THE CHANGE IN TECHNOLOGICAL LEARNING AIDS IN THE HIGH SCHOOL DEPARTMENT OF ST.

SCHOLASTICAS ACADEMY MARIKINA

_____________________________________________________________________________________
Research Paper
Presented to
The Faculty of the High School Department
St. Scholasticas Academy Marikina
_____________________________________________________________________________________
In Partial Fulfillment
Of the Requirements in Language 10
_____________________________________________________________________________________
Submitted By:
Vivien Angeles
Justine Belasa
Angela Cinco
Louise Cruz
Christianne Dayda
Jyzel Nacu
Deanne Rabena
Angeline Valdez
Anna Verzosa
10-St. Irene

Approval Sheet

This section proves that the research paper entitled The Change in Technological
Learning Aids In the High School Department of St. Scholasticas Academy Marikina had been
approved by credible teachers and panel members who thoroughly examined this research
paper.

________________________________

Mrs. Ramos
Grade 10 English teacher

________________________________

________________________________

Mrs. Cardinoza

Mrs. Atlas

Panel member

Panel member

ACKNOWLEDGEMENT

This study would not have been finished without the guidance and help of several
individuals who had poured out their valuable assistance for the completion of this paper.

ABSTRACT
The technological changes in the field of education have been a great influence in the strategy
of learning and teaching in the present schools today. The original aim of this research was to
examine the technological aids in the High School Department of St. Scholastica's Academy
Marikina and to specifically identify the significant changes for the past years. Hence, we
discovered how frequent and sufficient these changes are and who are the ones most
benefitting from it.
The method of research used in the gathering of data was conducted following the process of a
descriptive study. Elements of both the methodologies of a quantitative and a qualitative
research were used in a descriptive research.
Survey forms were distributed and interviews were conducted using the method of random
sampling. The respondents of this study were limited to 148 respondents; 8 teachers (2 teachers
per year level) and 140 students (35 students per year level). The number of correspondents was
limited to only a handful since the researchers believe that the data gathered from the specified
number of correspondents were enough to justify answers to the questions given. Also, having a
limited number of correspondents would enable the researchers to have a precise parameter of
the information gathered. The students and the teachers are the significant sources of
information since they are the firsthand benefactors of the technological advancement in the
school premises. Conclusions and recommendations were made based on the information and
results gathered during the study.

TABLE OF CONTENTS
Approval Sheet... Page i
Acknowledgement...... Page ii
Abstract....... Page iii
Chapter:
I.

Introduction
Background of the study Page 1
Theoretical and Conceptual Framework Page 2
Statement of the Problem Page 3
Significance of the Study . Page 4
Scope and Delimitation Page 4
Definition of Terms ... Page 5

II.

Review of Related Literature Page 6

III.

Research Design and Methodology

Research Design . Page 8
Research Locality Page 9
Research Participants Page 9
Research Instrument Page 10
Data Gathering Procedure ... Page 11

IV.

Data Analysis Page 12

V.

Summary, Conclusion and Recommendation

Summary.. Page 18
Conclusion

Page 19

Recommendation Page 19
Appendix . Page 20
Bibliography ... Page 22

LIST OF FIGURES AND TABLES

List of Figures
Conceptual Framework . Page 3

List of Tables
Table 1 - Technological learning aids often used in the classrooms ... Page 12
Table 2 - Technological learning aids necessary to use in the classroom . Page 12
Table 3 - Rank of importance of technological learning aids .. Page 13
Table 4 - Learning technique preference ... Page 14
Table 5 - The use of technological learning aids in the classroom .. Page 14
Table 6 - Comprehensive questions tabulation Page 15

CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the statement of the problem, the
significance of the study and the scope & delimitation.
Background of the Study
Back then, the sole materials used in studying were textbooks, pens and papers.
Blackboards as well as manila papers, flashcards and OHPs were the main materials used for
classroom discussions, reporting and presentations. Students and teachers were engaged in lots
of research and reporting activities and they depend on the only resources they have back
then books, handouts, magazines, articles and journals. Ever since, technology in education
has gone a long way.
Technology is the practical application of knowledge especially in a particular area
(Merriam-Webster Dictionary) and educational technology is the study and ethical practice of
facilitating e-learning, which is the learning and improving performance by creating, using and
managing appropriate technological processes and resources (Wikipedia). Technology in
particular has been of great help in improving and in simplifying processes for both learners and
educators. Since technology has been rapidly changing and expanding in every field
unimaginable, we, the new generation tend to adapt to the changes. Schools then would
prefer to be updated to these developments.
Nowadays, St. Scholasticas Academy Marikina involved computer-aided instructions,
the use of the latest technology and multimedia resources in its classrooms, laboratories and in
auditoriums. SSAM slowly got rid of the old classroom setting by providing computers, LCD
projectors, televisions, and even allow teachers to use portable gadgets like laptops and tablets
in classroom discussions. This constant progress in the application and evaluation of systems, aids
and techniques are now evident in every classroom in SSAM. Thus, we researchers aim to focus
on the changes that educational technology has made through the decade.

Theoretical & Conceptual Framework

This study lies on the following theories that led the researchers to respond to the
research problems.
The outcome of cognitive development is thinking. The intelligent mind creates from
experience "generic coding systems that permit one to go beyond the data to new and possibly
fruitful predictions" (Bruner, 1957, p. 234) Thus, children as they grow must acquire a way of
representing the "recurrent regularities" in their environment. So, to Bruner, important outcomes
of learning include not just the concepts, categories, and problem-solving procedures invented
previously by the culture, but also the ability to "invent" these things for oneself.
Cognitive growth involves an interaction between basic human capabilities and
"culturally invented technologies that serve as amplifiers of these capabilities." These culturally
invented technologies include not just obvious things such as computers and television, but also
more abstract notions such as the way a culture categorizes phenomena, and language itself.
Bruner would likely agree with Vygotsky that language serves to mediate between
environmental stimuli and the individual's response.
In his research on the cognitive development of children (1966), Jerome Bruner proposed three
modes of representation. The first mode was active representation; this form of representation is
action-based. Second was the iconic representation based on images. And the final was the
language based representation called symbolic representation.
The instructional theory which describes the system that is designed more for sorting than
for learning (see Reigeluth, 1987; 1994, for examples). It is a system that is designed to maximize
learning (Reigeluth, 1987; Reigeluth & Garfinkle, 1994) It is 'the process of deciding what methods
are best for bringing about desired changes in student knowledge and skills for a specific course
content and a specific student population' (Reigluth 1983)Reigluth (1983) describes theories of
instruction (i.e. collections of principles of instruction, based on correlational or causal
relationships between learning and instruction phenomena) as including conditions, methods
and outcomes of learning. A specific set of methods constitutes a model of instruction suitable
for certain types of learning.
This theory helped the researchers to further understand their study for it explains how the
instructor or teacher should decide on what best aids or learning materials suit the students. It
helped the researchers analyse the results of the surveys done, and how the high school

students of the St. Scholastica's Academy Marikina community see the technological learning
aids as a help in their education.

Advancement of Technological Aids Used In Teaching in the

High School Department of SSAM

Students

Teachers

Awareness
Benefit
Control

Awareness
Benefit
Control

Fig.1 Conceptual Framework

Figure 1 shows the studys conceptual framework. The advancement of the
technological aids used in teaching in SSAM is a variable since the studys focus is on the
learning aids and its change through time, its advancement is a variable in the study. The
students and the teachers are also variables in this study since they are the main benefactors of
the technological advancement in the school. Their awareness of the technological
advancement, their control over the aids as it improves and the benefits they gain from the
changes brought about by time are necessary variables to the study.
Statement of the Problem
This research aims to examine the change in technological learning aids in the High
School Department of St. Scholasticas Academy of Marikina. Specifically it seeks to answer the
following questions:
1. What are the technological learning aids 4 years before and after?
2. What is the frequency of the use of these technologies?
3. Who are the teachers using technology as an instructional tool?

Significance of the Study

The study of the technology based learning aids can serve the SSAM Community in maximizing
the use of the technology based learning aids in facilitating functional and effective instruction
for the students.
To students.. This proposed study gives the students an overview of the evolution of
technological learning aids as it aims to adapt to their needs and demands as a student from
the Modern Age of Technology. The research benefits the students as it seeks to identify the
technological learning aids that would further enhance their learning experience.
To teachers. This proposed study helps the teachers in recognizing the importance of technology
in facilitating classroom discussion. The research allows them realize the relevance of the
changes in technological learning aids over time.
To St. Scholasticas Academy of Marikina. This proposed study assists the school in providing
efficient learning aids to the students that will be able to harmonize with the demands of todays
Age of Modern Technology. The research would serve as a guide for the school in order to
assess the different technologies that it provides to its teachers and students.
Scope & Delimitation
This study determined the change in technological learning aids in the High School
Department of St. Scholasticas Academy of Marikina. Conclusions and recommendations were
made based on the data and results gathered during the study.
The respondents of this study were limited to 148 respondents; 8 teachers (2 teachers per
year level), 140 students (35 students per year level).
This study aims to describe the evolution of technology in the High School Department of St.
Scholasticas Academy of Marikina for over 10 years. The primary objective of the study is to
know the significant change in the schools learning apparatuses.

Definition of Terms
The following words are defined operationally as used in the study
Educational technology - the study in the use of technology to improve learning. It alludes to the
technologies used inside the classrooms for better teaching
Teaching aid - an apparatus that is meant for teaching. It is used to improve learning and make
teaching more simple and easy
St. Scholasticas Academy Marikina a Catholic educational institution providing elementary
and secondary education.
Modern Age of Technology technology as something more than a mere instrument for
entertainment, technology is now used in other fields such as education

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of the local and foreign literature and studies relevant
to the proposed study.
The use of technology in schools is necessary nowadays in order to compete with other
learning institutions that are constantly changing and evolving. Learning aids continue to be
improved further and further for the better understanding of the students on academic lessons. It
also helps things become easier for teachers as teaching implements have been fused with
computer technology. The way presentations can readily be made on personal computers is a
benefit not only for the students who receive better visuals but also the teachers who can
explain lessons faster and more efficiently. According to the Philippine Department of
Education,"...[teachers] need to offer engaging, varied, non-trivial input in the form of content
and activities. This implies finding things that learners will find both interesting and relevant. " In
this Modern Age of Technology, it is highly advantageous to use presentations that are available
and are easy to provide via computers wherein more activities that relate to the students can
be emphasized. In relation to our local institutions, the use of technology for the field of
education is also important. This is because, as a country, the Philippines must be able to keep
up with the standards of other countries to produce an educated and competent workforce in
the future.
"[But] our most viable option [right now] is to seize the moment and institute the
necessary reforms to equip

our learners

with the necessary competencies for the

future."(Luistro,2011) In line with the goals of the Department of Education to 'impart 21st century
skills to students' the government in pushing for the Public-Private Partnership to help the public
schools in equipping the students with technology-based materials. The private sectors would
help in providing different technologies that would be more useful for the education of the
public school students.
St. Scholasticas Academy Marikina has provided the students and teachers new
technologies to facilitate the teaching of the students. The school has improved its learning aids
to help the students as well as the teachers be globally competitive when it comes to the
technological advancements in education. The different advancements made by the school
helped us in adapting to the changes made by the Modern Age of Technology

In competition with other local schools, SSAM must also strive to improve its facilities and
its capability to accelerate the learning process of the students help through learning aids in
order to truly develop as an institution and provide better quality education.
Technology is a versatile and valuable tool for teaching and learning and becoming a
way of life. Technology in the classroom is both beneficial to students and teachers. It creates
new ways of obtaining and presenting information and gives students new ways of analyzing
and understanding the world around them. (Sayparn, 2011) Children have the opportunity to
learn and discover more with greater extent, than a usual classroom. It is much easier to study
and analyze.
One of the most important benefits of technology in the classroom is that it can help to
prepare students to become successful members of the 21stCentury workforce students in
the 21st Century classroom learn critical thinking and workplace skills that will prepare them well
for their future. (Computer Land) Technology in classroom prepares children for their future and,
technology helps children develop essential skills which they can use in work.
According to the study entitled The Evolution of Teachers Instructional Beliefs and
Practices in High-Access-to-Technology Classrooms by David Dwyer, Cathy Ringstaff and Judith
Sandholtz, during the early days of the introduction of technology to the classroom,
implementers focused on the innovation and hoped that the introduction of technology would
bring the same kind of successful transformation to education with that of their previous
techniques. As the years go by, the advancement of these technological aids has been very
evident through the different patterns of teaching and learning which emerged through time.
During the first few years, teachers had a hard time accommodating the new technology and it
seemed to be a struggle for them but as the years went by, they easily adopted technology in
their classrooms. The students were able to adapt to the new environment and there was a
boost in their productivity.
understanding.

They learned much faster, more accurately and with greater

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter explains the method of research used, the sources of data, the data
gathering instruments, the data gathering procedure and the statistical treatment of data.
Method of Research Used
The study was conducted following the process of a descriptive study.
Descriptive research uses the elements of both the methodologies of a quantitative and
a qualitative research. The term descriptive usually refers to the research question, design and
data analysis type that applies to the given topic. The study usually tells what it is rather than
determining its cause and effect.
Determining how students and teachers see instructional interactive learning aids
through survey forms, interviews and further research is what the researchers ought to do. The
researchers ought to find out the knowledge, control and awareness the teachers and students
exhibit over the change in technological instruction. The research started off with interviews that
were conducted, the information gathered from the interviews were used to serve as a guide in
making survey form questions. The questions of which were thoroughly thought upon by the
researchers. The interview questions were made accordingly to the research guides that the
researchers have looked upon from similar researches and articles.
The study used the survey method to conduct a descriptive study.
This approach is useful when a researcher hopes to gather information on an idea and
topics that can be highly opinionated. Survey method is a form of descriptive study that is nonexperimental
In the light of developments, the aim of survey method in educational technology is to
understand technology and its relation to the society, to contribute to a better role of
technology in our society. In the research, the survey approach was used to suggest or
recommend improvements for the amelioration of schools and students and show how good
the present technology is for education or society through the gathered information. The study
mainly revolves around the awareness of both teachers and students in the constant change or
improvement in technological instructional materials in the high school department. It also
revolves on the knowledge exhibited and gained by both main correspondents; students and
teachers, as they strive in keeping up with the change in technological instructional materials.

Lastly, it revolves on the control implemented by both parties in either making use or simply
benefitting from it.
Sources of Data
The study was able to gather data through 148 correspondents; 140 of which are
students coming from different year levels, the 8 are teachers whose answers to the survey are
very meaningful in comparing the viewpoints of teachers and students. 5 students per section in
every year level were given survey forms. The number of correspondents was limited to only a
handful since the researchers believe that the information gathered from the specified number
of correspondents were enough to justify answers to the questions given. Also, having a handful
of correspondents would enable the researchers to have a better control of the information
gathered. The students and the teachers are very significant sources of information regarding
the study since they are the firsthand benefactors of the technological advancement in the
school premises.
Aside from the survey forms answered by the teachers and the students, an interview
was conducted to further establish the idea in formulating the questions for the questionnaires.
The interviewee was Miss Annuncacion Gabor, St. Scholastica's Academy Marikina High School
Department's Student Academic Coordinator. We chose Ms. Gabor because the researchers
believe that she can satisfy their questions pertaining to their primary questions on the school's
technological advancement. An interview with Ms. de Dios was also done. Knowing that Ms. de
Dios is an alumna of St. Scholasticas Academy Marikina and now an employee of the institution,
the researchers believe that her experiences during her school days as well as her current
position in the school community would be useful in the research.
Other sources such as studies related to their research, theories pertaining technology in
education and specific information gathered through vast researches have come in handy.
These other sources were able to satisfy as well the questions the researchers yearned to know
the answers of.
For this study, the group chose to gather data from teachers and students of St.
Scholastica's Academy, Marikina. Teacher participants were either interviewed or given survey
questionnaires while student participants were given survey questionnaires, both materials
concerning the effectiveness of different learning aids utilized by the school. Teachers were
chosen to be respondents of this study because, as professionals trained in operating with the
use of educational technology, they are aware of which materials are more convenient for
specific purposes in the classroom, and how these materials affect the students' learning.

Students were chosen to be respondents of this study due to their personal knowledge and
experience regarding the efficiency of the various classroom apparatuses used by their
teachers. They are capable of realizing which learning tools help them to better understand a
lesson and which ones do not.
The researchers used the survey method since through this approach, polls which were
exhibited through the survey forms helped in concluding statistical inferences. These inferences
helped in providing data to answer the research problems.

Data gathering Instruments

The study used the following research instruments in gathering the needed data.

Interview Questions
A pre-research interview was conducted beforehand to be able to help the researchers
to formulate questions for the survey. The researches constructed questions which were thought
over well to match with the expected ideas they wished to gather from the interviewees.
Aside from the pre-research interview, more interviews were done as a part of the data
gathering procedure. Teachers were interviewed and were asked questions pertaining to the
research problems. The formulation of interview questions were given due thought by the
researchers to be able to have clear responses from the interviewees. The clarity of information
gathered from the answers of the interviewees was very important for their answers were helpful
in answering the research problems.

Questionnaire
A survey was conducted to gather needed information. The survey questionnaires
focused on technological instructional materials in the high school department of St.
Scholasticas Academy Marikina. The questionnaire consisted of, comprehensive questions,
ranking questions and checklists. Questionnaires were given to a handful of high school students.
The students were given 10 minutes to answer the given questions The survey forms will
contained questions that helped the researchers determine whether the advancement of
technology or learning aids within the High School body of St. Scholasticas Academy Marikina,

has helped the students and the teachers develop a better way of giving and taking
knowledge. The survey contained statements similar to Learning aids like projectors or OHPs
help me learn easier and Learning aids help students excel in their studies These statements
were answered through comprehensive means which required them to encircle numbers
corresponding to their perception. These survey forms helped the researchers to speculate the
situation and provide good and reliable recommendations for the betterment of the school
community. The allotted time for the respondents was within the day the questionnaire was
given. When possible the students gave the questionnaire within the day or at the end of the
day, which led the processing of papers and answers in fast pace. After each questionnaire had
been answered, all the information were gathered and averaged.
Data gathering Procedure
The data for this research were collected using a survey questionnaire. The survey was
created using checklist type of questions, ranking questions and comprehensive questions that
were modified from related research and individual questions formed by the researchers. The
researchers allocated 140 survey forms per batch which was evenly distributed among the
seven sections per grade level with a ratio of 5 students per class. 8 survey forms for teachers; 2
coming per year level were also given forms to coincide the viewpoints of both the students and
the teachers in the study. Our group also conducted an interview to the Student Academic
Coordinator, Ms Annuncacion Gabor and Mrs. Ma. Concepcion de Dios, the coordinator of the
English department in St. Scholasticas Academy Marikina.

Questions regarding the

effectiveness of learning aids to the students will be asked in the interview. We will also ask how
technology based learning aids could affect her as a teacher. The said interview targeted to
get information about the different learning aids that the school has been using for the past few
years. The information gathered from the interview served as the basis for the questions in the
survey forms. Other teachers were also interviewed in light of the data gathering procedure.
Interviews are important for this study because these gives the researchers certain ideas
that would help them further understand the study and analyse possible conclusions to the
problems stated. Interviews give them new perspectives from different people-- professional
people with enough wisdom and experience about the topic. They are to give facts about the
topic and cite evidences that could help them throughout the study.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents analyses and interprets the data gathered to answer the questions
of the study.
Table 1: Technological learning aids often used in the classrooms
Technological Learning Aid
LCD Projector
Laptop
IPad
OHP
Computers
Tablet
Television
Motion Sensor
Interactive Stylus
Cellular Phone
Mp3 player
others
Total

Frequency
76
72
40
33
27
16
12
6
6
3
3
0
294

Percentage
25.85%
24.49%
13.61%
11.22%
9.18%
5.44%
4.08%
2.04%
2.04%
1.02%
1.02%
0%
100%

Table 1 shows the awareness of the respondents in technological learning aids used
inside their classroom. The respondents were provided twelve choices in which they would
choose what technological aids do they use in their classroom. The respondents were allowed
to mark as many learning aids as they wish. Out of the 148 respondents, 76 answered LCD
Projector (25.85%) followed by Laptop (24.49%) which was answered by 72 respondents. The
results indicate that majority of the respondents were exposed in the use of Laptop and LCD
Projector for learning.
Table 2: Technological learning aids necessary to use in the classroom
Technological Learning Aid
Laptop
LCD Projector
IPad
Television

Frequency
88
80
47
36

Percentage
21.83%
19.85%
11.66%
8.93%

Computers
OHP
Tablet
Interactive Stylus
Motion Sensor
Cellular Phone
Mp3 player
Others
Total

34
32
25
23
17
12
9
0
403

8.43%
7.94%
6.20%
5.70%
4.21%
2.97%
2.23%
0%
100%

Table 2 shows technological aids which the respondents think is necessary to use inside
the classroom. The respondents were provided twelve choices in which they would choose what
learning aids they think is/are important to use in their classroom and they can mark as many
learning aids as they wish. Through the gathered data, the researchers were able to determine
what technological aids the respondents consider in learning. Out of the 148 respondents, 88
answered Laptop (21.83%) 80 answered LCD Projector (19.85%) 47 answered IPad (11.66%) 36
answered Television (8.93%) 34 answered Computers (8.43%) 32 answered OHP (7.94%) 25
answered Tablet (6.45%) 23 answered Interactive Stylus (5.94%) 17 answered Motion Sensor
(4.21%) 12 answered Cellular Phone and 9 answered Mp3 Player (2.97%). The findings show that
the respondents prefer Laptop and LCD Projector for teaching.
Table 3 : Rank of importance of technological learning aids
Learning Aids
Laptop
LCD Projector
IPad
Cellular Phone
Interactive Stylus
Total

Frequency
44
25
7
1
1
78

Percentage
56.41%
32.05%
8.97%
1.28%
1.28%
100%

Table 3 shows the technological learning aids which were ranked as the most important
aids in classroom discussions. The ranking was done by the respondents, and this table shows
that laptops are the most important with the highest percentage of 56.41%, followed by the LCD
Projector which has a percentage of 32.05%. This then explains which learning aid most of the

respondents see as the most necessary to use in the classrooms. This is in relation to the answer in
table number two.
Table 4: Learning technique preference
Teaching Techniques
Using Laptops and tablets
Using Blackboards and Manila Papers
Without any visual aids
Total

Frequency
74
33
6
113

Percentage
65.48%
29.20%
5.30%
100%

Table 4 completes the statement I prefer the teacher to teach This shows how the
respondents would like the teaching to be. The respondents were provided 3 techniques which
include the use of blackboards and manila papers, the use of laptops and tablets, and without
any visual aids. Out of 148 respondents, 74 answered using laptops and tablets (65.48%) followed
by using blackboards and manila papers (29.20%) which was answered by 33 respondents. In
this data the researchers were able to see how the respondents prefer teaching. Majority of the
respondents chose the use of laptops and tablets and this lead to that the change in
technology advantages the teachers and students because of easy teaching and how the
students prefer the teachers to use technology for them to better understand the lesson.
Table 5: The use of technological learning aids in the classroom
Purpose
To provide information
To entertain the class
To stress creativity in class
To get the attention of the class
To organize classroom discussion
Total

Frequency
83
72
68
68
52
343

Percentage
24.19%
20.99%
19.82%
19.82%
15.16%
100%

Table 5 shows the purpose of technology used in class. This states how the respondents
see technological aids inside the classroom. The respondents were provided five statements in
which they would choose the basis of having technological aids. Out of 148 respondents, 83

answered to provide information (24.19%), 72 answered to entertain the class (20.99%), 68

answered to stress creativity in class and to get the attention of the class (19.82%) and 52
answered to organize classroom discussion (15.16%) By this the researchers were able to figure
the importance of technological aids. Majority answered to provide information followed by to
entertain the class. This shows that the purpose of having technological aids provide more
information to the students at the same time they are entertained on how the teacher deposits
his/her lesson.

Table 6: Comprehensive questions tabulation

1
Statements
1. If teachers
would not use
these aids, I will still
understand the
lesson
2. The
technological
learning aids
contribute to
enhance my
learning
3. The technologybased learning
aids in SSAM HS
are up-to-date
4. Up-to-date
learning aids
increase my
interest in the
classroom
discussion
5. The integration
of computer
technology into
teaching gives the
teacher an
opportunity to be
a learning
facilitator instead
of an information

TOTAL
F
P

5.88%

28

32.94%

37

43.52%

10

11.76%

2.32

3.52%

85

100%

34

37.36%

31

34.06%

19

20.87%

4.39%

3.29%

0%

91

100%

12

13.95%

29

33.72%

33

38.37%

6.97%

4.65%

2.32%

86

100%

27

30.33%

32

35.95%

23

25.84%

4.49%

3.37%

0%

89

100%

12

14.63%

29

35.36%

29

35.36%

10

12.19%

2.43%

0%

82

100%

provider
6. The more up to
date the
technological
learning aids are
the more effective
they are
7. There has been
an improvement
in the
technological
aspect of SSAMs
HS Department
ever since I came
here
8. The school
should continue to
improve the
technology-based
learning aids
9. I am more
motivated to listen
and participate in
class whenever
different
technologies are
used
10. I can
understand the
lesson better
whenever
technological
learning aids are
used by the
teacher in
explaining
11. I prefer
technology-based
classroom
discussions rather
than the
traditional
classroom
discussion

16

18.82%

21

20.70%

28

32.94%

14

16.47%

7.05%

0%

85

100%

23

26.74%

29

33.72%

23

26.74%

9.30%

3.48%

0%

86

100%

37

43.52%

18

21.17%

24

28.23%

3.52%

1.17%

2.35%

85

100%

30

35.71%

17

20.23%

24

28.57%

10

11.90%

3.57%

0%

84

100%

21

24.70%

27

31.76%

26

30.58%

7.05%

5.88%

0%

85

100%

21

24.70%

21

24.70%

30

35.29%

10

11.76%

1.17%

2.35%

85

100%

*1-Strongly Agree 2-Moderately Agree 3-Agree 4-Disagree 5-Moderately Disagree 6-Strongly Disagree
*F-frequency *P-percentage

Aside from the questionnaires, the answers from the interviews were helpful in answering
the research questions. The first research question pertaining to the change in technological
learning aids within the high school department was answered through the interviewees
answers in response to the question What technological advancement have you observed for
the 4 years of stay in SSAMs HS Department?. A lot has changed for the past four years and
that includes the evolution of the way of use of LCD projectors. Teachers now make use of iPads
and laptops which wasnt the common idea in the past 4 years.
The second question was asked to correspond to research questions number 2 & 3. The
question was How often do you use technological learning aids during classroom discussions in
every subject? The interviewees said that they often used technology based aids during their
Science classes. They believe that these aids are helpful in helping them understand the lesson.
Aside from their science classes, they also stated that their Social Studies classes make use of
technology quite often. CLE & English classes too were said to be included in the subject areas
that use technological learning aids. Quite contrary to other subjects, Mathematics area seldom
uses technological learning aids.
Other than the interviews done during the data gathering procedure, an interview was
conducted with Ms. De Dios and Ms. Gabor beforehand. Through the interview, the researchers
were able to gain more idea on the use of technology in class. As stated by Ms. Gabor, no
matter how advanced a technological learning aid may be, the teacher will always be the best
visual.

CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusions and recommendations of the study.
Summary
This study was conducted to analyse the change in technological learning aids in the
high school department if St. Scholastica's Academy Marikina. Specifically, the study aims to
answer the following:
1. What are the technological learning aids 4 years before and after?
2. What is the frequency of the use of these technologies?
3. Who are the teachers using technology as an instructional tool?
The researchers asked to gather information from 148 respondents who were students and
teachers in St. Scholastica's Academy Marikina. The research instruments used to gather
information were the survey questionnaire and the structured interview. Based in the data
gathered from the survey and interview, the following findings are thereby presented:
1. The use of technological learning aids enables the students to be more attentive in
class as the use of different technology based aids interests them. The use of these
aids also helps in improving their learning skills.
2. Teachers find it easier to handle classroom discussions whenever technological
learning aids are used since the students show interest to the aids. The teachers also
find it easier to explain lessons through the use of technology.
3. Students are motivated whenever technology is used, the students understand the
lesson better through the use of technology.
4. Not all teachers find it easy to incorporate the use of technology in teaching their
lesson.
5. Not all teachers are highly skilled with technology which is why they dont find it easy
to prepare their lessons using technology.

Conclusion
Based on the findings of the study, the following conclusions were made:
1.

The technological learning aids 4 years before and now include laptops and IPads, the
LCD projectors were used to be carried from room to room, unlike now that every room
has it. Projector screens are also available in every room now

2. The incorporation of technology in classes is very rampant. There are some teachers who
often use instructional materials to further express creativity in their lessons.
3. Teachers from the CLE, English, Science, Social Studies, and MAPEH areas make use of
technological learning aids
4. The change of technological learning aids in SSAM is evident through the use of modern
gadgets like projector screens, laptop computers and tablets.
5. The continuous development of the technological learning aids motivates the students
to pay more attention in class.
6. The use of constantly changing aids interests them to participate more thus exhibiting a
more active classroom discussion.
7. Most students see technology as a way for teachers to provide them well-rounded
information.
8. Students prefer to have technology based classroom discussions with their teachers.

Recommendations:
Based on the conclusions, the following suggestions were made:
1. The school must continue to provide technological learning aids to help the teachers and
the students in classroom discussions.

2. The school must provide up-to-date technologies that would motivate the students to
actively participate in class.
3. The teachers must intensify the use of technological learning aids to enhance the
promulgation of information
For the future researchers who want to know more about the change in technological
learning aids in the high school department of St. Scholasticas Academy Marikina, the
researchers have set measures that are recommended for the improvement of research
regarding this topic. The researchers recommend the following:
1. The survey questions must be easy to comprehend so that the respondents wont have a
difficult time answering them.
2. Increase the number of teacher respondents to have access to more information.

BIBLIOGRAPHY
McLeod, S. A. (2008). Bruner. Retrieved February 13, 2014 from
http://www.simplypsychology.org/bruner.html
Satterlee, A (2003, February 24) Retrieved February 13, 2014 from
http://www.plainsaw.org/archive/satterlee/tao/learning.html
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved February 10, 2014 from
http://projects.coe.uga.edu/epltt/https://www.ischool.utexas.edu/~palmquis/courses/survey.ht
ml
Lytle, R. (2011, July 14). Study: Emerging Technology Has Positive Impact on Classroom Retrieved
February 10, 2014, from http://www.usnews.com/study-emerging-technology-has-positiveimpact-in-classroom

APPENDIX
QUESTIONNAIRE EXCERPTS
1. Check the most evident technological learning aids that were present when you were in the
following year levels: (check as many as you wish)
FIRST YEAR

Laptops
LCD Projectors that are hand carried
LCD Projectors in the classrooms
iPads
OHP
Mimio Stylus pen sensor
Cellphones

Motion sensors
Television
Tablets
Desktop Computers
MP3 players
Karaoke
CD players

Motion sensors
Television
Tablets
Desktop Computers
MP3 players
Karaoke
CD players

Motion sensors
Television
Tablets
Desktop Computers
MP3 players
Karaoke
CD players

Motion sensors
Television
Tablets
Desktop Computers
MP3 players
Karaoke
CD players

SECOND YEAR

Laptops
LCD Projectors that are hand carried
LCD Projectors in the classrooms
iPads
OHP
Mimio Stylus pen sensor
Cellphones

THIRD YEAR

Laptops
LCD Projectors that are hand carried
LCD Projectors in the classrooms
iPads
OHP
Mimio Stylus pen sensor
Cellphones

FOURTH YEAR

Laptops
LCD Projectors that are hand carried
LCD Projectors in the classrooms
iPads
OHP
Mimio Stylus pen sensor
Cellphones

2. (students) I prefer the teacher to teach:

a. Using blackboards and manila papers
b. Using laptops and tablets
c. Without any visual aids

(teachers) I prefer to teach:

a. Using blackboards and manila papers
b. Using laptops and tablets
c. Without any visual aids

3. Which of the following learning aids do you often use in the classroom? (choose as much as
possible)
Laptop
Mp3 player
OHP
IPad
LCD projector
Tablet
Cellphone
Interactive Stylus
Motion Sensor
Television
Computers

4. Has the use of technology in the field education, helped you as a student in learning your
lessons easier?
Yes
No

As a teacher of this institution, has the use of technological learning aids in the field of
education helped you better in integrating your lesson to your students?