Technology Exposure: Its Relationship to the Study Habits and Academic Performance of Students
Abstract
The 21st century emphasizes the role of technology in different facets of life, especially in the educational system, as it serves as a platform for teachers and students in the delivery of effective teaching and learning process. In this perspective, descriptive-correlational research determines the level of technology exposure and its relationship to the study and academic performance in Social Studies subject of the one hundred seventy-four (174) students who were randomly chosen from a total population of six hundred eighty-eight (688) during the School Year 2018-2019 in the three selected public secondary schools in the district of Tapaz West, Schools Division of Capiz, Philippines. The data were gathered using a standardized survey questionnaire and analyzed using descriptive statistics: mean, percentage, frequency count, and standard deviation. For the inferential statistics: t-test, analysis of variance, and Pearson r correlation at 0.05 level of significance through the aid of the SPSS software version 27. The study's significant findings revealed that exposure to technology significantly relates to students' study habits. At the same time, it does not significantly relate to their academic performance in Social Studies subjects. The findings suggest that school administrators, parents, teachers, and other stakeholders should ensure that students are properly guided to the right technology platforms to support learning and improve their study habits towards excellent academic achievement.
Downloads
References
Akturk, A. O., & Ozturk, H. S. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science (IJRES), 5(1), 283-294.
Aktürk, A.O. (2020). Prediction of problematic Internet usage of university students by their attachment styles. International Journal of Education in Mathematics, Science and Technology, 8(4), 318-329. https://doi.org/10.46328/ijemst.v8i4.1170
Alharthi, M. (2020). Students' Attitudes toward the Use of Technology in Online Courses. International Journal of Technology in Education, 3(1), 14-23.
Arias, J.J. & Walker, D.M. (2004). Additional evidence on the relationship between class size and students performance. Journal of Economics education, 35(4), 311-329. https://doi.org/10.3200/JECE.35.4.311-329n
Aslan, A., & Zhu, C. (2015). Pre-Service teachers' perceptions of ICT integration in teacher education in Turkey. Turkish Online Journal of Educational Technology-TOJET, 14(3), 97-110.
Barrett, N. & Toma, E.F. (2013). Reward or punishment? Class size and Teacher quality. Economics of Education Review, 35(2) 41-52. https://doi.org/10.1016/j.econedurev.2013.03.001
Bruhwiler, C. & Blatchford, D (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95-108. https://doi.org/10.1016/j.learninstruc.2009.11.004
David, A. (2005). "Study Skills for Dyslexic Students, California: SAGE Publication. Inc.
Dela Fuente, J.A. & Biñas, L.C. (2020). Teacher’s competence in Information and Communications Technology (ICT) as an Educational Tool in Teaching: An Empirical Analysis for Program Intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76.
Dela Fuente, J.A. (2019). Driving Forces of Students’ Choice in Specializing Science: A Science Education Context in the Philippines Perspective. The Normal Lights, 13(2), 225-250.
Dela Fuente, J.A. (2021). Contributing factors to the performance of pre-service physical science teachers in the Licensure Examination for Teachers (LET) in the Philippines. Journal of Educational Research in Developing Areas, 2(2), 141-152. https://doi.org/10.47434/JEREDA/2.2.2021.141
Dela Fuente, J.A. (2021). Facebook Messenger as an educational platform to scaffold deaf students’ conceptual understanding in environmental science subject: A single group quasi-experimental study. International Journal of Education, 14(1), 19-29. https://doi:10.17509/ije.v14i1.31386.
Dela Fuente, J.A. (2021). Implementing inclusive education in the Philippines. College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110.
Eickelmann, B., & Vennemann, M. (2017). Teachers ‘attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733-761. https://doi.org/10.1177%2F1474904117725899
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9(1), 112-125.
Ghamrawi, N. (2013). The relationship between the leadership styles of public school principals’ and their attitudes towards ICT versus the level of ICT use by their teachers. Open Journal of Leadership, 2(1), 11-20. http://dx.doi.org/10.4236/ojl.2013.21002
Ghavifekr, S., Razak, A. Z. A., Ghani, M. F. A., Ran, N. Y., Meixi, Y., & Tengyue, Z. (2014). ICT integration in education: Incorporation for teaching & learning improvement. Malaysian Online Journal of Educational Technology, 2(2), 24-45.
Halem, K.R. (2011). Children’s choices and strategies in video games. Computus in Human Behavior, 27(1), 532-539. https://doi.org/10.1016/j.chb.2010.10.001
Lee, S.M. (2009). Computer Use and Academic Development in Secondary Schools. Computers in the Schools, 26(30), 224-235. https://doi.org/10.1080/07380560903095204
Mikis, M.K. (2003). The situation of informatics and Task for Development. UJ Pedagagiaiszemle, 211(6) 35-49.
Ortiz, R.W. (2011). Families and Home Computer Use: Exploring Parent Perceptions of the Importance of Current Technology. Urban Education, 46(2), 202-215. https://doi.org/10.1177/0042085910377433
Stock, E & Fishman, R. (2010). The Not-so-Simple Debate on Home computers and Achievement. Education Week, 20(7) 24-26.
Summak, M. S., & Samancıoğlu, M. (2011). Assessment of technology integration in vocational education and training schools. International Journal of Education and Development Using ICT, 7(1), 68-85.
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499. https://doi.org/10.1080/02619768.2011.587116
Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. International Journal of Media, Technology and Lifelong Learning, 14(2), 216-224.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.