy to use. However, factors such as sex, family income, gadget use,

and internet speed may influence their acceptance and effective utilization

of technology in academics.

Similarly, Bandura’s Social Cognitive Theory emphasizes that learning

is shaped by self-efficacy and environmental factors. Students who have

confidence in their technological skills are more likely to engage with digital

tools effectively, while access to resources such as stable internet and

appropriate gadgets further impacts their academic performance.

By combining these theories, the study examines how technological

skills influence academic success while considering the role of moderating

factors. TAM highlights why students adopt technology differently, while SCT
 explains how personal confidence and external conditions affect their ability

to use technology in learning.

CONCEPTUAL FRAMEWORK

The study looks into the relationship between technological skills and

academic performance among Camiguin Polytechnic State College 3 rd year students

majoring in Science who would eventually become teachers. This paradigm looks at

how students' academic performance is influenced by their technological skills and

how this relationship is shaped by certain moderating factors. Technological skills in

this study refer to students' proficiency with digital tools, online resources, and

academic application of digital literacy. Grades, tests, and other measures of

student accomplishment are used to gauge academic performance. However,

moderating variables including self-efficacy in technology, availability of

technological resources, and institutional support have an impact on this

relationship. The degree to which students can successfully incorporate technology

into their learning process depends on these aspects.

According to Davis' Technology Acceptance Model (TAM, 1989), pupils are

more inclined to embrace and utilize technology if they believe it to be practical

and user-friendly. Additionally, students who have a higher level of self-efficacy in

technology are more confident in their ability to use digital technologies for

academic success, according to Bandura's Social Cognitive Theory (1986). In order

to evaluate how technological proficiency affects academic achievement in higher

education, it is imperative to comprehend these elements.

MODERATOR VARIABLES

SEX
FAMILY INCOME
GADGET USE
SPEED OF INTERNET

Figure 1. Conceptual Paradigm of the Study

 PARADIGM OF THE STUDY

The study's paradigm graphically depicts the connection between Camiguin

Polytechnic State College students' academic performance and technological skills,

particularly for 3rd year students, Science majors enrolled in education courses. The

goal of the framework is to show how different elements that affect academic

results in a technology-driven learning environment flow and affect one another.

The paradigm contained the Independent Variable which is the extent of

which technological skills and academic performance of the students, along with it

is the Dependent Variable is technological skills and academic performance. It also

contains the moderator variables, which are sex, family income, gadget use, and

internet speed. These factors influence the extent to which technological skills

impact students’ academic performance, as they determine access, proficiency, and

usage patterns in a technology-driven learning environment.

 STATEMENT OF THE PROBLEM

The study will assess the relationship between technological skills literacy

and academic performance among students. Specifically, it sought answers to the

following specific questions:

1. What is the demographic profile of the respondents in terms?

1.1 Family monthly income

1.2 Gadget use

1.3 Speed of internet

2. What is the extent of technological skills among students?

3. What is the academic performance among students during the

Second semester of S.Y 2024-2025?

4. Is there significant relationship between technological skills and

academic performance among students?

5. Is there a significant difference in the extent of technological skills

among students when grouped according to sex and monthly family income?
 HYPOTHESES

This study will investigate the connection between academic performance

and technological skills among Camiguin Polytechnic State College education

majors majoring in Science. The following hypothesis are developed in light of the

study's goals:

HO1: There is no significant relationship between technological skills and

academic performance among students, when moderated by sex, family income,

gadget use, and internet speed.

HO2: There is no significant difference in the extent of technological skills

among students when grouped according to sex, family income, gadget use, and

internet speed

HO3: There is no significant interaction effect between technological skills

and academic performance when considering the moderating factors of sex, family

income, gadget use, and internet speed.

 SIGNIFICANCE OF THE STUDY

The study will benefit the following stakeholders:

Students. This study will assist students in realizing how crucial technical

competence is to improving their academic performance and learning.

CPSC College Official. This study will be a great contribution for the

improvement of the school and to achieve its goals.

Future Researchers. This study will be used as a guide for upcoming

research on technology and education, providing a basis for additional investigation

and advancement in this area.

Teachers and Instructors: The results will shed light on how teachers can

successfully incorporate technology into their lessons to raise student

performance and engagement.

SCOPE AND DELIMITATION

This study examines the connection between academic performance and

technological skills among Camiguin Polytechnic State College education majors

pursuing Science. It looks at how well-versed the students are in digital knowledge,

technology competency, and technology-using self-efficacy. The survey also looks

into the pupils' academic success as indicated by their grades and level of

participation in their classes.

Only Camiguin Polytechnic State College students majoring in Science

education courses are included in the study; students from other academic

programs are not. Additionally, the study just examines academic success and

technical proficiency, ignoring other variables that can possibly have an impact on

academic performance, such as individual study habits, outside learning

environments, or psychological considerations. Only the self-reported tests and

academic records of the respondents are used for data collecting.

DEFINITION OF TERMS

Academic performance. The measurable outcomes of students’ educational

achievements, assessed through grades, test scores, and class participation,

reflecting their mastery of course content and ability to apply technological skills in

learning.
 Technological Skills. The level of proficiency students demonstrate in using

digital tools, software, and online resources for academic purposes, measured

through assessments, self-reports, or practical tasks.

Students. Individuals enrolled in an academic institution, specifically the

third-year Science Education majors at Camiguin Polytechnic State College who are

the respondents of this study.

Chapter 2

Review of Related Literature

This chapter offers a through analysis of the body of research on how

students' academic performance is impacted by their technological proficiency. It

investigates the function of technology access, digital literacy, and the

incorporation of digital tools in learning environments. The conversation also

focuses on moderating factors like socioeconomic status, teaching styles, and

internet connectivity that affect how well technology works in the classroom. This

chapter seeks to offer a more through understanding of the connection between

student achievement and technology use by looking at current research and

academic viewpoints
 The Evolution of Technology in Education

Over the past few decades, there has been a tremendous evolution in the

way technology is integrated into education. In the beginning, technology was used

as an adjunct to enhance conventional teaching techniques, such as the use of

projectors, televisions, and early computers. However, modern education now

takes a more interactive, tech-driven approach due to the quick development of

digital technologies. With schools and universities integrating digital tools, online

platforms, and e-learning resources into their curricula, technology has become an

integral aspect of the learning environment.

According to a study by Luna Maldonado et al. (2016), students' academic

performance improves when technology skills are incorporated into the classroom.

According to the study, students who become more tech-savvy are better able to

interact with digital learning resources, which enhances their comprehension and

memory of the material.

Early 20th-century educational technology started off as basic gadgets meant

to improve teaching strategies. With the advent of radios in classrooms in the

1920s, pupils could now listen to instructional broadcasts on topics like math’s and

history. Overhead projectors were used for military training by the 1930s and were
later modified for use in classrooms, enabling educators to show visual information

to larger groups of people. With the introduction of instructional television shows

in the 1950s, education was extended outside of the conventional classroom.

In order to support individualized learning experiences, headphones

became widely used in language labs around this time. Programming languages

like BASIC and LOGO were established in the 1960s with the goal of teaching

students the fundamentals of coding so they could develop their problem-solving

and logical thinking skills. By making complicated computations easier to

understand, the invention of the portable calculator in 1967 further transformed

mathematics education. Multiple-choice exam grading was mechanized in 1972 by

the Scantron technology, which simplified evaluation procedures.

In the 1980s, personal computers were increasingly common in classrooms,

and gadgets like the Apple Macintosh made technology more approachable for

both teachers and pupils. In order to improve learning outcomes and engagement,

interactive programs and educational software were also developed at this time.

The introduction of the internet into classrooms in the 1990s allowed for previously

unheard-of access to information and international contact. Because of this

connectedness, online learning tools and platforms have grown in popularity,

changing conventional educational paradigms.

 Interactive whiteboards replaced traditional blackboards in the early 2000s,

allowing for dynamic, multimedia presentations. Students now have portable

access to digital resources thanks to the widespread use of laptops and tablets,

which makes studying easier outside of the classroom. With the advent of cloud

computing in the 2010s, instructional resources may now be shared and stored

online, encouraging flexibility and teamwork in classroom settings. Social media

platforms’ incorporation into the classroom also arose, opening up new channels of

interaction and cooperation between teachers and students.

Rapid improvements in technology have had a huge impact on the

educational scene in recent years. Artificial Intelligence (AI) has led to the

introduction of tools such as ChatGPT, which is an example of an AI Chabot that

provides students with individualized teaching and support, therefore improving

their educational experiences. Additionally, the accessibility of virtual reality (VR)

technologies has increased, offering immersive learning environments that let

students investigate difficult subjects through interactive encounters and

simulation. With the help of these technology, traditional classrooms may now

offer immersive learning that was previously impossible.

Due to the COVID-19 pandemic, online learning platforms were adopted

more quickly, which sparked a boom in innovation and investment in the

educational technology industry. Investment in online education, however, saw a

sharp fall by 2024, falling to $3 billion from a peak of $17.3 billion in 2021. A major

factor in this decline is the emergence of sophisticated, open-source generative AI

tools, which are starting to replace higher-priced instructional technology. When

new AI-driven features were added, some companies, like Duolingo, saw a boost in

success, while others, like Chegg and Coursera, saw significant drops in stock value.

This change underlines how constantly changing the educational technology

landscape is and how important it is to keep up with new developments.

Personalized learning platforms and AI-powered teaching assistants have

also been developed as a result of the growing integration of AI in education. In

order to deliver individualized learning experiences that address each student’s

strengths and areas for development, these technologies evaluate student data.

Because AI has the potential to improve learning outcomes and operational

efficiency, educational institutions have started to embrace it despite early worries

about academic integrity and the possibility of an excessive reliance on technology.

To safely integrate AI, for example, institutions have created guidelines and

resources. AI assistants are used to help students around-the-clock, and AI is used

for assessment and grading. The development of technology in education is

indicative of an ongoing effort to improve learning outcomes and experiences.

 Every development builds on the one before it, from the introduction of

simple teaching tools to the incorporation of complex AI systems, making the

educational landscape more dynamic and approachable. As technology develops

further, educational institutions must adjust and carefully incorporate new

resources to make sure they support pedagogical objectives and cater to the

various demands of students.

Technological Skills and Academic Performance. Numerous studies have

examined the connection between academic performance and technical

proficiency, with varying degrees of success. The effect of digital literacy on

academic performance in an online learning environment was examined in a study

by Holm (2022). Higher levels of digital competency were associated with improved

academic performance, according to the data, indicating that digital literacy is a

strong predictor of success in online learning environments.

Miller's (2021) study, on the other hand, looked at how a blended learning

paradigm affected students' motivation and performance. The findings showed a

direct beneficial relationship between student motivation, engagement, and

achievement with the usage of digital collaborative literacy in a blended learning

setting.
 Factors Influencing the Relationship Between Technology Skills and

Academic Performance

Digital literacy. It is important to be able to use a variety of digital

devices to navigate, assess, and produce information in an efficient and

critical manner. More digitally literate students are better able to use

technology to improve their education. According to a study by Jaya and

Sucipto (2023), student engagement, academic self-efficacy, and digital

literacy all have a major influence on academic achievement in hybrid

learning environments.

Access to Technology. Maximizing the advantages of technology in

education requires equitable access to technological resources. Academic

results may be impacted by unequal learning opportunities brought about by

disparities in access. Fostering an inclusive learning environment requires

making sure all students have access to the technology they need and

dependable internet connectivity.

Teacher Proficiency and Pedagogical. The degree to which teachers

successfully incorporate digital technologies into their lesson plans has a big

impact on how effective technology is in education. Technology-savvy

 educators that can easily integrate it into their teaching methods can

improve the learning results and experiences of their students. To properly

use technology in the classroom, teachers must receive training in

technological competences, according to a study by Luna Maldonado et al.

(2016).

Challenges in Integrating Technology into Education

While the integration of technology into education offers numerous

benefits, it also presents several challenges:

Digital distraction. The extensive usage of digital devices may lead

to distractions that hinder focus and academic performance. A recent

article in the Wall Street Journal expressed concerns about the pervasive

use of screens in classrooms and pointed out that educators and students

are finding it difficult to balance the beneficial and detrimental uses of

technology.

Digital divide. A digital divide that impacts students' learning

chances and results can be caused by socioeconomic differences leading to

unequal access to technological resources. According to a study by Holm

 (2022), there should be access might have a big impact on academic

performance.

Sex. Sex has been identified as a factor influencing students' use of

technology and academic performance. Research suggests that male and

female students may have different approaches to technology adoption and

academic engagement. Venkatesh and Morris (2000) found that males are

more likely to adopt new technologies quickly, while females tend to use

technology more efficiently for academic tasks. Additionally, studies have

shown that female students generally outperform male students in academic

performance, particularly in fields that require strong organizational skills and

structured learning (Stoet & Geary, 2013). This study examines whether sex

moderates the relationship between technological skills and academic

performance among Science Education majors at Camiguin Polytechnic State

College.

Family income. Economic background plays a crucial role in

determining access to technology and internet connectivity. Hargittai (2010)

found that students from higher-income families tend to have greater

 digital literacy, as they have access to better resources such as personal

laptops, stable internet connections, and additional academic support. In

contrast, students from lower-income backgrounds may struggle with

technology access, which can limit their ability to develop technological

skills and negatively impact academic performance (DiMaggio & Hargittai,

2001). This study aims to assess how family income affects students’ ability

to utilize technology for academic success.

Gadget Use. The type of gadgets students use and how frequently

they use them can influence learning outcomes. Junco (2012) found that

students who primarily used laptops for academic tasks had better

performance compared to those who relied mainly on smartphones for

entertainment and social media. Furthermore, excessive use of mobile

devices for non-academic purposes has been linked to lower academic

achievement (Ravizza et al., 2014). This study investigates whether students

who use gadgets primarily for educational purposes perform better than

those who use them for leisure.

Internet Speed. Internet speed is a critical factor affecting students'

ability to engage in digital learning. Becker et al. (2018) found that students

with high-speed internet access were more likely to complete online

 coursework effectively, while those with slow connections experienced

frustration and decreased academic engagement. In rural areas, where

internet connectivity may be limited, students often face additional barriers

to accessing online learning resources (Broadband Commission, 2021). This

study explores whether variations in internet speed impact students' ability

to develop technological skills and succeed academically.

Technological Skills and Academic Performance in the Philippine

Context

Numerous studies have focused on the use of technology in the classroom

in the Philippines in an effort to determine how it affects students’ academic

achievement. Although a number of factors affect this relationship, research shows

that Filipino students’ academic success is strongly correlated with their technical

ability. A study by Cruz et al. (2019) looked at how technology improvements

affected Philippine pupils’ academic performance. The results indicated that

student outcomes were positively impacted by the use of contemporary

technologies in the classroom. The study underlined how crucial it is to give

teachers and students sufficient training in order to optimize the advantages of

technology in classrooms.
 Similarly, research by Sechcico et al. (2020) focused on Bachelor of

Elementary Education (BEED) graduating students at Bestlink College of the

Philippines. The study identified both advantages and challenges associated with

technological integration. While technology facilitated access to information and

enhanced learning experiences, issues such as the digital divide and varying levels

of digital literacy among students posed significant challenges.

Additionally, a 2019 study by Cabiao et al. investigated how technology

affected Grade 10 students' academic performance at B.A.J.H.S. in Caloocan City.

The study made clear that although technology was a useful teaching aid, its

efficacy depended on how it was used and implemented. In order to make sure

that technology is used to improve learning rather than function as a distraction,

the study suggested that students receive systematic instruction.

In a more recent study, a case study on technology in Philippine education

was carried out by Espinosa et al. (2023). Through the identification of both areas

that require improvement and areas that have made progress, the research offered

insights into the current state of technological integration in Philippine schools. The

study emphasized that in order for educators to stay up to date with the rapidly

changing landscape of educational technology, they must continuously spend in

professional development and technological infrastructure.

 When taken as a whole, these studies highlight how important

technological proficiency is in influencing Filipino students' academic achievement.

They also stress how critical it is to address issues like the digital divide, guarantee

fair access to technology, and give teachers and kids the necessary training so they

can successfully incorporate technology into the classroom.

In summary, research shows that students' academic performance is greatly

impacted by their level of technical skill. Problems like the digital divide and

unstructured technology use might counteract the positive effects of digital skills,

which can improve learning by enhancing research abilities, problem-solving skills,

and engagement. Studies conducted in the Philippines have emphasize the benefits

of incorporating technology into the classroom as well as the challenges that must

be overcome, such as the lack of adequate infrastructure and the requirement for

thorough training for both teachers and students. To optimize the beneficial effects

of technology on academic results, these issues must be resolved.

 Chapter 3

Methodology

This chapter provides a thorough summary of the research technique used

to examine the connection between Camiguin Polytechnic State College students'

academic performance and their technological proficiency. The research design,

participants, tools, data collection methods, and data analysis strategies used in this

study are all included in the methodology.

 Research Design

A descriptive-correlational research approach will be used in this study to

investigate the connection between students' academic performance and their

technical proficiency. The degree of technical proficiency among students is

evaluated using a descriptive technique, and the relevance of the relationship

between these abilities and academic achievement is ascertained using a

correlational approach. This design is suitable since it enables a thorough

examination of the ways in which students' proficiency with digital tools affects

their academic performance.

The study will employs a quantitative approach since it yields quantifiable

data that can be statistically examined to identify trends and connections. Since

quantitative research guarantees objectivity and precision in analyzing the

relationship between variables, it is crucial in educational studies.

Research Locale
 The study is being conducted at Camiguin Polytechnic State College (CPSC), a

Philippine higher education establishment located in Camiguin. Technology has

been actively included into CPSC's curriculum, particularly for students majoring in

Science. Examining how technological abilities affect academic performance is made

easier by the institution's emphasis on digital literacy and technology-based

learning.

Population of the Study

This study focuses on 3rd year college education students enrolled in

Camiguin Polytechnic State College (CPSC), specifically those majoring in Science

Education during the second semester of the academic year 2023–2024. These

students were chosen as they are expected to integrate technology into their future

teaching careers, making their technological proficiency essential for both academic

and professional success.

Data Gathering Procedures

 A survey questionnaire will be used to collect data from third-year

Science Education students at CPSC. Before being distributed, the research

adviser will validate the questionnaire. Respondents will have a specific

amount of time to finish it, and it will be provided either in-person or

online. To ascertain the correlation between academic performance and

technological proficiency, the gathered data will be encoded and subjected

to statistical analysis.

Research instrument

A survey questionnaire will serve as the main research tool for this

study. Three sections make up the questionnaire:

1. Demographic Profile: Enquiries about internet speed, device use,

and sex are included.

2. The Technological Skills Assessment gauges how well students use

technology, digital tools, and internet resources for schoolwork.

3. Analyses student grades and overall academic standing by

collecting data on academic performance.

 Validity and Reliability

In order to guarantee the precision and efficacy of the research tool,

the survey will be validated by experts. The questionnaire will be evaluated

by experts in the fields of education and research to determine its relevance,

clarity, and fit with the goals of the study. We'll make any necessary changes

in response to their input. A small number of non-sample respondents will

also participate in a pilot test to assess the consistency and reliability of the

questionnaire. To guarantee internal consistency, statistical metrics like

Cronbach's Alpha will be used to assess the responses. Before the instrument

is finally distributed, any necessary adjustments will be done to ensure that it

assesses academic performance and technological proficiency appropriately.

Treatment of Data

Appropriate statistical tools will be used to encode, arrange, and

analyze the gathered data. We'll use the following techniques:

1. Descriptive statistics: Frequency, percentage, and mean will be

used to summarize respondents’ demographic profiles, technological skills,

and academic performance.

 2. Correlation Analysis: The association between academic

achievement and technological proficiency will be evaluated using a Pearson

correlation test.

3. Comparative Analysis: Based on sex, household income, and

internet access, significant variations in technological skills will be evaluated

using an ANOVA or t-test.

Statistical tools

The following statistical instruments will be employed to analyze the

data that has been gathered:

1. Frequency and Percentage. Used to characterize the respondents'

demographic profile, including internet speed, sex, and device usage. This

aids in comprehending the respondents' distribution.

2. The mean and standard deviation are used to gauge how proficient

students are with technology. The standard deviation will display the

variation in responses, while the mean will reveal the average level of

proficiency.
 3. The Pearson Correlation Coefficient is a tool used to assess the

connection between academic achievement and technological proficiency.

This will determine whether improved academic results are linked to greater

technical skills.

4. To find any notable differences, the t-test compares the

technological proficiency of two groups (male versus female students, for

example).

5. When comparing technical proficiency across several criteria, like

varying family income levels or internet speeds, analysis of variance (ANOVA)

is used.

Statistical Treatment of Data

The gathered data will be analyzed using appropriate statistical tools to

determine the relationship between technological skills and academic performance

among third-year Science Education students at Camiguin Polytechnic State College.

The following statistical treatments will be applied:

1. Frequency and Percentage Distribution

  Used to describe the demographic profile of

respondents, including sex, monthly family income,

gadget usage, and internet speed.

 Formula: Percentage(%)=(Frequency

Total Respondents)×100\text{Percentage} (\%) = \left( \

frac{\text{Frequency}}{\text{Total Respondents}} \right)

\times 100

2. Mean and Standard Deviation

 Used to determine the extent of students’ technological

skills based on their self-assessment responses.

 Formula for Mean: Xˉ=∑XN\bar{X} = \frac{\sum X}{N}

Where:

Xˉ\bar{X} = Mean

∑X\sum X = Sum of all scores

NN = Total number of respondents

 Standard Deviation will measure variability in students'

technological skills responses.

3. Pearson Product-Moment Correlation Coefficient (r)

 Used to determine the relationship between

technological skills and academic performance.

 Formula: r=N∑XY−∑X∑Y(N∑X2−(∑X)2)(N∑Y2−(∑Y)2)r = \

frac{N \sum XY - \sum X \sum Y}{\sqrt{\left( N \sum X^2

- (\sum X)^2 \right) \left( N \sum Y^2 - (\sum Y)^2 \

right)}} Where:

 XX = Technological skills scores

 YY = Academic performance (GWA)

 NN = Number of respondents

 rr value interpretation will follow the correlation

strength guidelines (e.g., weak, moderate, strong

correlation).

4. Independent Sample t-test

 Used to determine if there is a significant difference in

technological skills based on sex (male vs. female).

  Formula: t=X1ˉ−X2ˉs12n1+s22n2t = \frac{\bar{X_1} - \

bar{X_2}}{\sqrt{\frac{s_1^2}{n_1} + \frac{s_2^2}{n_2}}}

Where:

 X1ˉ,X2ˉ\bar{X_1}, \bar{X_2} = Mean scores of each

group

 s12,s22s_1^2, s_2^2 = Variance of each group

 n1,n2n_1, n_2 = Number of respondents in each group

5. One-Way ANOVA (Analysis of Variance)

 Used to determine if there is a significant difference in

technological skills when respondents are grouped

according to monthly family income and internet speed.

 Formula: F=Between-group varianceWithin-

group varianceF = \frac{\text{Between-group variance}}

{\text{Within-group variance}}

 If the computed F-value is greater than the critical value

at a 0.05 significance level, the null hypothesis is

rejected.