Technology and Its Impact On The Academic Performance of

1
TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

BSBA STUDENTS AT TOMAS DEL ROSARIO COLLEGE
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing
Apolinario, Carren J.
Galvez, Benand Charlotte B.
Vianzon, Reynaldo Jr., M.
ACKNOWLEDGEMENTS
First and foremost, we, the researchers would like to bring back all the glory to
the ever loving God Almighty for the provision, wisdom, strength and guidance we
needed to make this study successful. Theres nothing too difficult for Him to do as we
put our trust on Him.
We extend our sincerest gratitude to Mrs. Teresa Dela Torre, our thesis adviser,
for her tireless commitment to us. She not only encouraged us with words but her
dedication and commitment in helping us complete this thesis in a timely and efficient
manner. The project provided us with an opportunity to understand the fundamentals of
research methods in a better manner and apply them in everyday life. The insistence on
taking up a socially relevant topic like the use of social networking sites helped us to
understand the psychology and education of the people using these sites better and
correlate the research to human behavioral and mental aspects.
We also would like to thank our respondents for giving us their valuable time and
providing us with the information needed to carry out the research successfully.
We also would like to thank our classmates and friends for being willing to serve
on our commission and extending their advice for improvement.
Finally, we would like to thank our families for their constant support, guidance
and motivation, who helped us immensely in completing this project and for instilling in
us a strong work ethic and belief that we can accomplish anything we put our minds to.
THE RESEARCHERS
TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

BSBA STUDENTS AT TOMAS DEL ROSARIO COLLEGE
Title Page
Acknowledgement
Table of Contents
CHAPTER I
The Problem and Its Setting
Introduction..5
Statement of the Problem...11
Hypothesis.....12
Theoretical / Conceptual Framework12
Significance of the Study.17
Scope and Delimitation of the Study.....19
Definition of Key Terms...20
CHAPTER II
Review of Related literature
Related literatures......21
Related studies...23
Review of Foreign Studies25
Review of Local literature.....................................................................................27
Justification of the Study28
CHAPTER III
Methodology
Research Design.29
Determination of Sample Size30
Sampling Design and Technique31
The Research Instrument..32
Validation of the Research Instrument33
Data Gathering Procedure34
Data Processing Method..36
Statistical Treatment..37
CHAPTER IV
Results, Analysis and Interpretation
Results.38
Analysis...39
Interpretaion40
CHAPTER V
Summary of Findings, Conclusions and

Recommendations
Summary of Findings.42
Conclusions.44
Recommendations.50
CHAPTER VI
Bibliography
Bibliography.56
CHAPTER VII
Appendix
Permission Letter..58
Questionnaire.60
CHAPTER VIII
Curriculum Vitae
Curriculum Vitae.61
CHAPTER I
THE PROBLEM AND ITS SETTINGS
Introduction
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 academic
performance. 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. 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.
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 dramaticallyy, 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 academic performance of students.
Modern technology has the ability to interact with the student through developed
educational programs to achieve various behavioral 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
continous interaction. 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 browing the internet website to explain various concepts. Modern
education has entered education and leanring to be used in several areas, such as selflearning 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.
Technology is one of the latest phenomenons 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. 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 economical, political, societal and spiritual aspects. On the other hand, it
still inculcates negative effects that have been wide-spreading throughout the world.
Considering the awaiting destruction in the diverse facets of life of an individual, in his
community and even this country. Be more coherent for next
This study will be conducted Tomas Del Rosario College Department where we
selected students from all levels of BSBA to pre-determine the perceive effects of the
impact of technology on the academic performance of students. Modern technology has
advantages and disadvantages in Education and its impact on the academic
performance of students. Technology in education plays an important role in improving
the educational skills and knowledge of students. This is very important especially those
who need to improve their knowledge in order for them to achieve a successful life in
the future. Technology in education is manifested through the use of computers,
overhead projectors, laptops and other prefered modern technology that the professor
wants to use. This is also a great help for teachers since they can already anhance their
teaching skills and strategies every time they are facing their class. Modern technology
is essential for both students and the teacher but there are some instances wherein
modern technology is seen to be disadvantageous for both of them as well. Some

advantages of modern technology are, it promotes independent learning for the
students. Students can already learn on their own without assistance of their parents
and teachers. They can surf the internet in order to lok for the lessons they need to
study. Quick accessibility and well-equipped with the skills and knowledge in operating a
computer would be very helpful for students. Modern technology allows for easier
access to information. The need for heavy books to be brought back and forth from
school and home is no longer needed with modern technology. The books can stay in
the classroom because the information that students need is easily accessed on a
computer. Modern technology also promotes an exciting way to educate students. Since
there are many images, videos and other graphics and text that may be found on the
internet, more students would feel the excitement in studying through the use of modern
technology. This is important in order to arouse students interest in studying.
Modern technology also has its disadvantages. Students who rely heavily on
using modern technology can become lazy in their studying habits. Computers make it
easy to find answers that students barely have to look for them. This may result in
students having poor study habits and developing a lazy attitude toward their education.
Students may also forget the basic way of studying. Students would no longer rely on
the books for their courses since finding answers on the internet is easier to do.
Allowing students to surf the internet doesnt necessarily mean that all the things that
they are going to discover are good for their mind and studies. There are several things
that are found in the internet which are not good for students so they need to be
properly guided by their teachers and parents whenever they use the computer and
modern technology. Technology in education plays an importang role in the study habits
and skills of students and can impact their academic performance. It depends on how
the students choose to utilize the modern technology available for them.
Some examples of modern technology are, Facebook, Twitter, Instagram, Scribd,
Google.
Some examples of modern technlogy are:

1.
Overhead Projector- The OHP is usually under the control of the

teacher, this means that it is by default an instrument of the teachercentered instruction. Teachers can develop its use as a tool of session
mangement.
2.
Powerpoint
Presentation-
this
mode
of
technology
can
help
communicate an idea to an audience.

3.
Computer- It has become the life line of the young generation. The
present generation of students like to embrace all the things in modern
technology.
4.
Flashnotes- allows students to upload their lecture notes and sell them
to other students who need more help or resources. The rating system
allows the best note takers to get more business and the general pool
of knowledge expands as students continue to share their work with on
another
5.
Lore- this
social
network
allows
professors
and
students
to
communicate, follow one another, and discuss class work and lectures.
It allows document uploads, calendar sharing and a grade book option.
6.
Study Blue- an app that allows students to organize their coursework,

store notes and flashcards, and share their materials with other
students.
7.
LEAP Motion- developed hardware that allows anyone to write, draw,

zoom, play and ineract with their computer screen using a finger,
fingers, or entire hand. By moving your hand over the device, the
mouse follows your movements.
8.
Papertab- paper is an important part of school life
9.
Chromebooks- Googles Chromebook can be used on computers and

laptops. It is less expensive, one button push easy setup, easy to
control settings and restrictions, offers the traditional keyboard for fast
typing and note taking, and hardware fixes are easier and less costly
10.
Celly- teachers are continually fighting against the ever growing list of
distractions that a smart phone offers to bored or shy students in the
back of the room. Celly is a text messaging network that allows anyone
to create a network anywhere. Students can share an event in the
classroom or on a field trip using smartphones.
11.
Flipped Classroom- this teaching model is using technology to change

the way instructors teach. Rather than spending the class time lecturing
the students, the lectures are delivered to the students in video format
for them to watch at home. The classroom time is set aside for 1 on 1
help, discussion, and interaction based on the lecture homework.
12.
Snagit, Jing, Camtasia- screen capture vieo software programs are

making it easy for instructors to give online tutorials.
13.
LessonCast- teachers need help and support with their lesson plans
just as much as students need help with studying for exams. It allows
teachers to submit 2 minute lesson plan strategies, ideas, and
resources using video, documents, Powerpoint, etc. and share it with
other instructors.
14.
Kid Blog- designed specifically for younger students, provides safe

opportunity for children to start up their own blog connected to the
classroom.
15.
Glogster EDU- allows students to collage pictures, text, video, and

custom graphics to create a visually appealing presentation for their
latest project.
16.
Donors Choice- teachers create projects they hope to accomplosh with

their students, they then share it across social media and if a teacher
has created the project pitch well, it gets the attention and money it
needs
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17.
Live Binders- using a binder is now digital. Using the same idea as
pinning and bookmarking, the binder allows educators to collect and
organize resources for lesson plans.
18.
Knewton- This modern technology aims at a personalizing content for

optimal learning. The flatform monitors the students activity and uses
the information to give the student the best personalized resources
based on their level of performance.
The researchers chose to study modern technology and its impact on the academic
performance of students since we are students ourselves and we use modern
technology
often
in
our
studies.
STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology
on the Academic Performance of one hundred (100) selected BSBA student at Tomas
Del Rosario College.
Specifically answers the following question:
1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:
1:1 Cognition
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the
academic performance?
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3. What is the mean differences between cognition, psychomotor, psychosocial,

attitude/behavior?
4. Is there any significant impact in using modern technology in the academic
performance of student in BSBA
Hypothesis
In light of the research problem, the researchers formulated the following null
hypothesis:
1. There is no relationship on the Impact of Modern Technology on
the
Academic Performance in terms of cognition, psychomotor, attitude, and

psychosocial of the one hundred (100) selected BSBA at Tomas Del Rosario
College.
2. There is no significant mean difference between cognition, psychomotor,
attitude, psychosocial of the one hundred (100) BSBA students at Tomas Del
Rosario College.
Theoretical Framework (all cognitive theories first, aside from cognitive

aspect, psychomotorwhat theories used, connect the theories)
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
academic performance of students and provide some structure to this investigation.
Among them are constructionism, constructivism, and activity theory. Each will be
examined briefly in this section, with the theory selected for use receiving a more
thorough explication:
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I. 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 BSBA students at Tomas del
Rosario College. 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. Papert offers this explanation:
Constructionism the n word as opposed to the v word shares contructivisms 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 its a sand
castle on the beach or a theory of the universe. (1991, p.1) Paperts constuctionist
theory is also complementary to Deweys (1916) constructivist philosophy that one must
harness a students 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.
II. Constructivism
Constructivism Paperts 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
(Lambert, Walker, Zimmerman, Cooper, Lambert, Gardner, & Szabo,1995). 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
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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 will explain this
research. Others are Piaget, according to him
III. 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 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. While Piaget (1970, 1978) felt strongly that children must
form their own understandings by being active participants in their learning, the process
of knowledge acquisition was secondary to the existence of the necessary
developmental stage that is, development precedes knowledge. A child simply cannot
acquire a concept that is beyond her developmental level. For the most part, Piaget also
favored self-initiated discovery over social learning.
IV. On the other hand, John Dewey also made the theory of
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). It was his position that education should be an
exchange a dialogue between and among students and teachers rather than a oneway transmission that renders students impassive recipients. Thus, education
depended on active participation for Dewey as well, but for him the action was more
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social than solitary, occurring through students (and teachers) creating communities of
learners who built their knowledge together.
V. Lev Vygotsky
A number of theories or hypotheses for rethinking cognitive development and
psychology surfaced in the 1920s and 1930s from the Moscow Institute on Psychology
and Moscow University, most of which were consistent with the work produced by
Piaget and Dewey. Russian philosophers and researchers also focused on the premise
that the human mind can be understood only within the context of interactions between
people and between people and their material environments. Vygotskys activity theory
is representative of that work and is especially useful for the analysis of the impact of
modern technology on the academic performance on BSBA students at Tomas del
Rosario College, which involve individuals interacting not only with each other but with
the tools of their material environments.
Essentially, activity theory (formally Cultural Historical Activity Theory, or CHAT)
posits that learning activities are conducted through collaboration with others and/or
mediated through the use of the available tools of the culture which they have learned to
use. Culture, for Vygotsky, makes two sorts of contributions to individuals intellectual
development. First, individuals acquire much of their thinking, information or knowledge
from the culture. Second, they acquire the processes or means of engaging their
thinking (i.e., the tools of intellectual adaptation) from the surrounding culture. Culture,
therefore, is a source of what to think or think about as well as the source for the various
methods and tools for thinking and problem- solving. Simply stated, Vygotskys
perspective was that children are only as cognitively developed as the culture they
inhabit allows them to be. For him, culture outweighed both the developmental stages
proposed by Piaget and Deweys emphasis on language.
The distinctions between and among Piaget, Dewey and Vygotsky are, for the
most part, more subtle than sharp. All three, for instance, believed that children are
naturally curious and are actively involved in their own learning. Vygotsky, however,
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believed they relied more on their interactions with others than on self-discovery (as
Piaget thought) and that they relied not only on social interactions (as Dewey
suggested), but on the tools of the culture as well. Still, all three theorists are considered
critical to the development of constructivism. Vygotskys work was chosen as the
theoretical framework for this study for two reasons: his emphasis on how culture
influences cognitive development and his emphasis on the importance of social
interaction in cognitive development. 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 academic performance of BSBA students at Tomas del Rosario College,
however, made Vygotskys activity theory the most suitable choice. Activity theorys
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 academic
performance of BSBA students at Tomas del Rosario College.
Conceptual Framework
The conceptual paradigm of the study about the Impact of Modern Technology on
the Academic Performance of the one hundred (100) selected BSBA students at Tomas
del Rosario College
Independent
Variables
Technology
Computer
Tablet
Laptop
Cellphone, etc.
Intervening Variables
Availability of modern
technology
Number of hours using
modern technology
Study habits
Attitude
Skills
The impact of
modern technology
could increase or
decrease in the
academic
performance of BSBA
students
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Figure 1-1 presents the independent variables on the far left box and how they affect
the intervening variables found in the middle box which include the modern technologies
such as: computer, tablet, laptop, cellphone. These variables could increase or
decrease the result of the variables. Perception of BSBA students at Tomas Del Rosario
College on their academic performance in relation to the impact of technology.
Significance of the Study Search advantages of using modern technology for

specific x3-5 pages
The study about modern technology and its impact on the academic performance
of students of BSBA in 2015-2016 at Tomas del Rosario College, serves as a learning
tool in their academic performance. This research study may be helpful to students,
faculty, instructors, parents, future researchers and the community. The result of the
study is expected to benefit the following:
Students
This research study gives information to students so that they can be aware of
how to utilize modern technology to better impact their academic performance. How to
use effectively, efficiently and appropriately. How students can become responsible in
using modern technology. How they can take advantage of the modern technology
provided to them by the college. Modern Technology can be used in schools often and
include settings and features that enhance accessibility. Increasing awareness of
available accessibility features and providing teacher training will help many students
without requiring schools to acquire new technology.
Faculty Teachers
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The information can help teachers know the advantages and disadvantages of
how modern technology impacts the academic performance of BSBA students. And how
they can use this technology to help their students learning capabilities. It can be easier
for teachers to choose teaching strategies and tools specific for their students learning
needs. Use modern technology to enhance their teaching methods. Efficiency in making
lessons and computing grades. Can benefit teachers in their professional growth by
being accessible to students. Easy access to students through social communication.
Teacher training and support is critical. For teachers to be able to help students
personalize their academic performance they must have the necessasry knowledge,
skills, and resources. Accessbi
School
If the school has a complete facility in regards to modern technology many
students will be interested in enrolling in the school.
Community
The community can be helped to be made aware of the impact technology has
on its residents. The community can be educated on how to create way to make
modern technology useful for students. Examples of this are computer shops. Must be
responsible, there is a policy to be 100 meters away from school. Only open during the
time that students are excused from school so that they prioritize their education. (Add
policies and laws)
Parents
Understanding how modern technology impacts children is important. Parents
are responsible in monitoring their childrens use of modern technology. Parents will be
able to guide and mentor their children in their academic performance and in their social
facets.
User
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Persons who choose to use modern technology can better understand how this
can impact their academic performance. Be it they choose to use this in a beneficial
way in supplementing their study habits or allow it to distract them. Students will have to
proper knowledge in how to better themselves by using modern technology.
Future Researchers
This research study can be used as a comparative analysis and basis for future
study regarding the impact of modern technology on the academic performance of the
students.
Scope and Delimitation
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The studys s took place at Tomas Del Rosario College from July 2015 to October
2015. The number of respondents chosen were one hundred (100) BSBA students.The
instrument used was a self made questionnaire.
The Respondents or Subjects for the study were selected from TOMAS DEL
ROSARIO COLLEGE. In total, 133 students were surveyed, 100 questionnaires were
distributed and collected from the first year to fourth year level.
The total population of this study is 133 students (33) seniors (42) junior (21)
sophomores ( 37) freshmen. The modes of modern technology being surveryed are:
Delimitation of common modern technology ONLY: remove the ones that the
students dont use, because not known or available at this school. Not readily available
or used. Explain why chose certain modern technology such as FB, IG, twitter etc.
overhead projector, power point presentation, computer/laptop, tablet, Leap Motion,
Papertab, Chromebooks, Celly, Cellphone, Flashnotes, Lore, Study Blue, Donors
Choice, Snagit, Jing, Camtasia, Flipped Classroom, Lesson Cast, Kid Blog, Glogster
EDU, Live Binders, Knewton.
The main focus of the study is to survey the impact of technology in

relation to the academic performance.
In assessing the students, the data was obtained through a questionnaire and
survey.
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Definition of Terms
The following terms were used throughout the research study, these terms were
conceptionally defined:
Techonolgy
The branch of knowledge that deals with the creation and use of technical means and
their interrelation with life, society, and the environment, drawing upon such subjects as
industrial arts, engineering, applied science, and pure science.
Modern Technology
Is the improved product of the application of science. it may be the same with the
technologies before but it was design to make works more easier.
Traditional Technology
Impact
Have a strong effect on someone or something.
Academic Performance
Power to produce results; efficacy; force; validity; influence, the state of being operative
or functional; operation or execution; accomplishment or fulfillment, a mental or
emotional impression produced, as by a painting or a speech
Cognitive
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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.
Psychosocial
Involving both psychological and social aspects; for example, age, education, marital
and related aspects of a person's history
Attititude
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
BSBA students
Students currently enrolled at Tomas del Rosario College studying the course of BSBA
Tomas del Rosario College
Is the institution / College were the survey was held at Capitol Drive, Balanga City,
Bataan
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CHAPTER II
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.
Related Literature add a few sentences to describe the literature used

Previous studies revealed the positive impact of technology on enhancing the
achievement and performance of students and in gaining significant improvement and
changes in all areas (Kulik and Kulik, 1991; Kulik, 1994; Rutz et al., 2003; Sivin-Kachla,
1998; Baker et al., 1994). For instance, many studies of the comprehensive effort to
integrate technology into schools show an increase in test scores related to the use of
technology. Kulik (1994) aggregated 500 individual research studies of computer based
instruction students. The results of the aggregation demonstrated that students who
used computer-based instruction scored better than those in the control condition
without a computer. Students also gained more knowledge in less time because the
classes became more enjoyable and interesting after the introduction of computers
(Kulik, 1994).
Similarly, Sivin-Kachla (1998) found that students studying in a technology rich
environment achieved higher marks in all subject areas, gained a positive attitude
towards learning, were able to generate new ideas and built self- confidence. The US
Department of Education conducted a scientific study in 2001 to assess the impact of
technology using two types of student achievement measures measure assessed
reading achievement and assessed mathematics achievement. A significant impact was
revealed in the students' scores. Moreover, in a study conducted in Pittsburgh, in which
an intelligent tutor software used to support the curriculum was used as part of the
regular curriculum for ninth-grade algebra (Koedinger et al., 1999). The results of the
23
study demonstrated that 470 students in the experimental classes outperformed

students in compression classes by 15% on a standardized test and 100% on test
targeting the curriculum focused objectives (Koedinger et al., 1999). Moreover, in their
evaluation of Apple Classrooms of Tomorrow (ACOT), Baker et al. (1994) conducted
research in five schools across the nation to assess the impact of adopting interactive
teaching and learning technology with an aim to encourage teachers to use computers
to support student initiative projects and to assess multiple resources and cooperative
learning. The research findings revealed that technology had a positive impact on the
attitude of students towards learning. It also changed the teachers teaching practices
towards more cooperative group work and less lecturing load (Schater, 1999).
Recent studies conducted by Banerjee et al. (2005) and Barrow et al. (2009)
revealed that adopting an instructional computer program can improve student
achievement. Banerjee et al. (2005) found that by integrating the mathematics
curriculum with educational technology, the mathematics scores of the fourth-grade
students in Vadodara, India were increased. In addition, Barrow et al. (2009) analysed
the effect of an instructional pre-algebra and algebra program on student's test scores in
the US, while Rutz et al. (2003), examined the impact of using instructional technology
on optimizing the learning styles and process types. They found that using web-based
material to supplement the in-class experience can improve student achievement.
Murphy et al. (2001) found evidence of a positive relationship between using discrete
educational software and student achievement in reading and mathematics.
Previous studies on the integration of the technology in education have tackled
student achievement from a basic aspect, such as the scores, but have ignored many
other aspects of student achievement and performance. Therefore, despite thousands
of impact studies, the impact of technology used on student achievement remains
difficult to measure and open to much reasonable debate (Trucano, 2005).
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Related Studies books related to technology, barientos, calmurin, statistics

books for computation, min of 5 books, summarize the results, why chose that
related lit, the impact on the research positive and negative sum up paraphrase
Review of Foreign Studies thoughts, effect on our study, results

Research that has been conducted on the ways in which technology can improve
what children learn focuses on programs that aide in students comprehension of core
subjects like science, math, and reading, by presenting subject material in more easily
understood formats. The largest volume of research on the impact of technology in core
subject areas has been conducted on mathematics instruction. Mathematics instruction
also has the longest history of using technology for instructional purposes and boasts
several impressive systems (Ungerleider and Burns 2002, 15). Computer based
applications can also be applied in science classrooms. Research has shown that
students receive higher test scores and have greater understanding of the subject
material. Roschelle et al.(2000,86) assert that computer-based applications using
visualization, modeling and simulation have proven powerful tools for teaching scientific
concepts." When certain technology applications were used in the classroom, such as
ThinkerTools, it was discovered that students understanding of subject matter increased
well beyond their grade level. Researchers found that middle school students who used
this computer assisted learning program had developed the knowledge to understand
and explain concepts that were usually taught well above their grade level. The impact
modern technology has on the academic performance of public school children in the
core subject area of mathematics is also positive. In the traditional teaching of
mathematics, students were required to apply basic knowledge such as adding,
subtracting, multiplying, and basic division. "However, in todays society, people
increasingly use mathematical skills to reason about uncertainty, change trends in
data, and spatial relations" (Roschelle et al. 87). Using technology to check an equation
can provide immediate feedback if the equation is incorrect instead of writing the
25
equation out in pencil and waiting for a response from the teacher. A high school in
Pittsburg implemented a computerized Cognitive Tutor in its mathematics classes. This
program developed students higher order thinking skills by allowing them to use real.
world situations to solve problems (Ringstaff and Kelley 2002). Classrooms around the
nation are expanding the mathematical literacy of students as more teachers are taking
advantage of technology tools. Algebra students who used computer assisted learning
programs outperformed students in traditional classes, achieving gains of up to 25
percent in skill and up to 100 percent in problem solving (Hubbard 2000). While there
are only a few studies that measure the effectiveness of technology in the area of
language arts, the impact of technology can still be seen through the application of
literacy programs and word processing systems. Computers may not be the best means
to read complete books; however they are helpful in examining small sections of text
and material (Ringstaff and Kelley 2002, 6). When typing a report, students are able to
instantly see incorrect spelling and grammar. Technology also provides students with a
wider array of resources; they can access virtual libraries and have access to
information that their school does not have. Students who use email see an increase in
their reading and writing skills. Communicating and interacting through email, has
proven to be a motivating factor in the improvement of language skills (Ringstaff and
Kelley 2002, 6).
A study was conducted in rural West Virginia at Hundred High School, on the
impact of technology on academic success and showed favorable results. The school
took advantage of a program called NETSchools and received funding from the E-rate
program. NETSchools provided every student and teacher with a laptop. Once ports
were installed, all the students and teachers connected to a Local Area Network. The
results were astonishing. The desire to learn increased and students who had
previously been disinterested in school became more active participants. After only six
months, eighty percent of the students were accessing the Internet daily to gain
supplemental instruction. In the past, their only source of information had been from the
school library which contained out of date texts. Over the course of that first year the
144 students at Hundred High scored higher and ranked above the national mean in
26
every subject, as well as in total basic skills on the SAT (Web-based Education
Commission 2001, 12). Another study called Project Child (Computers Helping
Instruction and Learning Development), examined the impact computer integrated
instructional programs had on student achievement. "Students showed positive results
at both high and low achieving schools, having higher grade point averages and on
average scoring higher on standardized tests" (Ringstaff and Kelley 2002, 4). In addition
to these studies, other research studies examine the impact of drill-based remedial
software on academic performance. "Students who used drill and practice technology to
contribute to already learned skill sets, improved their academic performance on
standardized tests" (Attewell 2001). Despite the positive impact of technology on
enhancing learning environments, barriers do exist that limit the effectiveness of
technology in the classroom. Technology in the classroom is only one piece of the
puzzle. In order to be effective and have impact, school reform must happen at all
levels; in the classroom, at the school, and in the school district.
Review of Local Literature policies, presidential decree, ADD MORE++

According to the research paper written by Jake M. Laguador, Computer
Utilization on Academic Performance, Health, and Behavior of Selected Students
Enrolled in Board and Non-Board Degree Programs it was determined that Filipino
college students attending Lyceum of the Philippines Univeristy utilized their computers
during their study habits to support their academic performance. It was determined that
academic performance, health and behavior differ in their reasons of computer usage,
frequency per week and average hour per day of comupter utilization. Descriptive type
of quantitive research method was used in the study for 1,035 proportionately stratified
randomly selected students from ten (10) different collages. Results showed that
students enrolled in non-board programs were spending more time using modern
technology than students in board programs. Educational purposes is the primary
reason of both groups in computer utilization. However, students from non-board
programs have higher posibility of utilizing modern technology for entertainment
purposes than those from board programs. Majority of the students enrolled in board
programs have significantly lower GPAs while those enrolled in non-board programs
27
have higher possibility of encountering behavioral problems. One-third of the students

were suffering from negative health effects of modern technology utilization no matter
how long or short of time they spent online and in offline activities. Add to this research,
get the most important contents
House of Representatives, House Bill no. 2473
AN ACT PROHIBITING THE ENTRY OF MINORS IN INTERNET CAFES OR
COMPUTER
RENTAL
SHOPS/COMPUTER
PROVIDING
PENALTIES
FOR
VIOLATION
GAMING
SHOPS
THEREOF
AND
OR
FOR
CENTER.
OTHER
PURPOSES.
SECTION 1
SHORT TITLE. This act shall also be known as the INTERNET AND VIDEO-GAMING
BAN MINORS OF 2010
SECTION 2 POLICY
It is the policy of the State, consistent with the constitution to promote and general
welfare, to safeguard the interest of the in and out of school youth and the entire young
populace. For this purpose, the government shall institute a balanced policy whereby
the use of technology such as internet cafes, videogame shop and the likes, be
regulated in order to promote education and preserve the culture of Filipinos and at the
same time ensure that the interest of businesses and stakeholders are not aversely
compromised.
SECTION 3. PURPOSE
It is the main thrust of this Act to:
a. Prevent minors especially the srudents from hanging out at some Internet cafes
and videogame shops/centers and other related establishments thereby
promoting the sphere of education;
28
b. Prevent the youth from excessively playing videogames thereby shielding them
from becoming a video game addict which causes the commission of a crime by
reason of desperation for money to fedd their habit;
c. Protect the minor from being the object of sexual exploitation by pedophiles,
foreign or local;
SECTION 5. PROHIBITED ACTS

The computer owner/proprietir/manager/attendant of internet cafes or computer rental
shops/ computer gaming shops or centers shall be strictly prohibited from admitting or allowing
minors, during school hours and school days to: (a) Enter into a such establishements, (b) Use
the computer facilities in such establishments.
It shall not be defense for the owner, proprietor, manager, partner and attendant that
he/she did not know or was not aware of the real age of the minor. Neither shall it be a defense
yhat he /she did not know nor had any reason to believe that the minor is the one using the
computer in an instance accompanied by an adult.
If said establishments is owned by a partnership or corporation, the managing partner, or
the president of the corporation shall be jointly held criminally liable as conspirator with the
person admitting ot allowing such minor.
29
Chapter III
METHODOLOGY
This chapter contains research design, determination of sample size, sampling
design and technique, the subject, the research instrument, validation of research
instrument, data gathering procedure, data processing method, and statistical
treatment.
Research Design
This study used descriptive survey design. Since this design suited to the
researcher research problem The Impact of Modern Technology to the BSBA student in
Tomas Del Rosario College. Wherein the subject varies among themselves, and this
determined the extent to which different condition and situation are taken with in the
subject.
In addition, descriptive survey design is practical in obtaining the values of facts
and focuses attention on the most important phenomena of being reported in this study.
It is also necessary to discover the psychological and social aspect of research by way
of application or implementation of facts, to recognize between facts or influences.
30
The researcher utilized survey questionnaire in gathering and collecting data, for
answering the research questions, that requires facts, sufficient and accurate
interpretation.
Determination of Sample Size

The researcher determined the sample size to be included in research as the
respondent. The formula use in getting the sample size is:
Formula:
Ss =
NV+(Se)2 x( 1-p)
NSe +(V)2 x( 1-p)
Where:
S2= Sample size
N= Total number of population
V= Standard value (2.58) of 1 percent level of probability
Se= Sampling error (0.01)
P= Larger possible proportion (0.50)
S5= NV+ [ (SE)2 x (1-P) ]

N SE + [ (V)2 x P ( 1-P) ]
= 133(2.58) + (0.01)2 x (1-0.50)
133(0.01) + (2.58)2 x 0.50(0.50)
31
= 343.14+ 0.0001 x 0.50

1.33+ 6.6564 x 0.50(0.50)
= 343.14 + 0.00005
1.33 +1.6641
= 343.14005
2.9941
= 114.605407 OR 115
Hence, the total sample size is one hundred fifteen (115) out of total population
of one hundred thirty three (133) after computing the sample size. The researcher
delimit the sample size to be included in research one hundred (100). The fifteen (15) of
sample size was used in test and retest method to determine the validity and reliability.
Sampling Design and Technique

This research study focuses on the Impact of Modern Technology on the
Academic Performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College, and according to the researcher purpose and convenience. This study
uses the nonscientific or nonprobability purposive convenience sampling technique.
More over the researchers selected the one hundred (100) BSBA student as the sample
due to good evidence and they are readily available for this study. The researchers
recruited the subjects according to the inclusive criteria of the researchers and sought
their cooperation and support.
Subjects
Prior to getting the subject in this study, the researcher asked a written
permission from the registrar to gather the total population of the BSBA students in all
32
year levels. The permission was granted and the researcher got the total population of
one hundred thirty three (133) BSBA student in Tomas Del Rosario College.
Since the population is more than one hundred sample size were taken with the
result of one hundred fifteen (115). The included respondent were one hundred and the
remaining 15 were utilized the test and retest for the validity and reliability of the
research instrument.
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
Table I.I Distribution of the Subject add additional column for original amount of
students for each year level
Total Population, Sampling Size, Percentage

N=100
BSBA Department
Frequency
Percentage
Year level I ( freshmen)
22
22%
Year level II ( Sophomore)
36
36%
Research
Year level III ( Junior)
13
13%
Instrument, fix
Year level IV ( Senior)
29
29%
grammar and
TOTAL
100
100%
parts and
subparts
The tool used in the study was a self-made questionnaire. It was comprised of two
main parts and four sub-part. The two main parts, part one is comprised of cognitive
followed by psychomotor then psychosocial and attitude and behavior.
33
It is a five-point Likert scale that was (5) - excellent, (4) very good, (3) good, (2)
poor, (1) needs improvement. Cognitive consist of 13 questions, psychomotor consist
of 8 questions, while the psychosocial consists of 7 questions and lastly the
attitude/behavior consists of 8 questions in which respondent rate, in which respondents
rate, the impact of modern technology in the academic performance of BSBA student in
all year level at Tomas Del Rosario College. The second main part of questionnaire is
preferred modern technology to enhance the academic performance.
Data Gathering Procedure

The researchers will distribute a survey form to each section in order to
determine the users of modern technology and must be accomplished within one week.
After the researchers collected the survey forms, a list of the respondents which are
modern technology users will be organized then copies of the main questionnaire will be
produced. The copies of the main questionnaire will depend on the number of the
respondents. However, extra copies will be reproduced if some respondents loss their
questionnaires. The respondents will be given two to three days allowance to answer
the main questionnaire. An officer of each section will be selected to distribute and
collect the questionnaires. Once the deadline of the questionnaires arrived, the
researchers will coordinate with the officers to retrieve all the questionnaires completely.
The questionnaires gathered will contain all the needed data for the study and it will be
organized, summarized, analyzed, and interpreted.
Statistical Treatment of Data add ranking, weighted mean

The researchers used the following formulas to analyze the results of the survey:
Frequency is the number, proportion, or percentage of items in a particular category in a
set of data, while percentage is the proportion or share in relation to a whole. This
34
technique is used to determine the percentage of our respondents out of total

population in terms of frequency of using Modern Technology.
Through this, the researchers also determined the percentage of the respondents who
are affected by the influence of modern technology. The formula for frequency and
percentage is:
f
P = ------- x 100 %
N
Where:
P is percentage
f is number of respondents falling under a particular category
N is total number of population
The mean, or average, is the sum of the values divided by the total number of values.
This determined the average result of the data gathered from different respondents.
Where:
Represents the sample mean
N represents the total number of respondents
X represents the frequency
35
Validity and Reliability of the Instrument add the computations

The initial draft of the questionnaire was submitted to the researchers adviser for
corrections and suggestions. Several changes were made over the course of time to
refine the questionnaire. Some items in the proposed draft were found irrelevant and
therefore omitted. The researchers used the test-retest method for the reliability of the
research instrument. To test the reliability of the instrument, the questionnaire was given
to the respondents at two separate times. THE STEPS OF TEST AND RETEST
METHOD/ ADD HOW IT WAS DONE The revised questionnaire was validated by the
respondents, the students of the BSBA department of Tomas del Rosario College. The
coefficient correlation between the first and second administration of the questionnaire
was computed with the use of the Spearman rank coefficient of correlation or Spearman
rho to test the validity.
The formula is as follows: ADD THE FORMULA/ COMPUTATIONS/ SOLVING/

RESULTS
rs = 1 - 6D2
N3 N
Where:
rs = Spearman rho
D2 = Sum of squared difference between ranks
N = Number of cases
36
r2 =1_ 6D2
N3 - N
= 1 6 (391.5)
( 3.58)3 -3.14
= 1 2349
( 45.88) 3.14
= 1 2349
42.74
= 1 54.9602246
= -53.96
ADD COMPUTATION ON THE TRANSMITAL AT APPENDICES
The computed result (totall number) he obtained correlation is high, it means that the
questionnaire is reliable.
DATA
DATA 2
R1
R2
D2
228
3.42
10.5
2.5
6.25
2.64
3.50
12
49
2.88
3.35
10.5
10
0.5
0.25
3.50
3.53
2.97
3.50
16
3.37
3.50
37
3.50
3.53
3.10
3.20
12
-4
16
3.50
3.35
10
-5
25
3.72
3.35
10
-9
81
3.53
3.44
-4
16
3.42
3.53
16
3.58
3.14
14
-12
144
Total
391.5
INTERPRETATION
Data Gathering Procedure

The researchers wrote a letter to the registrars office to find out how many students are
currently enrolled at Tomas del Rosario College in the BSBA course. We were informed
that there are 133 students enrolled in all year levels. The total population of this study
is 133 students (33) seniors (42) junior (21) sophomores ( 37) freshmen. Since the
population is more than one hundred sample size were taken with the result of one
hundred fifteen (115). The included respondent were one hundred and the remaining 15
were utilized for the test and retest for the validity and reliability of the research
instrument. MAKE SURE THE NUMBERS ARE THE SAME AS THE TABLE
Out of the one hundred subject from the BSBA student in all year level: level I
freshmen is thirty three (33) with the percentage of 25%; level II sophomore forty two
(42) with the total percentage of 32%; level III junior twenty one (21) with the total
percentage of 16%; level IV senior thirty seven (37) with the total percentage of 28%.
This study uses the nonscientific or nonprobability purposive convenience

sampling technique in order to REASON FOR USING THE PROPOSED SAMPLING
38
METHOD. The remaining students were used to find out the validity and reliability of the
questionnaire. The research study focusses on the Impact of Modern technology to the
academic performance of one hundred (100) selected BSBA student in Tomas Del
Rosario College, and according to the researcher purpose and convenience.
The data for this research was collected using a survey questionnaire. The
survey was created using suitable questions modified from related research and
individual questions formed by the researchers. The survey is divided into two parts.
The first part is comprised of four categories: Cognitive, Psychomotor, Psychosocial and
Attitude/ Behavior. In the questionnaire BREAK DOWN OF THE PARTS AND
SUBPARTS Likert Scale was used to determine the level of ADD HOW THE LIKERT
SCALE WAS USED
Data Processing Method

Once the questionnaire was refined, the researchers asked permission from the
dean and chair of BSBA in order to conduct the research. It was explained to the chair
that the researchers planned to survey the BSBA students to conduct research on how
modern technology impacts the academic performance of the students. Once
permission was granted from the chair, the questionnaire was distributed. When?
Include dates. Distributed and collected. Explain the direction , (step by step) These
were distributed to the BSBA students at Tomas del Rosario College. The researchers
found out the BSBA students course schedule and we sought them out during the class.
We asked permission from their perspective professors if we could distribute the
surveys. Participants were given time to respond and then the researchers collected the
surveys within that day. There were no incentives offered for participating in the
research.
Upon retrieval of the questionnaires, the researchers tabulated the findings and
analyzed the data. The data gathering was systemized. The researchers had made an
39
assessment with regards to the effect of modern technology to enhance academic

performance by the BSBA students of Tomas del Rosario College, academic year 20152016. The responses were analyzed with the subjects considered whole, only
differentiating them by their year level.
40
Statistical Treatment
Upon the completion of the questionnaire retrieved the researchers analyzed,
organized and interpreted data in the study. The researchers used statistical tools for
treatment of data like chi-square, percentage, ranking and weighted mean, in The
Effect Modern Technology has on the Academic Performance of BSBA students at
Tomas del Rosario College.
These helped the researchers gather and compare data. The following are the tools
used in the study.
1. Chi-Square Test. Often used to determine whether there is a goodness of fit. It

is alsoused to test the association of categorical data and to test the hypothesis
of independence of two variables of classification.
Solution:
(0i Ei)2
X2= Ei
Where:
Oi= observed frequency in the ith category
Ei= expected frequency in the ith category
41
2. Percentage and Ranking.
To get the percentage of the profile, the total
frequency is divided by the number of cases multiplied by 100. (Calmorin,

L.,2001).
Solution:
P=f
N
Where:
P = percentage
f = frequency
N = total number of respondents
3. Weighted Mean (WM). The weighted mean is obtained by multiplying the

number of responses by the given weight and dividing results by the total number
of respondents (Calmorin.L.,2001).
Solution:
WM = fx
N
Where:
WM = weighted mean
fx = summation of weighted frequencies
N = total number of respondents
42
Justification of the Study

The formula for the computation of percentage distribution is
f
x 100
N
where :
% percentage
f frequency
%
N total number of respondent s
Weighted Mean - Averaging the quantities by attracting more significance to some of

the numbers than the others. We accomplish this by assigning weighs to the quantities,
where the weight represents measure their relative importance.
x
f w
n
where :
x the weighted mean
f frequency
n total number of cases
One-way Analysis of Variance- is a method for dividing the variation observed in

experimental data into different parts; each part assignable to a known source, cause or
factor (Ferguson, 1976).
F
MSB
MSW
where :
MSB Mean Square Between
MSW Mean Square Within
A t-test is any statistical hypothesis test in which the test statistic follows a Student's t
distribution, if the null hypothesis is supported. It is most commonly applied when the
test statistic would follow a normal distribution if the value of a scaling term in the test
statistic were known. When the scaling term is unknown and is replaced by an estimate
based on the data, the test statistic (under certain conditions) follows a Student's
distribution.
43
CHAPTER IV
RESULT, ANALYSIS AND INTERPRETATION
This chapter presents, analysis, result and interpretation of the data gathered
from the BSBA students of Tomas Del Rosario College in determining the impact of
modern technology on their academics performance.
STATEMENT OF THE PROBLEM:

The primary aim of this study is to determine the Impact of Modern Technology
on the Academic Performance of one hundred (100) selected BSBA student in Tomas
Del Rosario College A.Y 2015-2016.
Specifically answers the following question:
1. The impact of modern technology use by the one hundred (100) BSBA students in
Tomas Del Rosario College on their academics performance in terms of:
1:1 Cognition
44
1:2 Psychomotor
1:3 Psychosocial/ Attitude and Behavior
2. The modern technology that the BSBA student most preferred to enhance the
academic performance?
3. What is the mean differences between cognition, psychomotor, psychosocial,
attitude/behavior?
4. Is there any significant impact in using modern technology in the academic
performance of student in BSBA
In Terms of Cognitive present using the statement of the problem, interpret and
analyze/ illustrate the data and if the statement of the problem questions were
answered
Table 1 shows the weighted mean of students in terms of their cognitive
function. The impact of modern technology was rated based on the students selfperceived level of awareness in grades, attention span, time management, handle
distraction,
decision
making,
increase
memory,
follow
instruction,
enhance
understanding, improve critical thinking, display retentiveness, access more information

updates, can immediately recall past event/lesson and the ability to recall long term
memory.
The students gave a unifying perception in terms of cognitive aspect. The item
Handle Distraction, Follow Instruction and Can immediately recall past event/lesson
got the highest rating with an average of weighted mean of 3.53. The item Ability to
recall long term memory got the lowest rating with an average weighted mean of 3.14.
45
INTERPRETATION OF THE RANKING EACH ONE, RATIONALE

Table 1. The impact of modern technology to BSBA students of Tomas Del
Rosario College in all year levels in terms of Cognitive
Indicators
WM
Rank
Interpretation
1. Grades
3.42
Good
2. Attention Span
3.50
Good
3. Time Management
3.35
Good
4. Handle Distraction
3.53
Very Good
5. Decision Making
3.50
Good
6. Increase Memory
3.50
Good
7. Follow Instruction
3.53
Very Good
8. Enhance Understanding
3.20
Good
9. Improve Critical Thinking
3.35
Good
10. Display Retentiveness
3.35
Good
11.
3.44
Good
I. Cognitive
Access
more
information
updates
12. Can immediately recall past
event/lesson
13. Ability to recall long term
7
3.53
3.14
Very Good
1
Good
memory
Average Weighted Mean
3.41
Good
46
The overall weighted mean in terms of Cognitive is 3.41. This means that the
impact of modern technology on their academic performance in terms of cognitive
functions falls to Good. Among the questionnaire items, the ability to recall long term
memory received the lowest category.
In terms of Psychomotor
Table 2 shows the list of eight (8) items in terms of Psychomotor used in data
gathering and corresponding weighted means of students responses ranked the
highest to lowest weighted mean together with the interpretation.
The criteria in
obtaining the students level of perception in terms of psychomotor were based on their
personal awareness / experience with the use of modern technology.

Rosario College in all year levels in terms of Psychomotor.
Indicators
WM
Rank
Interpretation
1. Flexibility
2.88
Good
2. Reflexes
2.64
Good
3. Skills in manipulating technology
2.88
Good
4. Needs stimulation
3.50
Very Good
II. Psychomotor
47
5. Receptive to Information
2.97
Good
6. Able to apply learned lessons to
3.37
Good
3.50
Very Good
8. Musculosketal coordination
3.10
Good
3.11
real life situation

7. Able to move smoothly with
coordination
Good
Overall, the impact of modern technology on BSBA students of Tomas Del

Rosario College in all year levels in terms of psychomotor as perceived by themselves
gained a Good result with an overall weighted mean of 3.11. Among each other
situational statements or items given, the item Needs Stimulation and Able to move
smoothly with coordination got the highest rank with an average weighted mean of
3.50. While the item Reflexes got the lowest rank with an average of 2.64.
In terms of Psychosocial
Table 3 shows the data on the extent of how the respondents ranked in terms of
Psychosocial based on their personal experience. The criteria in obtaining the
respondents level of self perception are the following: adjust to people easily, adjust to
environment change, interpersonal relationship, interactive/partcipative, overcome
shyness and loneliness, overcome dependency to technology, and able to express self
easily.
Rosario College in all year levels in terms of Psychosocial
Indicator
III. Psychosocial
1. Adjust people easily
2. Adjust to enviroment change
WM
Rank
Interpretation
3.50
3.72
6
2
Good
Very Good
48
3. Interpersonal relationship
4. Interactive/participative
5. Overcome shyness and loneliness
6.
Overcome
dependency
to
3.53
3.42
3.58
3.67
5
7
4
3
Very Good
Good
Very Good
Very Good
technology
7. Able to express self easily
Average Weighte Mean
4.18
3.66
Very Good
Very Good
The table 3 reveals that item number 1 ranked first with an

average weighted mean of 4.18 and interpreted as Very Good which means that the
students were able to express self easily. And the least ranked was the
Interactive/participative with an average weighted mean of 3.42
In terms of Attitude / Behavior

Table 4 shows the data on the extent of how the respondents ranked in terms of
attitude / behavior based on their personal experience. The criteria in obtaining the
respondents level of self perception are the following: attention span, resistance to
impulsiveness, can hold temper, coping mechanism, mood seing management, handle
depression, displaying confidence and can handle boredom.

Rosario College in all year levels in terms of Attitude / Behavior
Indicator
IV. Attitude / Behavior
1. Attention Span
2. Resistance to implusiveness
3. Can hold temper
4. Coping mechanism
5. Mood swing management
6. Handle Depression
7. Displaying confidence
8. Can Handle Boredom
WM
Rank
Interpretation
3.53
3.67
3.37
3.58
3.35
2.64
3.37
3.35
3
1
4
2
6
8
5
7
Very Good
Very Good
Good
Very Good
Good
Good
Good
Good
49
3.36
Good
Looking closely at the table 4 per item, it was observed that the
resistance to impulsiveness has the highest average weighted meanamong the the
eight items and interpreted as Good followed by the item coping mechanism with an
average mean of 3.58. And the lowest rating belongs to handle depression with an
average weighted mean of 2.64.
Table 5. The perfered Modern Technology used by BSBA students at Tomas del
Rosario College. Ranked in their preferred order.
Indicator
Overhead Projector
Power Point Presentation
Computer / Laptop
Tablet
Leap Motion
Papertab
Chromebooks
Celly
Cellphone
Flashnotes
Lore
Study Blue
Donors Choice
Snagit, Jing, Camtasia
Flipped Classroom
Lesson Cast
Kid Blog
Glogster EDU
Live Binders
Knewton
Rank
6
5
1
2
20
12
11
4
3
7
9
10
19
13
8
16
14
15
17
18
Based on the BSBA students ranking, it was determined that their most preferred
modern technology to use is Computer/Laptop, Tablet, Cellphone, Powerpoint
50
Presentation and Overhead Projector. Despite having a variety of modern technology to

use, BSBA students still prefer traditional technology over newer forms.
CHAPTER V
Summary of Findings, Conclusion and Recommendation
This chapter presents summary of findings; the conclusions made and the
recommendations offered.
Summary of Findings SUMMARIZE THE INTERPRETIONS
51
The purpose of this study is to examine the impact modern technology

integration has on the academic performance of BSBA students at Tomas del Rosario
College.
The first chapter provides an introduction of the topic and explains the
importance of the research. The second chapter discusses recent literature concerning
the integration of modern technology into education. The literature revealed that, when
technology was integrated into daily classroom activities, academic performance
increased in the core subject areas of reading, mathematics, and science. The
conceptual framework and hypotheses were presented in this chapter and were
supported through direct links to the literature. Chapter three articulated the
methodology used in conducting this research. This chapter outlines how the data was
obtained and the study developed. Chapter four presents the results of the multiple r
analysis. The results were analyzed and discussed in text format and through the use of
tables, computations and ranking. After analyzing the result, each hypothesis was either
supported or not supported, along with possible reasons explaining the outcome.
This study was conducted in Tomas Del Rosario College Balanga City, Bataan
with a total of one hundred thirty three (133) respondents of BSBA students in all year
levels. Descriptive method was used in this study. The researcher used a checklistquestionnaire method in order to reveal the relationship of the variables.
The special problem was conducted to determine the impact of modern

technology on the academic performance of BSBA students of Tomas Del Rosario
College in all year levels School Year 2015-2016. It aims to find out the appropriate
answers to the following questions, the impact of modern technology on the academic
performance in terms of Cognition, Psychomotor, Psychosocial, and Attitude / Behavior.
Through this problem stated, the researcher came up with the following null
hypothesis: There in no relationship of the Impact of Modern Technology on the
52
Academic Performance in terms of cognition, psychomotor, psychosocial and attitude /

behavior of one the one hundred (100) selected BSBA in all year level at Tomas del
Rosario College.
After administering the questionnaire, the researcher used weighted mean and
ranking to determine the extent of student-related factor in terms of cognition,
psychomotor, psychosocial and attitude / behavior. Mean median and standard
deviation were used to determine the level of impact that modern technology has on the
academic perforamnce of BSBA students of Tomas Del Rosario College in all year level.
Spearman rho was used to test the significance of input and output variables.
Conclusion 4 CONCLUSIONS FOR 4 QUESTIONS, STATEMENT OF THE STUDY

Based on the data gathered, the overall weighted mean of the Impact of Modern
Technology on the Academic Performance of BSBA students was: Cognitive (3.41),
Psychomotor (3.11), Psychosocial (3.66), Attention/Behavior (3.36).
The current study was conducted to investigate the impact of using Modern
Technology on the achievement and performance of BSBA students in all year levels at
Tomas del Rosario College. It has been revealed by the results that the learning
achievement of BSBA students in all year levels at Tomas del Rosario College was not
affected when the teaching and learning processes are enhanced by Modern
Technology. Although it motivates the students to become more involved, active and
interested in learning it also depends on each individual student if they want to take
advantage of these resources in order to support their academic study habits.
Modern Technology promotes the collaborative communication and interpersonal
skills of students, and, consequently, changes their attitude to learning but for some,
they do not find that modern technology has enhanced their learning capabilities. The
research experiment has demonstrated that modern technology, such as smart board
and PowerPoint are very enjoyable, help in best utilizing the lecture time, limit disruption
by students, provide outstanding methods for presenting the lecture materials, and
53
enhance the concentration and engagement of the students. But at the end, it is still up
to the student to utilize these provided means of modern technology.
Most of the academic staff and instructors at Tomas del Rosario College are
integrating their teaching with Modern Technology due to its easy access and
availability. The academic staff and instructors realize that adopting modern
technologies can enhance their communication with the students, reduce the teaching
pressure caused by the course material preparation and make the lecture material
available at the time of the discussion. The integration with Modern Technology will
enable them to build teaching competencies, and, therefore, will impact their teaching
effectiveness and performance.
Although, the importance of Modern Technology has been acknowledged by Tomas del
Rosario college, there are some impediments facing both the students and instructors in
adopting Modern Technology. The insufficient computing facilities and infrastructure,
lack of sufficient technology budget and modern technology investment, technical
support and excessive budgeting and resources consumption needed for training
programs are among the obstacles facing the college in adopting Modern Technology.
Recommendation
54
Students
Education can be transformed for students with the inclusion of modern
technology in the classroom. Modern technology can enhance
Faculty Teachers
Consider students accessibility to modern technology to enhance curriculum
development. And, create special teaching materials that are accessible to those
students without modern devices. Support teachers with training, curriculum resources,
and accessibility contacts. Teacher training and support is critical. For teachers to be
able to help students in their academic performance with the help of modern technology,
teachers must first have the necessary knowledge, skills, and resources themselves.
School
It is important to use technology in schools technology is made to simplify the
way we do things, and so both students and teachers can benefit from the integration
of technology in schools. Some educational technologies for schools are not expensive,
so every school can be in position to own at least one to two kinds of modern
technology such as computer and internet access / wifi. Also school administrators will
find the modern technologies very important and once integrated in schools; their job
will also become easier.
Community
To achieve extended education to the students, accessible information and
communications technology should be offered by educational authorities and to the
55
community to have an accessible modern technology that has the power to enrich
education for a population of students
that otherwise would have a difficult time
communicating.
Parents
Every parent and child is unique, with parents being the ultimate decider of what
is best for their family and child. Try to limit modern technology use to 1-hour a day,
except it is education related concern. Longer stretches make it difficult to stop the
addictive cycle. Also use modern technology to promote learning and creativity through
ebooks, educational software (Microsoft word, excel, power point, etc.) and educational
website (google, yahoo, scribd, online books)
Future Researchers
CHAPTER VI
BIBLIOGRAPHY BASED ON CALMURIN
56
Book
Angrist, Joshua and Lavy, Victor.2002. New Evidence on Classroom Computers and
Pupil Learning, The Economic Journal, 112 (482): 735-765
Attewell, Paul, 2001, Comment: The First and Second Digital Divides, Sociology of
Education, 74
Attewell, Paul., Belkis, Suazo-Garcia, and Juan Battle, 2003, Computers and Young
Children: Social Benefit or Social Problem, Social Forces, 82 (1): 277-296
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., and Rhades, V. (2003), ICT
and
Pedagogy: a review of the research literature, London, BECTA/DFES
Babbie, Earl, 2004, The practice of social research, California: Thompson Wadsworth
JOURNAL
Becker, Jay H, 2000, Whos Wired and Whos Not: Childrens Access to and Use of
Computer Technology, Children and Computer Technology, 10 (2): 44-75
Becker, Jonathan D. 2006. Digital Equity in Education: A Multilevel Examination of
Differences in and Relationships between Computer Access, Computer Use and
State-level Technology Policies, Education Policy Analysis Archives, 15 (3) 2-36
Boss, Suzie and Krauss Jane.2007. Real Projects in a Digital World, Principal
Leadership, 8 (4): 22-26
Carvin, A. 2000, Mind the gap: The digital divide as the civil rights issue of the new
Millennium, Multimedia Schools, 7 (1): 56-59
Internet Sources
57
Professors Benoit Monin, Carol Dweck and James Gross and Doctoral student Alex
Jordan,(2008), Stanford Reseach, www.stanford-reseach .com
Weathersbee, Julia Catherine, "Impact of Technology Integration on Academic
Performance of Texas School Children" (2008). Applied Research Projects, Texas State
University-San Marcos. Paper 272. http://ecommons.txstate.edu/arp/272
Walid
Lemagni,
The
effects
of
Technology
on
Academic
Performance
(https://prezi.com/mds2drg7fdeb/the-effects-of-technology-on-academic-performance/)
Psychologist Paul A. Kirschnera and Aryn C. Karpinskib of Ohio State University,
Centre
for
Learning
Sciences
and
Technologies
at
University
Netherlands,www.msnbc.msn.com,
(http://www.msnbc.msn.com/id/39038581/ns/technology_and_science
tech_and_gadgets/)
Tony Cruz,(2009), Filipinos Online , www.tonyocruz.com.
CEO Forum on School Technology Readiness.2001. Key Building Blocks for Student
Achievement in the 21st century. 1-32, www.ceoforum.org
Howley, Aimee and Howley, Craig.2008. Planning for Technology Integration: Is the
Agenda Overrated or Underappreciated?, Educational Planning, 17 (1) 1-17
Hubbard, L. 200. Technology-based math curriculums, custom build for todays
Classroom, Technology Horizons in Education Journal, 28(3)
Kalyanpur, Maya and Kirmani, Mubina H. 2005. Diversity and Technology: Classroom
Implications of the Digital Divide, Journal of Special Education Technology. 20(4): 9-18
of
58
CHAPTER VII
APPENDIX B
Tomas Del Rosario College
City of Balanga, Bataan
Survey Questionnaire
Modern Technology Used and Its Effect on the Academic Performance of BSBA
Students in All Levels at Tomas Del Rosario College A.Y 2015-2016.
Dear Respondents,
The fourth year nursing students of Tomas Del Rosario College, presently
conducting a study on Technology and Its Effect on the Academic Performance of
BSBA Students in All Levels at Tomas Del Rosario College School Year 20152016.
The undersigned would like to request to accomplish the questionnaire as truthful

as you can and answer all items. The researchers assure that your response must be
kept confidential.
The researchers may request that the accomplished questionnaire be returned at

the moment youre finished with the items.
59
Thank you very much for your kind support and cooperation.
Direction: Please indicate your answer by putting check on the space provided or
filling in the blank with the appropriate information.
Part I:
The effect of modern
technology to the Academic
performance in terms of:
Excellent
Very
Good
Poor
Good
Needs
Improvement
I. Cognitive
1.
Grades
2.
Attention Span
3.
Time Management
4.
Handle Distraction
5.
Decision Making
The
effect
of
modern

6.
Increase memory
7.
Follow instruction
8.
Enhance understanding
9.
Improve critical thinking
10. Display retentiveness

11. Access more information
Excellent
Very
Good
Good
Poor
Needs
Improvement
60
updates
12.
Can immediately recall
past event/lesson
13. Ability to recall long term
memory
II. Psychomotor
1.
Flexibility
2.
Reflexes
3.
Skills in manipulating
technology
4.
Needs stimulation
5.
Receptive to information
6.
Able to apply learned
lessons to real life situation

7.
Able to move smoothly
with coordination
8.
Musculoskeletal
coordination
III. Psychosocial
1. Adjust people easily
2. Adjust
to
environment
change
3. Interpersonal relationship
4. Interactive/participative
5. Overcome
shyness
loneliness
and
61
The effect of modern
Excellent
Very
Good
Good
Poor
Needs
Improvement

6.
Overcome dependency to
technology
7.
Able to express self easily
IV. Attitude / Behavior

1. Attention Span
2. Resistance
to
impulsiveness
3. Can hold temper
4. Coping mechanism
5. Mood swing
management
6. Handle Depression
7. Displaying confidence
8. Can handle boredom
Direction: Please rank the preferred modality used to enhance the academic
performance by writing a number next to the space provided. 1 is the most
preferred, 15 is the least preferred.
Part II:
The preferred modern technology used to enhance the academic performance.
Please rank the preferred modality:
62
____ Overhead Projector
____ Leap Motion
____ Power Point Presentation
____ Papertab
____ Computer/ Laptop
____ Chromebooks
____ Tablet
____ Celly
____ Cellphone
____ Flipped Classroom
____ Flashnotes
____ Lesson Cast
____ Lore
____ Kid Blog
____ Study Blue
____ Glogster EDU
____ Donors Choice
____ Live Binders
____ Snagit, Jing, Camtasia
____ Knewton
63
By the BSN IV Researchers
APPENDIX C
CHAPTER VIII
CURRICULUM VITAE
Name: Benand Charlotte B. Galvez

Address: Balanga City, Bataan
Email Address: benandcgalvez@gmail.com
Personal Information
Date of Birth: July 16, 1996
Place of Birth: Los Angeles, CA
Civil Status: Married
64
Height: 54
Weight: 130 lbs
Religion: Christian
Educational Background
College: Asia Pacific College of Advanced Studies, Balanga City, Bataan (2012-2014)
Tomas Del Rosario College, Balanga City, Bataan (2014-Present)
Secondary: Eagle Rock Jr/Sr High School, Los Angeles, CA (2008-2012)
Elementary: Toland Way Elementary School, Los Angeles, CA (2002-2008)
I hereby certify that above information is true and correct to the best of my
knowledge and belief.
Benand Charlotte B. Galvez
Name: Carren J. Apolinario

Address: Mariveles, Bataan
Email Address: carrenapolinario@gmail.com
Date of Birth: February 19, 1996
Place of Birth: Balanga, Bataan
Civil Status: Single
Height: 53
Weight: 120 lbs
Religion: Catholic
65
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Llamas Memorial Institute Mariveles, Bataan ( 2008-2012)
Elementary: Antonio G. Llamas Elementary (2002-2008)
Carren J. Apolinario
Name: Reynaldo M. Vianzon Jr.

Address: Orani, Bataan
Email Address: reyvianzon@gmail.com
Date of Birth: July 1, 1990
Place of Birth: Dinalupihan, Bataan
Civil Status: Single
Height: 59
Weight: 165 lbs
Religion: Catholic
66
College: Asia Pacific College of Advanced Studies Balanga City, Bataan (2012-2014)
Tomas Del Rosario College Balanga City, Bataan (2014-Present)
Secondary: Saint Peter of Verona Academy Hermosa, Bataan (2003-2007)
Elementary: Hermosa Elementary, Hermosa, Bataan (1997-2003)
Reynaldo M. Vianzon Jr.
Ox
3.41
3.105
3.6571
3.3575
13.595
E
13.595
13.595
13.595
13.595
54.38
df = degree of freedom
O-E
-10.185
-10.49
-9.9379
-10.2375
-40.8504
(O - E) 2
(O- E)2
-181.414
-181.719
-181.167
-181.4665
-725.7665
E
46.35
41.75
49.72
45.64
183.46
67
df = (R-) (C-1)
= (4-1) (1-1)
df = 3
df = 0.18

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1

TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

TECHNOLOGY AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF

The Problem and Its Setting

Review of Related literature

Results, Analysis and Interpretation

Summary of Findings, Conclusions and

modern technology is seen to be disadvantageous for both of them as well. Some

Some examples of modern technlogy are:

Overhead Projector- The OHP is usually under the control of the

communicate an idea to an audience.

Study Blue- an app that allows students to organize their coursework,

LEAP Motion- developed hardware that allows anyone to write, draw,

Papertab- paper is an important part of school life

Chromebooks- Googles Chromebook can be used on computers and

Flipped Classroom- this teaching model is using technology to change

Snagit, Jing, Camtasia- screen capture vieo software programs are

Kid Blog- designed specifically for younger students, provides safe

Glogster EDU- allows students to collage pictures, text, video, and

Donors Choice- teachers create projects they hope to accomplosh with

Knewton- This modern technology aims at a personalizing content for

STATEMENT OF THE PROBLEM:

3. What is the mean differences between cognition, psychomotor, psychosocial,

Academic Performance in terms of cognition, psychomotor, attitude, and

Theoretical Framework (all cognitive theories first, aside from cognitive

among the first to articulate the implications of constructivism as it applied to child

Significance of the Study Search advantages of using modern technology for

Scope and Delimitation

The main focus of the study is to survey the impact of technology in

of or relating to the mental processes of perception, memory, judgment, and reasoning,

Related Literature add a few sentences to describe the literature used

study demonstrated that 470 students in the experimental classes outperformed

Related Studies books related to technology, barientos, calmurin, statistics

Review of Foreign Studies thoughts, effect on our study, results

Review of Local Literature policies, presidential decree, ADD MORE++

have higher possibility of encountering behavioral problems. One-third of the students

SECTION 5. PROHIBITED ACTS

Determination of Sample Size

S5= NV+ [ (SE)2 x (1-P) ]

= 343.14+ 0.0001 x 0.50

Sampling Design and Technique

Total Population, Sampling Size, Percentage

Year level I ( freshmen)

Year level II ( Sophomore)

Year level III ( Junior)

Year level IV ( Senior)

Data Gathering Procedure

Statistical Treatment of Data add ranking, weighted mean

technique is used to determine the percentage of our respondents out of total

Validity and Reliability of the Instrument add the computations

The formula is as follows: ADD THE FORMULA/ COMPUTATIONS/ SOLVING/

Data Gathering Procedure

This study uses the nonscientific or nonprobability purposive convenience

Data Processing Method

assessment with regards to the effect of modern technology to enhance academic

1. Chi-Square Test. Often used to determine whether there is a goodness of fit. It

2. Percentage and Ranking.

To get the percentage of the profile, the total

frequency is divided by the number of cases multiplied by 100. (Calmorin,

3. Weighted Mean (WM). The weighted mean is obtained by multiplying the

Justification of the Study

N total number of respondent s