1

Chapter 1

INTRODUCTION

Background of the Study

The rapid development of modern technology that has been observed

over the past years has potential positive outcomes and concerns regarding the

way students are engaging with it and how it is making an impact on their

learning and educational effectiveness. The world today is witnessing rapid

acceleration in all areas of science and knowledge, and a scientific explosion

leading to more technological developments and a new era known as the

information age (Andrews, 2003).

The educational systems must respond to these events and try to develop

principles and standards for selecting teaching methods to renew education and

establish a modern educational environment and an educational system that is

compatible with these changes. In addition, the educational system must be able

to develop the learners’ abilities, knowledge and skills (Andrews, 2003).

Education is an integrated system designed to produce proper human

being who is interactive with their environment, trying to change it so students

can do their best. Technology must have entered the educational field like other

fields of life for the purpose of improvement, development, and innovation.

Recently, teaching and learning methods have developed dramatically,

particularly after the emergence of modern technologies that are based on

 2

teaching and modern technology. There have been a lot of studies that

addressed the importance of using modern technology, and the impact of using

modern technology on the educational effectiveness of students (Beskeen,

2013).

Modern technology has the ability to interact with the student through

developed educational programs to achieve various behavioural and educational

objectives, save time, and reduce the effort of the teacher and learner. It also has

the ability to motivate learners to learn without boredom, because it contains the

feature of excitement and continuous interaction (Beskeen, 2013).

Teaching with the use of modern technology also creates the opportunity

for students to choose the appropriate method besides the presentation of

multiple learning methods in a short time through drawings, interaction during

learning, playing videos and browsing the internet website to explain various

concepts. Modern education has entered education and learning to be used in

several areas, such as self-learning through programmed learning of curricula

and methodological educational activities, conducting artistic works, coordinating

the administrative work in educational institutions, and overcoming the routine

works that were time and effort consuming (Beskeen, 2013).

Technology is one of the latest phenomenon’s that make the whole wide

world cling to it. It has brought about changes in terms of communication. It also

creates positive and negative impact in the lifestyle of billions of people but most
 3

particularly to the younger generation. Technology helps develop both

intrapersonal and interpersonal aspect of an individual (Beskeen, 2013).

It unlocks the curiosity of an individual on what is life and what is it all

about. It may aid people in their academic life just like how it supports a firm and

a country in its economic, political, societal and spiritual aspects. On the other

hand, it still inculcates negative effects that have been wide-spreading

throughout the world (Beskeen, 2013).

This was conducted Mati Doctors Academy, through selecting students

from all levels of Junior High School and pre-determine the perceive effects of

the impact of Educational technology on the educational effectiveness of

students (Researcher, 2018)

Theoretical Framework

The following theory which was utilized by the researchers in this study

includes:

There are several various and complementary epistemological theories

that could provide suitable lenses through which to view the impact of modern

technology on the educational effectiveness of students and provide some

structure to this investigation. Among them are constructionism, constructivism,

and activity theory. Each was examined briefly in this section, with the theory

selected for use receiving a more thorough explication:

 4

Constructivism

Constructivism Papert’s “v” word (1991, p. 1) – refers to a process of

learning through which the learner applies prior experience(s) and knowledge to

new events to develop new understandings. Constructivists cast the student in

the role of active participant rather than passive recipient, believing that it is only

the learner who creates knowledge.

The learner accesses his current understanding to imbue new situations

with meaning. As a philosophy of learning, constructivism can be traced to the

18th-century work of Italian philosopher Giambattista Vico, who believed that

humans can understand only what they have themselves constructed. A number

of others worked with his ideas, but among the first to articulate the implications

of constructivism as it applied to child development and to classroom learning

were Jean Piaget, John Dewey, and Lev Vygotsky.

It is far beyond the scope of this study to offer an extensive account of

these theorists’ work and the numerous points at which they intersect and

overlap, but a brief explication of the relevance of their thinking to the

investigation follows. Aside from the work of Papert, there are also other theories

that was explained this research. Others are Piaget, according to him.

Jean Piaget

Piaget is referred to by many as the pioneer of the constructivist theory of

knowing (Beck & Kosnik, 2006; Duckworth, 2006; Lambert et al., 1995), a title he
 5

sometimes shares with his contemporary John Dewey. Piaget's constructivism

grew out of his interest in the psychological development of children. For him,

children's development must necessarily precede their learning and the

developmental stages he identified (i.e., sensorimotor, pre-operational, concrete

operational, and formal operations) he viewed as necessary progressions.

Dewey is remembered as a relentless reformer of public education who

argued that it was too prescriptive, too tied to tradition, and too unconcerned with

understanding how children really learn (1916, 1938).Thus, education depended

on active participation for Dewey as well, but for him the action was more social

than solitary, occurring through students’ (and teachers’) creating communities of

learners who built their knowledge together. For the most part, Piaget also

favoured self-initiated discovery over social learning.

The combination of constructionist (the use of “tools of intellectual

adaptation” to create meaning) and constructivist elements (teams of students

working collaboratively) in the research survey of how modern technology

impacts the educational effectiveness of junior high school students at Mati

Doctors Academy, however, made Vygotsky’s activity theory the most suitable

choice. Activity theory’s central premise that learning activities are best

undertaken through collaboration with others and/or mediated through the use of

the available tools of the culture is perfectly aligned with the research study of

modern technology and its impact on the educational effectiveness of Junior High

School students at Mati Doctors Academy.

 6

Conceptual Framework

EDUCATIONAL TECHNOLOGY EDUCATIONAL

EFFECTIVENESS
 Educational Communication
 Cognitive Effectiveness
 Educational Resources
 Psychomotor Effectiveness
 Educational Materials/tools
 Affective Effectiveness
 Educational Relationship

PROFILE OF RESPONDENTS
 Age

 Sex

 Religion

 Tribe

Figure 1. The conceptual framework research entitled “The use of Educational

Technology in Relation to the Educational Effectiveness of Mati
Doctors Academy Junior High School Students.”
 7

Communication is paramount in education. Whether it is teacher to

student, student to student, teacher to teacher, teacher to parent, teacher to

admin or admin to parent, or vice versa, communication is needed to make sure

our students are successful. Communication is something that doesn't always

happen. Sometimes is a lack of time, a lack of resources, and a lack of knowing

how to get the point across or a language barrier.

There is a full range of human resources that are essential for success.

These resources include planners, administrators, teachers, mentors, managers,

and support staff. Here, we focus on teachers as one of the critical aspects of

human resource commitment. Study after study shows that quality teaching is the

most powerful factor in student learning. There are three critical domains of

supportive interactions in good teaching: emotional support, organizational

support and instructional support.

Both the availability and quality of materials can be barriers to a quality

education. In many countries there are insufficient basic materials such as

blackboards and chalk, textbooks, teacher support materials, student workbooks,

and supplementary learning aids. They may be unavailable due to lack of

financial resources to publish and transport them, lack of human resources to

develop them and/or make them appropriate, and or due to geographical barriers

that make delivery untimely or impossible.

Relationship students’ form with their teachers can sometimes be complex

and challenging. Classroom behaviour and climate by investigating the student-

 8

teacher relationship from the perspective that young children with problem

behaviour in the classroom are at risk for developing more conflictual and less

close relationships with their teachers. When teachers have less close

relationships with misbehaving students, one outcome may be poorer academic

achievement. Teachers must understand the beliefs and needs of their students

to develop positive relationships. The core needs that encourage students to

want to learn and to self-monitor their behaviour are feeling safe both physically

and psychologically, being presented with valuable and interesting content,

achieving feelings of success, being involved in meaningful decisions and feeling

cared about.

Cognition is "the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses". It encompasses

processes such as attention, the formation of knowledge, memory and working

memory, judgment and evaluation, reasoning and "computation", problem solving

and decision making, comprehension and production of language. Cognitive

processes use existing knowledge and generate new knowledge.

Psychomotor learning is the relationship between cognitive functions and

physical movement. Psychomotor learning is demonstrated by physical skills

such as movement, coordination, manipulation, dexterity, grace, strength,

speed—actions which demonstrate the fine motor skills, such as use of precision

instruments or tools.
 9

Affective learning reaches the emotional and belief system aspects of

those who facilitate and participate in it. As an area of study, affective learning

has been defined both by the types of educational objectives sought in planning

educational experiences, and through conceptual models portraying the range of

impact possible.

Statement of the Problem

This study aims to recognize the use of educational technology in relation

to the educational effectiveness on Junior high school student of Mati Doctors

Academy. Specifically it would like to answer the following problems:

1. What is the profile of the junior high school students of Mati Doctors

academy in terms of:

1.1 Age;

1.2 Sex;

1.3 Religion; and

1.4 Tribe?

2. What is the extent of educational technology in junior high school student

of Mati Doctors Academy in terms of:

2.1 Educational Communication;

2.2 Educational Resources;

 10

2.3 Educational Materials / Tools; and

2.4 Educational Relationship?

3. What is the extent of educational effectiveness in junior high school

student of Mati Doctors Academy in terms of:

3.1 Cognitive Effectiveness;

3.2 Psychomotor Effectiveness; and

3.3 Affective Effectiveness?

4. Is there a significant relationship between educational technology and

educational effectiveness among junior high school student of Mati

Doctors Academy.

Research Hypothesis

Research hypothesis is a specific, clear, and testable proposition or

predictive statement about the possible outcome of a scientific research study

based on a particular property of a population, such as presumed differences

between groups on a particular variable relationships between variables.

The following null hypothesis is:

HO1: There is no significant relationship between educational technology and

educational effectiveness at Mati Doctors Academy Junior High School students

 11

Scope and Limitation of the Study

Scope and delimitation in the thesis or research paper is contains the

explanation on what information or subject is being analysed. Research usually

limited in scope by sample size, time and geographic area. While the description

of the scope of study. It explained why definite aspects of a subject were chosen

and why others were excluded. It also mentions the research method use as well

as the certain theories that applied to the data.

The school that we referred to conduct our study is at Mati Doctors

Academy Junior High School, City of Mati, Davao Oriental to present the private

school.

The respondents was one hundred twenty two (122) students of each school with

the ability to respond each question we prepared. We conducted the research on

the school year 2018-2019. The conduction of this study is to support our

research to provide that the views and opinions here in stated are true and

certified.

Significance of the Study

The success of this research is highly beneficial to the following group,

organization and individuals. Henceforth, the study was focused on the rising

effect of the technology integration in teaching-learning process. The main

benefactor of this research is the following:

 12

Junior High School Student. The target of this study is to assess the

impact of the traditional media and the new media in the teaching-learning

process to identify the best way students can learn even though there is a

sudden change in the curriculum.

Teachers. Teachers could highly benefit from this study because they can

figure out what media is more relevant. Hereafter, they can be aware the

technology tools they can use to make learning and teaching effective.

Administration. The administration of Mati Doctors Academy has fair

advantage from this investigate process since they were able to know what are

the factors affecting the use of technology tools inside the classroom. They will

be fully aware what are the teachers need to successfully integrate technology

tools that ensure effective teaching and learning.

Mati Doctors Academy. The school truly gained from this research since

the goal of this study is to assess what media integration is way more effective in

the teaching learning process in order to have quality education. The teachers

together with the school administration will be aware on what are things to be

done to improve the effectiveness of their teaching. The selection of technology

tools will help them develop and improve environment in teaching and learning

process.

Future Researchers. That this may serve as their reference for their study.
 13

Definition of Terms

Educational communication, an umbrella term that encompasses all

speaking, listening, and relational constructs and concepts that relates to

learning.

Educational resources, are the resources which are freely accessible,

openly licensed text, media, and other digital assets which is used for acquiring

knowledge, teaching, sharing your knowledge, learning as well s for research

purposes. It is something that’s support education.

Educational materials/tools, refers to a subset of the book, games,

internet, and software publishing industries that is focused on providing

resources to a variety of educational market segments.

Educational relationship, fundamental source of learning. By paying

attention to the nature of the relationship between educators and learners. It is

argued, we can make a significant difference.

Cognitive, of or relating to the mental processes of perception, memory,

judgment, and reasoning, as contrasted with emotional and volitional processes.

Psychomotor, ability to perceive instructions and perform motor responses

often including measurement of the speed of the reaction, of or relating to

movement or muscular activity associated with mental processes.

 14

Affective, is a part of system that was published in 1965 for identifying,

understanding, and addressing how people learn. Part of Bloom’s Taxonomy,

this classification of educational objectives includes the cognitive and

psychomotor domain.

Internet, a worldwide computer network that connects other computer

networks, including government, private and educational networks, using

common communication protocols that allow data and information to be

accessed and exchanged.

ICT- Information Communication Technology, is an umbrella term that

includes any communication device or application, encompassing, radio,

television, cellular phones, computer and network hardware and software,

satellite systems and so on.

IT- Information Technology, it refers to anything related to computing

technology, such as networking, hardware, software, the internet.

Hardware, the mechanical electronic or physical components o a computer

system, including disk drives, circuits, screens, moderns, cables, speakers,

printers, etc.

Media, refers to various means of communication. For example, television,

radio, and the newspaper are different types of media.

New Media refers to those “digital media that are interactive, incorporate

two way communication and involve some form of computing. New media is very
 15

easily processed, stored, transformed, retrieved, and hyperlinked and, perhaps

most radical of all easily searched for and accessed. (Robert Logan,

Understanding New Media)

Traditional media, constitutes a set of media covering media channels

such as television, newspapers, radio, and magazines.

Traditional teaching methods, teaching method involving teacher-centered

instruction in which teachers transmit information, skills, and values to students

through direct instruction. Most often the entire class is taught as one group and

textbooks are used on a regular basis to guide students daily work.

Academic Performance, Power to produce results; efficacy; force; validity;

influence, the state of being operative or functional; operation or execution;

accomplishment or fulfilment, a mental or emotional impression produced, as by

a painting or a speech

Psychosocial, involving both psychological and social aspects; for

example, age, education, marital and related aspects of a person's history

Attitude, Manner, disposition, feeling, position, etc., with regard to a

person or thing; tendency or orientation, especially of the mind

Behavior, The aggregate of responses to internal and external stimuli, he

action or reaction of any material under given circumstances.

 16

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents different studies made by the other researchers

including articles and other reading materials. These may be similar or closely

related with this study. Furthermore the literature contributed additional

information, ideas and data.

Learning Technology Effectiveness

Technology is not a silver bullet and cannot by itself produce the benefits

we seek in learning, but without technology, schools have little chance of rising to

21st-century expectations. Syntheses of best available evidence consistently

indicate the potential for positive effects when technology is a key ingredient in

well-designed learning systems. (Abad, 2004)

Smart policy will both ensure equality of access to technology and also

encourage uses of that technology that focus on specific connections to learning

processes and address all the factors in complete learning systems. Smart

research and development investment will be in learning systems that include

technology applications as well as the conditions that support students and

teachers to use them effectively toward strong learning. (Abad, 2004)

Technology impacts student learning when there is a connection between

the content being studied and the technology being used. Furthermore this

describes the importance of the integration of technology and curriculum through

 17

the following statement: “Technology must be integrated into the curriculum so

that it is a seamless component of instruction and evaluation” There is a strong

link between the effective use of technology and constructivism. Constructivism

is a learning theory centred on the belief that children construct knowledge from

their experiences and beliefs. (Anderson and Law, 2009)

Constructivist theory is focused on providing authentic tasks that are

connected to the real world, are challenging, and integrated across curricular

areas. Constructivism can bring about a pedagogical shift that urges schools to

evaluate instruction that centers on the mere transmission of information as

opposed to instruction that allows students to construct their own understanding.

Similar talks of teachers adopting new strategies for instruction when they begin

to use technology effectively. (Andrews, 2004)

The influx of technology use in schools has also altered the required skills

that all learners must have to function in today’s classroom. Students must now

be able to sort through vast quantities of data, find specific information,

determine if the information is relevant to the reason for investigation, and

determine if the information is accurate.(Beskeen, 2009)

Today is the era of technology. Every field of the life has undergone a

complete change under technology. Technology is dominant and prevalent

everywhere and in every object. Technology surpassed boundaries and given us

new ways to go through and new scenes to look at. Not only has it changed our
 18

living style, that is a great change, and behavior but also our way of thinking.

(Carlson, 2002)

The most affected area by technology is the Education. It has changed the

needs and demands of students as well as their environment in class and in

home. A revolution has occurred in this field. Some people take into account its

negative impacts but, infect the whole change in this world today is due to the

nonstop progress in education because of technology. (Carlson, 2002)

In the following paragraphs we will be looking at a little history of advent of

technology in education that how technology enrolled in this field and what are

the changes brought about by technology in our learning environment today. We

will cover its impact on students’ education life and that how in turn it has

affected the society and culture of nations. We will also try to speculate the future

of the society and learning environment regarding technology in our live.

(Casiano, 2007)

History of the technology enrolment in learning environment is more

evolutionary than revolutionary. These changes occurred over a period of years,

as teachers and students become more experienced with technology. (Casiano,

2007)

The first significant technological change that was reflected in education

was the invention of typography, though it took several centuries before books

were available for every student's individual education. Of course, in education, it

is not the steam engine, with which the beginning of technological progress is
 19

associated, but for example, the famous inventor Thomas Alva Edison had the

idea of replacing the textbooks with motion pictures.(Casiano, 2007)

Similar ideas appeared with the emergence of phonograph, radio

broadcasting, tape players, TV as well as video. These attempts were rather

unsuccessful. None of these aids replaced standard textbooks nor changed

classical instruction methods. The form of one-way information transfer, such as

in public broadcasting, prevents individual learning, because it does not reflect

individual needs. The sequential presentations such as tapes and videos, etc. do

not allow for working with the information needed. Therefore these means only

played a role of supplementary material. (Good, 2008)

Similar attempts were noticed in the 70's and 80's, when first personal

computers reached the markets. There were suggestions that computers would

soon replace not only textbooks, but also even teachers. These hopes turned out

vain again. Instead of the subject matter the students were keener on gaining the

best results, which was often possible without relevant knowledge. (Good, 2008)

Today we find ourselves in similar situation, but on a different level and

with different consequences. Interconnected computers are able to play the role

of all the above-mentioned technical aids including textbooks. There is no need

to wait for the exact time the desired information is broadcasted or to walk to the

library or video stores. (Good, 2008)

This gradual advent of technology has brought about many permanent

changes in society but especially in learning environment. What is the aspect of

 20

life not changed due to technology! Technology hand be plastered the whole

world - from education to business, dieting to illness, industry to homes, living to

journey, and playing to sleeping everything. Here we are to discuss the changes

in learning environment due to technology. (Stronge, 2004)

Learning environment has a new direction since technology enrolment.

The most dominant change is due to computer and its related material. The

classrooms has become digital. There are computers for each student in the

class. Instead of taking notes of lectures on notebooks they only need to copy

the presentation files to their computer. The speed of learning has become fast

due to facility of internet, the flood of information, and other electronic media.

(Stronge, 2004)

This increased speed has made the learning environment competitive.

Another aspect of this IT revolution is the extra fuss of information about a

subject. Now a professional is one who is current and up to date with new

research on a specific subject. In this way, we can say, the standard of education

environment has risen. (Stronge, 2004)

Online education and distance learning have given a new dimension to the

field of education and learning. Today, students do not necessarily need to be

physically present in classrooms. Many educational institutes offer online courses

to their students. Many universities offer online education programs wherein the

students can interact with their teachers over the web, access reference material

from the University website and earn degrees online. (Stronge, 2004)
 21

Now the learning environment has changed from teacher oriented to that

of student, because the learning has extended from teacher and tuition to web

and wikies. Thus responding more effectively to what students need to learn.

Infect these are remarkable changes brought about by technology to our learning

environments. (Stronge, 2004)

In addition to learning environment society, also, has been impacted by

technology. Each invention has affected how people relate to one another and

how cultures have expanded or ended. Technology impacts how cities grow,

where people live, and who owns what. Technologies are the reason a few

people are very rich, that people are more social, and that teaching and learning

is changing. (Abecede, 2003)

These technologies mentioned above would include not just computers

and the internet, but other related technologies with the characteristic of the

transfer of information, including more traditional media technologies, such as

film, satellite television, and telecommunications. As societies and nations

orientate themselves around these technologies, there are consequences on the

societies and cultures. (Abecede, 2003)

Technology has made world fast by making it purpose oriented, that is,

provided us prerequisites for actions and activities. Now we do not think how to

go to the America but why to go because journey is not a problem today, in the

past rather it was an important consideration. Same is the case with education

and learning.(Carlson, 2002)

 22

Globalization and spread of information are likely to have a profound

impact on the cultural and social aspect of learning environments. These two

factors if change the learning environment, they also strengthen it. An individual

is no more in range of their village or region believes. They receive the ideas

from all over the world, and reshape their minds about how to deal world.

(Abecede, 2003)

Just as the industrial revolution ultimately contributed to an increase in

urbanization and the development, the information revolution has created a new

social condition, including the emergence of "information communities” and a

feeling of globalism. Abecede, 2003)

Now, from impact of technology on cultures and societies we come, a

level down, to an individual student. The whole task of students has become

backbreaking and hard if we take standard of education and competition due to

it. But the task itself has become easy and interacting. Now they have to change

their behavior to the technology and adapt it as a tool in their

education.(Abecede, 2003)

For the students like me, technology is the best way of learning because it

is a convenient way to search a lot of academic information. Technology makes

me know my goals. It gives me opportunity to approach new ways of studying

and entertaining. Today, it become much easier for me to look for information I

need on the internet. (Abecede, 2003)

 23

It takes only several seconds to get the results while it cost me a lot of

time and effort to search for info without internet. Furthermore, I believe we are

getting closer to each other’s though we live thousands miles away and our

behaviours and way of thinking is changing and becoming global and infect, this

is a positive change. The awareness to positive and negative impacts of

technology is very important to be successful in this relational environment of the

technology, education and student. (Bidgoli, 2004)

Computers and the Internet technology have revolutionized the field of

education. The importance of technology in schools cannot be ignored. With the

advent of computers in education, it has become easier for the teachers to

render knowledge and for the students to grasp it. The computer technology is

used to add a fun-element to education. And it goes without saying that the

Internet has gifted education with interactivity. (Bidgoli, 2004)

Through the use of advanced computing and telecommunications

technology, the process of learning in the classroom has become significantly

richer. Students have access to new and different types of information; they can

manipulate it on the computer through graphic displays or experiments in ways

never before possible. For example, instead of reading about the human

circulatory system and seeing textbook pictures showing blood-flow, students

can use technology to see blood moving through veins and arteries. Thus,

Technology helps learning by enabling us to visualize things we ordinarily can't

see. (Bidgoli, 2004)

 24

The technology allows students to become more self-directed and self-

dependent. This gives them courage and motivation. I mean, technology assists

learning by providing additional motivation and rewards at the "teachable

moment. (Bidgoli, 2004)

Development of learning communities’ overrides geographical boundaries

making us broad minded and more experienced in our fields and with many new

ideas about our profession and work. Perhaps what technology does for us is

provide us a new way of thinking - a new way of looking at problems and

solutions. It is giving us more options. (Casiano, 2007)

Computers can create access to worldwide sharing of ideas and

knowledge. Interactive and problem solving programs create interest, and

increase knowledge gained because they involve focusing and thinking.

Discussions and interaction are increased in the learning process. (Casiano,

2007)

Another benefit of technology can be the help to special students who

once remained a burden to others. Now technology is giving them a chance to

acquire the same knowledge with different means as normal students do.

(Casiano, 2007)

Though the digital world does have a lot to offer everyone, there are some

downfalls associated with our technological era. If you see in a view exclusive of

education, I think that to a certain extent we have become so dependent on

technology that it is changing what now it means to be human. (Beskeen, 2009)

 25

We are obese because we spend half our day in front of a television or

computer screen. Things have become so easy that our endurance to bad luck or

bumps is low. Now students are not as hardworking as they were in the past. If

they were working hard with the same pace we would have reached to the peak

of human progress and evolution. (Beskeen, 2009)

Our basic capability of survival has dropped, and we would not know how

to attain food without a kitchen and supermarket. Same is the case with

education environment. Now we can socialize without leaving the house and it is

now possible to have a relationship with someone you have never been in the

presence of. (Beskeen, 2009)

Study environment is polluted with media---minds of students are

distracted! This is going to be the most important risk of technology regarding

learning environment. Almost all the students are affected with this cause. In

other words, one of the main difficulties about technology and education is that a

lot of people think about the technology first and the education later. (Beskeen,

2009)

Living in a world of constant change is not easy and also predicting the

nature of the coming changes brought about by the fast pace of technology.

Those who have been exploring technology applications with children and youth

with disabilities attempt to keep informed of the rapid advances in education and

anticipate interesting possibilities. Still, we are often amazed at the exciting new
 26

products of technology. So, we can hardly wait to explore them and their effects

on the education of children and youth. (Beskeen, 2009)

The technologies we know now will change and merge, at an increasingly

rapid pace. In 1965 Gordon Moore, founder of Intel, predicted the exponential

growth of technology. Moore's law postulates that the processing power and

speed of any electronic calculating device will double every 18 months. At the

same time, the price for that technology will decline approximately 35% a year.

(Beskeen, 2009)

If this continues to be true, researchers will have an abundance of exciting

new tools to use as they study the curriculum and children of the future. Those

tools will not only be more powerful than we have now, they will cost less, making

them affordable for research, for schools, and for families. (Supnad, 2010)

The importance of science and technology in education cannot be

stressed enough. The introduction of technology in the educational field has

made the process of learning and knowledge sharing, an interactive and fun-filled

activity. Technology is indeed one of Gods greatest gifts to mankind. (Supnad,

2010)

The progress of a country depends upon the quality of its teachers...

training is essential for every teacher. Trained teachers can do much more than

untrained teachers. Teachers need continuous program for the development in

the field of education. (Supnad, 2010)

 27

The knowledge, skills and attitudes needed to use ICT as an effective

teaching-learning tool. Well-trained teachers using ICT are not available in

sufficient quantity. This is partly because many teachers regard technology as a

threat to their authority as the main source of knowledge. Some teachers ignored

the use of computers because they thought that computer will replace them in

their field in the future. (Supnad, 2010)

In addition, pupils are often superior to their teachers in computer skills,

further undermining the traditional authority of teachers. Consequently, there is

the need to break away from the conventional working culture of teachers as

being ‘solitary’ and rather to build multi-disciplinary teams of teachers, curriculum

specialists and ICT technicians, who could provide the range of skills necessary

for the preparation of quality IT-based teaching materials. (Rodrigo, 2013)

The viewpoint that computers have proven to be immensely useful tools

for teachers and students, and they are now considered to be an essential

component of primary and secondary education in the United States. In order to

be able to teach with computers, teachers need to have mastered a basic level of

computer literacy, and they need to develop pedagogical techniques for

integrating computers into the curriculum. (Rodrigo, 2013)

Digital technologies have had a profound impact on most aspects of

human life. The rapid pace of technology logical development has given the

current generation one of the most fascinating eras in which to live. There is no

choice but to recognize that the new information and computer technologies
 28

undergird much of the social and educational context in which we now find

ourselves. (Rodrigo, 2013)

Today’s world teachers need to be equipped not only with subject-specific

expertise and effective teaching methodologies, but with the capacity to assist

students to meet the demands of the emerging knowledge-base society.

Teachers therefore require familiarity with new forms of ICT and need to have the

ability to use that technology to enhance the quality of teaching and learning.

(Rodrigo, 2013)

ICTs have also been used to improve access to and the quality of teacher

training. For example, institution like the Cyber Teacher Training Center (CTTC)

in South Korea are taking advantage of the internet to provide better teacher

professional development opportunities to in-service teachers. The government

funded CTTC, established in 1997, offers self-directed, self-paced Web-based

courses for primary and secondary school teachers. Courses include “Computer

in the Information Society”, “Education Reform” and “Future Society and

Education”. Online tutorials are also offered, with some courses requiring

occasional face-to-face meetings. (Abecede, 2003)

Emphasis to a sound policy and holistic plan for ICT integration and

recognized the critical role that teachers play in ensuring the appropriate,

effective, and sustainable use of ICTs to provide quality education for all. Thus,

such a policy and plan give priority to teachers’ professional development that

empowers teachers not just to implement but also to lead educational

 29

innovations that will transform schools and ultimately, all of society. (Abecede,

2003)

Teacher can increase their productivity significantly by using word

processing software to create documents, such as lesson plans, handouts,

parent communications, and student tests. Teachers use word processing to

transform paper documents into electronic form to eliminate redundant works.

(Abecede, 2003)

Spreadsheets are similar to teacher grade books. Teachers often keep

grade books on a spreadsheet and have completely up-to-date averages for all

students. Some spreadsheet program also includes a chart function so that

teachers can display class averages on a bar chart to provide a visual

comparison on the classes’ performance (Barry, 2004). Teachers used

spreadsheet to record and compute student grades. (Abecede, 2003)

According to Good (2008), presentation graphics application software are

typically used to create presentation in the form of slides that can be used to

create overhead transparencies or printed hand-outs or books, as well as to

present information in electronic form. This type of software applications is

important for educators, because electronic presentation can be integrated into

units or lesson. Teachers used presentation to demonstrate their ideas using

computer for better understanding of the topic.

According to Good (2008),the Internet offers research, tips, lesson plans,

discussion opportunities, and a treasure trove of data. Teachers can find an

 30

almost unlimited number of ideas and plans on the internet. Also, think that an

Internet connection would help to get people to use computers more for research

and to send e-mails to teachers. Teachers also use internet for communication

purposes to students and other peers. Teachers need more that a quick course

in basic computer operations. They need guidance in using the best tool in the

best ways to support the best kinds of instruction.

Learning in the Local Setting

Students have high regard on the capability of their teachers. It is a fact

that many students can afford to have ICT gadgets at home, hence, they are

advanced in terms of knowledge and skills on ICT. It is a great challenge for

teachers to learn and internalize the use of computers in the subjects they are

teaching, integrating ICT in the classroom instruction. (Santos, 2016)

The Philippine Star discussed the edge of students over teachers in ICT.

Students now are virtually knowledgeable about chatting, on-line games and

other useful applications of computer, while teachers, mostly, are clueless about

them. The sad part is teachers lack training so they cannot even teach students

of computer. (Santos, 2016)

Teachers touch the future of the learners that pass through their caring

hands. Their task is not just imparting knowledge but also preparing students

withstand all the rigors in a high competitive societal order. Information

Communication Technology knowledge is their technological fuel and raw

materials that will help them achieve lofty goals ahead. ((Escudero, 2014))
 31

Teachers must be the first one to be educated on how to maximize the

capabilities of computers. The generation today is a world of innovation and new

technology. The teachers must be aware and adapt the changes so that they can

gain additional skills and improve their teaching styles and strategies in teaching.

It also gives them an opportunity for professional development. Promoting

computer literacy program will lead to the excellence of teachers. ((Escudero,

2014))

It is also important to remember that technology requires administrative

and community support and involvement that are critical to its successful

integration in education. Commitment and interest of teachers and school heads

is the most critical factor for successful implementation of any school innovation,

especially technology. ((Escudero, 2014))

The teacher must be fully-equipped and up to the task. Teacher must

harness the full potential of technology to improve learning outcomes (Sec.

Lapus, 2008). This information age needs modern teachers. They are the one

who build education and learning; and if they lack knowledge and skills, the

learners will be most affected. ((Escudero, 2014))

Former President Arroyo called for a better integration of ICT into the

Philippine educational system to improve the quality of learning and hone the

computer skills of young Filipinos to give them a competitive edge in securing

work in a world that is growing highly technical (Manila Bulletin, 2006). Also she

enjoins all teachers from public schools to get the National ICT Competency
 32

Standards (NICS) and be ICT-certified. She stressed that teachers need to be

competent in ICT so classroom dynamics become more innovative with ICT.

(Robles, 2016)

The successful use of technology in schools is directly related to

the integration of technology into classroom curriculum. Therefore, schools

should be working towards achieving greater levels of the integration of

technology into the curriculum. (Abad, 2004)

Sen. Escudero (2002) gives importance to the advancement of science

and technology. Modern telecommunications and modes of transportation have

facilitated simultaneous and fast exchange of ideas, information and resources

among nations. This is the global technological and scientific setting which

confronts the Philippines today. That is why the government proposed a bill

about integrating computer education program in the educational system. One of

government plans is to promote computer literacy by providing trainings and

workshop for both learners and teachers.

Schools like Southern Iloilo Polytechnic College held a computer literacy

seminar-workshop. It aimed to provide computer literacy training and update

faculty and staff of the different subject areas. School managers believed that the

use of computer could help teachers increase their efficiency and effectiveness.

The use of this technology facilitates communication and information, record

keeping and retrieving, programming, research and evaluation, provisions of

 33

instructional aids and devices, preparation of reports, interpretation of test results

and others (Dela Cruz, 2008). Datamex and Deped Intel Teach program also

provide free seminars, workshops and trainings to the teachers. It focuses on

integrating computer technology into the curriculum.

Technology is one of the latest phenomenon’s that make the whole

wide world cling to it. It has brought about changes in terms of communication. It

also creates positive and negative impact in the lifestyle of billions of people but

most particularly to the younger generation. Technology helps develop both

intrapersonal and interpersonal aspect of an individual (Beskeen, 2013).

At present, the Department of Education aims to fully equip administrators,

teachers, and support staff in word processing, electronic spreadsheets, and

graphic software to aid them in their instructional task. (Robles, 2016)

Different places in the world are connected. Globalization has bridged the

gap, and computer is the key instrument. Facebook, Friendster – these are just

two social networking sites that pioneered the phenomenon. These facts are

most observable in the developed and some developing countries. (Robles,

2016)

On the other hand, even though the Philippine government has initiated

several programmes and projects for the use of ICT in education, real

implementation in day-to-day learning is still limited. Teachers’ fear of technology

 34

still hinders the optimal use of ICT-related skills in their teaching activities. Other

constraints include the traditional mind set of the school principals, inadequacy of

ICT facilities, the lack of adequate maintenance of the available/existing ICT

resources, dependence for financial investment on the central government and

dependence on ICT service providers for software/courseware. (Robles, 2016)

Despite various training programmes having been provided to teachers,

there is still a need to embark on a comprehensive and sustained in-service

training for teachers. Likewise, a systematic development programme for

education managers needs also to be implemented to change the mind set of

principals so they appreciate the value of ICT in education. (Rodriguez, 2007)

Constructionism

Constructionism, developed by Seymour Papert in the 1980s, is a theory

that posits that learners are more likely to acquire new understanding and

knowledge if they are actively engaged in the creation of an external artifact,

such as the computers, laptops, cellphones, tablets, and overhead projectors

utilized by.

Papert studied with Piaget in Switzerland in the 1950s and 1960s,

modifying his constructivist theory to encompass the study of learning with

technology. The focus on product (artifact) rather than prerequisite

developmental stages denotes the primary difference between the two theories.
 35

Papert offers this explanation: Constructionism the “n” word as opposed to

the “v” word shares contructivism’s view of learning as ‘building knowledge

structures’ through progressive internalization of actions. It then adds the idea

that this happens especially felicitously in a context where the learner is

consciously engaged in constructing a public entity, whether it’s a sand castle on

the beach or a theory of the universe.

Papert’s constuctionist theory is also complementary to Dewey’s (1916)

constructivist philosophy that one must harness a student’s existing knowledge in

order for that student to be able to acquire new concepts. Constructionists add to

the concept of applying existing knowledge the belief that the creation of an

artifact allows the student to develop a deeper understanding of the particular

concept on which she is working.

The 21st century is considered as the period of information technology all

over the world. In just a few seconds, with the tip of one’s finger, current

information and facts are gathered through the use of highly advanced facilities

and machines. (Rodriguez, 2007)

This technological breakthrough has brought many changes in education

and other disciplines of learning. Technology has connected all places, people,

and events in the world. It has made learning-teaching convenient and easy. It is

necessary for teachers to be aware of the appropriate place of technology in

education. They must know when and how to use technology to advance the

purposes of education. (Rodriguez, 2007)

 36

The Technology Learning in the Foreign Settings

The use computer in education opens a new area of knowledge and offers

a tool that has the potential to change some of the existing educational methods.

The teacher is the key to the effective exploitation of this resource in the

educational system. As computer use continues to increase in society, educators

must also prepare for the use of computers within the classroom. (Stronge, 2004)

Undoubtedly the recent advancement in information technology

innovations and computer usage is rapidly transforming work culture and

teachers cannot escape the fact that today’s classrooms must provide

technology-supported learning. Being prepared to adopt and use technology and

knowing how that technology can support student learning must become integral

skills in every teacher’s professional repertoire. District and school policy and

professional development workshops and training are designed to positively

influence teachers’ adoption and usage of computer technology. (Stronge, 2004)

To examine the science teachers’ computer attitude, ownership and

frequency of computer use as predictors of the science teachers’ literacy in basic

computer operations. In other words, the extents to which the variables jointly

and individually predict the teachers’ computer literacy are determined. (Stronge,

2004)

In a study conducted at Gordon University Aberdeen in Scotland,

teachers’ ICT skills and knowledge is relatively low and is focused on a fairly

narrow range of ICT. Word processing is the predominant used made of ICT in
 37

primary and secondary schools. The used of other software application like

spreadsheets is minimal. (Anderson and Law, 2009)

Most of the teachers had moderate level of basic ICT. They were familiar

with application software such word processing and electronic presentation.

(Anderson and Law, 2009)

In this study too it was found that formal ICT training and ICT experience

influence the teachers’ knowledge, skills and attitude. Therefore, teachers

especially the older ones and normally with more teaching experience need to be

identified, and provided with specially designed training programs, in various

forms of ICT courses and workshops. (Anderson and Law, 2009)

after examining various factors such as teachers’ competency, attitudes,

infrastructure and support, it can be concluded that the majority of English

teachers in Malaysian technical schools are still novice users of IT. Some of the

reason deduced from the survey and the interview were low level of computer

competency, less focus on the new computing skills, limited training program,

techno fear, limited infrastructure and support. Each of these factors is discussed

below. (Anderson and Law, 2009)

The Internet offers research, tips, lesson plans, discussion opportunities,

and a treasure trove of data. Teachers can find an almost unlimited number of

ideas and plans on the internet. Also, think that an Internet connection would

help to get people to use computers more for research and to send e-mails to

teachers. Teachers also use internet for communication purposes to students

 38

and other peers. Teachers need more that a quick course in basic computer

operations. They need guidance in using the best tool in the best ways to support

the best kinds of instruction. (Asan, 2003)

Today is the era of technology. Every field of the life has undergone a

complete change under technology. Technology is dominant and prevalent

everywhere and in every object. Technology surpassed boundaries and given us

new ways to go through and new scenes to look at. Not only has it changed our

living style, that is a great change, and behavior but also our way of thinking.

(Asan, 2003)

Technology has made world fast by making it purpose oriented, that is,

provided us prerequisites for actions and activities. Now we do not think how to

go to the America but why to go because journey is not a problem today, in the

past rather it was an important consideration. Same is the case with education

and learning. (Asan, 2003)

The most affected area by technology is the Education. It has changed the

needs and demands of students as well as their environment in class and in

home. A revolution has occurred in this field. Some people take into account its

negative impacts but, infect the whole change in this world today is due to the

nonstop progress in education because of technology.(Asan, 2003)

In the following paragraphs we will be looking at a little history of advent of

technology in education that how technology enrolled in this field and what are

the changes brought about by technology in our learning environment today. We

 39

will cover its impact on students’ education life and that how in turn it has

affected the society and culture of nations. We will also try to speculate the future

of the society and learning environment regarding technology in our live. (Asan,

2003).

Chapter 3

RESEARCH METHODOLOGY
 40

This chapter presents and discusses the research design, research locale,

research respondents, data collection, research instrument, research procedures

and statistical treatment.

Research Design

The research is focused on the educational technology and this can be

best described on numerical form. That is why the researcher decided that it will

be a quantitative research.

Quantitative methods emphasize objective measurements and the

statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by manipulating pre-existing statistical data using

computational techniques. Qualitative research often has the aim of description

and researchers may follow-up with examinations of why the observations exist

and what the implications of the findings are.

The research is aimed to describe the relationship of educational

technology which is focused in the tools on teaching and educational

effectiveness which is focused on learning domains cognitive, psychomotor and

affective. Thus descriptive research is needed.

Descriptive research is used to describe characteristics of a population or

phenomenon being studied. It does not answer questions about how/when/why

the characteristics occurred. The description is used for frequencies, averages

 41

and other statistical calculations. Often the best approach, prior to writing

descriptive research, is to conduct a survey investigation.

Furthermore this type of research is focused on two type of variable which

are Educational Technology and Educational Effectiveness that is why we also

decided to make this a correlational research.

Correlational research is a type of non-experimental research method, in

which a researcher measures two variables, understands and assesses the

statistical relationship between them with no influence from any extraneous

variable. Our mind can do some brilliant things.

Research Locale

Research locale served as the place or setting of the study. It provides a

brief explanation about the place where the study is conducted. It includes

important features which have the bearing on the present study.

This study was conducted at Mati Doctors Academy located in National

Highway, Dahican, Mati City in the province of Davao Oriental. Mati Doctors

Academy was the setting in the study in conducting the research project, in order

for the researchers to know the educational technology to the junior high school

students on their educational effectiveness.

Location Map
 42

Mati Doctors Academy

Research Respondents
 43

In this research, respondents provide the total numbers of the participants

that was included in the study. Respondents are the bases of trustworthy

response in the research findings.

The following respondents was one hundred twenty two (122) Junior High

School Students of Mati Doctors Academy. Probability sampling was further used

which is randomization and takes steps to ensure all the junior high school

students of Mati Doctors Academy have the chance of being selected. They was

represented by 92 randomly selected participants from the said department.

Before we conduct a survey, we need to convince and encourage them to

participate.

Data Collection

The sample was representative of the population and the researcher used

random selection procedure to choose participants. Probability sampling was

further used which means randomization and takes steps to ensure all of the

Junior High School Students of Mati Doctors Academy have a chance of being

selected.

Research Instrument

Research Instrument is the general term that researchers used for a

measurement device. This is to help distinguish between instrument and

instrumentation, consider that the instrument is the device and instrumentation is

 44

the course of action. The research is focused on the views and acceptance of

private and public school. Thus this instrument was used for this study:

A. Questionnaire

The questionnaire was the major instrument used in this study so that we

are secure despondence to certain questions. The questionnaire that was used

in this study was designed to obtain information on the educational technology in

relation to the educational effectiveness. Open-minded questions will be used to

give the respondents the opportunity to give their responses and suggestions.

The questionnaire we’ve prepared was develop by reading reference materials

and related about the factors that affects the educational technology in relation to

the educational effectiveness.

The questionnaire was divided in three different parts. Part 1 is the

respondent’s profile. This includes the age, sex, religion, and tribe. Part 2

includes educational technology; which includes educational communication,

educational resources, educational materials / tools and educational relationship.

Part 3 includes the educational effectiveness; this includes cognitive

effectiveness, psychomotor effectiveness and affective effectiveness.

A.1 Profile of the Mati Doctors Academy

This covers the profile of the respondents which is 122 students for

Mati Doctors Academy junior high school students. The junior high school is

composed of grade seven thirty three students, grade eight twenty seven, grade
 45

nine thirty tree and grade ten twenty eight. This includes the age, sex, religion,

and tribe.

A.2 Educational Technology

This includes the educational communication, educational resources,

educational materials / tools, educational relationship. These used was

operationalized according to the following scales of 4 (Strongly Agree), 3 (Agree),

2 (Disagree) and 1 (Strongly Disagree)

The following were the verbal interpretation of level of scales for the

collected responses of respondents:

3.4 – 4.0 = Strongly Agree

2.6 – 3.3 = Agree

1.8 – 2.5 = Disagree

1.0 – 1.7 = Strongly Disagree

Communication is paramount in education. Whether it is teacher to

student, student to student, teacher to teacher, teacher to parent, teacher to

admin or admin to parent, or vice versa, communication is needed to make sure

our students are successful. There is a full range of human resources that are

essential for success. These resources include planners, administrators,

teachers, mentors, managers, and support staff. Here, we focus on teachers as

one of the critical aspects of human resource commitment. Study after study
 46

shows that quality teaching is the most powerful factor in student learning. There

are three critical domains of supportive interactions in good teaching: emotional

support, organizational support and instructional support.

Both the availability and quality of materials can be barriers to a quality

education. In many countries there are insufficient basic materials such as

blackboards and chalk, textbooks, teacher support materials, student workbooks,

and supplementary learning aids. They may be unavailable due to lack of

financial resources to publish and transport them, lack of human resources to

develop them and/or make them appropriate, and or due to geographical barriers

that make delivery untimely or impossible. Relationship students’ form with their

teachers can sometimes be complex and challenging. Classroom behaviour and

climate by investigating the student-teacher relationship from the perspective that

young children with problem behaviour in the classroom are at risk for developing

more conflictual and less close relationships with their teachers. When teachers

have less close relationships with misbehaving students, one outcome may be

poorer academic achievement. Teachers must understand the beliefs and needs

of their students to develop positive relationships. The core needs that

encourage students to want to learn and to self-monitor their behaviour are

feeling safe both physically and psychologically, being presented with valuable

and interesting content, achieving feelings of success, being involved in

meaningful decisions and feeling cared about.

 47

A.3 Educational Effectiveness

This includes the Cognitive Effectiveness, Psychomotor Effectiveness and

Affective Effectiveness. These use will be operationalized according to the

following scales of 4 (Strongly Agree), 3 (Agree), 2 (Disagree) and 1 (Strongly

Disagree)

The following were the verbal interpretation of level of scales for the

collected responses of respondents:

3.4 – 4.0 = Strongly Agree

2.6 – 3.3 = Agree

1.8 – 2.5 = Disagree

1.0 – 1.7 = Strongly Disagree

Cognition is "the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses". It encompasses

processes such as attention, the formation of knowledge, memory and working

memory, judgment and evaluation, reasoning and "computation", problem solving

and decision making, comprehension and production of language. Cognitive

processes use existing knowledge and generate new knowledge. Psychomotor

learning is the relationship between cognitive functions and physical movement.

Psychomotor learning is demonstrated by physical skills such as movement,

coordination, manipulation, dexterity, grace, strength, speed—actions which

 48

demonstrate the fine motor skills, such as use of precision instruments or tools.

Affective learning reaches the emotional and belief system aspects of those who

facilitate and participate in it. As an area of study, affective learning has been

defined both by the types of educational objectives sought in planning

educational experiences, and through conceptual models portraying the range of

impact possible.

Research Procedures

In order for us to succeed in this endeavour certain steps are needed to

be followed: First, a communication letter was secured by the researchers, and

was submitted within the month of December 2018 to the Mati Doctors Academy

Administration.

Second, once approve the researchers was identified 122 respondents

from Junior High School Students of Mati Doctors Academy to be selected in the

research. They was oriented about the entire research process.

Third, after the orientation 50 respondents was asked the following

research instruments which are a set of question and after they was interviewed

accordingly.

Lastly, the researchers now gathered a data.

 49

Statistical Treatment

To interpret the gathered data, the researchers used the following:

1. Frequency Distribution, arithmetic mean and standard deviations to

describe the profile of the respondents.

2. Pearsons Correlation analysis was used to determine the relationship

between educational technology and educational effectiveness. The

correlation analysis is a method of measuring the strength of such relation

between the two variables.

 50

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical

analysis done and interpretation of findings. These are presented in the tables

following the sequence of the specific research problem regarding to The Use of

Educational Effectiveness of Mati Doctors Academy Junior High School

Students.

I – Respondent’s Profile

The first problem of this study focused on the Junior High School students

of Mati Doctors Academy.

Table 4.1 on the next page presents the profile of the Junior High School

students enrolled in Mati Doctors Academy. The profile of the respondents was

tabulated and computed according to the following are: age, sex, religion, and

tribe.
 51

Table 4.1 The Mati Doctors Academy Junior High School Profile .

AGE FREQUENCY PERCENTAGE

12 - 14 years old 66 54%
15 - 17 years old 54 44%
18 - 19 years old 2 2%
Total 122 100%
SEX FREQUENCY PERCENTAGE
Male 52 43%
Female 70 57%
Total 122 100%
RELIGION FREQUENCY PERCENTAGE
Catholic 60 49%
Non-Catholic 62 51%
Total 122 100%
TRIBE FREQUENCY PERCENTAGE
Bisaya 54 44%
Kalagan 33 27%
Mandaya 17 14%
Islam 7 6%
Maranao 6 5%
Cebuano 2 2%
Tagalog 1 1%
Illongo 1 1%
Boholano 1 1%
Total 122 100%

As what have the table presented above, ages 15-17 dominates in all

Junior High school students. Female surpasses male, and non-Catholic are

greater than catholic and the most common participants are Bisaya.
 52

II – Extent of Educational Technology in Junior High School Students of

Mati Doctors Academy

The second problem of this study dealt on the extent of technology in

Junior High School students of Mati Doctors Academy in educational

communication, educational resources, educational materials/tools, and

educational relationship as perceived by the respondents.

Table 4.2 The Extent of Educational Technology Towards the Junior High School
Students of Mati Doctors Academy.

EDUCATIONAL TECHNOLOGY MEAN DESCRIPTION

Educational Communication 3.24 Agree

Educational Resource 3.14 Agree

Educational Materials / Tools 3.16 Agree

Educational Relationship 3.16 Agree

Over all 3.18 Agree

It can be gleaned in the table that the Junior High School students of Mati

Doctors Academy perceived the extent of Educational Technology in

communication, resources, materials, and relationship with the overall average

weighted mean of 3.18 as reflected. This implies that the Junior High School

Students of Mati Doctors Academy, that the use of educational technology is a

great importance as the use of information, communication, resources, materials,

and relationship. With the help of various application the students themselves are

ready for the use of technology in education. This is similar to the study of Bidgoli

(2004), computers and the Internet technology have revolutionized the field of
 53

education. The importance of technology in schools cannot be ignored. With the

advent of computers in education, it has become easier for the teachers to

render knowledge and for the students to grasp it. The computer technology is

used to add a fun-element to education. And it goes without saying that the

Internet has gifted education with interactivity.

III – Educational Effectiveness Towards the Junior High School students of

Mati Doctors Academy

The third problem of this study dealt on the Educational Effectiveness of

technology in Junior High School students of Mati Doctors Academy through

cognitive, psychomotor and affective domain.

Table 4.3 The Extent of Educational Effectiveness towards the Junior High
School students of Mati Doctors Academy.

EDUCATIONAL EFFECTIVENESS MEAN DESCRIPTION

Cognitive Effectiveness 3.2 Agree

Psychomotor Effectiveness 3.2 Agree

Affective Effectiveness 3.2 Agree

Over all 3.2 Agree

It can be gleaned in the table that the Junior High School students of Mati

Doctors Academy perceived the extent of educational effectiveness of using

educational technology in three aspects of learning, the cognitive, psychomotor,

and affective domain with the overall average weighted mean of 3.2 as reflected.

This implies that the Junior High School students of Mati Doctors Academy

increase the level of performance within the educational system. Technology

 54

begin to change the vision at the moment in learning process. For this reasons,

technology application in classroom is essential in ensuring the effective and

efficiency integration. And is similar to the study of Rodriguez (2007), this

technological breakthrough has brought many changes in education and other

disciplines of learning. Technology has connected all places, people, and events

in the world. It has made learning-teaching convenient and easy. It is necessary

for teachers to be aware of the appropriate place of technology in education.

They must know when and how to use technology to advance the purposes of

education.

IV – Relationship between Educational Technology and Educational

Effectiveness

Educational Communication

The fourth problem of this study dealt on the extent of relationship

between the educational technology and educational effectiveness, on its first

variable which is the Educational Communication.

 55

Table 4.4 The Relationship of Educational Communication towards Educational

Effectiveness.

Variables N df r0.05 rc Result Decision

Educational 122 120 0.195 0.642* Significant Reject Ho1
Communication VS
Cognitive Effectiveness

Educational 122 120 0.195 0.597* Significant Reject Ho1

Communication VS
Psychomotor
Effectiveness
Educational 122 120 0.195 0.672* Significant Reject Ho1
Communication VS
Affective Effectiveness

The relationship between Educational Communication and Cognitive

Effectiveness is significant, thus rejecting the null hypothesis. This is similar to

the study of Anderson and Law (2009), that technology impacts students learning

when there is a connection and communication between the content being.

Furthermore this describes the importance of the integration of technology and

curriculum through the following statement: “Technology must be integrated into

the curriculum so that it is a seamless component of instruction and evaluation”

There is a strong link between the effective use of technology studied and the

technology being used. This confirms with the study of Rodrigo (2013), that

children hear and learn from the sounds of speech even while they are still in

womb, as children learn words they are actually learning concepts. This plays an

important role in people’s life starting from the early childhood as infants interact

with their caregivers and build emotional attachment that is the base for future

relationships. It enables students how to communicate, play, and behave in

particular situations. Knowing the influence of interactions on child’s development

 56

in the first few years, can increase the cognitive learning of the students. And

contradiction to the study of Beskeen (2009), that the influx of technology use in

schools has also altered the required skills that all learners must have to function

in today’s classroom. Students must now be able to sort through vast quantities

of data, find specific information, determine if the information is relevant to the

reason for investigation, and determine if the information is accurate.

The relationship between Educational Communication and Psychomotor

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Rodrigo (2013), that some ways to actively listen include listen twice

as much as you speak, listen with your whole body be alert and interest in the

other person retrain from interrupting and reflecting back what you have heard. It

is important for a teacher in transmitting of education classroom management

and interactions with students in the class. Developed roles and rules for the self-

develop and understanding of self and other improve their communication ability

and socialization skills through the process of finding pleasure

The relationship between Educational Communication and Affective

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Rodrigo (2013), Communication plays a big role in emotional

awareness or the ability to understand feelings, this will help students succeed

when communicating with other people. If student are emotionally aware they will

communicate better. they can also notice the emotions of other people and how

they are feelings influences the way they communicateEducational Resource

 57

The fifth problem of this study dealt on the extent of relationship between

the educational technology and educational effectiveness, on its second variable

which is the Educational Resources.

Table 4.5 The Relationship of Educational Resource towards Educational

Effectiveness.

Variables N df r0.05 rc Result Decision

Educational Resource 122 120 0.195 0.696* Significant Reject Ho1
VS Cognitive
Effectiveness
Educational Resource 122 120 0.195 0.759* Significant Reject Ho1
VS Psychomotor
Effectiveness
Educational Resource 122 120 0.195 0.682* Significant Reject Ho1
VS Affective
Effectiveness

In the digital age, many innovative organizations have branched off into

educational initiatives, and their timing couldn't be better. Recognizing the need

for visual literacy, digital citizenship practices, and guided educational technology

implementation, many of these organizations strive to offer our students and

teachers versatile tools and the most rewarding experiences possible with them.

The relationship between Educational Resource and Cognitive

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Escudero (2014), that Educational resources are tools that can work

as the keys, support, complementary elements, etc. for education. Educational

resources may be books, videos, games, news, or whatever you can imagine

that can help go to through any topic. Educational resources affect the cognitive

aspect of the students where resources nowadays are freely accessible, openly
 58

licenced text, media and other digital assets which is used for acquiring

knowledge, teaching, sharing your knowledge, learning as well as for research

purposes. It is something which supports the thinking capability of the students.

The relationship between Educational Resource and Psychomotor

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Escudero (2014), which states that physical activities are important

to provide a variety of indoor and outdoor. This support students physical

development. The identification of structures and process predictors of student’s

activity levels in physical activities will support the allocation of resources and

encourage instructional practices that best support increased student activity

levels in the most cost effective way.

The significance of physical activity in young individuals lives, it becomes

clear that students need time for movement and active play. Keeping in mind that

language and social development also takes place during active play, you make

sure that in your daily work you provide the students with ample opportunities to

meaningfully interact and connect with each other. While students are engaged

in different physical activities teacher have also numerous of opportunities to

observe the students about their development. Every program should strive to

provide two or more hours of activities or other play. Lots of resources in school

can help students develop physical attributes of students, dancing, role playing

and other resources would help this build the students physically.
 59

The relationship between Educational Resource and Affective

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Escudero (2014), which states that a productive teacher-student

relationship can make a class run smoothly. Students of all ages needs to feel

their teachers like them and approved of what they do. Some of these resources

would help to build the teacher student bond tight up together.

Writing notes to your students, use plenty of stickers and write positive

comments. Take photographs of your students use the photos on the wall of

pride. As much as possible make use of available resources that would help the

students learn at the same time appreciated.

Educational Materials / Tools

The sixth problem of this study dealt on the extent of relationship between

the educational technology and educational effectiveness, on its third variable

which is the Educational Material/Tools.

Table 4.6 The Relationship of Educational Materials / Tools towards Educational

Effectiveness.

Variables N df r0.05 rc Result Decision

Educational Materials / 122 120 0.195 0.592* Significant Reject Ho1
Tools VS Cognitive
Effectiveness
Educational Materials / 122 120 0.195 0.649* Significant Reject Ho1
Tools VS Psychomotor
Effectiveness
Educational Materials / 122 120 0.195 0.647* Significant Reject Ho1
Tools VS Affective
Effectiveness
 60

The relationship between Educational Materials / Tools and Cognitive

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Robles (2016), to promote optimal development of the while child,

children need a variety of materials available to them daily that provides

challenge and success. They also need daily exposure to music, art, and

movement activities. The arrangement of the physical environment can have a

big impact on teaching and learning. The physical environment need to

incorporate natural materials and objects having materials in the classroom that

are made of natural materials an impact on the atmosphere of learning.

The relationship between Educational Materials / Tools and Psychomotor

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Robles (2016), psychomotor learning is the relationship between

cognitive functions and physical movement. Psychomotor learning is

demonstrated by physical skills such as movement, coordination, manipulation,

dexterity, grace, strength, speed and actions which demonstrate the five or gross

motor skills such as use of precision instrument or tools and walking. Pictures

and drawing are example of educational materials affecting psychomotor.

The relationship between Educational Materials / Tools and Affective

Effectiveness is significant, thus rejecting the null hypothesis. This confirms with

the study of Robles (2016), Effective domain can significantly enhance, inhibit or

even prevent student learning. It includes factors such as student motivation,

attitudes, perception and values. Teacher can increase their effectiveness by

 61

considering the affective domain in planning courses, delivering lectures and

activities and assessing student learning.

Educational Relationship

The seventh problem of this study dealt on the extent of relationship

between the educational technology and educational effectiveness, on its fourth

variable which is the Educational Relationship.

Table 4.7 The Relationship of Educational Relationship towards Educational

Effectiveness.

Variables N df r0.05 rc Result Decision

Educational 122 120 0.195 0.638* Significant Reject Ho1
Relationship VS
Cognitive Effectiveness
Educational 122 120 0.195 0.696* Significant Reject Ho1
Relationship VS
Psychomotor
Effectiveness
Educational 122 120 0.195 0.687* Significant Reject Ho1
Relationship VS
Affective Effectiveness

The relationship between Educational Relationship and Cognitive

Effectiveness is not significant, thus rejecting the null hypothesis. This confirms

with the study of Santos (2016), that cognitive enrichment early in life account for

some of the variation in cognitive ability in adulthood. Student’s relationship with

co-students can develop cognitive domain. This domain includes the students

thinking, memory speech and many more. Education may cultivate the

knowledge skills and ability necessary for continued participation in intellectually

 62

demanding activities (e.g., reading, taking courses) well into later adulthood.

According to the engagement hypothesis, individuals who continuously place

significant demands on their intellectual resources (i.e., through multiple and

complex decisions, ill-defined problem solving) may maintain or even enhance

cognitive potential.

The relationship between Educational Relationship and Psychomotor

Effectiveness is not significant, thus rejecting the null hypothesis. This confirms

with the study of Santos (2016), which states that motor skills are concerned with

developing the body awareness and making physical movements useful with as

little expenditure of energy possible. Motor skills are skills required for activities

which demand a high degree of coordination. Motor activities are beneficial in

developing skills and concepts in performance. He indicated that if psychomotor

skills r concepts are practiced during physical education activities, such skills or

concepts are learned faster.

The relationship between Educational Relationship and Affective

Effectiveness is not significant, thus rejecting the null hypothesis. This confirms

with the study of Santos (2016), that during the last two decades, there has been

an increase in research on the importance of affective teacher-student

relationships (TSRs) for students' social functioning, behaviour problems,

engagement in learning activities, and academic achievement. The influence of

TSRs on students' school adjustment seems long lasting: showed that the

degree of conflict in the relationship with kindergarten teachers predicted

 63

children’s' grades, positive work habits, and disciplinary infractions in lower and

upper elementary school, even in middle school.

 64

Chapter 5

SUMMARY, RECOMMENDATION AND CONCLUSION

Summary

Aims to answer the following questions such as the what is the extent of

educational technology in junior high school student of Mati Doctors Academy in

terms of: educational communication, resources, materials/tools, and

relationship. What is the extent of educational effectiveness in junior high school

student of Mati Doctors Academy in terms of: cognitive, psychomotor, and

affective domain. And the relationship between educational technology and

educational effectiveness among junior high school student of Mati Doctors

Academy.

The study utilized quantitative descriptive correlational design, with 122

samples, conducted at Mati Doctors Academy. The result of the study of

Educational Technology and Educational Effectiveness are both agree as rated

by the respondents, significant relationship of both Educational Technology and

Educational Effectiveness.

Education is an integrated system designed to produce proper human

being who is interactive with their environment, trying to change it so students

can do their best. Technology must have entered the educational field like other

fields of life for the purpose of improvement, development, and innovation.

Recently, teaching and learning methods have developed dramatically,

 65

particularly after the emergence of modern technologies that are based on

teaching and modern technology. There have been a lot of studies that

addressed the importance of using modern technology, and the impact of using

modern technology on the educational effectiveness of students.

The educational systems must respond to these events and try to develop

principles and standards for selecting teaching methods to renew education and

establish a modern educational environment and an educational system that is

compatible with these changes. In addition, the educational system must be able

to develop the learners’ abilities, knowledge and skills. The successful use of

technology in schools is directly related to the integration of technology into

classroom curriculum. Therefore, schools should be working towards achieving

greater levels of the integration of technology into the curriculum.

Educational Technology in relation to the educational effectiveness shows

a very high significance in the study. This explains that when there will be a high

result in educational effectiveness if the educational technology is properly used

and applied to the learners.

Conclusion

In terms of extent of Educational Technology of Mati Doctors Academy the

following agree as to their perception in the following solve variables. Educational

relationship. In terms of extent to Educational Effectiveness. In terms of

relationship of Educational Technology and Educational Effectiveness all

variables are significant therefore null hypothesis are rejected so on the table.
 66

The research educational technology in relation to the educational

effectiveness yields the following results. The identified Mati Doctors Academy

Junior High School Students profile are as follows; age is grouped according to

12 to 14 years old which is 54% of the entire population; 15 to 17 years old which

is 44% of the entire population; 18 to 19 years old which is 2% of the entire

population. The respondents’ sex is categorized male which is 43% of the entire

population; female which is 57% of the entire population.

The religion is categorized as catholic and non-Catholic, catholic is 49% of

the entire population; non-Catholic is 51% of the entire population. The

respondent’s tribe is categorized to the following Bisaya 44% of the entire

population; Calagan 27% of the entire population; Mandaya 14% of the entire

population; Islam 6% of the entire population; Maranao 5% of the entire

population; Cebuano 2% of the entire population; Tagalog 1% of the entire

population; Illongo 1% of the entire population; and Boholano 1% of the entire

population.

The extent of educational technology in Junior High School Students of

Mati Doctors Academy refers to the response of the respondents in questions

formulated. Educational Communication has a score of 3.24 which can be

described as strongly agree. An educational resource has a score of 3.14 which

can be described as strongly agree. Educational materials / tools has a score of

3.16 which can be described as strongly agree. Educational relationship has a

score of 3.16 which can be described as strongly agree. The overall extent score

of educational technology is 3.18 which can be described as Strong agree.

 67

The extent of educational effectiveness in Junior High School Students of

Mati Doctors Academy refers to the response of the respondents in questions

formulated. Cognitive effectiveness has a score of 3.2 which can be described as

strongly agree. An psychomotor effectiveness has a score of 3.2 which can be

described as strongly agree. Affective Effectiveness has a score of 3.2 which can

be described as strongly agree. The overall extent score of educational

effectiveness is 3.2 which can be described as Strong agree

Using the statistical treatment applicable to the study, we have identified

that the entire component in educational technology and educational

effectiveness is highly significant. This explains that if there is an increase in any

of the components in educational technology or if there will be appropriate use in

the different components this will result to a high educational effectiveness.

Recommendation

This researcher recommends this to the following individuals, group and

organizations.

Junior High School Students. You should get yourself involved in all types

of school programs. Generations nowadays are growing, technologies are the

main source of learning in all aspects. May you make use of technologies in your

own good. Appreciating the presence of technology, using technology can gain

skills you need to be successful in the future.

 68

Modern learning is about collaborating with others, solving complex

problems, critical thinking, developing different forms of communication and

leadership skills, and improving motivation productivity using or applying

technology to you, junior high school help you improved scores in standards test

also it increased application and production of knowledge for the real world,

another is to increased ability to promote achievement for special needs.

Adopting the use technology will help you to increase your ability in managing

your learning.

Whether physical, experiences or understanding and accessing the

information that increases knowledge, inquiry and depth of investigation.

Specially today in 21st century, using technology would help improve basic skills,

also their intensive thinking skills, creativity, problem solving, higher order

thinking skills and reasoning skills. This can improved effective communication

and interpersonal skills, public speaking, teamwork and collaboration.

Junior High School Student. Technology integration benefits for students,

help impact classroom management, can personalize learning approaches; there

are lots of new ways and modes to reach different types of learners. Also

technology assesses the students new means for assessing student

understanding. There are new ways to be accountable to parents, communities,

and students, specially teacher can maximized educational resources and

impact. All of these are expected and possible with the presence of technology.
 69

Technology has the ability to enhance relationship between teachers and

students. When teachers effectively integrate technology into subject areas,

students grow , content, expert and coach. By using technology in the classroom,

students can develop skills essential for the 21st century.

Mati Doctors Academy. Technology has the ability to enhance

relationships between teachers and students. To the teachers please do

effectively integrate technology into subject areas; teachers must improve to

grow into roles of advisers, content, expert and coach. There must also be a high

use technology which can help make teaching and learning more meaningful and

fun. In order for our student to survive in Junior high school level of education

they must be highly knowledgeable about the use of technology as aid in learning

process

Mati Doctors Academy Administration. The role of administration /

administrator is critical to the successful acceptance, adoption, integration, and

implementation of technology by teachers. Technology leadership that models

supports and expects computer technology use results in more effective

curriculum integration of the technology by teachers. In order to foster teacher

productivity with computer technology, administrator must apply essential

leadership characteristics to the technology component of the schooling process

just as they apply these critical leadership characteristics to other elements of

instructions.
 70

The purpose of this study is measure and report the amount of

administrative support believe they receive in regard to the use of technology for

instructional purposes. Also, administrative should support aspect or programs in

the use of computer technology or other forms of technology

Future Researchers. Evaluate statistical approaches for quantitative

methods including further development of procedure for describing the limit of

detection for quantitative methods, further development of recommendation for

use of the generalized, and evaluation of alternative approaches. It is important

to determine what issues are important for an appropriate statistical method.

 71

BIBLIOGRAPHY

Abad, F. (2004). Policy Directions for ICT Use in Primary and Secondary Schools
in the Philippines. Paper delivered during the First National ICTs in Basic
Education Congress, 6-7 December 2004, Cebu City, Philippines.

Abecede, M. (2003). “Projects: ICT in Education. UNESCO Bangkok. Policy.”

http://www.unescobkk.org/index.php?id=1229

Akhtar, S. et. al.(2010). Digital Review of Asia Pacific 2009 – 2010, Sage
Publications India Pvt. Ltd.

Andal, R. (April 03, 2002). 3-4 guro sa public schools hindi marunong gumamit
ng computer, Pilipino Star Ngayon.

Anderson, R. E. and Law, N. (2009). Cross-national Information and

Communication Technology: policies and practices in education, National
Policies and Practices on ICT Education: Philippines.

Andrada, L. M. et. al.(2003). The Use of ICT in Basic Education in the Philippines
and Efforts to Measure Its Impact, APEC e-Learning Summit, Chinese
Taipei.

Andrews, R. (2004).The Impact of ICT on Literary Education.

Asan, A. (2003). Computer Technology Awareness by Elementary School

Teachers: A Case Study from Turkey, Journal of Information Technology
Education.

Beskeen, D. et. al. (2009). Microsoft Office 2007 Illustrated: Introductory

Premium Video Edition, Cengage Learning Inc. United States of America.

Bidgoli, H.(2004). The Internet Encyclopedia, Vol. 1, John Wiley &Sons.Inc.,

Hoboken, New Jersey.

Cajilig, N. G. (2009). Integration of Information and Communication Technology

in Mathematics Teaching in Metro Manila Public Secondary Schools.
College of Education, University of the Philippines, Diliman.

Carlson, S. and Gadio, C.T. (2002). Teacher professional development in the use
of technology. Paris/Washington: UNESCO and the Academy for
Educational Development.

Casiano, M. N. (2007). Teaching Computer for Secondary and Tertiary Levels,

Rex Bookstore, Manila.

Chandra, R. (2005). Web-Based Education, Kalpaz Publications, Delhi.

 72

Dulan, S. (2010). McGraw-Hill’s ACT, 2011 Edition, The McGraw-Hill

Companies, Inc. United States of America.

Escudero, F. G. (2014). “An Act to Integrate a Computer Education Program into

the Educational System and for other Purposes,” 12th Congress, Quezon
City.

Good, L. (2008). Teaching and Learning with Digital Photography: Tips and Tools
for Early Childhood Classrooms, Sage Publications Asia-Pacific Pte, Ltd.
United States of America.

Orencia, M. R. (2004). “The Impact of the Intel Teach to the Future Pre-service
Program on Selected BEED Students’ Learning,” Philippine Normal
University, Manila.

Robles, M. (2016). Designing and Implementing an Effective Teacher

Professional Development Program on ICT Integration: A Framework for
Decision-Making.

Rodrigo, M. T. (2013). Information and Communication Technology Use in

Philippine Public and Private Schools

Rodriguez, C. (2007). Building teachers’ capacity to make better use of ICT in

Philippines schools

Santos, A. (2016). Teachers Should Use ICT to Improve Learning through

Motivation http://depedteacher.blogspot.com/
search/label/ICT%20Education

Stronge, J. H. et. al. (2004). Handbook for Qualities of Effective Teachers,

Association for Supervision and Curriculum Development.

Supnad, M. T. (June 05, 2010). Balanga launches laptops for teachers program.
Manila Bulletin.

Swennen, A. and Van Der Klink, M. (2009). Becoming a Teacher Educator:

Theory and Practice for Teacher Educators, Springer Science+Business
Media B. V.

Tella, A.(July 2007). “An Assessment of Secondary School Teachers Uses of

ICT’s: Implications for Further Development of ICT’s Use in Nigerian
Secondary Schools,” The Turkish Online Journal of Educational
Technology, Vol.6, Issue 3, Article 1.

The Philippine Star (August 23, 2010). Public school teachers get relevant
computer knowledge.
 73

The Philippine Star (April 8, 2006). Public school teachers to get free computer
training.

Tinio, V. L. (2002). Survey of Information & Communication Technology

Utilization in Philippine Public High Schools. Foundation for Information
Technology Education and Development.

Valenzuela, M. F. (March 2005). “Perceived Technology Orientation and

Competency of Non-Computer Teachers in Dasmarinas National High
School–Main: Input for Staff Development.” Unpublished Master’s Thesis.
Technological University of the Philippines, Manila.

Veer, U. (2005).Modern Teacher Training, Anmol Publications Pvt. Ltd.

Daryagani, New Delhi.
 74

APPENDICES
 75

Appendix A

APPROVAL LETTER

MARCH 2019

Dr. NORBERTO M. TEODORO

Member of the BOT & College Research Professor
Mati Doctors College
Mati Davao Oriental

Dear Doctor:

Greetings!

We, BEED & BSED students of Mati Doctors College, are currently
enrolled in Research 1B with the description “Thesis Writing”, a complementary
subject to Research 1A with the description, “Introduction to Educational
Research”.

In line with this, we would like to request your humble office a chance to
allow us to conduct this research. The respondents will include all junior high
school students in Mati Doctors Academy from grade 7 to grade 10 level.

We’re hoping for your kind consideration on this request.

Truly yours,

The researchers:

TRISHA MAY ITANG

ANNA KATRINA HUERTAS
LYNOR JEAN MASINADIONG
ABDUL AR-RAFF BABAO
ELYGIE RAYALA
 76

Appendix B

LETTER REQUEST TO VALIDATE INSTRUMENT

March 2019

LEONILA H. PAJO, Ed.D

Statistician, Mati Doctors Academy
Mati, Davao Oriental

Dear Doctor,

We would like to request you to please validate the content of the

questionnaire for our research paper proposal entitled THE USE OF
EDUCATIONAL TECHNOLOGY IN RELATION TO EDUCATIONAL
EFFECTIVENESS OF MAT DOCTORS ACADEMY JUNIOR HIGH SCHOOL.

This is in connection with our subject Research 1A as a requirement for

the degree of bachelor of Elementary Education (Generalist) and bachelor of
science in secondary Education major in Biological Science.

We are hoping for your immediate utmost support on this matter. Thank
you very much.

Very respectfully yours,

The researchers:

TRISHA MAY ITANG ________________________

LYNOR JEAN MASINADIONG ________________________

ANNA KATRINA HUERTAS ________________________

ELYGIE RAYALA ________________________

ABDUL AR-RAF BABAO ________________________

Approved by:

LEONILA H. PAJO, Ed.D

Statistician
 77

Appendix C

COVER LETTER

MARCH 2019

For: Dr. Norberto Teodoro

School principal, Mati Doctors Academy School
Barangay Dahican, City of Mati
Davao Oriental

Greetings!
We are the fourth year students from Mati Doctors College. We are
conducting a research entitled “The Use of Educational Technology in Relation to
the Educational Effectiveness of Mati Doctors Academy Junior High School.” The
aid research aims to know the effectiveness of the use of educational technology
to the junior high school students of Mati Doctors Academy.

In line with this, may we request from your good office to allow us to
conduct a survey in your school this involves random students from grade 7 to
grade 10. Attach herewith is the copy of our questionnaire.

We are looking forward for favorable response regarding this matter.

You may contact us at 09058865486 in your most favorable time. Thank you!

Respectfully yours,
Trisha May Itang
Anna Katrina Huertas
Lynor Jean Masinadiong
Abdul Ar-raff Babao
Elygie Rayala
Researchers

Noted by:
Dr. Norberto Teodoro, MD,DBA,DPA,DM-HRM,DPCOM,FPSMS
 78

Appendix D

QUESTIONNAIRE

Respondents No:

Instruction: Please answer the following question honestly and truthfully. Thank

you.

I – Respondents Profile

Age:

Gender:

Religion:

Sex:

II – Educational Technology

Instructions:

1. Place (✔) in the appropriate box to indicate your response.

2. Answer in the following rate.

1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Educational Communication 1 2 3 4
1. Educational communication can increase student
learning
2. Educational communication can improve teaching
style
3. Educational communication can enhance quality
of teaching
4. Educational communication sways class
interaction
 Appendix D (cont.) 79

5. Educational communication can impact sense of

educational importance
Educational Resources
1. Educational resources can boost student learning

2. Educational resources can improve teaching style

3. Educational resource can enhance quality of

teaching
4. Educational resource can sway class interaction

5. Educational resource can impact sense of

educational importance
Educational Materials/Tools
1. Educational Materials/Tools can boost student
learning
2. Educational Materials/Tools can improve teaching
style
3. Educational Materials/Tools can enhance quality
of teaching
4. Educational Materials/Tools can sway class
interaction
5. Educational Materials/Tools can impact sense of
educational importance
Educational Relationship
1. Educational Relationship can boost student
learning
2. Educational Relationship can improve teaching
style
3. Educational Relationship can enhance quality of
teaching
4. Educational Relationship can sway class
interaction
5. Educational Relationship can impact sense of
educational importance

III – Educational Effectiveness

Instructions:

1. Place (✔) in the appropriate box to indicate your response.

 Appendix D (cont.) 80

2. Answer in the following rate.

1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Cognitive Effectiveness 1 2 3 4
1. Educational Technology can boost learning skills

2. Educational Technology can improve linguistic

skills
3. Educational Technology can enhance memory

4. Educational Technology can sway creativity

5. Educational Technology can impact intelligence

Psychomotor Effectiveness
1. Educational Technology can boost learning
experience
2. Educational Technology can improve learning
application
3. Educational Technology can enhance learning
discussion
4. Educational Technology can sway learning
conceptualization
5. Educational Technology can enhance
experimental learning
Affective Effectiveness
1. Educational Technology can boost educational
values
2. Educational Technology can improve educational
attitudes
3. Educational Technology can enhance educational
motivation
4. Educational Technology can sway educational
feelings
5. Educational Technology can enhance educational
importance
 81

CURRICULUM VITAE
 82

Name : Trisha May Itang

Civil Status : Single
Sex : Female
Age : 21 years old
Religion : Roman Catholic
Birthdate : November 09, 1989
Birthplace : Marayag Lupon, Davao Oriental
Father’s name : Henry M. Itang
Mother’s name : Lizel P. Itang
Email : itrishamay@yahoo.com
Phone number : 09751406082

EDUCATIONAL BACKGROUND

Elementary : Marayag Elementary School

High School : Marayag National High School
College : Mati Doctors College

SKILLS:
 none
HOBBIES:
 Reading books
 Dancing
 Singing

WORK EXPERIENCE
 none
AFFILIATIONS:
 none
TRAININGS CONFERENCES, WORKSHOPS, SEMINAR ATTENDED
 none
 83

Name : Lynor Jean M. Masinadiong

Civil Status : Single
Sex : Female
Age : 22 years old
Religion : The Church of God
Birthdate : August 28, 1997
Birthplace : Tarragona Davao Oriental
Father’s name : Norberto A. Masinadiong
Mother’s name : Tessie M. Masinadiong
Email : lynrjnmsndng@gmail.com
Phone number : 09058865486

EDUCATIONAL BACKGROUND

Elementary : Tarragona Central Elementary School -2008-2009

High School : Tarragona National High School - 2012-2013
College : Mati Doctors College -2018-2019

SKILLS:
 Typewriting and short hand writing
 Food and beverage services NCII certificate holder
HOBBIES:
 Reading books
 Word factory game
WORK EXPERIENCE
 Four month call center agent at IQOR Davao City
AFFILIATIONS:
 The Church of God youth member
 Mentor Society member
TRAININGS CONFERENCES, WORKSHOPS, SEMINAR ATTENDED
 “K-12 Seminar Workshop for Filling up School Forms”
 84

Name : Anna Katrina Huertas

Civil Status : Single
Sex : Female
Age : 29 years old
Religion : Roman Catholic
Birthdate : November 09, 1989
Birthplace : Mati City, Davao Oriental
Father’s name : Alexander P. Huertas
Mother’s name : Delia Huertas
Email : annakatrinahuertas@gmail.com
Phone number : 09072507675

EDUCATIONAL BACKGROUND

Elementary : Mati Central Elementary School II

High School : Mati National Comprehensive High School
College : Mati Doctors College

SKILLS:
 none
HOBBIES:
 Reading books
 Dancing
 Singing

WORK EXPERIENCE
 none
AFFILIATIONS:
 none
TRAININGS CONFERENCES, WORKSHOPS, SEMINAR ATTENDED
 none
 85

Name : Abdul Ar-raff P. Babao

Civil Status : Single
Sex : Male
Age : 23 years old
Religion : Islam
Birthdate : October 16, 1995
Birthplace : Mati City
Father’s name : Gamal Babao
Mother’s name : Diosdada Babao
Email : arrafbaba0@gmail.com
Phone number : 09565516360

EDUCATIONAL BACKGROUND

Elementary : Lupon Central Elementary School II

High School : Lupon National Comprehensive High School
College : Mati Doctors College

SKILLS:
 none
HOBBIES:
 Reading books (informative articles)
 Dancing
 Singing
 Playing volleyball

WORK EXPERIENCE
 Jollibee crew
AFFILIATIONS:
 none
TRAININGS CONFERENCES, WORKSHOPS, SEMINAR ATTENDED
 Youth Leadership Seminar
 Dance workshop
 Musical workshop
 86

Name : Elygie M. Rayala

Civil Status : Single
Sex : Female
Age : 24 years old
Religion : Roman Catholic
Birthdate : October 21, 1994
Birthplace : Brgy. Tamisan, Mati City
Father’s name : Ernesto B. Rayala
Mother’s name : Elinita M. Rayala
Email : elygie_r@yahoo.com
Phone number : 09387010654

EDUCATIONAL BACKGROUND

Elementary : Tamisan Elementary School

High School : Bobon National High School
College : Mati Doctors College

SKILLS:
 none
HOBBIES:
 Reading books
 Dancing
 Singing
 Playing volleyball

WORK EXPERIENCE
 none
AFFILIATIONS:
 none
TRAININGS CONFERENCES, WORKSHOPS, SEMINAR ATTENDED
 none