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THE Impact OF Gadgets IN Learning Among
Civil Engineering (BSCE 01)
Ateneo de Davao University
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THE IMPACT OF GADGETS IN LEARNING
AMONG GRADE 11 STUDENTS
JOHANN CEASAR B. MENORCA
GIO ANGELO G. IDOS
RAFAEL JOHN M. MANANGANJERELYN A. PATACSIL
Urdaneta City National High School Senior High School Urdaneta City
November 2017
THE IMPACT OF GADGETS IN LEARNING
AMONG GRADE 11 STUDENTS
A Research Paper Presented to the Faculty of Senior High School Science, Technology, Engineering and Mathematics (STEM) StrandUrdaneta City National High School
In Partial Fulfillment of the Requirements for the Subject Research in Daily Life 2
Johann Ceasar B. MenorcaGio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil
November 2017
ACKNOWLEDGEMENT
The researchers would like to express their profound gratitude and appreciation to the people who have extended their support, gave inspirations, guidance and assistance for the completion of this study. To their teacher, Dr. Leah L. Olua, for her guidance and technical support and the golden opportunity to contribute to the society; To the panel of examiners, Ma’am Kathy C. Benavente, Ma’am Karen C. Calim, and Sir Bruce Marvin M. Ruaro, for their constructive criticisms and suggestions that we need to further improve this research; To their friends, for their kind gestures and moral support that played a great role reminding the researchers to always have a positive mind; To their families and relatives, for their financial support, love and guidance that helped them in their desperate times; and Above all, to the LORD ALMIGHTY, who’s there to always listen and give support and love, and has given them strength to accomplish this project. To all of them, this humble work is dedicated.
J.C.B. G.A.G. R.J.M. J.A.
ABSTRACT
Researchers: Johann Ceasar B. Menorca Gio Angelo G. Idos Rafael John M. Manangan Jerelyn A. Patacsil Institution: Urdaneta City National High School Track: Academic Track Strand: Science, Technology, Engineering and Mathematics Adviser: Leah L. Olua, Ph. Title of Study: THE IMPACT OF GADGETS IN LEARNING AMONG GRADE 11 STUDENTS
The main objective of this study was to determine the impact of gadgets in learning among Grade 11-STEM students at Urdaneta City National High School during the school year 2017-2018. It looked into the frequency of use of the gadgets in learning which are cellphones, computers, and tablets and the the impact of gadgets in learning as perceived by the students. Further, it determined the significant relationship between the frequency of use and the impact of gadgets.
The study was conducted at Urdaneta City National High School, Urdaneta City which included 70 Grade 11 student respondents who are enrolled in the Science, Technology, Engineering and Mathematics (STEM) strand during the school year 2017-2018. This study made use of the quantitative research design with the questionnaire as the main gathering tool.
Chapter 1 INTRODUCTION This chapter serves as an introductory chapter. It contains the Background of the Study, Statement of the Problem, Scope and Delimitation, Significance of the Study and Definition of Terms.
Background of the Study
In today’s generation, technology has affected and changed the way people live. Technology has made people’s lives more proficient and at ease. There is hardly anyone who has not been changed by the advances in technology and computers of today’s society. In today’s civilization, transportation, communication, and education have been greatly developed from new technological advancements. Many people have lesser stress in their lives because there are new useful hi-tech inventions created each day to help them do things quicker and easier. Some of these helpful technologies are cell phones, computers, and the Internet.
Technology also has negative effects in the lives of the user, and in his/her or her immediate friends and family members. It affects the individuals’ personal health, family, social, financial, and academic life. Over using gadgets negatively affects the mind of an individual. The individual loses focus as he/she only concentrates on using gadgets or technology. He/she tends to forget other
aspect of life that is important, concentration reduces and the individual cannot focus on other issues for long enough.
The use of technology in schools has opened up a new path of effective learning. Technology plays a great role in developing everyone’s future and professional career. Technology is becoming a major part of the world today. It has developed and become more central to learning.
The researchers want to know the impact of gadgets in students’ learning. It is along this rationale that this study will be conducted.
Statement of the Problem
This study determined the impact of gadgets in learning to Senior High School students during the 1st semester, S. 2017-2018.
Specifically, it answered the following sub-problems:
- What is the students’ frequency of use on the following gadgets in learning? a. cellphones; b. computers; and c. tablets.
- What is the impact of the use of gadgets in learning as perceived by the students?
School Administrator. This study may be included in school policy. Re: The use of technology in the classroom.
Future Researchers. This study may help future researchers on their own research. They may widen the scope of their own study or improve this research study.
Definition of Terms
To make the study easier to understand, the following terms are defined operationally and/ or lexically:
Gadget. This refers to an often small mechanical or electronic device with a practical use but often thought of as a novelty. In this study, gadgets refer to cellphones, tablets and laptops which are used by the respondents in learning.
Impact. This refers to the effect of gadgets on the respondents in their learning.
Frequency of use. This refers to the number of times or how often the gadgets are used by the respondents in learning.
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter contains the literature and studies related to the impact of gadgets in learning.
Related Literature
Gadgets
A gadget is a small tool or device with a specific useful purpose and function. Gadgets tend to be more unusual or cleverly designed than normal technology. In today’s life, tasks are maximized with the use of modern gadgets. It is easier to accomplish daily tasks and people are also able to do work with efficiency. One cannot even dare to imagine life without smart phones, cell phones, laptops, tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets are one of the ways to make life more comfortable and easier. Shy (2010) says that no one can deny the fact that gadgets have not only simplified the lives of people but also made them more comfortable and luxurious. Indeed, these gadgets really made a huge impact in people’s lives and became part of it.
Gadgets used in Learning
According to Gammuac (2013), today’s classrooms are equipped with the latest technology to enhance instruction. Smartphone use in the classroom is still somewhat controversial, but the Calgary Board of Education actually encourages
various aspects of using such technologies. Many researches were conducted aimed to organize understanding the change that took place by using these technologies, and to explore the conversion in children’s behavior and focused to discover-what extent children feel aggression, and how they react by using these modern technologies e. video games, mobile phones with various applications embedded using via Internet with Wi-Fi connections video games consoles and internet.
Providing computers to schools increases the technology skills of teachers and students in both the developed and the developing world. Laptop programs increase students' engagement with academic work and school, improve technology skills, and have positive effects on students' writing. Research in many nations suggests that laptop programs will be most successful as part of comprehensive initiatives that also address changes in education goals, curricula, teacher training, and assessment (Zucker & Light 2009).
An analysis of effective technology use for at-risk students found that simply replacing teachers with computer-based instruction typically yields no learning benefits. Rather, blending leads to higher engagement and learning gains (Darling-Hammond et al., 2014).
Gross (2009) described in his article that people are very frequent in use of media and modern technologies in communication at home or at work and feel hard to survive in the absence of modern means of communications. With the advent rapid new technologies; digital societies are shaping all across and
people are relying mainly on these resources from information, education, and entertainment to social interaction.
The same are shaping social attitude in dealing with each other. The reformed digital cultures and multi resources of communications have severe effects on human beings especially on children; who have the immediate capacity of learning. Technologies usability among youngsters and adolescent such as TV, Internet, mobile phones are common particularly in developed countries (Gross, 2009).
Technology enhanced learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of both individuals and organizations. It is therefore an application domain that generally covers technologies that support all forms of teaching and learning activities. Since information retrieval (in terms of searching for relevant learning resources to support teachers or learners) is a pivotal activity in TEL, the deployment of recommender systems has attracted increased interest. This chapter attempts to provide an introduction to recommender systems for TEL settings, as well as to highlight their particularities compared to recommender systems for other application domains (Koper et al., 2010).
One study that was conducted to determine whether Wiki technology would improve students’ writing skills in a college English as a foreign language writing class showed benefits to using Wiki technology. Students were invited to join a Wiki page where they would write and 5 post passages and then read and
include Mathematics, Sciences, Grammar and Spelling and Arts and Humanities (Clegg & Bailey, 2008).
In the Philippines, President Benigno Aquino announced during the launch of the country’s K-12 curriculum that the government eyes the use of tablet computers in public schools in lieu of traditional textbooks (Enterprise Innovation, 2012). Furthermore, there exist various programs by the government, non- government organizations and private corporations in the Philippines that aim to provide one laptop computer per child. With the presence of laptops in the classrooms, students become more engaged and involved in school-related activities (Oquias, 2011).
Theoretical Framework
This study is anchored on the Distributed Cognition Theory. In Distributed Cognition Theory, the student is afforded more power. In other words it is a student-centered approach to learning where the learners participate in a systematically designed learning environment that supports interaction amongst its participants (Bell & Winn, 2000). This theory promotes learning in a community of learners or a system where interaction takes place. It is through this interaction where cognition occurs. Distributed Cognition requires sharing of cognitive activity among the parts and participants of this system, which can be other people or tools such as devices, technologies or media. These participants distribute their cognition among other learners and physical or digital tools by
externally representing their knowledge. At times, by using these tools, a little bit of the information might stick with the user, this is known as cognitive residue. It is through interaction with other members and tools that progresses learning. Therefore communication among all participants is paramount in importance (Bell & Winn, 2000).
The role of technology within this theory is an invaluable part of the system in which the learners are interacting. This interaction can either help to distribute their knowledge, off-load certain amounts of cognitive work making the cognitive load less and or help to scaffold new capabilities (Bell & Winn, 2000). For example, using camera to take a photo allows more time to learn instead of writing it on a notebook. Also, in this theory, technology (gadgets) can be used to help extend human capabilities. For example, calculator can be used to solve math problem quickly instead of solving it manually. These gadgets help students to make their learning more efficient. Another example of this is taken from a case study that was conducted using robotics to produce solving problem skills. In this case study, students were placed into small collaborative groups and were asked to construct a robot, using Lego Mindstorm for schools kits, which would perform various tasks. The groups were introduced to a tool known as a flowchart. They used these flowcharts to map the programming instructions they would give the robot to complete the given task. This allowed them to off-load some of the cognitive work to the flowchart and then through its use, they were able to solve harder problems (Chambers et al., 2007).
Chapter 3 METHODOLOGY This chapter presents the research methodology which includes the research design used in conducting the study. It also includes the sources of data, locale of the study, population/sampling, and the instrumentation and data collection.
Research Design
This study used the quantitative research design. Quantitative research design was used to collect and gather information about the impact of gadgets in learning. Quantitative research design was used to describe and to test relationships between objects. It was also presented in numerical form, and analyzed through the use of statistics. It focused on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. This research design was used by giving questionnaires to the respondents of this study.
Sources of Data
The data were gathered from eighty-nine (89) students of the Science, Technology & Engineering & Mathematics (STEM) strand of the Urdaneta City National High School.
Locale of the Study
The locale of the study was in the Senior High School of Urdaneta City National High School (UCNHS).
Population/ Sampling
The study was conducted on the total population of Science, Technology, Engineering and Mathematics (STEM) students who were enrolled in the S. 2017-2018 which is equivalent to eighty-nine (89).
Table 1: Distribution of Respondents Sections of STEM Strand
Number of Students
Actual Number of Respondents Descartes 45 45 Tesla 44 44 Total 89 89
Instrumentation and Data Collection
The instrument used in gathering the data was a questionnaire. The questionnaire was prepared by the researchers. Quantitative research questionnaire was used to gather the data and information about the impact of gadgets in learning.
THE Impact OF Gadgets IN Learning Among
Course: Civil Engineering (BSCE 01)
University: Ateneo de Davao University
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