Quantitative Assessment of Mobile Educational Apps on

Educational Achievement, A Study Among Grade 12 STEM

Students in ACLC Naga

A Quantitative Research presented to the SHS Department

of AMA Computer Learning Center, Naga City

In partial fulfillment of the Requirements for the

Senior High School - Science, Technology, Engineering, and

Mathematic

De Guzman, Charry Anne B.

Roble, Jincent D.

Paglinawan, Vince Francis A.

Samonte, Franchen N.

Ursua, Silvestre M.

STEM 12 - F
CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The integration of mobile educational applications into

contemporary educational frameworks signifies a

transformative shift in pedagogical practices. With the

evolution of traditional teaching methods to embrace

technological advancements, educators, developers, and

students are increasingly leveraging mobile apps to enrich

learning experiences. This study endeavors to empirically

investigate the profound impact of mobile educational apps

on educational attainment among Grade 12 STEM students at

ACLC, employing a rigorous quantitative research approach.

In an era characterized by ubiquitous access to

smartphones and tablets, students now possess unparalleled

opportunities to engage with educational content beyond the

confines of traditional classrooms. This newfound

accessibility to educational resources has spurred

discussions surrounding the efficacy of mobile educational

apps, particularly within the specialized domain of Science,

1
Technology, Engineering, and Mathematics (STEM) education.

The Grade 12 level assumes particular significance as

students prepare for higher education pursuits or entry into

STEM-related professions, necessitating a deeper exploration

of the role mobile apps play in shaping academic outcomes.

Studies such as that conducted by Gilavand, A., Asl, J.

F., & Kameli, M. (2019) shed light on the potential of

educational apps to enhance academic achievement, as

evidenced in their investigation into the impact of

technology-driven learning approaches on students'

performance in Iranian medical science universities. Through

such research endeavors, scholars seek to discern the extent

to which incorporating educational apps can positively

influence study habits, learning outcomes, and overall

academic performance. Additionally, these studies aim to

gauge students' receptiveness to smartphone-based education

and assess the feasibility of integrating such innovative

methods into university curricula or workshops, thereby

offering valuable insights into enhancing educational

practices through technology integration.

2
 Furthermore, the research conducted by Ababa, E. A.,

Joven, S. M., Santiago, J. B., & Francisco, C. (2021)

provides compelling evidence of the tangible benefits

derived from the use of educational applications on academic

performance. By examining the impact of educational apps in

a private senior high school setting, the study underscores

the positive correlation between app usage and academic

success. However, it also underscores the need for

continuous refinement and improvement in educational apps,

citing specific areas such as the integration of features

like deadline notifications, diverse teaching methodologies,

personalization options, and library/book search

applications.

The context of ACLC serves as an ideal setting for this

investigation, as the institution embraces technological

advancements in its educational approach. By systematically

collecting and analyzing quantitative data, this research

not only contributes to the institution's evidence-based

decision-making but also adds valuable insights to the

broader discourse on leveraging technology for educational

enhancement.

3
 In conclusion, the quantitative assessment of mobile

educational apps on educational achievement within the Grade

12 STEM context at ACLC is a timely and relevant endeavor.

This study aspires to offer empirical evidence that can

inform educational practices, guide institutional policies,

and contribute to the ongoing dialogue on the effective

integration of technology in STEM education.

Statement of the Problem

This study aim to assess the students use of mobile

education applications. STEM education, encompassing fields

such as Applied and Computational Mathematics, Life

Sciences, and Computer Science, has traditionally relied on

traditional classroom methods. However, the full potential

of mobile educational apps as a supplemental learning tool

and their impact on ACLC STEM students' educational

achievement remains unexplored. As technology integration

becomes increasingly prevalent, it is imperative to

understand the extent to which these apps are being used and

the impact they have on students' academic performance.

4
 To address the problem, the following research

questions will guide the investigation:

1. What is the impact of mobile educational apps on

the academic achievement of ACLC STEM students compared to

traditional learning methods?

2. How does ACLC STEM students perceive the

effectiveness of mobile educational apps in enhancing their

learning experience?

Objective of the Study

The objective of the study seeks to determine the

effectiveness of Mobile Educational Apps on Educational

Achievement, Among ACLC Students. Furthermore, it aims to:

Significance of the Study

The significance of this study is to investigate the

Grade 12 STEM Students who are taking STEM Strands by

understand the behavior of the students on how Mobile

5
Educational Apps affect their academic performance

influence.

This study is important to the following group of

people:

To the Student. With the help of educational

applications, students may learn in the comfort of their own

home, at their own speed, and on their own schedule.

Additionally, the creation of educational apps has improved

learning through interactivity and engagement, and

simplified difficult ideas. Educational Apps in learning can

make the student more interactive and can activate better

engagement among students, teachers, and parents. The most

effective way is to engage students while they are using the

application. Mobile applications increase the tendency of

students to interact.

To the Educators. It makes it easier for instructors of

today to incorporate new tools and technologies into their

lessons, educational technology is crucial to education.

Instructors can modernize and enhance their classrooms to

make them more learner-centered. It gives educators the

ability to involve their pupils in distinctive, creative,

6
and fair ways. Apps can be a valuable tool for delivering

course content and assessments. They can also be used to

track student progress and provide feedback. In addition,

apps can help teachers save time by automating tasks such as

grading and attendance tracking.

To the Tech developers. As globalization continues,

educational apps are becoming more and more popular and are

expected to stay in demand. Many custom apps development

businesses are taking advantage of this and creating

educational apps to make the most of the learning trend. The

most effective ways to monetize educational apps have been

discussed in this post, which will assist entrepreneurs and

companies in increasing their profits.

To the Future Researchers. Future researchers will

benefit from this study because they can use this research

as a related literature. And to find answers and information

from this research that can help and can improve their

study.

Scope and Delimitation

7
 The research endeavor aims to meticulously investigate

the variances in academic achievement among students through

the utilization of educational applications within the

academic milieu of ACLC Naga. The study is scheduled to

transpire during the second semester of the school year

2023-2024, with particular emphasis on Grade 12 students

enrolled in the Science, Technology, Engineering, and

Mathematics (STEM) strand at ACLC-Naga.

The research instruments to be employed will be

tailored to scrutinize the impact of educational

applications on the academic performance of the

aforementioned Grade 12 students. It is imperative to note

that students belonging to other strands will be

deliberately excluded from the purview of this study, as the

primary focus remains on the STEM strand. Furthermore, Grade

11 students shall not be considered as respondents, as their

inclusion does not align with the specified objectives of

the research.

In addition, individuals not falling under the

classification of Grade 12 students, such as remaining

subjects, will not be encompassed within the study. This

exclusion is based on the rationale that their involvement

does not directly contribute to the intended objectives of

the research.

8
 The adherence to these parameters will ensure a focused

and methodical exploration of the influence of educational

applications on the academic achievement of Grade 12 STEM

students at ACLC-Naga during the stipulated timeframe

CHAPTER II

Review of Related Literature And Studies

This review of related literature and studies serves as

the foundation for any scholarly inquiry, providing a

comprehensive understanding of the existing body of

knowledge, theories, and research findings relevant to the

topic under investigation. This critical examination not

only contextualizes the current study within the broader

academic discourse but also aids in identifying gaps,

inconsistencies, and areas for further exploration. In this

review, we delve into the multifaceted landscape of

literature and studies pertinent to Quantitative Assessment

of Mobile Educational Apps on Educational Achievement to the

grade 12 students of ACLC Naga. We aim to synthesize and

analyze the diverse perspectives, methodologies, and

findings that contribute to our understanding of this

subject. Through a systematic exploration of prior research,

we seek to elucidate key themes, debates, and unresolved

9
questions, ultimately paving the way for the advancement of

knowledge and the formulation of meaningful insights in our

own investigation.

Related Literature

Artificial intelligence (AI) opens new opportunities

for STEM education in K-12, higher education, and

professional education contexts. The 23 chapters in this

track the paradigmatic shifts of AIED in STEM education,

discussing how and why the paradigms have shifted,

explaining how and in what ways AI techniques have ensured

the shifts, and envisioning what directions next-generation

AIED is heading in the new era. As a whole, it illuminates

the main paradigms of AI in STEM education, summarizes the

AI-enhanced techniques and applications used to enable the

paradigms, and discusses AI-enhanced teaching, learning, and

design in STEM education. It provides an adapted educational

policy so that practitioners can better facilitate the

application of AI in STEM education, Alavi, et al. (2022).

Helen Crompton and John Traxler (2015), In recent

years, there has been a renewed focus on STEM education in

the United States, fueled by evidence that young learners’

10
competencies in science, technology, engineering, and

mathematics are falling behind those of their global peers.

Scholars and practitioners are beginning to utilize the

new pedagogical opportunities offered by mobile learning to

improve the successes of teachers and K-12 students across

STEM subjects. Mobile Learning and STEM: Case Studies in

Practice is a comprehensive collection of case studies that

explore mobile learning’s support of STEM subjects and that

utilize mobile technology to facilitate unique and effective

K-12 teaching and learning experiences. In addition, to its

focus on STEM achievement for researchers. Mobile Learning

and STEM also includes research that is applicable to

classrooms in nations around the world, where few students

from underrepresented racial and socioeconomic backgrounds

are entering into STEM jobs. Concluding with a summary of

its research and its implications to future scholarship and

practice, this book is a springboard for practitioners,

specialists, higher education instructors, and researchers

who want to establish better practices in schools and raise

student achievement in STEM subjects.

Gilavand, et al. (2019) Using the educational

application of appropriate methods of study and learning had

11
a positive impact on students' academic achievement, since

it increased their final scores. Learning the appropriate

methods of study and learning for students in the form of a

curriculum or holding workshops and, of course, with regard

to the popularity of smartphones among students, one benefit

of mobile education apps can be students' academic

achievement.

Research on mobile game-based learning has been gaining

attention in the past few years. To understand the potential

of mobile game-based learning in STEM education, a

systematic review was conducted. Based on a set of inclusion

and exclusion criteria, 30 articles published during the

years of 2010 through 2019 were included. Analyses were

conducted to identify the contexts of studies, research

foci, research methodologies, measures, research

instruments, the mobile game features and so on. Based on

the analyses, a comprehensive understanding of the research

in mobile game-based learning in STEM education was

presented, and insights and directions for future research

were provided. The systematic review suggests that, although

current research has greatly increased our understanding of

mobile game-based learning in STEM education, future

research is needed to address the fundamental question of

12
when mobile game-based learning is an appropriate approach

for learning in STEM education and when it is not. Gao

(2020).

Related Studies

According to Cuauhtémoc Luna-Nevarez and Enda McGovern

(2018), as the use of technology evolves in education, an

extensive range of new smart devices and digital

applications is becoming available to academics. Digital

magazines are an example of such technologies, which can

help educators to improve the learning experience of their

students inside and outside the classroom. Overall, students

responded favorably to the adoption of this technological

innovation. Students exposed to the digital magazines and

mobile app displayed higher levels of enjoyment with class

content and performed better on a knowledge assessment,

relative to students in a control condition.

The students reported that their engagement with the

educational apps has improved their competencies. They

acquired relational and communicative skills as they

collaborated in teams. On the other hand, there were a few

students who were not perceiving the usefulness and the ease

13
of use of the educational apps on their mobile device,

Adriana Caterina Camilleri and Mark Anthony Camilleri (2019)

Another related STUDY from Gilavand (2019) Using the

educational application of appropriate methods of study and

learning had a positive impact on students' academic

achievement, since it increased their final scores. Learning

the appropriate methods of study and learning for students

in the form of a curriculum or holding workshops and, of

course, with regard to the popularity of smartphones among

students, one benefit of mobile education apps can be

students' academic achievement.

Based on Zoe Karabatzaki, et al. (2018) Technology has

the potential to improve many aspects of our daily lives,

including learning. It has been proven to increase student

engagement and learning outcomes. With recent advances in

the capabilities of smart mobile devices and Their growing

penetration rate among the student cohort, it is possible to

take advantage of these devices to design appropriate

exercises and tools that foster student’s knowledge and

learning. Additionally, its role In secondary, students who

face learning, and other difficulties are investigated.

14
Conceptual Framework

This conceptual framework aims to comprehensively

assess the impact of mobile educational apps on educational

achievement among Grade 12 STEM students at ACLC, utilizing

a combination of input, process, and output components.

CHAPTER III

Research Methodology

This chapter presents the methods that will be used in

the study. It includes the research design, research

environment, respondents and, data gathering instruments and

procedure, and validity and reliability of the instruments

Research Design

This study will adopt a quantitative research

methodology, focusing on data that is numeric, countable,

and measurable. The chosen research design for this

investigation is a comparative analysis. This approach

involves a systematic comparison aimed at assessing the

effects or impacts of Mobile Educational Apps on Educational

15
Achievement among Grade 12 STEM students in ACLC Naga. The

comparative analysis framework allows for a structured

examination of the relationships and differences within the

identified variables, providing a robust foundation for

drawing meaningful conclusions regarding the influence of

Mobile Educational Apps on academic performance in the

specified context. This design is selected for its capacity

to yield precise and statistically relevant insights into

the specified research objectives.

Respondents Of The Study

The study will employ the cluster sampling method, with

Grade 12 STEM students at ACLC-Naga serving as the

respondents. In cluster sampling, the student respondents

will be organized into smaller groups referred to as

clusters. Subsequently, a section will be randomly selected

from among these clusters to constitute the final sample.

Cluster sampling is a recognized method of probability

sampling, frequently utilized to investigate large

populations, especially those characterized by widespread

geographical dispersion.

This methodological choice is rooted in its

effectiveness for addressing the challenges posed by large

16
and geographically diverse populations. By dividing the

student body into clusters and then randomly selecting

specific sections for inclusion in the study, the research

aims to derive a sample that is representative of the

broader Grade 12 STEM student population at ACLC-Naga. This

approach not only facilitates the practical implementation

of the study but also enhances the applicability of the

findings to the larger, more diverse population of interest.

This table will give you an example on how the

researcher will divide the population of stem students into

certain participants into groups or cluster to represent the

whole population who used mobile educational app and who

don't use any educational app by

Research Instrument

In this study, the chosen research instrument will be a

survey questionnaire meticulously crafted to align with the

specific objectives of the research. The questionnaire will

comprise a well-organized set of questions tailored to

solicit diverse opinions from Grade 12 STEM students. The

intention behind employing this survey instrument is to

17
systematically capture and analyze the perspectives of the

participants, thereby facilitating a comprehensive

understanding of the varied viewpoints within the targeted

demographic. The construction of the questionnaire will be

methodically aligned with the overarching goals of the

study, ensuring relevance and efficacy in eliciting

responses that contribute meaningfully to the research

objectives.

Data Collection Procedure

The initial step in the systematic process of gathering

and measuring information on the target variables involves

the creation of a consent form by the researchers. This form

is designed to obtain permission from the identified

respondents, soliciting their agreement to participate in

the study. Simultaneously, the consent form serves as

authorization for the researchers to administer a survey

test questionnaire to the Grade 12 students enrolled in the

Science, Technology, Engineering, and Mathematics (STEM)

strand at ACLC Naga. Subsequently, the researchers

diligently conduct the survey test questionnaire to garner

valuable insights from the specified student cohort.

18
Following the administration of the questionnaire, the

researchers engage in a comprehensive evaluation and

analysis of the gathered data. This step is pivotal in

discerning patterns, trends, and correlations that

contribute to the overarching objective of the research.

Data Analysis

The collected data will be subjected to quantitative

analysis as part of the research methodology. Specifically,

the data analysis for this study will employ Correlation

analysis, a statistical method utilized to quantify the

strength of the linear relationship between two variables

and calculate their association. This analytical approach is

instrumental in evaluating and comparing the means

representing both positive and negative effects of mobile

educational applications on the educational achievement of

the participants. Subsequently, the results of this analysis

will be graphically presented to visually convey the

observed trends. An example graph, akin to the one depicted

below, will be generated after the comprehensive gathering

of data, elucidating the discerned relationships between the

variables under investigation. This graphical representation

19
serves as a vital tool in enhancing the clarity and

interpretability of the study's findings.

References:

Gilavand, A., Asl, J. F., & Kameli, M. (2019).

Investigating the effect of using the mobile educational app

as an appropriate method of study and learning on students’

educational achievement. Future of Medical Education

Journal, 9(1), 25–29.

[Link]

Ekanayake, S. Y. (2021). Mobile Learning and STEM: case

studies in practice. [Link].

[Link]

ase_Studies_in_Practice?uc-sb-sw=80202358

Exploring the impact of AI on STEM education | The

Princeton Review. (n.d.).

[Link]

stem#:~:text=AI%20is%20transforming%20STEM%20education,also

%20need%20to%20be%20addressed.

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 Gao, F., Li, L., & Sun, Y. (2020). A systematic review

of mobile game-based learning in STEM education. Educational

Technology Research and Development, 68(4), 1791–1827.

[Link]

Luna-Nevarez, C., & McGovern, E. (2018). On the Use of

Mobile Apps in Education: The Impact of Digital Magazines on

Student Learning. Journal of Educational Technology Systems,

47(1), 17–31. [Link]

Camilleri, A. C., & Camilleri, M. A. (2019). Mobile

Learning via Educational Apps. Mobile Learning via

Educational Apps: An Interpretative Study.

[Link]

Gilavand, A., Asl, J. F., & Kameli, M. (2019).

Investigating the effect of using the mobile educational app

as an appropriate method of study and learning on students’

educational achievement. Future of Medical Education

Journal, 9(1), 25–29.

[Link]

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 Karabatzaki, Z., Stathopoulou, A., Kokkalia, G.,

Dimitriou, E., Loukeri, P. I., Economou, A., & Drigas, A.

(2018). Mobile Application Tools for Students in Secondary

Education. An evaluation study. International Journal of

Interactive Mobile Technologies, 12(2), 142.

[Link]

Demir, K., & Akpınar, E. (2018). The Effect of Mobile

Learning Applications on Students’ Academic Achievement and

Attitudes toward Mobile Learning. Malaysian Online Journal

of Educational Technology, 6(2), 48–59.

[Link]

Ababa, E. A., Joven, S. M., Santiago, J. B., &

Francisco, C. (2021). The use of educational applications on

the student’s academic performance. ResearchGate.

[Link]

f_Educational_Applications_on_the_Student's_Academic_Perform

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Gilavand, A., Asl, J. F., & Kameli, M. (2019).

Investigating the effect of using the mobile educational app

as appropriate method of study and learning on students’

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educational achievement. Future of Medical Education Journal,

9(1), 25–29. [Link]

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