PAGAYAWAN INTEGRATED SCHOOL

Purok 3 Pagayawan, Bacolod Lanao del Norte

S.Y: 2022-2023

THE IMPACT OF UNAVAILABILITY OF

TECHNOLOGICAL RESOURCES AMONG THE
SENIOR HIGH SCHOOL STUDENTS OF
PAGAYAWAN INTEGRATED SCHOOL

RESEARCHERS:

Abubacar, Al-jaded A.

Mutia, Mohaimen B.

Aloon, Asimah T.

Arab, Salimah O.

Didae, Rohaima A.
 CHAPTER 1

Introduction:

Technological resources means any electronic communication systems and

electronic equipment of the District, including but not limited to the network,
computers, communication systems, peripherals, software, telephones and systems
with similar functions.

Technology integration is the incorporation of technology resources and

technology-based practices into the daily routines, work, and management of
schools. Technology resources are computers and specialized software, network-
based communication systems, and other equipment and infrastructure. Practices
include collaborative work and communication, Internet-based research, remote
access to instrumentation, network-based transmission and retrieval of data, and
other methods. This definition is not in itself sufficient to describe successful
integration: it is important that integration be routine, seamless, and both efficient
and effective in supporting school goals and purposes.

In today’s world, every teacher needs to use technology in the classroom.

Technology in an educational aspect can be defined as any electronic equipment
used to support or foster learning. Students are exposed to all sorts of technology in
their everyday lives, so using technology in the classroom can be a way to reach
out to many students. Let’s look at some uses of technology for a middle school
language arts class.
 We conducted this study in order to recognize the impact of unavailability
of technological resources towards the students specifically Grade 11 and 12
students in Pagayawan Integrated School. .
 A. Research Objectives

This study aims to recognize the impact of unavailability of technological

resources to the senior high school students in Pagayawan Integrated School, also
to identify how having some technology will help them in their study.

Specifically this study seeks to answer the following questions:

 How Technological resources affect the performance of the Senior

High school students in Pagayawan Integrated School?

 How does technological resources satisfied the senior high school

students in Pagayawan Integrated school?

 How technological resources help the students towards their

academic performances?
B. Significance of the study

Recognizing the impact of having unavailability of technological

resources in our school is crucial specially to the Senior High School Students
of Pagayawan Integrated School who are the target subject of this study, the
significance of this study is to identify the shortage of technologies and at the
same time its impact towards their study if they were affected by this problem
or not.

The result of this study is beneficial to the following:

Students. As the main subject of this study, students will be able to recognize
how having a lack of technological resources impacted their studies.

Teachers. This study will also help the teachers to know the impact of this
problem to their students.

Pagayawan Integrated School. The students who are the target of this study
are from school of Pagayawan Integrated School and therefore, the school will
be able to recognize as well how their students are being affected by this
problem.

Researchers. The researchers will develop their writing skills, analysis, and
understanding about making this study and also making another research.
C. Scope and Limitation of the Study

In general, the focus of this study is directed towards the impact of the
unavailability of technological resources towards the Senior High school
Students of Pagayawan Integrated School (consists of 35 students from Grade
12 and 00 students from Grade 11), how these students are being affected by
having a lack of technologies. This study also collects information from reliable
websites that contains information about the school technological resources.

The proposed ideas and system also involve the effect of unavailability of
technological resources towards the performances of Senior High School
students in Pagayawan Integrated School.

The researchers have reached their aims, this research was conducted
only on a specific place and people who were subject to the impact of the
unavailability of technological resources. Therefore, to generalize the result for
a large place and population, the study should have involved more participants
and places.

This study is limited and covers only specific people and place, that only
means that the researchers focus on a one place or school and grade level
conducting the concern about the impact of the unavailability of technological
towards the target participant, generally speaking the study still contains
information that can be use by excluded participants.
D. Definition of Terms

1.Technological Resources – means any and all technologies that produce,

manipulate, store, communicate, or disseminate information. Example of this
are computers, workstations, laptops, tablets, phones, servers, switches,
modems, routers, and/or any other hardware, software (local, hosted, or cloud-
based, accounts, and technology equipment, tools, or accessories.
2. Technology – the application of scientific knowledge to the practical aims of
human life or, as it is sometimes phrased, to the change and manipulation of the
human environment.
3. Network Based Communication - a set of protocols (that is, rules and
standards) that allow application programs to talk with each other without
regard to the hardware and operating systems where they are run.
4. Peripherals – any computing device or equipment that is part of the
computer but doesn’t perform any core computing process.
5. Software - a set of instructions, data or programs used to operate computers
and execute specific tasks.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that are important and

informative to the present study. Reviews came from internet sources, articles, books, and

journals.

A. Related Literature

Education and technology

Technology is rapidly changing the way we live and work. The field of education is no

exception. In fact, during the late 1990s, new technologies were being invented and designed

almost monthly. Technology was abuzz and education was the primary target for those eager

researchers who wanted to see if their product could transform education as we know it. Almost

a decade later, the novelty of educational technology has somewhat worn off. Many schools are

struggling to make ends meet, cutting costs wherever possible. Financial struggles are still a

reality today for many school, yet even for those schools with limited financial resources,

educational technology is Still a prevalent part of education today (Vail, 2003).

Over the years, our nation has felt the pressure from other countries who are continuing

to successfully integrate Technologies into the education of their students. In order to prepare our

students to thrive in the digital age, the United States has made a commitment to provide

students with the skills and resources they will need to succeed in life (CEO Forum, 2001).

According to the CEO Forum, educators are encouraged to make the best use of available
technology in order to benefit our nation’s schools, surrounding communities, and most

importantly, our students. Today’s students need to be taught twenty-first century skills that they

will need in order to thrive in the future. Some of these skills include digital literacy, inventive

thinking, effective communication, teamwork, and the ability to create high-quality projects. In

order to do and reach this lofty goal, educators need to focus technology on the key building

blocks of student achievement. Those building blocks include assessment, alignment,

accountability , access, and analysis. Just as educators should consider the building blocks of

student achievement, it is also important that they consider the many facets of education. One

vital aspect to reflect on is how students learn. When teachers know how their students learn

best, real authentic learning begins to take place and students are prepared and equipped for their

future. Driscoll (2002) argued that while technology integration in schools is not easy, it is

necessary. (https://core.ac.uk)

Extent to which teachers use technology

History teachers’ use of technology in teaching largely depends on their perceptions and

well as the conditions of the institutions in which they work. These conditions notwithstanding,

Fisher (2000) observes that teachers of history “should view technology as a tool that can make

the teaching and learning of history more stimulating, rewarding and rigorous for all”. According

to Earle (2002), using technology in teaching is to the teacher, a very personal process. He adds

that it involves teacher preparation, teacher commitment, teacher follow-up and resolved teacher

concerns as well as a three-level process of confidence, competence, and creativity. Again, he

contends that the focus of the integration of technology should be on the effectiveness of

teaching and learning and that “teachers need to be able to make choices about technology

integration without becoming techno centric by placing undue emphasis on the technology for its
own sake without connections to learning and the curriculum”. Field (2003) adds that History

teachers should use technology when they can identify its benefits to the lesson. He continues

that there is no point at all for History teachers to use technology just for its own sake. Thus

teachers should not ask what History can do for technology, but ask what technology can do for

History. In adapting to technology use, Field (2003) observes that History teachers must ensure

that the objectives of using the technology are clear, and highlight how it helped achieve those

objectives. A study by Ruto&Ndaloh (2013) on the use of instructional materials for the teaching

of History and Government in Kenya found that 62% of teachers in the study used textbooks

frequently while 54% used maps. Again, 80% of the respondents reported to have never used the

radio in teaching History and Government in their schools with only 3% reporting frequent

usage. Oppong (2009) Who reported that apart from the History textbook, History teachers did

not make use of other instructional and technologically oriented resources such as audio media,

visual media and audio-visual media in History lessons. A similar study by Adeyinka (1989) also

revealed that technology aids such as television and radio, slides, projectors, films and film-strips

were either never used to teach History in majority of schools or only sometimes or rarely used

in a few of them. (https://www.ajmrd.com)

B. Related Studies

A study published in the Journal of Educational Computing Research found that students

who used computers as part of their regular classroom instruction had better grades, higher test

scores, and a greater motivation to learn compared to students who did not use computers. This

study suggests that the use of computers in the classroom can be beneficial for student learning.

(https://www.frontiersin.org)
 Another study published in the Journal of Research on Technology in Education found

that the use of technology in the classroom can improve student engagement, motivation, and

achievement. This study suggests that technology can be a useful tool for supporting student

learning and engagement in the classroom.

(https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0063-0)

A review of research on the use of tablets in education found that tablets can be effective

tools for supporting student learning, particularly when used in conjunction with other

instructional strategies. This review suggests that tablets can be useful educational tools, but they

should be used in combination with other teaching strategies for maximum effectiveness.

(https://files.eric.ed.gov)

A meta-analysis of 245 studies, published in the journal Educational Psychologist, found

that the use of technology in education can lead to modest improvements in academic outcomes,

particularly when it is used to support interactive learning and collaboration. The study found

that technology was most effective when it was used to support activities such as problem-based

learning, simulations, and collaborative writing and discussion. (https://www.frontiersin.org)