INTRODUCTION

Background of the Study

With the surge of science and innovation, technology has become essential in

our lives. Nowadays, it is used everywhere in our homes, workplace, and academic

institutions. Technology has advanced quickly in the twenty-first century, changing all

facets of human existence, including education. It has emerged as a key facilitator of

transformative learning as the world grows more linked and dependent on digital

innovation (Kaylani, 2024). The demand for this technology was even more emphasized

by the projection of The World Economic Forum (2020), entailing that by 2025, the

market for educational technology would reach $342 billion due to the growing use of

these tools. However, this increase in usage and dependency also has its own downside

in the academe, particularly on student’s learning.

Student's abusive behavior, the difficulty in controlling them, and student's

distraction were some of the key concerns raised with the usage and availability of

electronic devices in education (Nikolopoulou, 2020). A study in Nigeria found that high

levels of digital distraction were significantly evident within the classroom setting, which

was related to multiple factors, namely, emotional distraction, digital addiction, and

distraction by procrastination. This level of distraction was associated with possible

issues such as lack of respect and courtesy for instructors and, most especially, personal

distraction in the classroom, which could prevent students from focusing on the lesson,

harming their learning (Awofala, Olabiyi, Okunuga, Ojo, Awofala, & Lawani, 2020).

1
Highly likely, higher digital distraction could lead to lower grades or academic

performance (Liao & Wu, 2022).

Distractions brought by technologies were also evident in note-taking. It is

reported that students using electronic devices, such as laptops, in taking notes during

a lecture are more inclined to checking social media, browsing the internet, text

messaging, and other forms of digital distractions, compared to those taking notes by

hand. This made the quantity and quality of the laptop users' notes relatively poor,

possibly recorded less information and missed vital topics during the lecture (Flanigan &

Titsworth, 2020). This suggests a poorer academic performance as note-taking is

directly related to academic performance of learners (Almaagbh, 2020).

Another pressing issue with the growing usage of technological devices in

education is the increased access to generative AI (GenAI), such as ChatGPT. Although

use of GenAIs projected a positive attitude for its accessibility, support for creative

processes, and educational examples and overviews, it is also a subject for monitoring

because of concerns about the reliability of the information GenAI provides, threatening

academic integrity. This technology also paved the potential for cheating as students

may tend to misuse GenAIs to do their assignments and other school tasks which is

another subject for ethical and academic concerns (Godsk & Elving, 2024).

Despite these concerns regarding technology integration in education, the use of

digital tools to enhance classroom instruction continues to grow (Bonneton-Botté,

Fleury, Girard, Le Magadou, Cherbonnier, Renault, & Jamet, 2020) as technology can be

an effective tool in supplementing students’ learning. In fact, a recent study revealed

2
that students' perceptions of instruction were improved when tablets were used in the

classroom for four months. (Hammer, Gollner, Scheiter, Fauth, & Sturmer 2021)

According to Liu (2022), technology gives students quick access to knowledge,

accelerates their learning, and gives them enjoyable opportunities to put what they've

learned into practice. It helps students to delve deeper into complex ideas and explore

new topics, especially in STEM. By utilizing technology both within and beyond the

classroom, students can acquire the 21st-century technical skills required for careers in

the future

To determine the possible positive and negative influence of evident increase in

usage of technological devices among students, this study focused on the impact of

electronic tablets on learning among the College of Pharmacy and Chemistry senior

students in one of the universities in Davao City. Contrary to what has been investigated

in national and international contexts, no research has been conducted on the impact of

electronic tablets on college students' learning, and no local context has been identified.

This case study eventually provides the basis for classroom intervention.

Statement of the Problem

This case study generally aimed to explore the possible positive and/or negative

influence of this technology usage among the CPC senior students’ learning efficiency

and outcome. Specifically, it aimed to answer the following: (1) How does the usage of

electronic tablets significantly affect the learning efficiency of College of Pharmacy and

3
Chemistry Senior students in one of the universities of Davao City? (2) What is the

difference between adapting traditional pen-and-paper learning and electronic

tablet-integrated learning? (3) What challenges have the students experienced when

using an electronic tablet for learning?

Research Objectives

The study aimed to explore the experiences of the CPC senior students. This study

aimed to answer the following:

- To describe the experiences of the CPC senior students in using electronic

tablets;

- To identify the coping mechanisms of the CPC senior students in suing

electronic tablets;

- and to identify the lesson learned of the CPC senior students in using

electronic tablets.

Theoretical Framework

This study was anchored on Ryan and Deci’s: Self-Determination Theory (1985).

Self-Determination Theory emphasizes that when three psychological needs—autonomy,

competence, and relatedness are met, people are more motivated to learn. This theory

highlights that tablets can provide meaningful learning experiences in addition to

convenience by enabling students to take responsibility for their education.

4
 Figure 1. Theoretical Framework of the Study

Figure 1 shows the concept diagram based on the Self-Determination Theory by

Ryan and Deci (1985). It illustrates that the use of tablets can increase student’s

competence over their learning, which could enhance their motivation.

Significance of the Study

The following were the target beneficiaries of this study and the potential

contributions and usage of the results of the study after analyzing the data gathered:

Commission on Higher Education (CHED). This study will provide insights on

effective learning media and strategies of senior students, particularly in College of

Pharmacy and Chemistry in one of the universities in Davao City, that the academe may

take into consideration to better improve the quality of education of its students,

introduce new learning strategies, and enhance academic performance of the students.

5
 Future researchers. This study will contribute to the general body of knowledge

that other student and professional researchers may refer to in the future in developing

their own case study and research in relevance to the ongoing trend in

technology-integrated learning in all forms of education.

Students. This study will lay out an objective understanding on the advantages

and disadvantages of using electronic tablets in learning among students. By providing

analyzed data through empirical evidence, this study can provide more realistic insights

on the subject at hand and introduce modern learning strategies that they may adapt to

improve their learning.

Scope and Limitation of the Study

This study aimed to investigate the effect of using electronic tablets on learning

among College of Pharmacy and Chemistry senior students in one of the universities of

Davao City. Particularly, this study sought to comprehend the learning efficiency of

integrating electronic tablets in their learning process such as note-taking, studying,

engagement level, and total learning progress. In addition, this study also aimed to

discern the difference in adapting the traditional approach in learning (i.e. pen and

paper type) in the context of the aforementioned parameters.

The study was conducted in one of the universities in Davao City, Davao del Sur

through which selected respondents will be interviewed one-on-one. The interviewees

were limited to 4 seniors or fourth year students under the College of Pharmacy and

Chemistry, which were those studying the programs Bachelor of Science in Pharmacy

6
(BSPH), Bachelor of Science in Chemistry (BSCH), and Bachelor of Science in Clinical

Pharmacy (BSCPH). The data gathering was expected to finish within two to four

weeks, and the whole study, in general, in a span of a month or two.

Definition of Terms

The following are the key terms are conceptually defined and highlighted in this

study and their corresponding definition:

Electronic Tablet. A technological device subjected for its efficiency and effect as

a supplementary and assistive tool in learning among senior students under the College

of Pharmacy and Chemistry

College of Pharmacy and Chemistry. A college department in one of the

universities in Davao City that is composed of three programs—Bachelor of Science in

Pharmacy, Bachelor of Science in Chemistry, and Bachelor of Science in Clinical

Pharmacy.

Seniors. This refers to the fourth-year students of their respective program.

Learning. This refers to the process of acquiring knowledge and skills, and is the

measuring factor of the degree of impact of electronic tablet usage among students in

their education.

7
 REVIEW OF RELATED LITERATURE

This chapter showcases the related literature that serves as the basis for the

actual study.

Usage of Electronic Tablets

As mentioned by Carstens (2021), technology is an essential part of students'

lives. Including technology into the school has proved to be beneficial yet also has some

negative impact. Moreover, technology has helped student readiness and engagement

and allows for the enhancements of learning. In fact, the need to expand an integrated

school management system, by using technology, based on a centralized database was

emphasized in another study as it will improve the quality services, particularly in

updating school provisions, which was linked to students’ accomplishment (Balcita &

Palaoag, 2020).

As stated by Capati, Calapardo, and Sta. Ana (2023), electronic devices provide

easy access to different learning resources and facilitate communication between

teachers and students, and enable interactive learning experiences for the students.

With it, collaborative and interactive learning is manageable which also promotes better

understanding and ease varied learning chances for the students. As highlighted by

Lumagbas, Smith, Care, and Scoular (2019), factors influencing the integration of

technology in schools, such as tablets, are essential for effective school-level

implementation of technology programs in developing countries.

8
 Tablets have been popular among students, as students perceive tablets as easy

to use, fill the gaps in learning needs, and overall receive a positive attitude (Mulet, Van

De Leemput, & Amadieu, 2019). According to de Guzman (2020), since students can

conveniently access their reading materials and homework assignments from wherever,

they find the Tablet PC to be very helpful and engaging. This helps students to manage

their time well, particularly when they have to wait for the school bus or fetchers, or

when they need to find a place to pass the time while reading or working on their given

duties. This states that students find tablets very useful for acquiring their reading

materials and assignments conveniently; allowing them to efficiently use their free

time.

Additionally, electronic tablets will help people communicate with their friends,

schoolmates, and loved ones online. This will also build their bond and way of thinking.

As highlighted by Capati, et al. (2023), the different electronic devices have an

enormous impact on distance learning. It encourages easy access for the students to

different materials, anytime and anywhere, which lessens the physical burden of having

to carry school bags and printed books (Abdullah, 2022). It also provides a convenient

learning experience and adjustments for students. The use of devices aids adaptability

in scheduling and supports interactive learning through several mediums, multimedia

content, simulation, collaborative learning, and a lot of educational websites and

platforms (Capati, et al., 2023).

9
Learning Efficiency

Learning efficiency is referred to as the amount of knowledge retained after a

delay and the speed or rate of learning, in which both factors are positively related to

each other. The more students process a great chunk of information in a shorter

amount of time, the more efficient the learning is. (McDermott & Zerr, 2019). To

increase learning efficiency, learning strategies were developed over time, such as

distributed practice and retrieval practice, whose effective use was linked to academic

success (Biwer, Egbrink, Aalten, & de Bruin, 2020). With tablets offering visual,

engaging, and interactive learning, some learning strategies were also integrated in

these devices to take advantage of its features.

In a study comparing tablets and visual cards and their efficacy in teaching

spatial concepts among intellectually disabled learners, results showed that

simultaneous prompting presented with tablets was more efficient. Two out of three

students were reportedly able to retain the spatial concepts after 1, 3, and 5 weeks

(Karabiyik, Nuri, Baglama, & Haksiz, 2024). This result aligned with the results of a

meta-analysis study which states that a technology-enabled active learning environment

(TE-ALE) more positively affects the cognitive learning of students compared to a

traditional lecture-based environment, wherein social context, study designs, and

sample size significantly influenced the effectiveness of TE-ALE (Shi, Yang, MacLeod,

Zhang, & Yang, 2019).

It is also emphasized by Zheng and Li (2020) that electronic tablets can be a

useful tool for academics because of its easy use and potential to enhance learning.

10
Tablets provide faster delivery of instructional materials to students and are equipped

with advanced features and tools that could supplement both teachers and students in

their work and studies, respectively. Also, due to the increasing availability of wireless

connections in academic institutions, there is a significant decrease in cost for physical

devices. This implies that with the integration of electronic tablets, it not only made it

more convenient and efficient for academic purposes, but also lessens the cost for other

allocations.

Influence in Note Taking

According to Siegel (2023), it was found out that students who prefer pen and

Paper (P&P) believe that note taking helps to improve concentration, comprehension,

and organizational skills more than those who prefer CN (computerized note-taking).

The study also finds that paraphrasing is often used by the P&P group rather than the

CN group, while other note taking habits are similar between the groups. Overall, the

study suggests that preference for P&P or CN influences the perspective of note taking

more than it influences note taking habits.

Influence in Studying

Using printed materials has been the go-to approach in studying, not only

because it is the conventional method, but because of the benefits it provides in

studying and learning. In a study conducted by Tawil, Haddad, Farchakh, Sacre,

Nabout, Obeid, Sakameh, and Hallit (2022), research linked textbook learning to greater

11
episodic and visual memory, sharper attention, and better comprehension and

mathematical skills compared to tablets and textbook learning. Opting for digital books

also resulted in lower score comprehension compared to paper books, given that digital

books are only digitized versions of the paper books and no other interactive and

multimedia features were added (Furenes, Kucirkova, & Bus, 2021).

However, with the addition of these additional digital features, the same study

showed that children exhibited greater comprehension than with paper books.

Additionally, it enhanced the vocabulary of students due to the embedded dictionaries in

digital books (Furenes, Kucirkova, & Bus, 2021). These findings suggest that with the

addition of digital enhancements that paper books do not offer, comprehension skills

among learners significantly increases.

Not only does digital textbooks increase comprehension skills but also provide

other benefits that boost studying compared to using printed textbooks. Highlighted in

a 2020 study, using digital technologies can improve education’s convenience,

portability, media-richness, engagement, support, and data evidenced-practice,

particularly in thorough studying. Despite learners preferring printed materials when

reading text, on-screen reading provides learners with many features that are

convenient and a more efficient option than opting to printed texts (Nichols, 2020).

Influence in Engagement Level

Among all factors, electronic tablets, and other educational technologies,

significantly increases the engagement level of students in learning compared to when

using paper textbooks. A 2020 study on secondary education teacher’s perception of

12
integration of technologies in education, mobile phones and tablets were positively

associated with students’ involvement, motivation, and active participation. It has also

provided interactive and enjoyable lessons, provided easy access to information, and

boosted students’ familiarity with technology (Nikolopoulou, 2020). Evidently, motivation

has been positively linked to academic performance through learning engagement,

showing that significantly higher intrinsic motivation led to better performance (Wu, Li,

Zheng, & Guo, 2020).

Student’s engagement level was also directly related to usage of tablets in

education in a study by Abdullah (2022), as learning content contains more engaging

and interactive materials through cartoon animation, music, and post-lesson activities.

Reportedly, it enhances learners’ motivation towards learning, increases academic

achievement, helps facilitate interaction among students, and improves overall

engagement. Results also showed that tablets support teachers’ own professional

development through free access to online reading materials, educational videos,

images, and drawings.

Findings from another study also concluded an overall favorable perception and

high engagement level from undergraduate students towards the use of tablets in their

education. It has reportedly helped them become more deeply involved in their learning

activities because of the accessibility of academic resources, and enhanced

communication and collaboration among their peers and lecturers through integration of

these technologies (Narayan & Naidu, 2020). This further highlights how interactive

13
enhancements and quick accessibility to information tablets can significantly increase

learning engagement, and, consequently, enhance learning process and efficiency

Influence in Learning Progress

Based on the study of Støle, Mangen, and Schwippert (2020), young adult’s

comprehension works better on what they read on paper compared to what they read

on screens. The average test performance was lower in Computer-Based Assessment

(CBA) than in Paper-Based Assessment (PBA).

A study conducted in South Korea also showed results suggesting that

interactive and technology integrated learning positively influences the students’

higher-order thinking skills, on top of their active engagement and learning effort (Kim

et al., 2020). Higher order thinking skills refers to the ability to evaluate and analyze

information, ability to solve problems, and the ability to apply knowledge in a creative

and innovative way (Schadt, 2021). From this definition, a direct relationship between

learning progress and higher-order thinking skills can be drawn as these skills could

help students synthesize information more efficiently, logically, and creatively.

Challenges in Using Electronic Tablet

It shows in study of Lee, Hanham, Kannangara, and Qi, J. (2021), that students

experienced many difficulties when using the digital tablet for learning. These

difficulties include technical limitations where the digital pen had slower response time,

limited scrolling capacities, unstable connection, and delayed saving. Also design issues,

the tablet device's design did not always synchronize with natural human motion,

14
leading to accidental actions. With this, students had high expectations for future

devices and recommended improvements such as more customized features for the

digital pen and improved sensitivity.

In addition, acceptance to the usage of tablets plays an important role in

student’s learning. Students who do not feel comfortable and do not perceive a sense of

usefulness in using tablets will not reap the benefits of the technology in learning.

However, when students feel confident in their skills to utilize technologies, they are

more likely to create a positive view of tablets, finding them helpful and easy to

operate. Therefore, self-efficacy is positively linked to perceptions of both ease of use

and usefulness of tablets in education (Zheng & Li, 2020)

Usage of electronic tablets not only posed a problem in technical terms and its

usage, but in the physical and mental health of students. A study by Victor, Parsan,

Dookran, Lulkool, Ali, and Mahabir (2023) featured how the increase in screen time that

resulted from the sudden transition to online learning due to the 2019 Covid-19

pandemic, resulted to moderate mental stress and eye strain, wherein females showed

higher means scores for both eye strain and perceived stress. Additionally, results

showed links between eye strain, the electronic devices used, the program of the study,

and perceived stress levels. As perceived stress increases, in addition to extrinsic

motivation, it could negatively affect the students’ academic performance (Mukonga,

Pieters, & Hlatywayo, 2020)

15
 METHODOLOGY

This chapter presented the study’s overall methodology, including the research

design, sampling technique, research locale, respondents, and the ethical

considerations.

Research Design

The study used a qualitative research approach, specifically a case study

research design, with the goal of producing a thorough description of a person,

experience, event, or location. In simpler terms, it made it possible to comprehend a

particular experience as described by the participants. As an illustration, understanding

the subject under investigation largely from the participants' perspective—rather than

the researchers'—is the aim of qualitative research. (Hancock, Algozzine, & Lim, 2021)

Interviews, documentation, archival documents, direct observations, participant

observation, and tangible artifacts were some of the sources of evidence used in case

studies. (Alpi & Evans, 2019)

Case study also had the goal of investigating, characterizing, or explaining a

phenomenon. This study is primarily concerned with the impact of electronic tablets

among the College of Pharmacy and Chemistry senior students in the University of the

Immaculate Conception.

16
Sampling Design

In this study, the researchers utilized purposive sampling in the process of

identifying participants who will be interviewed. According to Berndt (2020), purposive

sampling is a sampling technique wherein selecting participants is solely dependent on

the researcher’s judgement given that it has analytical, logical, and theoretical grounds.

This type of sampling design is particularly useful for qualitative research that has

multiple phases or objectives. In this research, it was used to selectively choose

participants that have electronic tablets and have an experience of using one for

academic purposes.

Research Locale

The research was carried out in Davao City, Davao del Sur, where the chosen

participants are situated. The figure for the next part shows the study’s geographical

location.

Figure 2. Google Maps of Davao City

17
Participants

The participants of this study are limited only to fourth year students, or seniors,

under the College of Pharmacy and Chemistry, belonging to any of the following

programs: BS Pharmacy, BS Chemistry, and BS Clinical Pharmacy. As a prerequisite for

the interview, the respondents are owners of an electronic tablet or iPad and have

experienced using it for their learning. This study included only four respondents—two

from BS Pharmacy and two from BS Chemistry.

Ethical Consideration

The participants’ full permission to participate were obtained. Stereotypes and

false ideas were avoided by the interviewer throughout the interview. This study had no

intention of discriminating against or judging the participants based on their age,

gender, or social status. All information obtained by the researchers will be presented

during the presentation of the results.

The interviewer also informed the participants that this study was solely for

academic purposes. Any of their answers and identities were protected from any privacy

leaks, which is of the utmost importance. Participants had the right to withdraw from

the interview at any time if they decided that they no longer wanted to participate or if

they felt uncomfortable answering any questions. Participants also had the option of

skipping any questions that they do not feel comfortable answering. The researchers

respected and took into account the interviewee’s decisions.

18
Researcher’ Paradigm

The research study follows the Transformative Learning Theory. According to

American sociologist Jack Mezirow's Theory of Transformational Learning, learning and

meaning-making are largely dependent on how students perceive and reinterpret their

sensory experiences. In this paradigm, actively seeking to comprehend and experience

new things for oneself is more important than merely studying about them. In this

study, the researchers assume that the realities of students using electronic tablets in

learning are unique. The realities are constructed and must be understood through

looking into their narratives and stories. In this way, the truth about the impact of

electronic tablets on learning will be accurately described and investigated. (Mezirow,

2018)

19
 RESULTS, DISCUSSION, ANALYSIS

This chapter focused on the presentation, discussion, and interpretation of data.

Theme 1—Enthusiasm in Studying

The theme demonstrated how electronic tablets impact the enthusiasm of senior

students in studying. According to Mulet, et al., (2019), students perceive tablets as

easy to use, fill the gaps in learning needs, and overall receive a positive attitude. In a

statement of a participant, they stated that they were enthused to study and take notes

in class using an electronic tablet. They also mentioned how it had excellent apps for

note-taking where they can easily organize and make their reviewers appealing. Several

note-taking apps were used by the senior students on their electronic tablet, which

adds to their enthusiasm to study. Compared to the traditional pen-and-paper, the

respondents also mentioned the graphics which made studying enjoyable.

Another respondent also stated the pricey nature of electronic tablets which

motivated them to prevent a waste of spending. These statements showcased how the

electronic tablets can boost students’ enthusiasm in studying through its easy usage,

appeal, and high value. One could say that its appearance matters since it motivates

students to study hard.

Theme 2—Efficiency and Convenience in Academics

The theme showcased the efficiency and convenience of using electronic tablets

in academics among College of Pharmacy and Chemistry senior students, highlighting

the benefits brought by the advanced features it offers to students. As stated by Zheng

20
& Li (2020), electronic tablets can be a useful tool for academics because of its easy

use and potential to enhance learning. As stated by a participant, electronic tablets

offer a more efficient learning experience compared to the traditional note taking, and

lessens the burden of bringing a bulk number of books. Their advanced features

improved understanding and memorization. For board exams, students can use

electronic tablets easily to access notes, highlight key points, and use apps for

reminders, all in one convenient device.

Additionally, another participant stated that the appealing graphics made learning

more fun and understandable, especially in the medical field. One example given was

how electronic tablets provided graphics about how drug molecules work and interact

with each other, which can be easily comprehended with the use of the device. This

supports the idea that the interactive and multimedia features that digital technologies,

electronic tablets, in particular, offer, comprehension skills are significantly increased

(Furenes, et al., 2021). Professors also utilized PDF books which made them easier to

annotate in their devices compared to the traditional note-taking. These statements

highlighted that electronic tablets were efficient and convenient when it comes to

academics especially in understanding and memorizing concepts or ideas.

Theme 3—Negative Impact on Oneself

The theme illustrated how an electronic tablet can negatively impact oneself by

its usage, particularly on their physical health. Courtesy to the interviewees, using the

device for a long period causes eye strain, which could possibly affect their physical and

mental health and learning (Victor, et al., 2023). In the same supporting study, eye

21
strain had been associated with increased screen time and prolonged exposure to

technology devices. Results also showed links between eye strain, the program of the

study, and perceived stress levels, wherein females showed higher means scores for

both eye strain and perceived stress. Consequently, increased stress levels negatively

affect academic performance, in addition to extrinsic motivation (Mukonga, et al.,

2020). Therefore, it can be concluded that the usage of electronic tablets has its own

negative influence on the College of Pharmacy and Chemistry senior students.

22
 CONCLUSION AND RECOMMENDATION

Conclusion

The results showed an overall positive impact on the learning of College of

Pharmacy and Chemistry seniors as it increased enthusiasm in studying and showed

efficiency and convenience in their academics. Engagement level in studying and

note-taking among students were reportedly higher when they are using electronic

tablet compared to using the traditional approach in taking notes (i.e. Pen and paper)

and studying (i.e. usage of books). Increase in engagement level also directly affects

their learning progress positively as they are more motivated to learn, particularly

because of the advanced features, graphics, and apps it offers and the easy access of

information and resources. This study, therefore, aligns with the Self-Determination

Theory, emphasizing the use of tablets enhances the student’s competence over their

learning, increasing their motivation in the process. However, it is noted that prolonged

use of this device can negatively impact the health of the users, specifically, causing eye

strains and eventual stress.

Recommendation

The following recommendations are determined by this study based on the

observation drawn from the participants' results:

Future researchers may attempt to study other factors that could affect the

learning efficiency of students in using electronic tablets (e.g. the degree of experience
23
or familiarity in using the device) and the apps or features available in electronic tablets

that are used in learning.

Future researchers may also increase the number of participants to provide new

insights and verification on the study at hand.

Future researchers may also change the target participants into the lower year

level students to try to assess the difference in the impact of electronic tablet usage in

learning on varying year levels.

Other researchers may use the same theory, the Self Determination Theory, in

continuing and improving the research conducted, and in determining the relevance of

the said theory in other factors affecting the participants’ learning in using electronic

tablets.

The same study conducted to a different college may also provide reference for a

comparison study between different colleges on the efficiency of using the

aforementioned device in learning.

24
 REFERENCES
Abdullah, M. A. (2022). Using the educational tablet: an evaluation study of teachers’
and pupils’ views in egyptian primary schools. Education and Information
Technologies, 27(6), 8771–8792. Retrieved from:
[Link]
Almaagbh, I. F. F. (2020). The impact of strategic notetaking on EFL learners’
academic performance in jordan. International Journal of Higher Education.
Retrieved from:
[Link]
1

Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method
from case reports as a publication type. Journal of the Medical Library
Association JMLA, 107(1). Retrieved from: [Link]

Awofala, A., Olabiyi, O., Okunuga, R., Ojo, O., Awofala, A., & Lawani, A.
(2020). Investigating digital distraction among pre-service science, technology,
and mathematics teachers in nigeria. Dialnet. Retrieved from:
[Link]

Balcita, R. E., & Palaoag, T. D. (2020). Building a framework for the integration
of school management systems (BFISMS). International Journal of Information
and Education Technology, 10(6), 55-459.

Bergeson, K., & Rosheim, K. (2018). Literacy, equity, and the employment of iPads
in the classroom: A comparison of secure and developing readers. International
Journal of Education in Mathematics Science and Technology, 173–181. Retrieved
from: [Link]

Berndt, A. E. (2020). Sampling methods. Journal of Human Lactation, 36(2),

224–226. Retrieved from: [Link]

Biwer, F., Egbrink, M. G. A. o., Aalten, P., & de Bruin, A. B. H. (2020). Fostering
effective learning strategies in higher education—a mixed-methods study. Journal
of Applied Research in Memory and Cognition, 9(2), 186–203. Retrieved from:
[Link]

Bonneton-Botté, N., Fleury, S., Girard, N., Le Magadou, M., Cherbonnier, A.,
Renault, M., ... & Jamet, E. (2020). Can tablet apps support the learning of
handwriting? an investigation of learning outcomes in kindergarten classroom.
Computers & Education, 151, 103831. Retrieved from:
[Link]

25
Capati, Justin & Calapardo, Joan & Sta. Ana, Mary Jane. (2023). Assessment on
the utilization of tablets in modular distance learning by selected senior high
school students. II. 287-295. Retrieved from:
[Link]
ation_of_Tablet_in_Modular_Distance_Learning_by_Selected_Senior_High_Schoo
l_Students

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of
technology on student learning. Turkish Online Journal of Educational Technology
- TOJET, 20(1), 105–113. Retrieved from: [Link]

CSDT. (2014). Self-determination theory. Self determination [Link]; Center for

Self-Determination Theory. Retrieved from:
[Link]

De Guzman, S. (2020). A case study on the impact of a tablet-based learning

environment on the learning and study habits of high school students.
Miriamcollege. Retrieved from:
[Link]
t_Based_learning_Environment_on_the_Learning_and_Study_Habits_of_high_sc
hool_students

Flanigan, A. E., & Titsworth, S. (2020). The impact of digital distraction on lecture
note taking and student learning. Instructional Science, 48(5), 495–524.
Retrieved from: [Link]

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s

reading on paper versus screen: a meta-analysis. Review of Educational
Research, 003465432199807. Retrieved from:
[Link]

Godsk, M., & Elving, P. R. (2024). ChatGPT for learning in higher education:
benefits, downsides, and implications. Journal of Interactive Learning Research.
Retrieved from:
[Link]

Hammer, M., Göllner, R., Scheiter, K., Fauth, B., & Stürmer, K. (2021). For
whom do tablets make a difference? examining student profiles and perceptions
of instruction with tablets. Computers & Education. Retrieved from:
[Link]

Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A
practical guide for beginning researchers.
26
Jackson, K. M., Pukys, S., Castro, A., Hermosura, L., Mendez, J., Vohra-Gupta,
S., Padilla, Y., & Morales, G. (2018). Using the transformative paradigm to
conduct a mixed methods needs assessment of a marginalized community:
Methodological lessons and implications. Evaluation and Program Planning,
66(66), 111–119.

Kalyani, N. D. L. K. (2024). The role of Technology in Education: Enhancing learning

outcomes and 21st century skills. International Journal of Scientific Research in
Modern Science and Technology, 3(4), 05–10.

Karabiyik, V., Nuri, C., Baglama, B., & Haksiz, M. (2024). Teaching Spatial
Concepts to Children with Intellectual Disabilities: A Comparison of Simultaneous
Prompting Presented via Tablets and Visual Cards.
[Link]
J1421063

Kim, H. J., Yi, P., & Hong, J. I. (2020). Students’ academic use of mobile
Technology and Higher-Order Thinking skills: The role of Active engagement.
Education Sciences, 10(3), 47. [Link]

Kirkpatrick, L., Brown, H. M., Searle, M., Smyth, R. E., Ready, E. A., &
Kennedy, K. (2018). Impact of a One-to-One iPad Initiative on Grade 7
Students’ Achievement in Language Arts, Mathematics, and Learning Skills.
Computers in the Schools, 35(3), 171–185.

Lee, C. B., Hanham, J., Kannangara, K., & Qi, J. (2021). Exploring user
experience of digital pen and tablet technology for learning chemistry: applying
an activity theory lens. Heliyon, 7(1), e06020.
[Link]

Liao, C., & Wu, J. (2022). Deploying multimodal learning analytics models to explore
the impact of digital distraction and peer learning on student performance.
Computers & Education, 190, 104599.
[Link]

Liu, X. (2022). International Journal of Technology-Enhanced Education 1. The Effects

of Tablet Use on Student Learning Achievements, Participation, and Motivation at
Different Levels, (1):1-17 1(1):1-17.

Lumagbas, J., Smith, W., Care, E., & Scoular, C. (2019). Tablet computers in
Philippine public schools: school-level factors that influence technology
management and use. Technology, Pedagogy and Education, 28, 73 – 89.

27
McDermott, K. B., & Zerr, C. L. (2019). Individual differences in learning efficiency.
Current Directions in Psychological Science, 28(6), 607–613.
[Link]

Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of

learning (pp. 114-128). Routledge.

Mukonga, L., Pieters, W. R., & Hlatywayo, C. K. (2020). Investigating the factors
that affect academic performance of first year psychology and sociology students
at the university of namibia. Journal for Studies in Humanities and Social
Sciences, 8(2), 1-36.

Mulet, J., Van De Leemput, C., & Amadieu, F. (2019). A Critical literature review
of perceptions of tablets for learning in primary and secondary schools.
Educational Psychology Review, 31(3), 631–662.

Narayan, S., & Naidu, S. (2020). What Do You Do with Your Tablet Computer?
Undergraduate Student’s Perceptions of Tablet Computers and Its Use in Their
Learning at the University of the South Pacific.
[Link]
d=EJ1290037

Nichols, M. (2020). Reading and studying on the screen: An overview of literature

towards good learning design practice. Journal of Open, Flexible and Distance
Learning, 24(1), [121]-[131].
[Link]

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone

and tablet use in classrooms: benefits, constraints and concerns. Journal of
Computers in Education, 7(2), 257–275.
[Link]

Rogers-Estable, M. (2018). Implementation factors and faculty perceptions of

electronic textbooks on the iPad. Open Praxis, 10(1), 41-54.

Schadt, S. (2021, December 29). Critical Thinking and other Higher-Order Thinking
Skills. Center for Excellence in Teaching and Learning.
[Link]
niques/critical-thinking-and-other-higher-order-thinking-skills/

Shi, Y., Yang, H., MacLeod, J., Zhang, J., & Yang, H. H. (2019). College Students’
Cognitive Learning Outcomes in Technology-Enabled Active Learning
Environments: A Meta-Analysis of the Empirical Literature. Journal of Educational

28
 Computing Research, 58(4), 791–817.
[Link]

Siegel, J. (2023). Pen and paper or computerized notetaking? L2 English students’

views and habits. Computers and Education Open, 4, 100120.
[Link]

Støle, H., Mangen, A., & Schwippert, K. (2020). Assessing children’s reading
comprehension on paper and screen: A mode-effect study. Computers &
Education, 151, 103861.

Tawil, J., Haddad, C., Farchakh, Y., Sacre, H., Nabout, R., Obeid, S., … Hallit,
S. (2022). Tablet vs. Book learning: association with memory, attention, and
learning abilities among lebanese children. Vulnerable Children and Youth
Studies, 18(3), 393–405. [Link]

Victor, V. M., Parsan, A., Dookran, A., Lulkool, A., Ali, A., Mahabir, A., … &
Daniel, E. (2023). A web-based cross-sectional survey on eye strain and
perceived stress amid the covid-19 online learning among medical science
students. International Medical Education, 2(2), 83-95.

Wakefield, J., Frawley, J. K., Tyler, J., & Dyson, L. E. (2018). The impact of an
iPad-supported annotation and sharing technology on university students’
learning. Computers & Education, 122, 243–259.

Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and
academic performance: the mediating roles of self-efficacy and learning
engagement. Medical Education Online, 25(1).
[Link]

Zheng, J., & Li, S. (2020). What drives students’ intention to use tablet computers:
An extended technology acceptance model. International Journal of Educational
Research, 102, 101612.

29
Appendices

30
 Appendix A

Consent Form

31
Appendix B

32
 Appendix C
Responses, Field Notes, and Initial Codes

Responses Field Notes Initial Codes

Question 1

Not really because I am just using my Neutral Efficiency and

tablet to do tasks that notebooks and pens Convenience in
are incapable of. During classes I prefer to Academics
jot down notes using my notebooks rather
than tablets because my tab tends to
irritate my eyes for prolonged usage.
-participant 1

I’m not, since I'm easily disturbed by Disturbance Negative Impact on

gadgets. Oneself
-participant 2

Yes. I, for some reason, became more Enthusiasm to Enthusiasm in

efficient in learning ever since I got myself take notes and Studying
an iPad mainly because of the enthusiasm study
and interest to take notes and make
reviewers. I learn better when I write what
I'm learning, so having an iPad really made
me learn quickly and easily.
-participant 3

Highly efficient, particularly in taking down Highly efficient Efficiency and

notes. E-tablets indeed had helped me Convenience in
transcribe all the discussions in both visual Academics
and digital lecture forms. It lessens the
burden of a student from bringing a bulk
number of books.
-participant 4

33
Responses Field Notes Initial Codes

Question 2

I can say that it is quite understandable Quite Enthusiasm in

because E-tabs do have features that are understandable, Studying
advanced that will make you more engaged engaging
and will make you easier to understand
course subjects.
-participant 1

I can easily catch up using my tablet Efficient Efficiency and

compared to before. Convenience in
-participant 2 Academics

Highly. In traditional note taking, I had a Acts as a visual Enthusiasm in

hard time visualizing structures, specifically aid Studying
the symmetry and point groups of different
molecules. With electronic tablets, however,
visualizing structures in 3D has become so
convenient and more understandable since I
can now rotate 3D molecules depending on
how I want it to.
-participant 3

Highly satisfactory since e-tablets can Efficient, Efficiency and

provide illustrations to further understand Illustrative Convenience in
the topics, most especially in the medical Academics
field. In my case, it provides graphics as to
how drug molecules work and interact with
each other; one cannot illustrate by
traditional note-taking.
-participant 4

34
Responses Field Notes Initial Codes

Question 3

It is enjoyable when you use the tab in its full Enjoyable, Enthusiasm in
potential and accessing its hidden features. Entertaining Studying
However, as a person who grew up using
pen-and-paper I can say that it is more
entertaining.
-participant 1

I am more eager to learn using my tablet More eager, Efficiency and

compared to using pen and paper since it is more Efficient Convenience in
efficient. Academics
-participant 2

The learning process is more entertaining and More Enthusiasm in

enjoyable with electronic tablets since I get to entertaining Studying
maximize the features of the note-taking apps and enjoyable
that make the notes and reviewers visually
appealing. A specific feature that makes it more
entertaining and enjoyable is the direct insertion
of photos and diagrams that can help explain the
topics even better since traditional drawing isn't
really easy.
-participant 3

Neutral. Both learning platforms have their own Neutral Enthusiasm in

strengths and weaknesses. As for my case, both Studying
platforms provide entertainment when it comes to
studying.
-participant 4

35
Responses Field Notes Initial Codes

Question 4

I experience eye strains quite often. Eye strain Negative

-participant 1 Impact on
Oneself

Sometimes, I find it difficult and uncomfortable Difficult, Negative

but I got used to it. uncomfortable Impact on
-participant 2 Oneself

Sometimes. I've only had my iPad for, like, three Difficulty in Negative
weeks, so I haven't really maneuvered the scribbling Impact on
features, note taking, and its hidden potentials. Oneself
I'm personally having a hard time with scribbling,
so I still consider that as a difficulty.
-participant 3

Occasionally, most especially reading e-books. Difficulty in Negative

-participant 4 reading Impact on
Oneself

36
Responses Field Notes Initial Codes

Question 5

Because of its features and handy use. Increased Enthusiasm in

-participant 1 enthusiasm Studying
for features

It motivates me to take notes. Motivated Enthusiasm in

-participant 2 Studying

Getting an iPad definitely made me look forward Interested, Enthusiasm in

to taking notes, making reviewers, and reading enthusiastic Studying
academic books. The interest and enthusiasm
also comes from the fact that it was bought for a
relatively expensive price, so it kinda boosted the
interest and enthusiasm to learn to prevent a
waste of spending.
-participant 3

Studying pharmacy requires a fast-paced method Efficient Efficiency and

of learning since it encompasses a wide range of Convenience in
structures and interactions of such molecules. Academics
Hence, e-tablets had helped me grasp enough
understanding as compared to traditional mode of
learning by downloading structures on the
internet then sorting out according to its
categorization with ease. In addition, learning
methods in UIC-CPC are both digital and
traditional; professors usually provide a pdf
format with the topics that they want to discuss
in class. That said, by annotating those pdf forms,
taking down notes became more efficient and
vivid.
-participant 4

37
Responses Field Notes Initial Codes

Question 6

By using tablet's advanced features such as Engaging, Enthusiasm in

apps that will make you reminded to study or Efficient Studying
some graphics that are eye-catching and
engaging. I can say that I can use it efficiently
by doing so.
-participant 1

I am not that efficient Not that Efficiency and

-participant 2 Efficient Convenience in
Academics

The sole reason why I asked my parents for an Easier, Efficiency and
iPad was for the upcoming board exams. I Convenient, Convenience in
believed that it would be easier and more Efficient, Academics
convenient to review with an iPad or any of that Appealing
sort, and it really is. I'm having a really efficient
learning experience since I got myself an iPad
by a more efficient, visually appealing, and
easier note taking and by directly highlighting
and writing on the books.
-participant 3

Highly efficient Efficient Efficiency and

-participant 4 Convenience in
Academics

38
39
 Appendix D

Initial Codes and Initial Themes

Initial Codes Initial Themes

Code 1: Enthusiasm to take notes and

study

Code 2: Understandable

Code 3: Engaging

Code 4: Acts as a visual aid Theme 1: Enthusiasm in Studying

Code 5: Enjoyable

Code 6: Entertaining

Code 7: Motivated

Code 8: Interested

Code 9: Neutral

Code 10: Highly Efficient Theme 2:

Code 11: Illustrative Efficiency and Convenience in Academics

Code 12: Not that efficient

Code 13: Convenient

Code 14: Disturbance

Code 15: Eye strain

Code 16: Difficult Theme 3: Negative Impact on Oneself

Code 17: Uncomfortable

Code 18: Difficulty in scribbling

Code 19: Difficulty in reading

40
 CURRICULUM VITAE

Kathleah Angela P. Abasolo

Brgy. Poblacion, Tacurong CIty, Sultan Kudarat
kabasolo_240000001369@[Link]
+639068520161

I. PERSONAL PROFILE
Date of Birth: October 10, 2005

Place of Birth: Tacurong City, Sultan Kudarat

Citizenship: Filipino

Sex assigned at birth: Female

Civil Status: Single

Religious Affiliation: N/A

Father’s Name: Marvin F. Abasolo

Mother’s Name: Vivian P. Abasolo

II. EDUCATIONAL ATTAINMENT

Senior High School: Sultan Kudarat State University – ACCESS
Campus EJC Montilla, Tacurong City,
Sultan Kudarat
2022-2024

RESEARCHES
- Unveiling Students WIth Imposter
Phenomenon In Academic Context
- Rappelling Flame With Repelling
Game: Investigating The Effectiveness
Of Citronella (Cymbopogon Nardus)
Candle As The Novel Approach To
Mosquito Control
- Asin Ng Lupa: Isang Pagsusuri Sa Mga
Piling Awitin
- Mediease: Empowering Health With
Automated Medication Dispensing

41
 CURRICULUM VITAE

Lorene Jasmine V. Mercado

Brgy. Crossing Bayabas, Toril, Davao City
lmercado_240000001830@[Link]
+639764329741

I. PERSONAL PROFILE
Date of Birth: March 23, 2006

Place of Birth: Toril, Davao City

Citizenship: Filipino

Sex assigned at birth: Female

Civil Status: Single

Religious Affiliation: Roman Catholic

Father’s Name: Eduardo L. Mercado

Mother’s Name: Emily V. Mercado

II. EDUCATIONAL ATTAINMENT

Senior High School: Brokenshire College Toril, Davao City, Inc.

Davao City, Davao Del Sur
2022-2024

RESEARCH:
- Optimizing Algae-based
Wastewater Treatment: Influence
of Chlorella Vulgaris and Industrial
Wastewater Ratio

42
 CURRICULUM VITAE

Ma. Glaichele Angela J. Montaño

Brgy. Rizal Poblacion, Banga, South Cotabato
mglaicheleangelajorca@[Link]
+639560919498

I. PERSONAL PROFILE
Date of Birth: June 25, 2006

Place of Birth: Koronadal City, South Cotabato

Citizenship: Filipino

Sex assigned at birth: Female

Civil Status: Single

Religious Affiliation: Iglesia Filipina Independiente (IFI)

Father’s Name: Nelson N. Montaño

Mother’s Name: Jona J. De Ala

II. EDUCATIONAL ATTAINMENT

Senior High School: Notre Dame of Marbel University—IBED
City of Koronadal, South Cotabato
2022 – 2024

RESEARCHES:
- Ingatan ang Kalusugan: Construct of
SHS students on Malnutrition
- ECOLOGICAL MODEL: Pagunawa sa
Impluwensiyang Naidulot ng Vaping
sa Mag- aaral
- Level of Phone Usage and Perceived
Academic Performance of STEM
Learners: A Correlational Study
- Pesticidal Property of Bakya
(Dieffenbachia amoena) Aqueous,
Acetone, and Ethanolic Leaf Extract
Against Rice Stink Bug (Oebalus
pugnax)

43