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CHAPTER I INTRODUCTION

This chapter presents the background of the study, the statement of the problem, the significance of the study, the theoretical and conceptual framework, the scope and delimitation, and the definition of terms.

Background of the Study

For centuries, men have unceasingly searched for new discoveries and with those new discoveries come forth new technology. Today, the search is long from over despite the fact that there is a wide and fascinating array of gadgets available in the market. Some of these gadgets are portable music players. The evolution of which we have seen from the first models of the Walkman to portable CD players and mp3 players to the many generations and models of Apples iPod. The continuing development of such gadgets proves that most people have an unwavering interest in music.

The question now is, where has fascination brought us? It has already been proven that the radiation brought about by modern technology poses as a threat to the health of people exposed to it. In these hard times though, education should be of utmost importance. Thus the rate at which our youth learns should be closely examined to assure that the world will have a bright future. In line with this, the study skills of todays youth should be put to focus.

Learning involves communication. And there could only be good output when input is properly relayed, received and processed. The same goes for learning. According to

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Wenburg and Wilmot (1973:4-5) in their book entitled The Personal Communication Process communication goes this way:

A communicator acts (sends some communication stimuli, spoken or unspoken), a receiver listens and reacts, the communicator then reacts to the reaction, and so on . All persons are engaged in sending (encoding) and receiving (decoding) messages simultaneously.

Listening comprehension skills are essential for effective and efficient learning in the way that listening comprehension is part of the receiving and processing stage of learning. Communication, however by nature, is selective. Wenburg and Wilmot (1973:111,121-124) say that:

The basic assumption underlying the selective exposure principle is related to the idea that man strives for consistency. He is comfortable when he is exposed to and interprets incoming stimuli that are consistent with his present beliefs. However, man becomes uncomfortable when he is exposed to stimuli that are inconsistent with his present beliefs. Inconsistency causes disruption in a persons mind; as a result, he purposefully avoids coming into contact with the information that will threaten his existing beliefs.

Simply stated, human beings have the ability to purposely filter things that are not of interest to us or things we just dont like. Filter, in this case, means to selectively forget things we view to be unpleasant. By doing so, we tend to entertain things that suites our inclination and as a result, we ignore all other things.

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The researchers suspect that modern technology does not help in providing a solution to the growing problems in listening given that the youth have found more pleasure in listening to the music coming out of their earphones than in listening to a teachers lecture. Good listening skills allow us to understand things better through hearing. Hence, factors that may be preventing it to improve should be determined and explored.

Statement of the Problem This study aims to identify the effects of modern technology to the students listening comprehension skills and suggest some possible solutions. We particularly seek the answers to the following questions:

1. Profile of students in relation to: a) how many gadgets they own b) what gadgets they own 2. How often do students use their gadgets? Do they make use of them while studying their lessons? 3. How do the students exposure gadgets affect them as students? Has it hindered them from improving their listening skills? 4. How does their preference in music affect their listening ability? Does any particular genre make negative impacts on the students listening comprehension skills?

Theoretical and Conceptual Framework

To further enlighten you on the path our group chose to take, we present our theoretical and conceptual framework.

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Theoretical Framework

Wenburg and Wilmot (1973:185-186) presented the dissonance theory which has produced the most organized study out of all other consistency theory. Dissonance occurs when something of interest to you is followed by something you dislike. It is said that:

Dissonance theory gives us a description of possible alternative behaviors in which we can engage following the creation of imbalance. For example, when we are exposed to a communication that is disturbing we may (1) criticize the source of the message; (2) decide that our disagreement with the source is not very important; (3) bolster our position by seeking additional information or persons who support it; (4) misperceive the sources position (selective perception); (5) compartmentalize ; (6) attempt to persuade the source that his position is wrong; or (7) change our attitudes so they are consistent with the sources. And there are other alternatives. For example, we can (1) repress the inconsistent message (put it out of our mind, refuse to think about it) or (2) bear it (consider the inconsistency a virtue).

This theory is significant in our study because it lays the foundation to the idea that people have a complex way of dealing with information, regardless from whichever media (audio/ visual/ audiovisual) it comes from. In this regard, the platform is set to jumpstart the study; with that in mind, our group, has now the idea of how the human mind works when processing data. Through further and deeper analysis on the subject we will then be able to realize the role played by modern technology specifically gadgets to the listening comprehension of the students.

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Conceptual Framework ST. SCHOLASTICAS ACADEMY- MARIKINA

HIGH SCHOOL DEPARTMENT

THIRD YEAR STUDENTS

28 EXPECTED RESPONDENTS

PROFILE
acquired through

LISTENING TEST RESULTS

obtained through

MOCK SURVEY

ANALYSIS OF

LISTENING TEST

REALIZATION OF THE RELATIONSHIP OF MODERN TECHNOLOGY AND THE RESPONDENTS LISTENING COMPREHENSION SKILLS

POSSIBLE SOLUTIONS TO PROBLEMS BROUGHT ABOUT THE RELATIONSHIP The input consists of 28 third year high school students that will serve as respondents. From these respondents, the researchers will make out their profile through a mock survey and assess their listening ability through a listening comprehension test. This will serve as the

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throughput. The output consists of the realization of the effects that modern technology has made on the respondents listening ability. Also included in the studys output are some solutions recommended by the researchers.

Significance of the Study

As an answer to the call of the times, our group has aimed to discover the implications of the extensive exposure of students to modern technology to their listening and comprehension skills. This study is, therefore, beneficial to the following:

The students. This study will help them to moderate their use of technology in accordance with their need to improve their listening and comprehension skills. In this way, students may develop better study skills.

The teachers. The study wishes to expose the possible connection between the rise of modern technology and the weakening listening and comprehension skills of the youth today. This will help teachers to better understand the situation of the students. Thus, they could devise new teaching strategies to help their students.

The students parents. Through this study, parents can control the frequency and span of usage of modern technology of their children thus helping the students to improve their grades.

Scope and Delimitation

This study was limited to the third year high school students of St. Scholasticas Academy- Marikina S.Y. 2010- 2011.

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This study was primarily concerned with the exposition of the possible connection of the rise of modern technology and the loss of good listening skills among the youth. Modern technology will pertain only to portable music players or devices and their corresponding accessories such as earphones. Also in the scope of the study are the different genres of music since music nowadays, are auto tuned or in over words or technologically enhanced.

The study is dedicated to finding the solutions that will help the students improve their listening skills.

Definition of Terms

Our study present words that may produce unsolicited ideas from you, our readers, thus we hereby, present the definition of selected terms used in this study.

Selective Exposure seeking and avoiding information so that ones present attitudes are maintained

Skills- the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy or both

Comprehension- the capacity to understand fully

Listen- pay attention

Modern- something new and up-to-date

Modern Technology- handheld music-playing gadgets or devices such as cell phones, iPods and mp3 players

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Chapter II deals with the review of the local and foreign literature and studies relevant to this proposed study.

Related Literature

This section of the research presents a review of related literature such as books, journals, articles, and internet resources related to the effects of modern technology to the listening and comprehension skills of students.

Foreign

Main (2010) showcased in What Are Some Reading Comprehension Problems in the Classroom? different comprehension problems of todays youth. These problems include dyslexia, poor vocabulary, and memory problems. He also stated that:

Learning to read involves a combination of many components including eyemuscle coordination, sequencing abilities, and integrating visual clues with phonetics and sound association.

On another note, an article titled Hearing Loss among College Students Becoming More Common in Medical News Today posted 01 August 2005 cited a statement of Robert Novak, then director of clinical education in audiology. Novak identified what he called the young peoples exposure to amplified sound and use of personal listening systems, such as cell phones

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and portable music devices as the culprit to the hearing loss seen in young people. It was also stated in the article that Novak saw the possibility of a student with hearing loss to struggle in school. With that said, our group sees the need to really push through with our study to gain further knowledge which would be enough to enlighten minds and develop solutions to the worsening situation that may or may not dig a deeper hole in the future of todays youth.

An excerpt from the Sydney Morning Herald news article entitled Up to a Quarter of iPod Listeners Damaging Hearing, strongly supports our groups claim, stating that there is really a possibility of suffering from hearing loss due to portable music players such as iPods.

Local

On the local side, Preciosa S. Soliven wrote this in her column A Point of Awareness in the September 06, 1980 issue of in the Philippine Star the article, How Literate Are We? :

Is it hard to absorb facts? The answer is NO! Given average ability, men and women who have trouble learning in adult life do so because no one ever taught them how to study efficiently when they were children!

Without proper study techniques, it is perfectly possible for you to understand only HALF of what you should get out of a newspaper, magazine, business letter or report! Without proper retention techniques, it is possible for you to remember only HALF of what you have just read. And without proper techniques of filing and retaining that information you have just learned, it is possible for you to put to work only HALF of the knowledge you have stored in your brain!

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Related Studies

Foreign

Technology has truly been useful to mankind but as most of us may often disregard, technology can also bring us harm. And according to Jeff Simmons, an audiologist in the Boystown National Research Hospital, there are certain levels of sound that damage sensory cells located in the inner ear.

Simmons said that all sound output released by an ear bud or earphone is channeled directly into the ear canal. He suggested that it is alright to listen at a loud level but one must make sure to limit the time that one does so. This is because ear buds prevent you from listening to music normally.

Aside from presenting hearing problems, technology also poses a threat to our vision. Dr. Teri Geist, an optometrist from Midwest Eye Care, said that there are increasing cases of eye problems found in children these days and points out that the frequent use of computers, and cell phones causes eye strain and eye discomfort.

Another study done by Sadehkhou, Monterroso and Manuelyan from the Department of Social and Behavioral Science of California State University in Northridge entitled Testing the Effects of Music on Reading Comprehension Skills Under Different Music Environments, they tried to determine whether listening to music while studying makes a difference or not. The study was conducted having sixty students who like different types of music and tested each persons comprehension skills with the variable of having them listen to music while studying.

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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter explains the method of research used, the sources of data, the data gathering instruments and the data gathering procedure, and the statistical treatment of data.

Method of Research Used

In order to gather the data needed for the study, the descriptive method was used. The researchers agree with Leighton H. Johnsons citation of the Dictionary of Education in his book Limitations of the Descriptive Method (1953: 241-242, 245). He quoted that the method is a highly used approach by students which produces a number of questionnaires, surveys, and the likes. Johnson stated that the method is often used to investigate on problem areas especially in education.

Taking the cue from Johnson, the researchers used this kind of research to obtain first hand data from the respondents to formulate sound conclusions and recommendations for the study. Moreover, the researchers used status studies. This allowed them to get a clear picture of their respondents. It also helped them to present the effects of modern technology to the listening skills of their respondents.

Specifically, the research used status studies. Through this method, the researchers were able to find out the nature and status of students that have accounts on social networking sites and their parents as well. The researchers were able to discover the view of a student regarding the issue of their parent/s who use social networking sites.

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Sources of Data

This study involved the Year III high school students of St. Scholasticas AcademyMarikina of school year 2010- 2011 as respondents. The researchers obtained necessary information about the respondents through judgment sampling. In judgment sampling, the researcher selects the sample based on judgment, confident that the chosen sample is a true representative of the population. The sampling was based on a mock survey that was conducted to all third year students.

The juniors had a total population of 307. From that number, the group selected 28 students to take the listening test. The researchers chose the juniors as the subject of this study.

Data Gathering Instruments

The researchers used the following research instruments in gathering the necessary data for the study:

Mock Survey. A two-page checklist was created for the study. It was distributed to the different classes in the third year level and provided the researchers the students profiles through identifying the gadgets they own, the number of hours they used these gadgets each day, what genre of music they listen to and whether or not they use their gadgets while studying.

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Listening Test. The test became the most important instrument used by the researchers. It determined the listening capability of the students. There were ten questions that followed a text that was read- aloud. Each question provided three choices from which the students can choose from.

Data Gathering Procedure

The researchers first presented a proposal of the study to our Language IV teacher. Upon receiving approval, the researchers then formulated the problem statement and brainstormed how to go about the study. The researchers made a mock survey in order to select the target population. The researchers envisioned the respondents (sampling population) to take a listening test for us to rate their listening capability. After working on the mock survey which was used to obtain necessary information for the respondents profiles, the researchers presented a copy of it to their Language teacher for her approval. Once they gained her consent, they distributed copies of the mock survey to all classes in the third year level, one for each class.

After getting the results of the mock survey, the researchers randomly chose 28 students out of the 307 Year III students to take the ten- item test they prepared. The researchers conducted the test with a total of 16 out of the 28 expected attendees present. After having checked the answers of the respondents, the researchers began to treat the result together with the other information they have gathered. Analyses on the results were made and corresponding recommendations were stated for the development of the study.

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Statistical Treatment of Data

For this study, the researchers used the following statistical techniques in treating the data they acquired:

Percentage. The group made use of the percentage in identifying what part of the population and/ or the total number of respondents does a certain group account for. Take the percentage of students who use their gadgets for three to four (3-4) hours a day, for example. In order for us to get that, we need to use this formula:

Take note that for the given problem, f is equal to the number of the respondents who use their gadgets for that certain amount of time each day and n is equal to the total number of the respondents.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered to answer the questions of the study, Modern Technologies Affect the Listening Comprehension Skills of the Third Year Students of St. Scholasticas Academy- Marikina.

Problem Statement #1: Profile of students in relation to the gadgets they own

Figure 1 Types of Gadgets Owned by Respondents

Mp3s

iPods

Cellphones

0%

20% Cellphones

40%

60% iPods 75%

80%

100% Mp3s 20%

120%

Percentage

100%

The researchers wanted to find out who the respondents are in terms of what gadgets they owned particularly what handheld music-playing devices they owned. Figure 1 shows that 100% of the students own cellular phones. These cellular phones, as the researchers found out, are also music-playing devices complete with accessories such as headphones or earphones. Also shown in the figure is the percentage of students who own iPods with 75% and mp3s with 20%.

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Table 1 Number of Gadgets Owned by the Respondents Respondents Number of gadgets

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

3 3 4 3 4 1 3 2 1 3 4 3 2 3 3 1

The number of gadgets owned by the respondents is shown in Table 1. The respondents own an average of three portable music-players. From an interview with a few of the respondents, the researchers learned that some respondents either own two cellular phones or two iPods. This data reveals that the respondents are in excessive exposure to these gadgets.

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Problem Statement #2: How often do students use their gadgets? Do they make use of them while studying their lessons? Table 2 Frequency of Use Respondents Frequency of use (hours per day) 1 3-4 2 5 or more 3 5 or more 4 1-2 5 5 or more 6 1-2 7 3-4 8 3-4 9 1-2 10 5 or more 11 3-4 12 5 or more 13 3-4 14 5 or more 15 5 or more 16 3-4

Figure 2 Students' Use of Gadgets While Studying

YES NO

The table above shows the number of hours each respondent uses her gadgets daily. Approximately 44% or seven out of the 16 respondents answered that they use their gadgets for five or more hours each day. At an average a respondent spend about 3 1/2 5 hours listening to music coming out of their earphones. The researchers see this as a sign of the interest of the respondents in music and therefore interest in using their handheld music-playing devices.

Beside Table 2 is Figure 2 which is a pie graph that displays the response gathered by the researchers regarding the students use of their gadgets while studying their lessons at home. It was revealed that 75% of the respondents do make use of their gadgets while studying.

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The data shown in Table 2 and Figure 2 show that technology is taking much of the respondents time and is splitting the attention that may be used in studying. The situation points to technology as a factor competing with education for the attention and interest of students.

Problem Statement #3: How do the students exposure gadgets affect them as students? Has it hindered them from improving their listening skills? Table 3.1 The Results of the Listening Test Respondents Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 4/10 4/10 7/10 5/10 6/10 4/10 8/10 5/10 4/10 5/10 5/10 5/10 3/10 4/10 5/10 3/10 Table 3.2 Percentage of Score No. of Percentage Respondent s who Got Such Scores 0 0% 2 7 7 0 0 12.5% 43.75% 43.75% 0% 0% Figure 3 Percentage of Score

Score

9-10 7-8 5-6 3-4 1-2 0

9--10 7--8 5--6 3--4 1--2 0

Above are two tables and a figure which show the results of the listening test, and the percentage of scores. The percentage of scores is shown in table form and in a pie graph form. Let us take a closer look at the results of the listening test. Table 3.1 shows that the students have listening problems wherein 13 out of the sixteen respondents scored 5/10 and below. As show in Table 3.2, 43.75% of the students scored from three to four out of ten in the

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said test. The same percentage is taken by the respondents who scored from five to six out of ten whereas only 12.5% scored from seven to eight out of ten. None of the respondents were able to get a score of nine or ten which reveals that they do not have mastery over the skill. On the other hand, none of the students got scores below two out of ten which tell the researchers that the respondents possess still, listening skills. Let it be clear that, the researchers are not claiming that there are no external factors such as disinterest of the respondents in the activity, and the distractions that may have affected their performance.

Problem Statement #4: How does their preference in music affect their listening ability? Does any particular genre make negative impacts on the students listening comprehension skills? Table 4 Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Music Genres Preferred by Respondents Pop, Rock Pop, Classical, Rock, Jazz, Hip-hop Pop, Classical, Rock, Jazz, Hip-hop Pop, Hip-hop Pop, Classical, Rock, Jazz, Hip-hop Pop, Hip-hop Pop, Classical, Rock, Jazz, Hip-hop, RnB, Country Pop, Classical, Hip-hop, RnB Pop, Rock Pop, Classical, Rock, Jazz, Hip-hop Pop, Classical, Rock, Jazz, Hip-hop Pop, Classical, Rock, Jazz, Hip-hop Pop, Rock, Hip-hop, RnB, Club Pop, Classical, Rock, Jazz, Hip-hop, RnB Pop, Classical, Rock, Jazz, Hip-hop, RnB, Indie Pop, Classical, Jazz, Hip-hop, RnB Table 3.1 The Results of the Listening Test Respondents Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 4/10 4/10 7/10 5/10 6/10 4/10 8/10 5/10 4/10 5/10 5/10 5/10 3/10 4/10 5/10 3/10

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Table 4 presents the music genre preferred by the respondents. And the scores they got in the fore mentioned listening test is also shown in a copy of Table 3.1. Based on the researchers analysis of this data, the musical preference of the respondents has little effect in their scores. Respondents with similar musical preference got almost the same scores. This is an important finding for the reason that the factors considered by the researchers are confirmed to affect the listening skills of the respondents. Furthermore, the researchers would like to note the case wherein two of the respondents, namely Respondents 1 and 9, both of whom prefer the music genres pop and rock scored the same. This is an indication that different types of music have different effects to the respondents.

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CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusion and recommendations of the study. Summary The purpose of this study was to find out the effects of modern technology to the third year high school students of SSAM, school year 2010-2011, in regards of their listening skills. The research specifically answers the following questions:

5. Profile of students in relation to: c) The number of gadgets they own d) The kinds of gadgets they own 6. How often do students use their gadgets? Do they make use of them while studying their lessons? 7. How do the students exposure gadgets affect them as students? Has it hindered them from improving their listening skills? 8. How does their preference in music affect their listening ability? Does any particular genre make negative impacts on the students listening comprehension skills?

The study involved third year high school students through judgment sampling through the help of a mock survey answered by all third year students. The mock survey gathered information about the devices owned by the respondents, the number of hours they use them daily, and the genres of music they liked. The mock survey, which is basically a checklist, also provided the researchers information as to whether the respondents used their gadgets while

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studying their lessons. After analyzing the results of the mock survey, 28 students were chosen to take a 10-item listening test to enable the researchers to assess their listening. Due to unfortunate circumstances only 16 out of the 28 respondents were able to take the test. Following is the summary of essential findings: 1) A third year high school student of SSAM owns an average of three portable musicplayers accompanied by necessary accessories. Her devices range from cellular phones, iPods and mp3s. She uses these for an average of 3-5 hours daily. 2) The respondents multitask. They use their time in studying to listen to music and thus use their handheld music-playing devices. 3) The students are musically-inclined and appreciate a range of genres. This includes pop, rock, country, RnB, jazz, and classical Conclusions Based on the findings of the study, the researchers were able to formulate the following conclusions: 1. The students gadgets have divided their attention for studying but no direct implication was found for lack of time to explore on the matter. 2. The respondents possess listening skills but have not developed them to the optimum level. 3. The inclination of students to modern technology and the music it brings is a factor for the delay of the improvement of their listening skills. 4. Two genres were found to have a negative impact on the students performance as gauged by the listening test. These genres are pop and rock.

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Recommendations The following measures are recommended for the improvement of the listening skills of the students as based on the conclusions: 1. Since there is an existing assessment of the listening skills of students through schools Student Development Center (SDC), we recommend that the center look into the problem. 2. For the sake of the students parents, we suggest that the SDC or the school, itself, come up with bulletins, letters, and events regarding the effects of modern technology to the listening skills of students. 3. We also recommend that the different subject areas provide listening drills for students. This may help counter the effects of modern technology. The following measures are recommended for the improvement of the research regarding this topic: 1. We advise future researchers of the topic to increase the number of respondents. Through this, the conclusions of the research will be more accurate and reliable. 2. Also, the creation of a questionnaire to replace the mock survey is highly recommended. A questionnaire will enable the generation of other important information needed in the study. 3. The volume in which music is played by the respondents should also be considered in the study. 4. Coordination with the English Area of the school should also be done so as to ensure the success of further tests.

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5. One-on-one interviews with selected students may also help in generating more data for the study. 6. Acquiring documents from the SDC such as results of achievement tests which include a listening skills test should also be obtained to further familiarize the researchers with the profile of the students.