QUANTIFYING THE EFFECTIVENESS OF TECHNOLOGY INTEGRATION

ON THE ACADEMIC PERFORMANCE OF GRADE 11 STEM STUDENTS

OF UMTC

A Quantitative Research Presented to the

Faculty of the Senior High School Department
of UM Tagum College

In Partial Fulfillment of the

Requirement for the
Subject Practical Research 3

BINGIL, FAITH BERNADETTE

CABANCA, PHOEBE ABEGAIL
CUAJAO, LUISA LYN
LANTAYA, KERR MARI ANTHONY
MADUM, SHAWN EMERJAE
PAME, CHRISTINE JOY
Researchers

April 2024
 CHAPTER 1

INTRODUCTION

Rationale

In the realm of technology-integrated education, the drive of students

holds significance in higher education, especially considering the importance

of academic performance in their future careers. Despite facing challenges

when it comes to developing favorable study attitudes and study habits,

elements like competence and study habits impact an individual's academic

performance. Academic competence is linked to students' capacity for

handling their study responsibilities and is employed to evaluate whether

students can effectively handle the curriculum's study materials. While

technology might offer some advantages for education, a substantial amount

of evidence indicates that the use of technology by students, both during

classes and while studying at home, can lead to heightened academic

distractions and consequently result in a notable decline in academic

achievement. Students consider academic performance crucial due to its

reflection of their educational journey in colleges, showcasing knowledge,

skills, and attitudes. This performance transforms into a pivotal element in

shaping students' accomplishments in their future careers (Dontre, 2020;

Mappadang, 2022; Sansgiry et al., 2006).

In the study of Beal & Cohen (2012) titled “Teach Ourselves:

Technology to Support Problem Posing in the STEM Classroom,” in the

University of Arizona, United States of America, stated that technology can

make it easier for students to learn about STEM subjects and support their

efforts to make connections between numerous academic contents.

Technology also helps students to reconstruct mathematical and scientific

concepts. The use of technology allows educators and students to generate

and address a significant number of problems.

Moreover, in the study of Gorra & Bhati (2016) about the Students’

Perception on the use of Technology in the Classroom at Higher Education

Institutions from the Surigao State College of Technology, Philippines,

concluded that students view the quality effects of technology use as greatly

outweighing the negative effects. Instant conversation through chat,

instructional inquiry regarding assignments, sending and receiving emails,

research through web browsing, data gathering by downloading files, and

sharing cultural experiences with people through the internet was the most

noted beneficial effects of technology.

According to Gopo (2022) in a study conducted in Tagum City, plenty of

students use technology due to the broad availability of mobile internet

connections. As a result of its value and relevance to the educational process,

technology is widely used in schools and at high levels of proficiency.

Students are immersed in a time characterized by mobile devices, technology,

and abundant online sources. Technology furnishes both the platform and the

instruments for the learner to interact through various forms of media with

individuals and collectives that extend beyond their reach. Technology is

considered a crucial instrument for education, and the significance of

employing social media is evidenced by the average daily engagement of

students. Additionally, it employs technology as an instructional tool, it also

serves as an efficient instrument for learning. It simplifies and enhances the

learning process, leading to outcomes that necessitate the integration of

technology in teaching (Aumentado, 2021).

The researchers observed that a variety of factors, including

technology, influence students' academic performance at UM Tagum College.

As technology becomes increasingly prevalent in educational institutions, its

integration has a notable impact on the learning experience of students.

However, the influence of technology integration on academic performance is

still uncertain, whether helpful, harmful or might not have an effect at all,

especially when it comes to its ease of use and usefulness. The researchers

decided to conduct this study because technology is changing and becoming

more commonly employed in academic settings, particularly in academic

performances, where it may build knowledge, ideas, and confidence in

performance.

As Grade 11 students transition to their senior year, which brings new

unfamiliar subjects and environment, technology plays a transformative role,

particularly in STEM strand where technology is one of its specializations.

Understanding how technology aids in this transition and supports academic

performance is crucial for guiding students in adapting to new challenges and

maintaining their educational success.

Research Objectives

This study was conducted to determine the relationship of technology

integration and academic performance among Grade 11 STEM students in

UM Tagum College. This study was conducted specifically to seek answers to

the following objectives:

 1. To assess the level of effectiveness of technology integration among

Grade 11 STEM Students in UM Tagum College in terms of:

1.1. perceived ease of use

1.2. perceived usefulness

2. To assess the level of academic performance among Grade 11 STEM

Students in UM Tagum College in terms of:

2.1. grades

3. To determine the significant relationship between the level of

effectiveness of technology integration and academic performance

among Grade 11 STEM Students in UM Tagum College.

Hypothesis

The following hypotheses will be tested at 0.05 level of significance:

There is no significant relationship between technology integration and

academic performance of Grade 11 STEM Students of UM Tagum College.

Review of Related Literature

The review of related literature section of this research paper aims to

provide a comprehensive overview of the existing literature of the

effectiveness of technology integration on the academic performance of

students as well as discussing the following indicators of the independent and

dependent variables as well as the correlation between the two variables.

Technology Integration

Technology integration offers several advantages in the realm of

academic performance. It can increase student engagement and motivation

by providing interactive and multimedia content, along with gamified learning

experiences. This engagement makes learning more enjoyable and effective.

Additionally, technology provides students with access to a wealth of

educational resources beyond traditional textbooks. The internet, e-books,

and online tutorials offer diverse learning materials that cater to various

learning styles. Technology facilitates improved collaboration. Collaborative

tools and platforms encourage peer interaction and group projects, helping

students develop critical communication and teamwork skills, which contribute

to their academic growth (Ertmer & Ottenbreit-Leftwich, 2013; Hrastinski,

2019).

According to Fonseca et al. (2014), through the use of technology,

students were able to achieve a greater level of direct engagement with the

proposed content, which in turn improved overall achievement. They indicated

that technology was highly correlated with student motivation, and also found

a significant correlation between technology use and academic achievement.

In contrast, many studies treat technology as an undifferentiated

characteristic of schools and classrooms. No distinction is made between

different types of technology programs. We know that technology is a very

broad term that includes many kinds of hardware and software. These

technologies may have different impacts on student outcomes. Even the

same technology can be used differently in various contexts to solve all kinds

of problems and thus have ‘different meanings in different settings’ (Lai et al.,

2012; Turner, 2015). Additionally, when GPA was the criterion, no measures of

technology use accounted for a significant amount of variance (Wentworth &

Middleton, 2014).
 In the study conducted by Rashid & Asghar (2015) also found no

significant correlation between computer use and grade point average among

adolescents. Furthermore, students’ grade point averages (GPA) were not

found to be closely correlated with specific activities, such as searching for

information, E-mailing, and playing games.

The integration of technology in education is not without its challenges.

The digital divide remains a significant concern. Not all students have equal

access to technology and the internet, potentially creating disparities in

academic achievement. Junco & Cotten (2012) stated about the potential for

distraction and misuse of technology in the classroom, where excessive use

of social media or non-educational websites during class can negatively

impact academic performance. On the other hand, not all educators are

adequately prepared to integrate technology effectively into their teaching

practices. Insufficient training and professional development can hinder the

successful implementation of technology in the classroom. Lastly, as

technology usage in education increases, so do concerns about student data

privacy and security. Risks associated with the collection and storage of

sensitive student information raise important ethical and practical

considerations (Miller & Warschauer, 2013).

Our first indicator, Perceived Ease of Use (PEOU), significantly impacts

the effectiveness of technology in academic performance. When students find

a technology or educational platform user-friendly and straightforward, they

are more likely to embrace it, reducing initial hurdles to technology adoption.

This ease of use not only encourages technology use but also boosts

students' confidence in their digital skills, allowing them to concentrate on their

studies and creating a smoother and more satisfying learning experience.

Additionally, PEOU leads to higher user satisfaction, motivating students to

actively engage with course materials and cultivating a positive view of their

educational journey. Moreover, educators are more inclined to incorporate

technologies that students find easy to navigate, facilitating the seamless

integration of technology into the curriculum. PEOU influences both initial and

long-term technology adoption, supporting engaged and self-assured

learners, ultimately benefiting academic performance (Huang et al., 2022;

Alismaiel et al., 2020).

Perceived ease of use plays a crucial role in influencing the adoption of

e-learning among undergraduate students. Ease of use has a significant

positive impact on students' utilization of e-learning platforms. This implies

that when students perceive e-learning systems as user-friendly and easy to

navigate, they are more likely to engage with and utilize these platforms. Ease

of use not only facilitates a smoother learning experience but also reduces the

time and energy students need to invest in learning information technology. In

practical terms, this means that students are more inclined to embrace e-

learning when the system requires minimal effort to operate (Tawafak et al.,

2023; Khafit et al., 2020).

Additionally, our second indicator, Perceived Usefulness (PU) stands

as a pivotal factor in assessing the effectiveness of technology in academic

performance. Within the context of education, PU refers to students'

perceptions of how technology enhances their effectiveness and performance

in learning tasks. When students perceive a technology or educational tool as

useful for their educational goals, it motivates them to engage more actively
with it. This heightened motivation leads to increased participation in

academic activities, ultimately contributing to improved academic

performance. Moreover, PU ensures that technology aligns with specific

learning objectives, enabling students to achieve desired educational

outcomes efficiently. It encourages students to use technology as a means to

streamline academic tasks, enhancing their productivity and freeing up

valuable time for deeper learning. The positive learning experiences

associated with PU also foster higher levels of satisfaction with the

educational process, subsequently boosting motivation and enjoyment, which

are correlated with better academic results. PU significantly influences

technology acceptance and adoption, ensuring that technology becomes an

integral part of the learning process. PU plays a critical role in not only

students' acceptance of technology but also its effective integration into

education, ultimately enhancing academic performance by creating more

engaging, aligned, and efficient learning experiences (Togaibayeva et al.,

2022; Salas, 2016).

Moreover, the perceived usefulness of mobile learning devices is also a

key factor in determining the level of acceptance among students. Availability

of resources such as good Internet bandwidth and appropriate devices to

access m-learning devices cannot be taken for granted for all potential users

of m-learning devices. Therefore, it will play a big role in determining m-

learning acceptance (Edumadze et al., 2022).

Nugroho et al. (2018) pointed out that, in contrast to previous studies

focusing on the importance of perceived usefulness and perceived ease of

use in voluntary information system usage contexts, it is crucial to consider

factors such as the nature of system implementation (voluntary versus

mandatory) and users' technology readiness. These factors can have a

significant influence on the impact of perceived usefulness and perceived

ease of use on performance.

Academic Performance

Performance achievement reflects students' underlying productivity and

aptitude, which determines their current and future lives. Academic

Performance represents a comprehensive evaluation of a student's scholastic

achievements and is typically assessed through a combination of metrics

such as grades, standardized test scores, and classroom participation.

Extensive research in the field of education has explored the multifaceted

nature of academic performance, investigating the myriad factors that

influence it, including socio-economic background, teaching methodologies,

motivation, and individual learning styles. High academic performance has

been linked to increased opportunities for further education and career

advancement, making it a critical focus of educational institutions and

policymakers. Nonetheless, it is essential to recognize that academic

performance should be considered in conjunction with other developmental

aspects, such as social skills and emotional well-being, to gain a more

comprehensive understanding of an individual's educational journey

(Ganyaupfu, 2013; Kell et al., 2013; Mappadang et al.,2022; Sothan, 2019).

Anderson & Dron's (2017) study underscores the profound impact of

well-designed digital learning environments on academic performance. When

technology is thoughtfully integrated into the classroom, it can substantially

enhance academic outcomes. This improvement is primarily attributed to

heightened student engagement, as technology often captures students'

interest and involvement, making learning more interactive and enjoyable.

Moreover, the study demonstrates that technology positively influences

student achievement by providing tools for self-paced learning, immediate

feedback, and personalized instruction, which collectively contribute to more

effective knowledge acquisition and retention.

Grades serve as a reflection of a student's performance in the

classroom. A positive indicator of stable academic performance is evident

when a student consistently maintains high grades and completes academic

tasks with ease. High grades suggest that a student is performing steadily and

utilizing their resources effectively to manage academic challenges. The

useful characteristics of digital technologies hold significant promise in

supporting students' academic pursuits. The integration of digital tools into

their academic tasks facilitates flexible and prompt communication, leading to

effective interaction and collaboration among students and their peers,

ultimately resulting in the successful completion of projects. Moreover, the

ease in organizing and managing learning tasks, combined with the ability to

access, respond to, and revisit materials at any time and place, serves as a

motivating factor for students. This user-friendly approach and practicality not

only encourage active participation in learning but also foster a positive

attitude, thereby contributing to enhanced academic performance and better

grades (Al-Abdullatif & Gameil 2021).

Correlation Between Measures

Within the field of educational technology, a study on the ecological

perspective of technology use in schools found that teacher attitudes, school

culture, and policy support play a crucial role in influencing the effectiveness

of technology integration and its impact on academic performance. Another

examination of various educational interventions, including technology,

revealed that technology's positive effect on academic performance is

contingent on how it is integrated into teaching practices. These findings

collectively highlight the importance of context and methodology in optimizing

technology's potential to enhance education (Zhao & Frank, 2018).

In the context of technology-assisted learning, studies examining the

influence of device and screen size on mobile reading comprehension have

demonstrated their significant impact on academic performance. These

investigations highlight that students utilizing larger screens tend to achieve

better results when interacting with digital materials, emphasizing the need to

take into account device characteristics for effective learning experiences.

This perspective aligns with broader arguments advocating for the strategic

incorporation of digital media and technology in education to improve

academic outcomes by fostering collaboration, nurturing creativity, and

stimulating critical thinking. These findings collectively underscore the

multifaceted role of technology in shaping modern education, encompassing

not only the physical attributes of devices but also their potential to transform

and enhance holistic learning experiences (Reich et al., 2016).

 Cuban & Jandric (2015) stated that merely having technology available

in classrooms is insufficient for achieving positive academic outcomes.

Instead, the effective integration of technology necessitates a deeper

transformation in teaching practices. Teachers must adapt and modify their

instructional approaches to fully leverage the potential of technology as a tool

for enhancing the learning experience. This adaptation may involve innovative

teaching methods, digital resources, and strategies that engage students

more actively with technology, ultimately leading to improved academic

performance.

Technology, when effectively aligned with educational goals and

pedagogical strategies, can have a positive impact on student engagement

and ultimately lead to improved learning outcomes. This highlights the

importance of purposeful and well-integrated technology use in modern

education, where technology serves as a tool to enhance the teaching and

learning process, rather than merely a supplementary resource (Becker et al.,

2017).

Exploring how students interact with technology, both in terms of time

spent on computers and the ways they use it, revealed interesting insights. It

was found that just spending time on computers wasn't linked to student

outcomes. However, how students used technology did affect their outcomes

significantly. Using technology in general helped students get better at using

it, but using it for specific subjects made it harder for them to improve their

skills. Using social-communication tech was good for personal growth and

somewhat for academic success. Different types of tech use had different
effects on how students learn and do academically. For example, using

entertainment tech could help learning habits but might hurt grades if used too

much. Surprisingly, none of these tech uses changed students' GPAs much,

challenging the idea that just using technology makes students do better in

school (Lei, 2010).

One study explores the relationship between technology exposure,

study habits, and academic performance, indicating that how students utilize

technology affects their studying and learning approaches. However, it did not

find a significant relationship between technology exposure and academic

performance, particularly in Social Studies subjects, suggesting that while

technology influences studying methods, it may not consistently lead to

improved grades in certain subjects. Despite technology's varied effects on

learning, it did not significantly alter students' GPAs, challenging the

assumption that technology integration always enhances academic

performance directly. Similarly, the integration of a technological laptop

program across subjects found no notable impact on academic performance,

highlighting the need for a nuanced understanding of technology's educational

role beyond simplistic performance metrics (Berondo & Fuente, 2021; Lei,

2010; Stakkestad & Fladvad Størdal, 2017)

Theoretical Framework

In the contemporary educational landscape, the integration of

technology into teaching and learning environments has become increasingly

widespread. To understand the complex dynamics and measure the

effectiveness of technology usage in enhancing the academic performance of

students, we used three theories: the Technology Acceptance Model (TAM),

Connectivism, and Multimedia Learning Theory. Each of these theories offers

unique perspectives on the adoption, utilization, and impact of technology in

education.

The Technology Acceptance Model (TAM), developed by Davis in

1989, provides a foundational framework for understanding how people

perceive and engage with technology. It posits that individuals' acceptance

and usage of technology are shaped by their beliefs regarding its ease of use

and usefulness. In the context of this study, TAM serves as a valuable lens to

investigate how students' perceptions of technology's ease of use (Perceived

Ease of Use - PEOU) and its usefulness (Perceived Usefulness - PU) affect

their behavioral intention to adopt and utilize technology for academic

purposes. Understanding these concepts is crucial for figuring out whether

students are initially willing to use technology (Davis, 1989; Venkatesh et al.,

2003; Bagozzi et al., 2007).

The Technology Acceptance Model (TAM) serves as a crucial

framework for our study on quantifying the effectiveness of technology

integration on the academic performance of Grade 11 STEM students at UM

Tagum College. By applying TAM, we can assess how these perceptions

influence students' attitudes and intentions to use technology in their learning

process. This, in turn, can shed light on how effectively technology integration

is being adopted and utilized among Grade 11 STEM students and how it

correlates with their academic performance. TAM's focus on users'

perceptions of technology's ease of use (PEOU) and usefulness (PU) for

academic purposes allows us to investigate how these perceptions influence

students' attitudes and intentions regarding technology adoption in their

learning process. This framework aligns with our goal of understanding

students' readiness and acceptance of technology in an educational context,

offering a structured approach to analyzing the relationship between

technology acceptance and academic performance and identifying areas for

improvement in optimizing technology's benefits for student learning

experiences and achievements.

On the other hand, Connectivism, as articulated by Siemens (2005)

and Downes (2007), posits that learning is inherently networked, and

knowledge is distributed across digital networks. Connectivism theory

suggests that learning occurs when learners create connections and networks

between nodes of knowledge. These nodes can include people, digital

resources, and technologies. It emphasizes the importance of social networks

and online communities in learning, as well as the need for learners to be able

to navigate and create knowledge in complex, rapidly changing digital

environments. Connectivism also highlights the importance of networked

learning, which involves collaborative and collective learning experiences

facilitated by digital technologies. (Siemens, 2005; Kropf, 2013). In our

framework, Connectivism helps us explore how students' participation in

networked learning environments influences their knowledge flow and

acquisition. It also illuminates how the diversity and richness of knowledge

nodes accessed by students impact their academic performance. As

technology often facilitates these networked interactions, Connectivism's

insights are crucial in understanding the role of technology in modern learning

environments.

In connectivism, students' perception of technology's ease of use and

usefulness is closely tied to their ability to navigate and utilize the various

nodes of knowledge facilitated by technology. The concept of nodes refers to

the diverse sources of information and learning resources that students can

access and interact with through technology (Kroft, 2013). When students can

effectively use these nodes to support their learning goals, such as accessing

information, collaborating with peers, and engaging in knowledge networks,

they perceive the technology as easy to use. Similarly, the perceived

usefulness of technology in connectivism arises from its capacity to connect

students with relevant information, experts, and learning opportunities. If

students find that technology enhances their ability to access and utilize these

knowledge nodes, they are more likely to perceive it as useful.

On the other hand, the Cognitive Theory of Multimedia Learning, ,

focuses on how multimedia elements can enhance learning by optimizing

cognitive processes such as attention, encoding, and retrieval. This theory

suggests that well-designed multimedia materials, incorporating visual and

auditory elements, can improve students' understanding and retention of

information. In our study, this theory can support TAM by illustrating how

students' perceptions of technology's usefulness and ease of use are

influenced by the multimedia learning experiences facilitated by technology

integration. For example, students may perceive technology as more useful

and easy to use if it enhances their ability to process and comprehend

complex information through multimedia presentations or interactive learning

tools.

Another theory anchored on this research is the Cognitive Theory of

Multimedia Learning. Mayer’s (1997) Cognitive Theory of Multimedia

Learning, presenting information using both text and graphics can lead to

more profound learning compared to using only text. This theory assumes that

there are two separate channels for learning: auditory and visual. Both

channels are used to process information and store it in working memory.

When information is presented through both channels, it creates a multimedia

effect that enhances learning and retention. The successful transfer of

knowledge through both audio and visual channels is achieved when the

information is integrated with the learner's existing knowledge. This means

that learners actively process the incoming information by connecting it with

what they already know, rather than simply receiving it passively (Mayer,

2002; Mayer & Moreno, 2002). This theory is based on the idea that people

have limited working memory, and presenting information in multiple formats

can help to free up cognitive resources and make it easier to understand and

remember. The theory also emphasizes the importance of designing

multimedia materials in a way that minimizes extraneous cognitive load, so

that learners can focus their attention on the most important information

(Mayer, 1998). Multimedia Learning Theory complements both TAM and

Connectivism by guiding the design and presentation of multimedia content in

technology-enhanced learning materials. Well-designed multimedia materials

can increase students' perceived usefulness (PU) of technology and facilitate

their engagement in networked learning.

 The Cognitive Theory of Multimedia Learning, focuses on how

multimedia elements can enhance learning by optimizing cognitive processes

such as attention, encoding, and retrieval. This theory suggests that well-

designed multimedia materials, incorporating visual and auditory elements,

can improve students' understanding and retention of information. In our

study, this theory can support TAM by illustrating how students' perceptions of

technology's usefulness and ease of use are influenced by the multimedia

learning experiences facilitated by technology integration. For example,

students may perceive technology as more useful and easy to use if it

enhances their ability to process and comprehend complex information

through multimedia presentations or interactive learning tools.

Conceptual Framework

Presented in figure 1 is the conceptual framework of the study. The

independent variable of this study is the technology integration with the

following indicators: perceived ease of use (PEOU) or an individual's

subjective assessment of how straightforward or convenient they believe a

particular technology or system is to use. It involves the user's perception of

how effortless it is to interact with the technology, navigate its features, and

accomplish tasks. And perceived usefulness (PU) or an individual's subjective

evaluation of the extent to which they believe a specific technology or system

will enhance their effectiveness in achieving particular tasks or goals. It

reflects the user's perception of how valuable the technology is in terms of

facilitating their work or providing benefits (Venkatesh & Bala, 2008).

The dependent variable is academic performance with the following

indicator: grades which pertains to the assessment of a student's academic

performance in educational institutions, such as schools or universities (Kohn,

1999).
INDEPENDENT VARIABLE DEPENDENT VARIABLE

Technology Academic
Integration Performance
• perceived ease • grades
of use
• perceived
usefulness

Figure 1. The Conceptual Paradigm of the Study

Significance of the Study

The study's purpose is to explore and quantify the effectiveness of

technology integration on academic performance of UMTC Grade 11 STEM

students. Technology integration in education is becoming more prevalent

and quantifying its efficacy is essential to improve student learning outcomes

and academic performance. We believe that by exploring this relationship, we

will contribute to a greater understanding of technology's role in education and

provide insights that will assist educational institutions in making informed

decisions about utilizing technology into their curriculum.

This study holds significance for a wide range of beneficiaries who can

use the findings to develop policies and guidelines that promote effective

technology usage across educational institutions. The administration can

benefit from insights into best practices for implementing technology in the

classroom, thereby enhancing the overall quality of education. Teachers stand

to gain valuable information about instructional strategies and tools that can

optimize their teaching methods. Students and parents will understand the

potential impact of technology on learning, leading to more informed choices

and active engagement in the learning process. Lastly, future researchers can

build upon the study's findings to delve deeper into the field of technology

integration and its multifaceted impact on education.

Definition of Terms

Technology Integration. In this study, technology integration refers to

the incorporation and utilization of various technological tools, resources, and

methods within the teaching and learning process of Grade 11 STEM

(Science, Technology, Engineering, and Mathematics) students at UM Tagum

College (UMTC). This includes the integration of digital devices, software

applications, online platforms, and other technology-based resources to

enhance and support the educational experience in STEM subjects.

Academic Performance. In this study, academic performance pertains

to the measurable outcome and achievement, specifically the 1st grading

average grade, of Grade 11 STEM students at UMTC within the context of

their learning objectives and curriculum. Academic performance reflects

students' proficiency and success in meeting the learning standards and

objectives set forth by the curriculum at UMTC.

 CHAPTER 2

METHODOLOGY

Research Design

In conducting this study, the researchers used the quantitative methods

of research that illustrates the happenings by accumulating numerical data

that are evaluated using a mathematically based method to acquire the

findings sought by the researchers using the correlation techniques.

Quantitative non-experimental research is empirical in nature, relying on

measurable quantitative data. The results are based on testing and on

methodical and objective observations (Belli, 2011).

This research employs a quantitative, non-experimental approach

using correlational technique to assess and measure the effectiveness of

incorporating technology into the academic performance of the Grade 11

STEM students at UMTC. Asamoah, (2014) stated that a correlational study is

a quantitative research method where multiple quantitative variables from the

same group of subjects undergo a series of calculations to ascertain whether

there is a connection or association between these variables, indicating a

similarity but not a distinction in their means. Additionally, a correlational

design explores connections between variables without the researcher

exercising control or manipulation over them. Correlation measures the

intensity and direction of the association between two or more variables. This

association can either be positive or negative in direction (Bhandari, 2021).

This study revolves around collecting quantitative data related to the

mentioned phenomenon. The quantitative dimension involves a well-

structured questionnaire designed for the intended participants to respond to

specific inquiries. Data collection primarily relied on the use of this

questionnaire and the average 1st quarter of the respondents. The central

objective of this research is to measure the effectiveness of technology

integration on the academic performance of the Grade 11 STEM students at

UMTC.

Research Locale

The findings of this study are specific to the context of the Senior High

School department of the University of Mindanao Tagum College, Tagum City,

Davao Del Norte. The findings' generalizability was limited by the scope and

sample size. Therefore, despite the possibility of commonalities, the results

may not be applicable to other systems.

Presented in figure 2 is the map of the Philippines highlighting the

location of the University of Mindanao Tagum College.

Tagum, officially the City of Tagum, is a first-class component city and

the capital of Davao del Norte, Philippines. The city is located 55 kilometers

north of Davao City, the main economic and administrative center of Region

XI. The city lies between 7°26′ N latitude and 125°48' E longitude. It is

bounded by the municipalities of Asuncion, New Corella, and Mawab on the

north, Maco on the east, and B.E. Dujali is on the west.

The location of the respondents is Tagum City, Davao del Norte. Since

Tagum City has nine universities, the survey was conducted in Tagum City,

Davao del Norte, Philippines.

 Figure 2. Map of the Philippines highlighting the University of

Mindanao Tagum College, located in Tagum City, Davao del Norte.

Population and Sample

In addition to employing simple random sampling, the researcher

utilized the Slovin's Formula to determine the appropriate sample size from

the population of Grade 11 STEM students at the University of Mindanao

Tagum College for the school year 2023-2024. Slovin's Formula is a statistical

method that helps in determining the sample size for a given population,

considering a desired level of precision. By applying this formula, the

researcher aimed to strike a balance between obtaining a representative

sample and managing the practical constraints associated with conducting

research on the entire population (Ismail et al., 2022).

𝑁
The formula is expressed as 𝑛 = , where n is the sample size, N
1+𝑁𝑒 2

is the population size, and e is the desired margin of error (Isip, n.d.). This

approach ensures that the sample adequately captures the diversity within the

Grade 11 STEM population, contributing to the generalizability of the study

findings. The combination of simple random sampling and Slovin's Formula

strengthens the research design, fostering a more robust and reliable

investigation into the targeted group of Senior High School students.

Shown in table 1 are the distribution of Grade 11 STEM students from UMTC

for the school year 2023-2024.

Table 1. Distribution of Respondents

Grade 11
Population Sample Percentage
STEM Section

STEM 1 50 40 50.6%

STEM 2 48 39 49.4%

Total 98 79 100%

Research Instrument

The researchers employed an adapted and modified questionnaire for

the independent variable and used the students' average grades for the 1st

grading period as the dependent variable. The respondents provided a

questionnaire containing demographic information for SHS STEM students

and a set of questionnaires for the independent variable. To obtain the

average grades of the respondents, the researchers sent a letter to the

respondents requesting consent to access their grades for the 1st grading

period, and then to the principal’s office to obtain the grades.

The survey questionnaire contains 12 questions measuring the

independent variable, technology integration. It was adapted and modified

from Alamri et al., (2020), and Wibowo, (2019)’s survey questionnaires that

was also adapted and modified from Davis’ (1989) TAM Research Model. It is

divided into 2 indicators namely, Perceived ease of use and Perceived

usefulness. Each indicator will have 6 questions. For each item, the
respondents were asked to rate the level of technology integration using the

5-point Likert scale below.

Scale Descriptive Interpretation

Equivalent
The statement is highly
5 Always
observed.

The statement is
4 Often
frequently observed.

The statement is
3 Sometimes
occasionally observed.

The statement is rarely

2 Rarely
observed.

The statement has never

1 Never
been observed.

The response of the respondents in all the statements of the indicators

of the questionnaire were interpreted using the range of means below.

Range of Mean Descriptive Interpretation

Equivalent
This means that the level

of effectiveness of
4.50 to 5.00 Very High
technology integration is

very much positive.

3.50 to 4.49 High This means that the level

 of effectiveness of

technology integration is

positive.

This means that the level

of effectiveness of
2.50 to 3.49 Moderate
technology integration is

moderately positive.

This means that the level

of effectiveness of
1.50 to 2.49 Less
technology integration is

less positive.

This means that the level

of effectiveness of
1.01 to 1.49 Very Low
technology integration is

not positive.

After receiving the permission of the faculty, the researchers gathered

the average 1st quarter grades of the students involved in the study to

determine the academic performance of the students.

Range of Mean Description Interpretation

This means that the

students’ academic
95 to 100 Outstanding
performance is

outstanding.
 This means that the

students’ academic
90 to 94 Very Satisfactory
performance is Very

Satisfactory.

This means that the

students’ academic
85 to 89 Satisfactory
performance is

Satisfactory.

This means that the

students’ academic
80 to 84 Fairly Satisfactory
performance is Fairly

Satisfactory.

This means that the

Did not meet students’ academic

79 and below
expectations performance did not

meet expectations.

Data Collection

The following actions and procedures were followed by the researchers

in order to collect data for the study after the research adviser’s permission.

The adapted and modified questionnaires provided by the researchers have

been approved by their research adviser. The researchers then sent a letter to

request permission to conduct the study and a letter of permission to gather

data from the principal’s office to conduct the study in Grade 11 STEM

classrooms.
 Additionally, the researchers created another letter that was sent to the

respondents of the study at UM Tagum College who are in Grade 11 STEM to

conduct the study. The questionnaire was personally distributed by the

researchers. Once all of the respondents had completed the survey, the

researcher also collected the survey questionnaires and offered a token of

appreciation to the respondents as an ethical procedure, and to give gratitude

for participating in our study. After collecting the answered survey

questionnaires, the researchers then listed the names and organized it by

section to obtain their grades. The researchers also sent a letter to the

respondents asking for full consent to obtain their 1 st grading average grades.

To ensure their approval, the researchers also obtained their signatures as a

symbol of their consent. We then sent a letter to the principal’s office thru the

office assistant to request the 1st grading average grades of the respondents

who gave their signatures along with the letter to the respondents with their

signatures. After obtaining the data from both the independent and dependent

variable, the researchers then started with the data analysis using software

applications like Microsoft Excel and JASP. After data analysis, the researcher

totaled and calculated all the information gathered from the respondents. It

was done to evaluate and interpret the statistical data. Using the data, a

conclusion was reached, and suggestions were made in accordance with the

study's findings.

Creswell (2012) states that the process of gathering quantitative data

involves more than just collecting information. It comprises several key steps.

Initially, you need to decide who and where you'll be studying, gain their

consent for participation, choose suitable measures for your research

question, and acquire the necessary tools for data collection. Only then can

you start collecting data. The first step in this process is to determine the

specific individuals or organizations you'll investigate. This entails deciding

whether your study will focus on individuals, entire organizations like schools,

or a combination of both. In the case of individuals or organizations, you need

to make important choices about the characteristics of the people or entities

you'll study and determine the required sample size for your research. These

decisions involve defining the unit of analysis, specifying the group or

individuals to be examined, outlining the process for their selection, and

assessing the number of participants needed for your subsequent data

analysis.

Statistical Tools

The statistical tools used for data analysis and interpretations are the

following:

Mean. This statistical tool will be used to determine the level of

technology integration in terms of: perceived usefulness and perceived ease

of use; and the level of academic performance in terms of grades of the

Grade 11 STEM students.

Pearson (r). This statistical tool will be used to determine the

significant relationship between the level of effectiveness of technology

integration and academic performance among Grade 11 STEM Students in

UM Tagum College.
 CHAPTER 3

RESULTS

This chapter presents the data analysis and results of the study. The

tables are arranged under the following subheadings: Level of Technology

Integration among Grade 11 STEM Students of the University of Mindanao

Tagum College, Level of Academic Performance among Grade 11 STEM

Students of the University of Mindanao Tagum College, and the Significance

of the Relationship between Technology Integration and Academic

Performance among Grade 11 STEM Students of University of Mindanao

Tagum College.

Level of Technology Integration among Grade 11 STEM Students of the

University of Mindanao Tagum College

In Table 2, the mean scores for the indicators of Technology Integration

are presented, revealing an overall mean of 4.21, characterized as high, with

a standard deviation of 0.85. This elevated level of technology integration may

be attributed to the respondents' increased ratings across all indicators.

Consequently, respondents have demonstrated positive perceptions regarding

technology integration, particularly in terms of perceived usefulness and

perceived ease of use.

The overall mean score is a culmination of computed mean scores,

specifically 4.16 for perceived usefulness with a standard deviation of 0.86,

and 4.26 for perceived ease of use with a standard deviation of 0.82. Both

scores also fall within the high range, indicating a favorable outlook on

technology integration by the respondents.

 The indicator Perceived Ease of Use stands out with the highest mean

among the two indicators, showcasing a positive impact on Grade 11 STEM

Senior High School students at UMTC. The mean score of 4.26 indicates a

strong agreement among the Grade 11 STEM students at the University of

Mindanao Tagum College, highlighting a clear alignment in their views about

the user-friendliness of the technology integration. The low standard deviation

of 0.82, on the other hand, shows the minimal variation in individual

responses from the average score. Simply put, most students agree that the

technology is straightforward and easy to use in their academic tasks. This

widespread agreement on user-friendliness significantly contributes to an

overall positive effect of technological integration.

In the same context of the study of Khafit et al., (2014), perceived ease

of use plays a crucial role in influencing the adoption of e-learning among

undergraduate students in the Accounting Education class of 2015. Ease of

use has a significant positive impact on students' utilization of e-learning

platforms. This implies that when students perceive e-learning systems as

user-friendly and easy to navigate, they are more likely to engage with and

utilize these platforms. Ease of use not only facilitates a smoother learning

experience but also reduces the time and energy students need to invest in

learning information technology. In practical terms, this means that students

are more inclined to embrace e-learning when the system requires minimal

effort to operate (Tawafak et al., 2023).

Additionally, the average score of 4.16 for perceived usefulness

suggests that, on average, students consider the technology in their tasks to

be quite valuable. The standard deviation of 0.86 indicates some variability in

how individual students perceive this usefulness. While there might be a bit of

difference in how each student sees the technology, the overall agreement is

positive. In line with Davis’ (1989) definition of perceived usefulness, ‘’the

extent to which a person believes that using a particular technology will

improve their performance,” this implies that the students, recognize the

significant value added by the technology integration to their academic

experience.

In the same context of the study of Edumadze et al., (2022), the

perceived usefulness of mobile learning devices is also a key factor in

determining the level of acceptance among students. Availability of resources

such as good Internet bandwidth and appropriate devices to access m-

learning devices cannot be taken for granted for all potential users of m-

learning devices. Therefore, it will play a big role in determining m-learning

acceptance.

Furthermore, to answer our first research objective, the level of

effectiveness of technology integration among Grade 11 STEM Students in

UM Tagum College in terms of: perceived usefulness and perceived ease of

use is described as high with an overall mean of 4.21.

The technology acceptance model proposes that an individual’s

perception of perceived ease of use and perceived usefulness are significant

factors that influence the intention to use a computer application and actual

usage (Davis, 1989). In addition, the technology acceptance model theorizes

that perceived ease of use is a significant antecedent of perceived usefulness

since information technology applications that are easy to use are also more

likely to be perceived as useful (Fagan et al., 2012).

Table 2. Technological Integration Among Grade 11 STEM students of the

University of Mindanao Tagum College

INDICATORS MEAN STANDARD DESCRIPTIVE

DEVIATION LEVEL
Perceived ease
4.26 0.82 High
of use

Perceived
4.16 0.86 High
usefulness

OVERALL 4.21 0.85 High

Level of Academic Performance among Grade 11 STEM Students of the

University of Mindanao Tagum College

Presented in Table 3 are the mean results for the Academic

Performance indicator, the first quarter average grades of the Grade 11 STEM

Senior High School students at UMTC. The mean and overall mean score

resulted in 91.55, with a standard deviation of 2.56, described as "very

satisfactory." The high mean of 91.55 implies that there is positive outcome in

their academic achievement, indicating a cohesive and high-achieving

population. The standard deviation of 2.56 indicates the degree of variability

or spread of individual scores around the mean. The standard deviation

suggests that the grades are closely clustered around the mean, indicating a

more consistent performance across the Grade 11 STEM students. The high

level of academic performance by the Grade 11 STEM students are described

with their average 1st quarter grades.

Grades serve as a reflection of a student's performance in the

classroom. A positive indicator of stable academic performance is evident

when a student consistently maintains high grades and completes academic

tasks with ease. High grades suggest that a student is performing steadily and

utilizing their resources effectively to manage academic challenges. The

useful characteristics of digital technologies hold significant promise in

supporting students' academic pursuits. The integration of digital tools into

their academic tasks facilitates flexible and prompt communication, leading to

effective interaction and collaboration among students and their peers,

ultimately resulting in the successful completion of projects. Moreover, the

ease in organizing and managing learning tasks, combined with the ability to
access, respond to, and revisit materials at any time and place, serves as a

motivating factor for students. This user-friendly approach and practicality not

only encourage active participation in learning but also foster a positive

attitude, thereby contributing to enhanced academic performance and better

grades (Al-Abdullatif & Gameil 2021).

Table 3. Level of Academic Performance among Grade 11 STEM students of

the University of Mindanao Tagum College

INDICATORS MEAN STANDARD DESCRIPTIVE

DEVIATION LEVEL

Grades 91.55 2.56 Very Satisfactory

OVERALL 91.55 2.56 Very Satisfactory

Significance of the Relationship between Technology Integration and

Academic Performance among Grade 11 STEM Students of University of

Mindanao Tagum College

Presented on this part is the significance of the relationship between

Technology Integration and Academic Performance among Grade 11 STEM

Students of University of Mindanao Tagum College. The statistical tool

Pearson r was used in determining the correlation between the two variables.

Shown on Table 4 is the table that displays data pertaining to the two

variables of this study: Technological Integration and Academic Performance.

For Technology Integration, the mean score is 4.21 with a standard deviation

of 0.86, suggesting a high level of consistency in responses. On the other

hand, Academic achievement has a mean score of 91.55, with a standard

deviation of 2.56. The correlation coefficient (r-value) between Technology

Integration and Academic Performance is -0.005, indicating a very weak

negative correlation. However, the associated p-value of 0.966 exceeds the

0.05 significance level (p > 0.05), signifying a lack of statistical significance.

Therefore, there is insufficient evidence to reject the null hypothesis. The

hypothesis that there is no significant relationship between technology

integration and academic performance of Grade 11 STEM Students of UM

Tagum College is accepted. In conclusion, based on this analysis, there is no

significant correlation between Technological Integration and Academic

Performance at the 0.05 significance level.

Many studies treat technology as an undifferentiated characteristic of

schools and classrooms. No distinction is made between different types of

technology programs. We know that technology is a very broad term that

includes many kinds of hardware and software. These technologies may have

different impacts on student outcomes. Even the same technology can be

used differently in various contexts to solve all kinds of problems and thus

have ‘different meanings in different settings’ (Lei, 2012; Turner, 2015).

Additionally, when GPA was the criterion, no measures of technology use

accounted for a significant amount of variance (Wentworth & Middleton,

2014). In the study conducted by Rashid & Asghar, (2015), also found no

significant correlation between computer use and grade point average among

adolescents. Furthermore, students’ grade point averages (GPA) were not

found to be closely correlated with specific activities, such as searching for

information, E-mailing, and playing games.

Table 4. Significance on the relationship between Technology Integration and

academic performance

VARIABLES MEAN STANDARD r-value p-value

DEVIATION
Technology
4.21 0.86 -0.005 0.966
Integration

Academic
91.55 2.56
Performance

*Significant at 0.05 significance level

 CHAPTER 4

DISCUSSION

This chapter presents the discussions based on the data and findings

from the previous chapter regarding the effectiveness of technology

integration on the academic performance of Grade 11 STEM students at the

University of Mindanao Tagum College.

Level of Technology Integration among Grade 11 STEM Students of the

University of Mindanao Tagum College

The respondents' level of technology use, revealing an overall mean of

4.21, is characterized as high. The findings reveal that respondents have

shown favorable attitudes toward technology integration. Specifically, they

have expressed positive views regarding the usefulness of the technology, as

well as its ease and of use. The results is in line with the study of Gray &

DiLoreto (2016), who found that respondents hold positive perceptions

regarding technology integration. They express enthusiasm about the

technology's utility and convenience, aligning closely with Davis's (1989)

assertions about the importance of perceived usefulness and ease of use in

technology adoption. This shows that participants strongly lean towards

accepting and adopting technology in the studied context.

We draw insights from Tahar et al. (2020), who explored the impact of

perceived ease of use and perceived usefulness on users' intentions to use e-

filing services. Their findings revealed a positive influence of these factors on

user acceptance and usage intentions in the context of e-filing services. This

aligns with our investigation into the perceptions of Grade 11 STEM students
at UMTC regarding technology integration. Our study indicates that positive

perceptions of technology integration, especially in terms of ease of use,

mirror the favorable disposition towards embracing technology observed in

other domains, such as e-filing services. This underscores the importance of

considering user experience and usability in enhancing technology

acceptance among different user groups.

Additionally, Gestiardi et al. (2021) noted in their study that perceived

usefulness has a strong relationship with other technology perceptions that

affect technology adoption. They also highlighted the mediating role of

perceived usefulness in various aspects. Previous research of theirs has

shown a significant impact in exploring the positive relationship between

perceived usefulness and technology adoption.

Lastly, Togaibayeva et al. (2022) and Salas (2016) have emphasized

that perceived usefulness plays a critical role not only in students' acceptance

of technology but also in its effective integration into education. This ultimately

enhances academic performance by creating more engaging, aligned, and

efficient learning experiences.

Level of Academic Performance among Grade 11 STEM Students of the

University of Mindanao Tagum College

The level of the mean in the academic performance of grade 11 stem

students, is high. Thus, the participants’ responses to their level of academic

performance at UMTC were described as "very satisfactory," and according to

this data, academic success is extremely important for students. This

indicates that it can help them excel in school either through the help of
technology or other tools. According to one study, performance achievement

reflects students' underlying productivity and aptitude, which determines their

current and future lives (Kell et al., 2013; Mappadang et al., 2020; Sothan,

2019).

The grade point average (GPA) of the students has been used as a

predictor for academic performance in the study of Chathurangaa &

Jaysundara, (2020), entitled "Impact of Smartphone Usage on Academic

Performance: A Study on Undergraduates in the FMSC of the University of Sri

Jayew Ardenepura, Sri Lanka." A student's overall academic success is

represented numerically by their grade point average (GPA). The result of

their study shows that there is a significant impact of communicability with

fellow students and lecturers via smartphones on the academic performance

of undergraduates.

The grades serve as a reflection of a student’s performance in the

classroom. A student's performance in the classroom is reflected in their

grades, and high grades indicate that a student is performing consistently and

effectively, using their resources to manage academic problems. Grades are

frequently seen as the most essential indicator of a student's performance in

class, and they have a significant impact on academic performance.

According to Masud et al. (2019), academic performance is among the

several components of academic success. Additionally, Qasserras, (2023)

asserts, that the effects of grades make it essential for educators to consider

the potential impact of grades on student performance as well as to make

ongoing efforts to investigate alternative methods of assessment and

evaluation that can foster meaningful and healthy learning based on their own
motivation. The result of their study found that grades have a variety of

consequences for Moroccan high school students. Additionally, most

participants expressed dissatisfaction with the use of grades in high school.

Students' grades can have a wide range of effects on their motivation and

academic performance.

Correlation between Measures

In our study, we delved into the intricate relationship between

technology integration and academic performance, guided by the Theory

based on the Technology Acceptance Model (TAM) by Davis (1989). This

theory posited a strong positive correlation between the integration of

technology in education and enhanced academic outcomes. However, our

findings, contrary to the Theory's predictions, revealed a lack of significant

relationship between technology integration and academic performance. This

outcome prompts a critical reevaluation of existing assumptions and theories,

highlighting the complexity of factors influencing educational outcomes in the

digital age. By scrutinizing the references mentioned in our literature review,

we observed variation between our study's results and those of previous

research, emphasizing the need for nuanced interpretations and continued

exploration of this topic.

In line with the study of Nugroho et al. (2018), their results also

discovered that neither perceived usefulness nor perceived ease of use

significantly impacts students’ performance. This finding offers a fresh

perspective in the realm of mandatory information system usage, particularly

in e-learning. Previous studies focused on the connection between perceived

usefulness and perceived ease of use in voluntary information system usage

contexts. Besides the nature of system implementation (voluntary versus

mandatory), various factors influence perceived usefulness and perceived

ease of use in their impact on performance. Considering users’ technology

readiness is crucial when adopting information systems.

Similarly, the findings of Berondo & Fuente’s (2021) study showed a

clear link between technology exposure and students' study habits. This

indicates that how students use technology affects how they study and learn.

However, the study did not find a significant relationship between technology

exposure and academic performance specifically in Social Studies subjects.

This means that although technology can influence how students approach

studying, such as their study habits and methods, it doesn't always lead to

better grades in subjects like Social Studies.

Additionally, Lei's (2010) study highlights the complex link between

using technology and students' outcomes. Even though different tech tools

had different effects on how students developed and learned, none of these

tools noticeably changed students' GPAs (grade point average). This result

challenges the common idea that adding technology to education always

makes students do better academically. The study suggests that technology

affects how students learn and perform in many ways, not just by improving

GPAs directly. This shows the importance of understanding technology's role

in education more deeply.

Similarly, the study of Stakkestad & Fladvad Størdal (2017) found no

significant impact on students' academic performance from the integration of

the technological laptop program across three selected subjects: first-choice

form of Norwegian, second-choice form of Norwegian, and English. This

suggests that students' performance neither improved nor declined due to the

integration of the program.

Conclusion

Based on the study findings into the relationship between technological

integration and academic performance among Grade 11 STEM students at

UM Tagum College, this study has reached a conclusion. Despite the positive

descriptive level of technological integration among students, characterized by

high perceived ease of use and high perceived usefulness with an overall

mean score of 4.21 and a standard deviation of 0.85, and high academic

performance with a mean score of 91.55 and a standard deviation of 2.56,

there was no significant relationship found between technological integration

and academic performance. These results suggest that while students may

find technology easy to use and perceive it as useful, other factors may play a

more significant role in determining academic performance. This means that

although the technology was perceived as beneficial, its integration did not

result in noticeable improvements in academic performance, according to the

study's findings. The study's findings contrast with Davis' Technology

Acceptance Model (TAM), which posits a significant link between TAM and

academic performance. TAM suggests that if students perceive technology as

easy to use and beneficial, it should positively impact their academic

outcomes. However, this study revealed a different scenario. Despite

students' positive views on technology's usability and usefulness these factors

did not consistently translate into improved grades. This disparity indicates
that academic achievement is influenced by more than just technology's user-

friendliness or perceived benefits.

Recommendations

Based on the results of this study, while the respondents have shown

positive perceptions regarding technology integration and exhibit high

academic performance based on their 1 st grading average grades, the

statistical analysis revealed that there is no significant relationship between

technology integration and academic performance among Grade 11 STEM

students. Upon reaching this conclusion, the following recommendations are

offered:

Students. Students can make full use of the wide range of educational

resources available to them, including textbooks, online databases, academic

journals, multimedia materials, and educational platforms, to explore diverse

sources of information and enrich their learning experience. They can actively

engage in interactive learning activities, collaborate with peers using online

tools, and utilize multimedia resources to enhance their understanding of

concepts. Developing information literacy skills like critical thinking and

research abilities is important, and students can seek guidance on effective

information search and usage. Seeking support from teachers is encouraged,

along with staying updated on advancements in technology and educational

tools. Balancing technology use with offline study habits, critical thinking, and

face-to-face interactions is also emphasized for a holistic learning approach.

Parents. Parents can support their child's education by encouraging

them to utilize a wide range of educational resources available, such as

books, online materials, and educational apps, to enrich their learning

experience. Instead of discouraging their children from using technological

tools, parents can research more about the different uses and benefits of

these tools. By encouraging and supporting their children to use these tools

effectively and wisely, parents can help students become more confident and

effective in their use. Promoting active engagement in learning, encouraging

discussions, asking questions, and seeking additional resources can deepen

their child's understanding. Parents should also support their child's use of

technology for learning by ensuring access to reliable internet and devices,

staying informed about educational advancements, and emphasizing a

balanced approach to technology use, which includes offline study habits and

critical thinking. With these, they can help their children maximize their

technological skills and use it appropriately to support their academic

performance.

Teachers. Teachers can learn about different hardware and software

technologies and apply them in their classroom lessons. Even though there

may be a digital divide between some teachers and students, learning new

technologies is an ongoing process that teachers can still engage in, given

that today’s generation is continuously evolving when it comes to technology.

Since they are more familiar with the subjects, lessons, curriculum, and

activities, they are in the best position to choose which technology is relevant

to their topics and how it can enhance students' understanding of concepts.

They can also match it with their teaching styles and cater it to the students'

diverse learning styles. By learning various technologies, teachers can deliver

topics more effectively, benefiting both themselves and students. These

technologies can serve as help for challenging lessons and make teaching

easier and more engaging. Teachers can also encourage students to explore

technologies for learning outside of school or bring attention to potential

learning tools. To better support students in using technologies effectively and

efficiently for learning, teachers can provide emotional support and

pedagogical advice. Encouragement and guidance from teachers can

positively predict students' adoption of technology for learning.

Administration. The administration can help our educators and

students by implementing a thorough evaluation of current technology

integration methods to identify areas for improvement. Also, providing

professional development opportunities for teachers will enhance their skills in

integrating technology seamlessly into the curriculum. This can be achieved

through training sessions, and access to educational technology resources.

Ensuring alignment between technology use and curriculum objectives is also

crucial to ensure that technology supports learning outcomes effectively.

Additionally, ongoing support and resources should be provided to teachers to

help them implement technology in ways that benefit student learning,

including technical assistance and access to a wide range of educational

sources like textbooks, online databases, academic journals, multimedia

resources, and educational platforms. Lastly, ensuring adequate tools,

equipment and resources such as reliable internet access and updated

hardware and software to support technology integration for both the

educators and learners effectively.

Future researchers. Future researchers can improve this study by

widening the scope and by including different grade levels, strands, and even
multiple educational institutions. This broader approach allows for a more

thorough analysis of how technology integration affects academic

performance. Additionally, researchers can enhance the measurement criteria

beyond just the initial grading average. Including factors like subject-specific

achievements, problem-solving abilities, critical thinking skills, class

engagement, project results, and long-term academic progress would provide

a more comprehensive view. Future researchers can also explore different

research methodologies to achieve more accurate, comprehensive, and

diverse results. This comprehensive approach will offer a deeper

understanding of how technology integration influences various aspects of

students' academic performance.

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