CHAPTER I

INTRODUCTION

This chapter serves as an introduction to the study. It contains the background,

statement of the problem, significance, and frameworks of the study.

BACKGROUND OF THE STUDY

In the modern age, technology has become an integral part of our lives,

transforming every aspect of our existence, including the field of education. The rapid

advancement of technology has led to the development of innovative tools and

resources that are revolutionizing the way we teach and learn. Newly innovated

technology is a technological advancement that is still in the early stages of development

or adoption. This innovative technology is present in multiple forms, ranging from laptops

to tablets, smart TV monitors and smartphones, search engines, artificial intelligence

(AI), and social media, and plays a crucial role in various aspects of our lives, including

educational settings such as classrooms and classroom presentations. In the modern

world of the academic environment, students have been raised in a world immersed in

technology and are unfamiliar with a life devoid of cell phones, computers, televisions,

and other common technological devices that have demonstrated remarkable positive

advancements that people have all witnessed. There are several new and emerging

technological tools and trends that are predicted by experts to deliver better to both the

business realm and the global society. As stated by Byers et al. in 2018 these new types

of spaces have evolved over recent years, they have been referred to as innovative

learning environments, flexible learning spaces, physical learning spaces, 21st-century

learning spaces, modern learning environments, and contemporary learning

environments.
 Electronic learning encompasses all forms of electronic media that are utilized in

the educational and teaching process. Information and communication systems,

regardless of whether they are network-based or not, serve as specific mediums to

facilitate the learning process. Electronic learning is adaptable to various educational

settings, including classroom environments. Implementing technology in basic education

offers enhancement of learning interactivity and the reduction of monotony. Moreover, it

fosters positive attitudes toward knowledge and stimulates students' curiosity and

enthusiasm for acquiring new knowledge. In addition, technology provides opportunities

for learning control as well as it can help students investigate and answer complex

questions, develop new thinking skills, and access, evaluate, and synthesize information

(Hanus & Fox, 2015).

One of the most incorporating technologies in education is that it provides

students with the ability to engage in critical thinking and develop creative solutions

through electronic lessons. Additionally, technology-based education, wherein

instructors deliver their lessons using projectors and PowerPoint presentations, offers a

more stimulating and exciting learning experience compared to traditional methods.

Moreover, incorporating technology in education helped instructors to integrate more

tools for the assessment process (Bates & Martin, 2013). According to John Paul

Espinosa (2016) Technological advances have greatly changed the education landscape

in that teaching is no longer confined to the traditional face-to-face delivery of lessons.

Another study at Oklahoma State University found that 75% of students said the use of

gadgets enhanced their learning experience.

The influence of technology on student academic performance is a multifaceted

and contentious topic. While advocates emphasize technology's ability to provide

students with a vast array of resources, personalized instruction, and collaborative

and the challenge of maintaining a healthy balance between studying and technology

use.

A clear and widespread problem emerges, an unequal preference for innovative

technology gadgets over relationships, academic work, or overall well-being of a person.

In the midst of significant problems faced by students especially, made worse by the

pandemic. While technology is often considered the most influential force in society. It

also had a significant issue in their education. Research has shown that students'

reading and writing skills can also be damaged by technology. Technology also leads to

laziness that also damages their creativity on their school performance.

The pervasiveness of technology in today's society has undeniably transformed

the way people communicate, learn, and engage in today’s present. A 2015 meta-

analysis by Kirschner, Sweller, and Clark found that technology can have a small but

positive impact on student achievement when used effectively. However, the study also

noted that technology can be a distraction for students, and its effectiveness is reduced

when used excessively or without proper guidance. A 2018 study published in the

Journal of Computer Assisted Learning found that excessive social media use was

associated with higher levels of procrastination among university students. Additionally,

a 2019 study published in the Journal of Applied Psychology found that distractions,

such as checking social media or playing games, can significantly reduce task

performance and increase feelings of frustration and anxiety. Another meta-analysis in

2006 by Foerde and Pashler found that multitasking on cognitively demanding tasks

leads to significant performance decrements and a 2017 study published in the Journal

of Experimental Psychology: General found that multitasking with technology, such as

checking email or browsing the web while studying, can impair memory and reduce the
ability to learn new information. According to research, there has been an increase in

mental health issues among students which has led to anxiety, depression, and

challenges with learning, which are associated with their use of technology (Lynch,

2018). Using technology frequently can increase the possibility of lying, arguments, poor

achievement, social isolation, and fatigue. Excessive use may also be related to impulse

control deficit or depression, chronic stress, low self-esteem, and anxiety (Mahmoodi,

Nadrian, Shaghaghi, Jafarabadi, Ahmadi, & Saqqezi, 2018). Research shows that these

harmful effects lead to detrimental behaviors (Whitaker, 2016)

A 2019 survey by Inside Higher Ed found that nearly half of students (49%) were

distracted by the use of technology in class for non-educational purposes, such as

browsing the web, checking social media, or playing games. However, the survey also

found that a majority of students (73%) believe that technology is unavoidable in the

classroom. Students who had cell phone overuse and addiction to the Internet and social

networks had lower general health scores than students who did not have these

problems and were associated with general health, with students who had poor sleep

quality having lower general health scores (Kawyannejad, et al., 2019).

A study from higher education institutions in the Philippines revealed that

technological resources such as computers, laptops, and mobile phones used in

teaching and learning activities have both constructive and destructive effects on the

academic environment affecting both students and teachers (Sánchez, P., & Abella,

J.,2021). However, a study conducted in 2022-2023 of the Senior High school students

of Community of Learners Academy of San Jose proved that technology has a Positive

Impact on their learning and shows that the majority of Senior High school students are

strongly sure that technology has a positive impact on them, only a few respondents say

that it has a negative impact on their learning.

create a sense of community as well as a meaningful experience (Futurelab, 2009).

Appropriate use of technology can serve the regular education classroom by motivating

students in all disciplines, such as math, social studies, and literacy (Heafner, 2004; Liu,

2016; Housand & Housand, 2012). Proper implementation of technology can boost

student learning outcomes. The study aims to determine the influences of innovative

technologies on student's academic performance, aiding educators and institutions in

making informed decisions about integrating these tools into the learning environment,

leading to improved teaching methods and curricula.

STATEMENT OF THE PROBLEM

The rapid and ongoing expansion of innovative technology has the potential to

transform better education, but it can also present students with a number of difficulties

that raise a serious concern about its impact on academic performance. The following

answers will be sought to address the aforementioned issue:

1. What is the profile of the respondents in terms of;

1.1 Gender

1.2 Strand

1.3 Age range

2. How does the newly innovated technology affects the academic performance of the

students in terms of;

2.1 Individual Task

2.3 General Weight Average (GWA)

3. What is the frequency level of respondents using newly innovated technology that

affects their academic performance in terms of;

3.1 Online Games

3.2 social media

3.3 Electronic Devices

4. Based on the findings, a recommendation/s may propose giving students knowledge

about the indicators that need to be considered to effectively participate in class and for

the students to achieve their respective goals.

SIGNIFICANCE OF THE STUDY

The ultimate goal of this research is to determine whether/not there is an

influence of newly innovated technology on the students’ academic performance.

Understanding the realm of technology will be very beneficial in identifying potential

areas for improvement.

the result of the study will benefit the following:

STUDENTS.

Students can be educated to use technology appropriately, particularly

throughout the learning process, by learning its influences to their academic

performance. When utilizing newly

from this study to improve their time management and self-discipline abilities. This can

help students find a better balance between their academic responsibilities and other

aspects of their lives, leading to more active, mindful, and engaged learning

environments.

EDUCATORS AND INSTITUTIONS.

This study is essential for educators and institutions looking to make well-

informed decisions about the adoption and usage of newly innovated technology as it

becomes more and more interwoven into education. This research addresses the vital

issue of enhancing the quality of education by investigating the impact of innovative

technology on student academic performance. Understanding these influences of

innovative technology on the students’ academic performance can lead to improved

teaching methods and curriculum design.

PARENTS.

Given the prevalence of innovative technology in today's world, parents can

utilize the study's findings to help their children develop digital literacy and appropriate

technology use that can be utilized as a tool for learning rather than distraction and

assist in establishing positive digital habits.

FUTURE RESEARCHERS.

This study may raise new questions or leave certain aspects unexplored. In order

to fill in these knowledge gaps and create a more thorough understanding of the topic,

future researchers can identify these gaps and carry out additional research to fill them.

This will help to advance the field's understanding of the long-term effects of newly
innovated technology on the students’ academic performance and the changing role of

educators.

SCOPE AND DELIMITATION

The researchers aim is to determine the Influence of newly innovative technology

on students’ Academic Performance of ACLC College of Tacloban during the academic

year 2023-2024. The study exclusively targets the Grade 11 and Grade 12 students in

the academic track who use technology and are the respondents of this study as they

tend to extensively engage with newly innovated technology potentially affecting their

academic performance, having the researcher’s eagerness to address the said issue.

The study will be conducted to the ACLC College of Tacloban’s senior high school

students, with data collection exclusively on campus without associated activities outside

the school premises. The data will be gathered through self-report questionnaires and

surveys in order to evaluate the factors of newly innovative technology that influence the

academic performance of the students. Descriptive statistics are utilized to evaluate the

said problem following the ethical guidelines, informed consent, and participant privacy.

This study focuses on a select group of innovative technologies, such as Artificial

Intelligence (AI), social media platforms like Facebook and TikTok, online games like

Mobile Legends and Call of Duty Mobile, projectors, smart TV monitors, laptops, and

smartphones. It excludes other multimedia materials and electronic devices. While the

results and findings of this study will reveal whether/not there is an influence of newly

innovative technology on the students’ academic performance, however, it may not be

generalizable to other schools and populations. This will not extend to examining the

effects of newly innovative technology on students’ behavior or overall psychological

well-being.

THEORETICAL FRAMEWORK
 As time goes by, acquiring knowledge and skills has become more rapidly and

effortless by the amendment of various tools and methodologies. For centuries,

blackboards have served as a fundamental instrument in education, while books and

pamphlets have played a prominent role. Presently, we have witnessed the advent of

groundbreaking technologies capable of facilitating expedited and simplified learning for

all students. Within the field of academic, educational technology is a broad discipline

that scopes the learning materials, instructional environments, learners, and learning

process to enhance the methods of teaching and the effective learning outcomes. This

theoretical framework explores the multifaceted influences of newly innovative

technology on students' academic performance. There are numerous different and

complementary epistemological theories that could provide appropriate lenses for

viewing the impact of innovative technology on student academic performance and

provide some structure to this investigation. These are constructivism, diffusion of

innovation, and “learning by doing” theory. In this part, each will be explored briefly, with

the theory chosen for usage receiving a more detailed explanation.

Constructivism learning theory (Jean Piaget, 1980) posits that individuals actively

construct their own knowledge through experiences and interactions with the world.

Newly innovative technologies can facilitate constructivist learning by providing students

with engaging and interactive learning environments that encourage exploration,

experimentation, and problem-solving.

Roger’s Diffusion of Innovations Theory (Rogers, 2003) is integral to

understanding the adoption and acceptance of newly innovated technology in

educational settings. The theory clarifies the process by which a new concept unfolds,

progressing throughout the steps of adoption by individuals who either engage in or

initiate the utilization of said innovation. Diffusions of innovations theory cultivates the
actual instrument in technologies, and emphasizes the importance of innovativeness,

compatibility, complexity, trialability, and observability in the diffusion process. It provides

a lens to evaluate the rate at which newly innovated technology is adopted and

integrated by educational institutions and teachers (Rogers, 2003).

As an extremely influential philosopher, John Dewey (1859–1952) developed a

theory of education that emphasized the importance of experiential learning or, in

simpler terms, "learning by doing." Learning by doing applies to something more when

students actually "perform" the work. Just like using innovative technology such as

computers, projectors, printers, and other multimedia instructional materials. Through

these means, students are able to create current ideas, and methodologies, enabling

them to step forward in their understanding, which they subsequently strengthen through

their educational and interpersonal encounters.

By employing these theoretical perspectives, the researchers aim to explore the

influences of newly innovated technology on the students' academic performance, taking

into account the constructivism, innovation diffusion, and “learning by doing” theories.

This study will contribute to a comprehensive understanding of the multifaceted

influences of newly innovated technology on the students’ academic performance as

well as to contribute to resolving this issue.

CONCEPTUAL FRAMEWORK

The conceptual framework of this study is the Input-Process-Output Model (IPO) as

shown in figure 1. The (IPO) framework involves gathering data on the respondents'

gender, strand, age, and technology usage that affects the academic performance. This

data is collected through self-report questionnaires and surveys, analyzed using

descriptive statistics, and interpreted to understand the impact of these variables on the
 students’ academic performance to determine the influences of newly innovated

technology on students' academic performance at ACLC College of Tacloban.

INPUT PROCESS OUTPUT

Profile of the respondents Collection of data 1. Assess the Influences

in terms of; through: of newly innovated

a) Gender (Male and a) self-report technology on

female) questionnaires students’ academic

b) Strand (all strand) b) descriptive performance of ACLC

c) Age range (15-18 years statistics of data and College of Tacloban,

old) interpretation academic year 2023-

General Average of the 2024

respondents (GWA) 2. Benefits of the study

Frequency level of for students, parents,

respondents using newly educators, and

innovated technology that institutions

affects their academic

performance in terms of;

3.1 Online Games

3.2 Social media

3.3 Electronic Devices

Figure 1.

Definition of Terms
 In this section, key terms and concepts employed throughout this research will be

defined and explained to ensure a clear understanding of the material presented. These

definitions are intended to provide a common ground for discussion and to facilitate a

comprehensive grasp of the intricate concepts involved in this study. Establishing a

shared understanding of the terminology that can engage in a more meaningful and

productive exploration of the research study at hand.