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Introduction
What is the problem?
What should be/ideal situation?
What is the gap?
How to bridge the gap?
Why conduct this study?
The rapid advancement of recent technologies greatly affects the way
of living, working and lifestyle of people throughout the world. There is less
effort in every work that is being done be it in education or in oth ges
happening in the current educational set-up, there is a need for far-reaching
alterations er respective fields of specialization.
However, because of the major chan to strengthen the quality of
education.
In order to prepare students to cope effectively with the changes and
increasing stresses of the modern living, the school programs, teaching
methods and techniques should consider undergoing major restructuring.
Teachers, the most prominent and indispensable member of the school
organizational team (Joshua and Bassey, 2004), parents, and other
stakeholders must cooperate harmoniously with one another to initiate these
changes to enable more flexible attitudes towards working with the
appropriate educational goals and procedures.
academic rank affects his/her level of awareness (Deary and Johnson, 2010).
As to job
positions, it is said that managers view things more rationally compared to
those who
have none managerial position (Belletskiy, 2011). Furthermore, a person with
many
years of teaching experience is said to have more knowledge than those who
are new in
the field of teaching.
Research Paradigm
The figure below is the constructed research paradigm of the study.
Independent Variables
Dependent Variables
Age
Sex
Civil Status
Century
Highest Educational
Attainment
Current Teaching Rank
Number of Years in Technology and
Livelihood Education Teaching
Technologies as
Perceived by the
Respondents
Hypothesis
In view of the preceding problem, the following void hypothesis was
posed:
There is a significant difference in the extent of use of 21st century
technologies in Technology and Livelihood Education Instruction, when the
Definition of Terms
The following important terms used in the study are defined
conceptually and operationally for the clarity and precision to have a
common frame of reference between the researcher and the readers
Academic performance--refers to how students deal with their
studies and
how they cope with or accomplish different tasks given to them by their
teachers.
(Merriam-Webster Dictionary, 2014).
In this study, academic performance referred to students performances that
are
either affected or not affected by the results based on the extent of use of
21st century
technology in Technology and Livelihood Education Instruction.
Age--is the time of life at which some particular qualification, power or
capacity arises or rest (Merriam-Webster Dictionary, 2014).
In this study, age referred to one of the independent variables considered.
Educational technology--is the use of technology to improve
education. It is a systematic, iterative process for designing instruction or
training use to improve performance (Schneider, Daniel K., 2013).
In this study, educational technology referred to those materials that are
being used to further promote better educational experience to the learners.
Examples are computers, LCD projectors, laptops, and so on.
Perception--is the product of perceiving knowledge through the
senses of the existence and properties of matter and the external world
(Cambridge Dictionary, 2013).
that is the square root of the arithmetic mean of the squares of the deviation
of each
class frequencies from the arithmetic mean of the frequency distribution
(MerriamWebster Dictionary, 2014).
In this study, Standard Deviation referred to the tools to be used.
Teacher-- is a person whose job is to teach students about certain
subjects
(Merriam-Webster Dictionary, 2014).
In this study, teachers referred to the respondents to be tested for their
perception in using 21st century technologies in Technology and Livelihood
Education Instruction.
Scope and Delimitation of the Study
This study considered only licensed Secondary Technology and
Livelihood Education Teachers teaching Technology and Livelihood Education
subject in public Secondary Schools in Tobias Fornier, Antique. This research
was conducted during the whole duration of the academic year 2015-2016.
The participants were the 52 randomly selected licensed Secondary
Technology and Livelihood Education teachers teaching Technology and
Livelihood Education throughout the whole district. This study aimed to
ascertain the impact of using various technologies in Technology and
Livelihood Education Instruction in public secondary institutions.
Randomly
selected
participants
answered
two
parts
of
the
questionnaire; Part one, the personal data of the respondents. Part two, the
survey proper.
Frequency count, mean, and standard deviation were used for descriptive
statistics; ANOVA and T-test were used for inferential statistics.
All the data were gathered, computerized, and processed using
Statistical Package for Social Sciences (SPSS). All inferential statistics were
set at 0.05 level of significance.
Chapter 2
Review of Related Literature
Introduction
Computer technologies
Examples of computer technologies in use
Related literatures
Related researches
Summary/synthesis
This chapter examines studies relating to the present research. It is
divided into two parts: (1) Educational Technologies, and (2) Competencies.
Part One, Educational technologies, discusses the various available and
feasible educational technologies in Tobias Fornier.
Competencies
Competencies are observable and measurable knowledge, skills,
abilities, and behavior critical to successful work performance. There are
three competency types namely knowledge competency, skills and attitude
competency, and behavior competency.
based instruction.
A student develops appreciation in their classes and enhances moral
values when
Chapter 3
METHODOLOGY
Chapter 3 has four parts, namely: (1) Research Design; (2) Site and the
Research Design
The main objective of this study is to determine the impact of the 21st
century technologies in Science Instruction in high school students as
perceived by the Secondary Science Teachers in Tobias Fornier, Antique.
This study follows the principle of a quantitative research. Quantitative
research, according to Aliaga and Gunderson (2000) is a term for explaining
phenomena through a collection of numerical data. These data are analyzed
using mathematical or statistical method. Some of the information that are
qualitative in nature, like attitudes, attributes, and perception, can be
means of writing out the answer of selecting among the existing answers
(Brown, 2001).
on
teaching
strategies
using
different
kind
of
21st
century
technologies and the factors why the respondents use a specific kind of 21st
century technology in a specific teaching strategy.
Part one of the questionnaire is the respondents personal information sheet.
Part two of the questionnaire is the 20-item checklist proper.
As for the procedures employed, the researchers requested permission from
the different secondary schools in Tobias Fornier, Antique.
The instruments were distributed personally to the 52 randomly selected TLE
teachers who teach secondary TLE of different schools in Tobias Fornier,
Antique. Upon the retrieval of the accomplished copies of the selfadministered questionnaire, the researchers tallied, classified, tabulated and
subjected the data to the appropriate statistical treatments. The quantitative
data were the basis for formulating some generalization prior to the
statement of the problem.
Statistical Data Analysis Procedure
The following statistical tools were utilized in interpreting the results of the
study: Frequency. Frequency was used to determine the number of times