Importance of Media and Technology in CNHS SHS Students’ Performance During

Distance Learning

A Research Paper

Submitted to Mrs. Anna Marie A. Ranillo

PR II Teacher / HR Adviser

Princess Mae R. Rosales

Grade 12 Topaz

Cabay National High School

 CHAPTER I

Introduction

Today, the uncertainty of the global crisis rises and affects various sectors of the
society mostly the field of Education. Due to drastic disruptions made by COVID-19
Pandemic, Department of Education (DepEd) decided to adjust in the new normal setting
adapting the alternative methods of learning such as distance, blended, and printed
materials learning modalities through the use of media and technologies. These serve as an
educational tool and media instructions bridging the gaps between teaching and learning
amidst pandemic.

Cabay National High School SHS students mostly encounter difficulties in self-
learning during distance learning considering factors such as lack of mentors and lack of
available resources at home. This added burden into them to learn and comply in their given
assigned tasks. And these directly affects their level of performance at school.

In order to address the concern in SHS students’ performance, the use of media and
technologies that has been instructional tool on the past decades serve as a great way to
improve their learning at the given time. These mediums can be used well in disseminating
knowledge and aiding difficulties of learners deploying available modes such as instructional
materials development, like creating video lessons, e-learning, conducting online class
sessions, and an outlet of communicating via social media. This alternative way of delivering
learning for education professionals is suitable as the implication of increasing student
involvement with digital media is to help students develop knowledge, skills, and dispositions
to live, contribute and develop in the 21st-century digital world (Redmond, 2015). The
success of students has been linked to 'digital literacy' as citizens involved in building the
nation in the future (Pangrazio, 2016).

Republic Act (RA) 10650, otherwise known as the “Open Distance Learning Act”,
was signed into law in order to expand and further democratize access to quality tertiary
education and technical educational services in the country with the use of open learning
services. Under RA 10650, open distance learning in the Philippines for higher educational
institutions (HEIs) and technical vocational courses have the goal of providing accessible,
quality education through the use of open educational resources (OER) and delivery learning
materials via print, audio-visual, electronic / computer and virtual classrooms and face-to-
face [Link] guiding principles for ODL programs shall focus on the needs of the learner
and the goal of facilitating independent learning; and (c) Transparency to guide informed-
choice ODL updated information shall be made accessible through such media as the
internet.
 Learning environments should adjust to the existing abilities, demands, and past
knowledge of the generations currently in the educational stages since they approach
information in varied and novel ways. They prefer interactivity, learn more effectively from
video content, can use many screens at once, and are active users of social media; as a
result, one-way instruction loses their interest [1,7]. If their skills are taken into consideration,
the newly developed teaching methods may be successfully used, adding value to the
results [6]. Additionally, various generations have varied views and preferences [4,5,7].
These changes are highly important elements that educators must take into account, and
new curriculum with the integration of new educational techniques and tools are being
designed [6,8].

Modern globalized society has been dependent to the use of media and technology
in order to accomplish quality, improvement, and/or change in nearly every aspect of daily
life, including learning. Since education has always been at the focus of social change,
information and communications technologies (ICTs) are essentially improving and
increasing the efficacy of the education that is delivered. The media and technological
impact, direct, and naturally deliver knowledge.

Each era's technological advancements historically correspond to the ICTs' content as

new technologies, and as each new medium is embraced by society, education tries to
include it into the educational process [1]. (p. 33). Blackboard (1841), the motion picture
(1940), television (1957), and the internet (1992) were regarded as ground-breaking
technologies at their respective times [2], whereas social media networks, internet services,
and applications, as well as new media as a whole, are the new technologies of today [3,4,5]
that have significantly improved learning and made contributions to the field of education [6].
Internationally, education quality has long been a major concern, and evaluations and
suggestions are ongoing efforts to find novel approaches to enhancing learning. Teachers
must always be innovative in the
Digital literacy enables us to participate in social networks to create and share
knowledge and support a range of professional computing skills (Josie et al., 2018).
Conceptualization of digital literacy as a cultural competence, integration of aspects such as
the technical skills required, analysis of media as objects themselves, critical examination of
content and technology, and learning strategies for the retrieval and use of information and
learning for achievement learning (Bjørgen & Erstad, 2015). Therefore, the evolving digital
environment as a teaching tool requires research on learners' digital literacy (Greene, Yu, &
Copeland, 2014). Knowing how to use technology is only one component of digital literacy
for learning; other components include having the proper information management and
critical thinking skills, as well as engaging in appropriate online behavior (Tang & Chaw,
2016).
 This study is essential to emphasize the important roles of media and technologies
for effective learning of SHS students at Cabay NHS during distance learning. This study will
state the advantages it made, its help in coping difficulties, and aiding the needs of SHS
learners during the said period. The result of this study will conclude into an idea of what
innovation is needed to utilize these platform and teaching instrument for more efficient
means of teaching and gaining knowledge of one’s learner.
 Background of the study

In the 21st century, the term “technology” became an important issue in many fields
including education. As part of the Information Age (also referred as Computer Age), people
depend in the use of media and technology as part of their living. During the pandemic
learners also use these platforms as online room for learning and complying their all tasks.
This became the knowledge transfer highway in all schools including Cabay National High
School. This serves as a guide for them to gain understanding in their subjects and a
convenient e-tool for seeking information and references of their topics. Therefore, there is a
vital relationship between the students’ performance and the integration of media and
technology as instructional materials of teachers amidst pandemic where face-to-face
classes are not able to conduct.

Based from the information presented, the researcher decided to conduct a study to
distinguish and highlights the importance of the use of media and technology for Cabay
National High School Senior High School students’ performance during distance learning in
four categories such as: (a) Digital Media Support; (b) Attitude towards technology; (c)
Understanding of the assignment; and (d) Knowledge Construction

This research study focuses on the association of media and technology in efficient
and effective learning of one’s student and better academic standing amidst distance
learning caused by COVID-19 pandemic. At the end of this study, this will determine the
strengths provided by media and technology for the learning and competencies of Cabayan
Students.

Statement of the problem

General problem. The study aims to know the importance of media and technology in
CNHS SHS students’ performance during distance learning. More specifically, it aims to
answer the following:

1. What are the advantages made by media and technology in learning of students
during distance learning?
2. How media help learners to cope difficulties in learning during distance learning?
3. How technologies aid the needs of students in performing during distance learning?
 Scope and limitation

This paper covered the study of importance of media and technology in Cabay
National High School Senior High School students’ performance during distance learning.
Importance of media and technology in students’ performance measured through the use of
close-ended questionnaire as the main instrument for gathering data that was administered
by selected English teachers in Cabay National High School.

The respondents were composed of 2 selected Grade 11 TVL students, 3 selected

Grade 11 ABM students, 5 selected Grade 12 TVL students, and 5 selected Grade 12 ABM
students of academic year 2022-2023 at Cabay National High School.

The duration of the study was from September to January 2023.

Significance of the study

The result of this study would be of great help to the following stakeholders:

STUDENTS. Since they are primary concern, this study would help them enhance
their utilization of media and technology to learn better within technology-based
environment, be productive and have outstanding performances and be able to comply in
their designated tasks. This would also establish their skills to study independently.

TEACHERS. In order to have another instructional material that can be used to

support, supplement, or reinforce learning during distance learning.

ADMINISTRATORS. The findings of this study can give the administrators the way to
create new form of novelty technique for the teachers to improve their teaching strategies
based on the interests and needs of students towards the productive activities of the pupil.

CURRICULUM PLANNERS. It will be beneficial to the curriculum planners to see

factors associated with media and technology in the improvement of students’ performance
to implement programs for the enhancement of learner’s development.

FUTURE RESEARCHERS. This can be a stepping stone for the other researchers in
pursuing the study to determine the importance of media and technology in Cabay National
High School Senior High School students’ performance during distance learning.
 CHAPTER II

Review of Related Literature

Media and technology developments have a direct and indirect impact on education,
one of the most important institutions. To keep up, education must reinvent its function.
Media studies is one of many academic fields and levels where information and
communications technologies (ICTs), which include audiovisual media technologies, are
pervasive today. Through the use of audiovisual media technologies, new approaches to
conventional teaching methodologies—which require a variety of skills and abilities from the
educators—are reformulated with the aim of delivering enhanced results that support the
goals that are set, especially in the field of media studies, where audiovisual media
technologies are a crucial component and even inherent in many of the courses (journalism,
radio, television, social media, public relations, communication).

Since information and communications technologies (ICTs) influence, guide, and

naturally disseminate knowledge, they essentially contribute to improving and maximizing
the efficacy of the education that is offered. Education has always been at the center of
social developments.

Because information can be quickly retrieved from all around the world, Huang et al.
(2014) referred to the twenty-first century as the "Internet Age." Young adults today have
been referred to as the "digital generation" or the "digital natives" due to their ability to
access computers and the internet from a very young age (Mc Mullen, 2012). Due to its
utility in a variety of fields, information and communication technologies have assimilated
into the lives of the majority of people.

In line with Pokhrel et al (2020). Nearly all nations and territories have been impacted
by the global COVID-19 pandemic outbreak. In Wuhan, China, the epidemic was first
discovered in December 2019. The public was admonished by nations all over the world to
exercise caution. In order to flatten the curve and stop the spread of the disease, public
health measures like hand washing, face mask use, lockdowns, and homebound behavior
have been used (Sintemea, 2020).

Kuensel (2020) states that in the second week of March 2020, Bhutan declared the
closure and reduced opening hours of schools and facilities for the first time. From August 1,
2020, a full nationwide lockdown was implemented (Palden 2020). Meanwhile, movements
were allowed, police started working, schools and colleges reopened at some levels, and
online education continued at [Link] Bhutan, more than 170,000 of his PP to XII Children
are affected by today's school closures. The impact is far-reaching, affecting learning this
year and even more in the coming days. Several schools, colleges and universities have
canceled in-person classes. There is an urgent need to innovate and implement alternative
educational assessment strategies. The COVID-19 pandemic has provided an opportunity to
pave the way for digital learning, Dhawan (2020).

According to DECD (2020), many educational systems, went online to enable

instruction to continue despite classroom closures. The transition of teaching and learning in
schools to modular distance learning made it more difficult for school staff to provide a
foundational, high-quality education. DepEd officials always seek out ways to address issues
and provide teachers and school administrators with the skills they need to be more
productive in the field of modular remote learning (Bagood, 2019).

In accordance with the "Most Essential Learning Competencies," Bagood (2020)

further indicated that designated teaching staff and the Education Program Supervisors
created modules starting in May 2020 in all topics for all grade/year levels over four quarters.
These self-study modules are already regarded as learning packages that include a pre-test,
a conversation, and a number of evaluation/assessment tasks. They are given out to all
students according to the class schedule for modular learning. Indeed, public school
teachers all around the Philippines have embraced this method of instruction. Teachers are
essential to the ongoing provision of high-quality education in the face of the pandemic. In
the study done by Lapada et al. (2020), it was shown that teachers were very aware of the
COVID-19 pandemic's existence and effects.

Hodges et al (2020) stated that the adaptation of emergency remote education has
opened channels of different learning modalities (ODCM) which highlights the use of open
educational resources, modern technologies, and online platforms and tools that can be
accessed through the internet (DepEd, 2020). This modality provides a platform to conduct
live interaction among teachers and learners through synchronous instruction. In addition,
ODLM gains popularity in providing instructional support (Toquero, 2020) as it ensures,
access tolearning experiences relevant to 21st century education. Learners favor ODLM
because it provides flexible options (Hewson, 2012) and positive learning outcomes (Basilaia
& Kvavadze, 2020). In the same vein, ODLM enhances digital literacy among learners. It is
thought vital to embrace Education 40, in which learning experiences and instructional
techniques are innovatively created (Bakia, 2012) to address the fourth industrial revolution,
as globalization and advanced technology continue to influence the current world. This
creates a new learning environment that increases the capacity of students to learn new
skills to support lifelong (Dhawan, 2020), learners-centered, and self-directed learning
(Mukhtar, 2020) learning.

The evolution of generations in higher education has also been influenced by

advances in Internet and information technology, with the first generation being traditional
face-to-face instruction, the second being online instruction, also known as e-learning or
distance education, and the third being blended learning (Dang, Zhang, Ravindran, &
Osmonbekov, 2016). Blended learning is commonly used interchangeably with hybrid
learning and is defined as "any combination of learning delivery techniques, incorporating
most often face-to-face training with asynchronous and/or synchronous computer
technology" (So & Brush, 2008, p. 321). (Dang et al., 2016, So and Brush, 2008).

According to Ambayon's (2020) study, modular instruction is more effective in the

teaching-learning method than traditional teaching approaches since it allows students to
learn at their own pace. It is an unfettered self-learning program in which the students are
stimulated and their curiosity is increased through immediate reinforcement and comments
made in response to practice exercises. As a result, this type of learning modality
strengthens the student-centered learning strategy. However, the adoption of modular
instruction spawned a number of difficulties, including a shortage of school finance for the
creation and delivery of modules, students' difficulties with independent study, and parents'
ignorance of how to support their children academically. Therefore, it is clear that using
modular distant learning involves challenges.

The sharing of multimedia contents, including images, audio, animations, and videos,
has been much simpler and faster thanks to a recent breakthrough that increased Internet
speed. Since 2015, Americans have spent more time watching digital video than using social
media, according to eMarketer's (2015) study. In addition, Cisco forecasts that by 2019,
video content will account for 80% of all Internet usage worldwide. We can easily see the
industry's and education's explosive rise of video content (e.g., on YouTube, Facebook, and
Netflix) (e.g., Khan Academy, [Link], and online schools).

Technology use, particularly the use of audiovisual media technologies, is a

significant component in obtaining better learning, according to recent literature
[6,8,9,10,11,12]. Its utilization necessitates novel approaches to effective instruction and
calls for the educator to competently demonstrate several cutting-edge talents and abilities
[6,8,12]. Interdisciplinary teaching methods and practices are used when audiences and
technology change because, in addition to imparting content, new classroom norms must be
sought in order to achieve better outcomes.

1.1. Computer
1.1. Computer
The computer has provided the area of education with many solutions to numerous
pedagogic issues as well as new educational approaches, transforming the educational
process in technology-enhanced learning. The computer is a vital component and the
foundation of information science. The three "T"s: tutor-tool-tutee, which condense its varied
educational applications, are used to summarize them [19]. (pp. 1–10). Some of its core
competencies in the field of education include: individualized instruction and learning, group
collaboration learning, a good way of representing reality, feedback, lifelong learning, the
connection with the outside world, and supporting vulnerable social groups and special
audiences [20]. Its main application as a teaching tool is that through simulation, the
computer offers a dynamic representation of reality, with methods of virtual and augmented
reality, allowing students to interact with the real world in ways that were previously not
possible [21,22]. Applications like electronic mail (email) communication, which is an
interchange method of asynchronous sending, receiving, and storing messages, which can
include attachments, and where, finally, the syncing of the syncing of the messages, are
examples of such applications Email allows for easier information interchange and more
direct, flexible, and quick communication. In discussion groups and newsgroups, educators
and students can also participate, pose questions, talk about problems, and exchange
experiences with other members [23]. The best way to use computers as a teaching tool and
not as a way to achieve satisfactory growth is to install audiovisual media technologies
applications in the framework of educator training and use them in the educational process
in a didactic and pedagogical manner [24]. Modern professional media contexts display a
wide range of applied delivery methods for the finished output, necessitating the provision of
relevant education. Working with software packages is a requirement, and proficiency in
using them is highly valued.

1.2. Video
The majority of activities in contemporary daily life as well as the educational process in
technology-enhanced learning are dominated by video, which is the most illustrative and, at
the same time, the most demanding form of content because it combines and integrates all
forms of content (for example, text, image, and sound). Digital storytelling creates an
experience that is hard to observe directly yet is contextual, realistic, and inherently
fascinating. Additionally, it offers the repetition and imitation of activities that are necessary
for developing psychomotor abilities through consistent practice and observation [43,44]. It
is also suggested as a self-observation technique [45] (pp. 131–132) for learning and/or
enhancing social and professional behaviors, as well as for in-depth assessments of social
and psychological content.
There are many different ways to use video for education, each with its own technical and
functional aspects. The following are the top types of employment:
1. Audiovisual narrative for presentation purposes;
2. As introductory video and/or animations (with or without sound background) for
accompanying welcoming/reception content (splash/intro video);
3. As video-lectures of educational nature, as tutorial videos for support and guidance
navigating and as help videos or user manuals;
4. As an integration into recreational activities and games (e.g., use of natural video,
two-dimensional and three-dimensional animations);
5. As interactive video (hypervideo) on non-linear narrative articulated systems (e.g.,
hypermedia, web-docs);
6. As a human–computer audiovisual interaction, including advanced audiovisual
recognition, synthesis and control services, virtual character interfaces–intelligent agents,
etc.;
7. As virtual reality and/or immersion services through high-definition systems,
stereoscopic (and stereo) playback techniques, personal audiovisual downloading-projection
devices, video and graphics effects, virtual studio techniques;
8. As time-lapse sequences, which adopt long-time capture and processing techniques
in combination with graphics systems, either aiming at time-lapse or time condensing (or
expansion) during the presentation of various phenomena, and finally;
9. As panoramic projection and virtual browsing applications (panoramas, 360°) with
motion capabilities (spatial displacement) and/or the capability to change the viewing range
(zoom in–zoom out), which may also be accompanied by adaptive high-definition images
(Giga-pixels) [6,9,10].
Utilizing video is a medium that effectively draws in viewers and piques their interest; as
a result, it can be used across a broad range of academic subjects and educational levels to
address a number of requirements and demands. These techniques are intended to
enhance and augment conventional teaching approaches and better engage students in the
learning process, claims [46], who developed a simulation-based video teaching
interventions in nurse anesthesia programs. Furthermore, because recording the material is
made simpler by video, it can be used in health education programs to boost learners'
knowledge.
 In addition, in [47] (p. 98) and [48], studies on teaching listening in foreign language
learning, the participants said that using video as a teaching tool increased their interest in
the course and that they thought it was a great tool because it provided authentic, significant,
and real-life situation contexts. Overall, it improved their understanding of the course.
In the same way that audio and video creations may come from the courses and
contribute to individual knowledge gains, they may also involve students in extremely
important peer and self-evaluation procedures that will help them identify their strengths and
limitations.
It was inevitable that streaming video would show up as an instructional strategy and
tool because it is a medium for obtaining content that young learners of Generations Y and Z
enjoy greatly [7]. Since there are currently publications pertaining to building and maintaining
streaming video, university libraries along with audiovisual media collections have also built
streaming video services for the benefit of faculty members of many different disciplines,
claims [49]. The study's findings demonstrated that academics favor continuing to invest in
streaming video for educational purposes and made evident the need to increase public
awareness of these services. The authors think it would be most beneficial to both parties to
create a web library of indexed audiovisual media educational content. by educators and
learners.
Ultimately, video is irreplaceable in individuals and/or vulnerable social groups and
special audiences (e.g., the elderly, people with muscular disabilities or kinetic problems,
deaf people), providing equal opportunities [41,50]. It motivates, transmits information,
contributes to the supervision of how knowledge is presented, and motivates people. It is
also one of the teaching tools that can be used in a variety of but also unique techniques
throughout the educational process in technology-enhanced learning, one of which is a
distancing, in which the teacher is asked to incite detachment after viewing a video, always
conscious that the subject and content of the video permit it [51].
Numerous research has been done to determine how social media affects kids'
academic achievement. Teenagers use these technologies for a variety of beneficial
activities, including getting more involved in communities that interest them and taking part in
diverse activities, according to Ito et al. (2009). Social network sites (SNS) give young
people a platform to engage in communities that aid in their learning and practice of skills
related to a certain knowledge area, according to Ahn (2011). In a similar vein, research by
Fishman et al. (2005) found that college students generate a significant amount of writing
through various social media platforms including blogs, emails, and other online
communities.
 School and Reading Skills The researcher also wanted to see if using social media
sites had a good impact on pupils' reading abilities. According to the survey, reading
proficiency increased among private and public-school students, respectively, by 57.2% and
42.9%. A level of significance of 0.00 (p) supported this.

Findings from Harani's 2015 study, Effects of e-learning on Students' Motivation,

indicated that the findings support the hypothesis. The study's findings demonstrated a
strong connection between e-learning and students' motivation. Findings showed that pupils
are more motivated when teachers use e-learning, and the opposite is also true.

Social media's emergence in education is having a big impact on students' academic

lives. There is a relationship between perceptions of its incorporation into teaching and
learning and social media use. According to Boateng and Amankwa (2016), students have a
favorable perspective of social media and use it to stimulate their critical thinking abilities,
collaborate with their peers, and build knowledge. This suggests that students are more
likely to use technology for pedagogical or other goals if they believe social media integration
into teaching and learning is beneficial. According to Alhababi Alfadil et al. (2015), who
endorse this viewpoint, students' attitudes about using social media for academic purposes
might either be favorable or unfavorable. Students are more likely to utilize social media for
academic learning when they see a favorable impact on their learning experiences and
outcomes, according to Lytle (2012), who first made this claim. McCarthy and McCarthy
(2014) claim that students are more likely to use technology to attain performance goals
when they perceive a task and technology suited for using social media for academic
pursuits. This suggests that the favorable perception of social media integration in education
tends to encourage students to use social media as part of their instructional process. As a
result, this study's hypothesis is that: H2: Perceptions of social media integration in teaching
and learning and social media usage in teaching and learning have a positive predictive
association.
The literature claims that learner-generated digital media (LGDM) assignments are
helpful for student learning and developing skills like teamwork, time management, conflict
resolution, and other areas. Reyna, Hanham, and Meier (A taxonomy of digital media types
for learner-generated digital media assignments) (Hoban et al., 2015; Hobbs, 2017;
Kearney, 2013; Nielsen et al., 2017). Learning using digital media has been explained by
instructional design concepts as the Internalization Model, Self-Explanation Principle, and
Semiotic Theory (Hoban et al., 2015). (Hobbs, 2017). By creating storyboards, portraying the
material in many medium (audio, graphics, text, and video), and reiterating their learning
during the digital media creation stage, students gain knowledge.
 CHAPTER III

Methodology

This chapter presents the methods and procedures in which the researcher used to
follow in conducting the study. This includes the locale of the study, respondents, research
design, research instrument, data gathering procedure and statistical treatment.

Research locale

The study was conducted in Cabay National High School in Tiaong District which is
the researcher immediate environment. The locale will be due to accessibility of data in the
conduct of the study. The researcher chooses this school for the availability of Senior High
School Students within the researcher’s vicinity. The researcher locale was selected as there
is no research yet that is conducted that focus on importance of Media and Technology in
CNHS SHS Students’ performance during distance learning.

Cabay National High School identified how media and technology affecting one’s
student in learning through its utilization as instructional material of teachers. This would
greatly help to create more strategized implication of media and technology in learning of
Senior High School Students.

Respondents

The population from which the samples were drawn consisted of Grade 11 and 12
SHS students of Cabay National High School who are currently enrolled for the academic
year 2022-2023. The respondents composed of fifteen (15) pupils were purposively chosen.
There were five (2) selected Grade 11 Technical Vocational and Livelihood (TVL) students,
three (3) selected Grade 11 Accountancy Business and Management (ABM) students, five
(5) selected Grade 12 TVL students, and five (5) selected Grade 12 ABM students aged 15
above.

Data were collected from the fifteen (15) purposively selected students sampling of
research through open-ended questionnaire composed of 20 questions divided into four (4)
categories: (a) Digital Media Support; (b) Attitude towards technology; (c) Understanding of
the assignment; and (d) Knowledge Construction, in order to validate importance of media
and technology in CNHS SHS students’ performance during distance learning.

Research Design

The researcher used the quantitative method of research design wherein copies of
questionnaires were given to the purposively selected SHS students in Cabay National High
School. Quantitative approach showed the relationship among the variables such as media
and technology to SHS students’ performance during distance learning through weighted
mean. The questionnaire was open-ended composed of 20 questions in order to validate
media and technology as an instructional material for learning.

The research was done in Cabay National High School wherein the purposively
selected sampling of 15 Cabay NHS SHS students were given questionnaires. Their
respective answers to the surveys will determine their stand on the importance of media and
technology in CNHS SHS student’s performance during distance learning. Data gathered
here is interpreted as there are significant relationship between the variables of the study.

Instrumentation

In this study, the following instruments are utilized by the researcher to gather all the
data needed to answer the specific problems in the study.

I. Construction

A questionnaire type was constructed by the researcher to measure the importance

of Media and Technology in CNHS SHS students’ performance during distance learning.

II. Validation
 The researcher asked help and assistance of her adviser and English subject
teachers to check the appropriateness and coherence of the test questions. The said
instrument was presented to the validators, particularly in our research teacher for content
validation. The recommendations of the validators are considered in the final output of the
questionnaire.

III. Administration

The questionnaire was administered among the respondents given their stand on the
importance of media and technology in their performance as Senior High School students
during distance learning.

IV. Interpretation

The data gathered is interpreted by the researcher validating the significant

relationship among the variables [of the study.

Statistical treatment

The data collected were tallied, tabulated, analyzed and interpreted.

To assess the impacts of media and technology in SHS Senior High School Students
during distance learning, weighted mean was used. The formula is:

WM= 4f + 3f + 2f + f
N
Where:
WM = Weighted Mean
F = Frequency Distribution
N = Total Number of Respondents

The scale used for the Importance of Media and Technology in CNHS SHS Students’
Performance During Distance Learning need analysis, and acceptability level of the ESP
Material is presented below.

Point Score Range Interval Descriptive Rating

4 3.25 - 4.00 Strongly Agree (SA) / Very Useful (VU)
3 2.50 – 3.24 Agree (A) / Useful (U)
2 1.75 – 2.49 Disagree (D) / Not Useful (NU)
1 1.00 – 1.74 Strongly Disagree (SD) / Not Very Useful
(NVU)
 Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter aims to summarize the study that was conducted including the purpose
of the study, restatement of the research questions, methodologies that were used,
summary of the analysis on the study results, and the conclusion. It also includes the
recommendation for the future researcher about this research and the possible outcomes.

Table 1. Digital Media Support

Digital Media Support SA A D SD WM DR

(4) (3) (2) (1)
1. Do you use computer, smart phone, and 15 0 0 0 4 SA
other gadgets in learning?
2. Do you prefer reading digitally than 11 4 0 0 3.73 SA
through printed materials?
3. Do you find the digital presentation 15 0 0 0 4 SA
lecture engaging?
4. Can you apply concepts from lecture to 15 0 0 0 4 SA
my assignments?
5. Do you recommend to your peers to 15 0 0 0 4 SA
attend this lecture?
6. Overall, does the technical support to 12 3 0 0 3.8 SA
complete your project was good?
Average Weighted Mean 3.92 SA

Table 1 data showa that students imply the utilization of digital media to support their
learning during pandemic wherein they undergo the Modular Distance Learning and has
been very useful.
 All the students strongly agreed that they use computer, smart phone, and other
gadgets in learning (4). Some of them strongly agreed and agreed (11,4) that they prefer
reading digitally than through printed materials (3.73). the concept of digital presentation is
more engaging (4) and this help them to learn and apply concepts from lecture to
assignments (4). Indeed, they recommend this type of learning (3.8). overall, students
perceived that technical support to compete your task was good (3.92).

As presented in the literature of recent decades, the use of technology, in particular

audiovisual media technologies, is an important factor in achieving enhanced learning
[6,8,9,10,11,12]. Its employment presupposes new ways of approaching effective teaching
and also requires the educator to display with competence many advanced skills and
abilities [6,8,12]. As technology and audiences evolve, interdisciplinary teaching methods
and practices are applied, since, in addition to delivering knowledge itself, new classroom
norms must be sought for better results to be reached.
Table 2. Attitude towards technology

Attitude towards technology SA A D SD VM DR

(4) (3) (2) (1)
7. Do you enjoy using technology for 15 0 0 0 4 SA
learning?
8. Are you confident using technology for 15 0 0 0 4 SA
learning?
9. Do you have positive attitude towards 13 2 0 0 3.87 SA
technology for learning?
Average Weighted Mean 3.96 SA

Table 2 shows that the average weighted mean for the frequency and weighted
mean distribution on the student’s attitude towards technology of CNHS SHS students is
3.96 described as very useful.

The result shows that students enjoy and are confident using technology for learning
(4) and has positive attitude towards it (4).

Based on the study conducted by Ambayon (2020), modular instruction is more

operative in the teaching-learning method as equated to usual teaching approaches
because in this modular approach the students learn in their own stride. It is unrestricted
self-learning panache in which instantaneous reinforcement, a comment is provided to
practice exercise, which stimulates the students and build curiosity in them. Hence, this kind
of learning modality increases the student-centered approach in learning.

In the study Effects of e-learning on Students’ Motivation (2015) by Harani finding

showed that results are consistent with the hypotheses. The results of the research showed,
that there is a significant relationship between e-learning and students’ motivation. Findings
indicated that when teachers apply e-learning, more motivation is generated by students and
vice versa.

Table 3. Understanding of the lectures

Understanding of the lectures SA A D SD VM DR

(4) (3) (2) (1)
10. Did you experience any issue with the 0 6 9 2.40 A
lectures?
11. Are you able to clearly understand 14 1 0 0 3.93 SA
instructions and answer questions?
12. Overall, are you happy using media and 15 0 0 0 4 SA
technology in understanding your
lectures?
Average Weighted Mean 3.44 A
Table 3 presents the average weighted mean of 3.44 indicating the importance of
media and technology in SHS understanding of the topic.

9 out of the 15 students strongly disagreed that they experience any issue
understanding their topics (2.4). However, majority of the students strongly agreed (14,1)
that they are able to clearly understand instructions and answer questions (3.93). overall,
they are happy utilizing media and technology in understanding lectures (4).

Reyna, Hanham, and Meier, (A taxonomy of digital media types for Learner-
Generated Digital Media assignments) The literature reports LGDM to be beneficial for
student learning and developing skills such as teamwork, time management, conflict
resolution, and so on (Hoban et al., 2015; Hobbs, 2017; Kearney, 2013; Nielsen et al.,
2017). Instructional design models have been used to explain learning with digital media
such as the Semiotic Theory (Hoban et al., 2015), the Self-Explanation Principle (Johnson
and Mayer, 2010), and the Internalization Model (Hobbs, 2017). Students gain knowledge by
developing storyboards, representing the content using multimodality (audio, images, text,
and video), and reinforcing their learning with the digital media production stage.

Table 4. Knowledge Construction

Knowledge Construction SA A D SD WM DR
(4) (3) (2) (1)
1. Do you believe that using media and 14 1 0 0 3.93 SA
technology helped you understand the
topic?
2. Do you believe that using media and 12 3 0 0 3.8 SA
technology helped you to develop critical
thinking skills?
3. Do you believe that using media and 15 0 0 0 4 SA
technology helped you develop
communication skills?
4. Do you believe that using media and 15 0 0 0 4 SA
technology helped you work as part of a
team?
5. Do you believe that using media and 13 2 0 0 3.87 SA
technology helped you exercise your
creativity?
6. Do you believe that using media and 15 0 0 0 4 SA
technology is a good way to assess
students’ understanding of a topic?
7. Do you encourage academics to use 14 1 0 0 3.93 SA
media and technology in learning?
8. Do you believe that you learnt additional 15 0 0 0 4 SA
skills by learning through the use of media
and technology?
Average Weighted Mean 3.94 SA
Table 4 shows that the average weighted mean distribution on knowledge
construction is 3.94 described as very useful.

Students likewise perceived that using media and technology helped them
understand the topic (3.93) and develop their communication skills (3.83). they believed that
this instructional tool helped them work as part of a team (4) and a good way to assess
students’ understanding on their work (3.93). learners strongly encouraged academics to
use mdia and technology In learning (3.93) for the reason that they learnt additional skills by
learning through the use of the mentioned learning tools (3.94).

Relationship between perception on integration of social media in teaching and

learning and usage of social media the emergent of social media in teaching and learning is
significantly influencing the academic life of students. In the view of Boateng and Amankwa
(2016), students have positive perception on social media and use them to excite critical
thinking skills, collaborate with their colleagues and knowledge construction. This indicates
that the more students perceive integration of social media in teaching and learning to be
positive, the likelihood of utilizing the technology for pedagogical purposes or otherwise.
Alhababi Alfadil et al. (2015) support this view and stated that positive or negative perception
of social media use in academic activities influences students to utilize social media for such
purposes. This was earlier supported by Lytle (2012) that students tend to use social media
for academic learning when they view a positive impact on their learning experiences and
outcomes. According to McCarthy and McCarthy (2014), when there is a perception of a task
and technology fit in terms of using social media for academic activities, students are
inclined to using the technology to achieve performance outcomes. This implies that the
positive perception of social media integration in education has a propensity to promote
social media use in the pedagogical process of students. Accordingly, this study postulates
that: H2: There is a positive predictive relationship between perception on social media
integration in teaching and learning and usage of social media in teaching and learning

Chapter V

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary, findings, and conclusions from the findings and the
researcher’s recommendation based from the conclusion further studies.

Summary

The researcher undertook this study to highlight and distinguish Importance of Media
and Technology in CNHS SHS Students’ Performance During Distance Learning.

Specifically, it sought to attain the following:

1. To tally and tabulate data collected.

2. To determine the weighted mean perceived by CNHS SHS students for Digital Media
Support, Attitude towards technology, understanding of the assignments, and
knowledge construction.
 3. To find out the level of acceptability of importance of media and technology in CNHS
SHS Students’ Performance During Distance learning.
4. To interpret and support the findings obtained.

This study used the Quantitative Method type of research because it deals with the
process of validation of media and technology as an instructional material. This design was
used to make accurate formulation for the needs of this research through the use of test and
questionnaire for media and technology. It was conducted at Cabay National High School
which composed of fifteen (15) respondents from Grade 11 and 12 Cabay NHS Senior High
School Student during school year 2022-2023. To determine the data twenty (20) items was
given to fifteen grade 11 and 12 students purposively chosen. 2 Grade 11 TVL, 3 grade 11
ABM, 5 grade 12 TVL, and 5 grade 12 ABM were choses to evaluate, analyze and
interpreted the level of acceptability of media and technology.

Findings

The findings of this study are the following:

1. All the students strongly agreed that they use computer, smart phone, and other
gadgets in learning (4). Some of them strongly agreed and agreed (11,4) that
they prefer reading digitally than through printed materials (3.73). the concept of
digital presentation is more engaging (4) and this help them to learn and apply
concepts from lecture to assignments (4). Indeed, they recommend this type of
learning (3.8). overall, students perceived that technical support to compete your
task was good (3.92).
2. The result shows that students enjoy and are confident using technology for
learning (4) and has positive attitude towards it (4).
3. 9 out of the 15 students strongly disagreed that they experience any issue
understanding their topics (2.4). However, majority of the students strongly
agreed (14,1) that they are able to clearly understand instructions and answer
questions (3.93). overall, they are happy utilizing media and technology in
understanding lectures (4).
4. Students likewise perceived that using media and technology helped them
understand the topic (3.93) and develop their communication skills (3.83). they
believed that this instructional tool helped them work as part of a team (4) and a
good way to assess students’ understanding on their work (3.93). learners
strongly encouraged academics to use media and technology In learning (3.93)
for the reason that they learnt additional skills by learning through the use of the
mentioned learning tools (3.94).
Conclusions

Based from the findings the following conclusions were drawn:

1. Utilization of digital media support in learning to is very useful. The concept of digital
presentation is more engaging and this help them to learn and apply concepts from
lecture to assignments. Indeed, they recommend this type of learning they prefer
reading digitally than through printed materials overall, students perceived that
technical support to compete your task was good.
2. Student’s attitude towards technology of CNHS SHS students is 3.96 described as
very useful. The result shows that students enjoy and are confident using technology
for learning and has positive attitude towards it.
3. Senior High School Students are able to clearly understand instructions and answer
questions. Overall, they are happy utilizing media and technology in understanding
lectures.
4. knowledge construction described as very useful.
Students likewise perceived that using media and technology helped them
understand the topic and develop their communication skills. They believed that this
instructional tool helped them work as part of a team and a good way to assess
students’ understanding on their work. It is encouraged academics to use media and
technology in learning for the reason that they learnt additional skills by learning
through the use of the mentioned learning tools.

Recommendations

Based on the findings and conclusions of this study the following findings are
recommended:

1. Media and technology can be subjected for further validation and be tested for its
effectiveness.
2. Parallel and follow-up studies may be conducted to verify the results of this study
to address more concerns on the students’ engagement in the use of Media and
Technology as pedagogy of teachers.
3. The study may be replicated using other tracks such as HUMSS, STEM, or
Sports to see holistic view of Media and Technology in the education.
4. Teachers may be sent to trainings, seminars, and workshops, on designing set of
technological instructional tool for more collaborative participation in room.
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