THE IMPACT OF TECHNOLOGICAL LIMITATIONS ON THE

ACADEMIC PERFORMANCE OF SECOND YEAR BEED STUDENTS

An Undergraduate Thesis
Presented to the Faculty of
PSU Del Norte Cluster- Coron Campus
Coron, Palawan

In Partial Fulfilment of the Requirements for the Degree

By:
DUMAGTOY, ALEXANDER M.
CRISTAL, MARRIANE A.
GANO, ALLALYN C.
MACEDA, KYLA MAY Y.
OLEGARIO, VERNAMAE M.
SARZONA, FRANCES BREANNA P.
 Chapter I
INTRODUCTION

Background of the study

Education is essential to the development of society because it equips people with the

values, knowledge, and abilities needed for both professional and personal development. It

influences students' social and moral development in addition to their intellectual abilities,

enabling them to make significant contributions to their communities. The role of education has

become more important than ever in a time of rapid technological advancements and changing

global challenges, as it has evolved to meet the demands of a diverse learners.

Modern technology has significantly impacted people's lives in the Philippines,

particularly those of the younger generation. Without using the internet, a young student

wouldn't think her day was complete (Chuchan, 2018). Integrating technology in education is the

fact that it is easily accessible and offers the largest number of diverse resources available today.

Technology has become a driving force behind educational innovation, allowing teachers to

implement student-centered pedagogies that accommodate a range of learning preferences and

skill levels ( Dr. Lohans et al., 2024). Using technology in the classroom is crucial in developing

critical 21st-century skills. With the help of collaboration and communication tools, students and

teachers can interact more easily, fostering teamwork and effective communication skills that are

essential in today's workplace ( Dr. Lohans et al., 2024). Digital tools, interactive platforms, and
multimedia materials have completely changed the way that students learn, fostering their critical

thinking, problem-solving, and participation skills ( Dr. Lohans et al., 2024).

While technology has revolutionized the education, its integration has not been without

challenges, there do exist potential negative impacts. Studies have revealed that instructors

believe there is insufficient time in class to deliver content and teach digital competencies to

students (Kirkscey, 2012). Other barriers to technology implementation within the classroom are

limited technical ability of students, lack of funding, feelings of isolation when learning,

difficulty connecting with peers, distraction with other applications and setting boundaries

between class and personal life (Sun et al., 2016 ). Also overreliance on technology may lead to

a loss of face-to-face interactions, impacting social skills and emotional development.

Traditional teaching methods might be overshadowed, potentially diminishing critical thinking

and problem-solving skills (Laura, 2023). As a result, the negative impact of technology on

education and equity poses a critical challenge that needs thoughtful consideration and targeted

interventions to ensure that all students have equal access to quality education in the digital age.
Statement of the Problem

This research seeks to understand how insufficient access or use of technology affects

students’ ability to perform academically. Specifically, this study will address the following

questions:

1. What technological limitations do second-year BEED students encounter during their studies?

2. How do technology impact the academic performance (e.g., grades, research output, assigment

submission) of second-year BEEd students?

3. To what extent do technological challenges affect students’ engagement with online learning

platforms and collaborative academicc activities?

4. What strategies do second-year BEEd students employ to overcome technological limitations,

and how do these strategies influence their academic success?

Objectives of the Study

The objectives of this study is to determine the technological limitations that Second year

BEED students encountering and it’s effect on their academic performance.

 To identify the technological limitations do second-year BEED students encounter during

their studies?
 To determine on how do technology impact the academic performance (e.g., grades, research

output, assigment submission) of second-year BEEd students?

 To know on what strategies do second-year BEEd students employ to overcome

technological limitations, and how do these strategies influence their academic success?

Significance of the Study

This study’s importance in examining how students’ academic performance is affected by

technological constraints stems from its capacity to shed light on a pressing and expanding

problem in modern education. In a time when technology play a bigger role in teachng and

learning, it’s critical to recognize the obstacles preventing students from succeeding

academically. The purpose of this study is to pinpoint the precise technological constraints that

students encounter, including inadequate educational resources, erratic internet connectivity, and

lack of access to digital devices.

By drawing attention to these issues, the study offers insightful information that helps

stakeholders, educators, and legislators create focused interventions and laws that can close thi

digital divide. In the end, the results of this study will help advance educational equity by

guaranteering that all students, irrespective of their socioeconimic status, have access to the

resources and chances they need to thrive academically.

Scope and Delimitation of the study

This study only focuses on how technological limitations affect the academic performance of the

second year Bachelor of Elementary Education (BEED) students at Palawan State University -

Coron Campus, due to several limitations that must be acknowledged. To convey their

perspectives on how technological constraints, such as access to digital devices, internet

data will be collected through the distribution of questionnaires to the second year BEED

students.

Chapter II

RELATED LITERATURE AND STUDIES

Theoretical Framework

This chapter lays out the theoretical framework for a need assessment that will inform the

development of a training course. It establishes a foundation for understanding the role of

parental involvement in supporting children’s education. The chapter will include a review of

related literature and studies, a conceptual framework illustrating the connection between

parental involvement and the development of parental counterpart training course, the research

paradigm used in the assessment, the research questions guiding the study, and definitions of key

terms.

REVIEW OF RELATED LITERATURE AND STUDIES

Review of related Literature (Foreign)

The studies by Wang and Sheikh-Khalil (2020) and Epstein and Van Voorhis (2021) both

highlight the vital connection between parental involvement and academic success, but different

from perspectives. Wang and Sheikh-Khalil(2020) research not only emphasize the direct

influence of parental engagement on student outcomes but also focus into the role of academic

engagement in supporting and engancing the importance of parental involvement on academic

involvement in fostering student success.

Similarly, Epstein and Van Voorhis(2021) state the foundational role of parental participation in

children’s education, asserting that increased parental engagement is strongly related with

improved academic outcomes. Their findings support the broader notion that a collaborative

approach between parents, teachers, and students can significantly enhance educational

performance.

In addition to this, Harvey et al. (2022) provide the statement focusing on the role of needs

assessments in training programs. A studies underline the needs of conducting an assessment to

ensure the development of comprehensive and effective training programs. According to

findings, understanding the essential needs of participants is the way to designing programs that

are not only important but also beneficial thereby improving the outcomes of these educational

initiatives.

Based on Popov and Ilesanmi (2015) "Parent-child relationship peculiarities and outcomes"

refers to unique characteristics of interactions between parents and their children that influence

developmental, behavioral, or emotional outcomes for the child. These include factors such as

parenting style, and cultural or societal influences on parenting practices. Emotional attachment

and bonding .The result stated in this study often involve the child's psychological well-being,

social skills, academic success, or the overall quality of the parent-child bond.

Furthermore, Clark & Beharry (2021) provide valuable insights into how parents' engage to

education that influences student achievement. They argue that when parents actively

participating with their children's education, the effects can boost academic success. Their
research have relations with the complex literature showing that parental involvement, in any

form, can positively affect educational outcomes.

In conclusion, these studies underscore the significant of parental involvement on academic

success, the importance of assessing needs in educational programs, and the useful result of

parents involvement in the learning process. Gain a clearer understanding of how parental

engagement with well-designed training programs, can lead to better academic achievements.

Review of related Literature (Local)

Parental engagement is a critical factor influencing student achievement (Kim, 2020). Parental

engagement is the active participation of parents in all aspects of their children’s social,

emotional, and academicbdevelopment (Castro et al., 2015). It is a multifaceted concept because

it subsumes a broad range of parental beliefs, roles, behavioral patterns, attitudes, and practices

(Fan & Chen, 2001). Also, Borup (2016) and Borup et al. (2019) called for additional research

on parent engagement, recognizing the importance of providing rich descriptions of parental

experiences as they support children in online learning environments. Parental engagement,

interactions, and the problems children face may drastically differ in an online environment

(Keaton & Gilbert, 2020; Liu et al., 2010). To what extent students engage in online learning

activities can be largely influenced by the parent (Borup, 2016; Borup et al., 2014). Students in

an online high school experience varying degree of parental engagement: little involvement;

peripheral involvement; or even daily parental involvement. The level of involvement changes

due to the parents’ abilities and expectations, differing student needs, and shared responsibility

with teachers (Borup et al., 2015; Keaton & Gilbert, 2020). Espiritu et.al (2021)
Moreover, The Masayang Pamilya Para Sa Batang Pilipino Parenting Programme (MaPa), which

translates to “Happy Family for Filipino Children,” is a community-based parenting intervention

adapted from the Parenting for Lifelong Health for Young Children (PLH-YC) program.

Originally developed in Cape Town, South Africa, MaPa is grounded in social learning principles

and utilizes the Hanf two-stage model, focusing on building positive parent-child relationships

before introducing child behavior management and nonviolent discipline skills.

Adapted to the Filipino context between January 2016 and February 2017 through participatory

approaches and pilot testing, MaPa is delivered over 12 sessions. The program covers a range of

topics including: Spending one-on-one time with children, Describing actions and feelings for

cognitive and socio-emotional development, Positive reinforcement of positive behavior,

Establishing limits through effective instruction giving and consistent household rules,

Nonviolent discipline strategies such as ignoring negative attention-seeking behavior,

consequences for noncompliance, and cool-down techniques for aggressive behavior, Problem-

solving with children ,Mindfulness-based stress reduction activities for caregivers.

MaPa is delivered every other week to groups of 15 participants in community centers. The

program incorporates various activities such as group discussions, illustrated stories, skill

practice, collaborative problem-solving, and home practice. Facilitators receive 30 hours of

training and provide ongoing support through five SMS booster messages and a 10-minute

telephone consultation between each session. Lachman (2021)

Traditionally, group meetings have served as a cornerstone of parenting education. These

gatherings provide a platform for parents to learn new skills, exchange experiences, and receive

support from peers. Lectures, discussions, videos, role-playing, and opportunities for practicing

skills are common components of these meetings. However, the success of group meetings
hinges on the leadership. As Orgel (1980) and Cassidy (2001) emphasize, effective leaders must

be caring and responsible, creating a safe and supportive environment where parents feel

comfortable sharing and learning. While attending meetings regularly can be challenging for

some parents, the social support provided within the group can be invaluable.

Beyond group meetings, a plethora of resources are available to parents seeking guidance.

Books offer a wealth of information on child-rearing practices, while the internet has emerged as

a powerful platform for delivering parenting education. Online courses, articles, and parenting

tips are readily accessible, making knowledge more readily available than ever before. The

internet has also facilitated virtual conferencing and training, expanding the reach of parenting

education to a wider audience.

Resource centers, often found in community centers, libraries, or schools, provide parents with a

collection of books, tapes, and other materials. These resources can be particularly helpful for

parents seeking information on specific topics or developmental stages. Newsletters, often

targeted towards parents of newborns, offer valuable information on topics such as development,

feeding, and caring for young children. They can be educational, supportive, and affordable,

making them a valuable resource for new parents.

The Philippine College Foundation (PCF) has been implementing community extension

programs to improve the quality of life in Barangay Bangcud, Malaybalay City, Bukidnon. A

study conducted by Uy Jr. et.al (2023) examined the community's needs through surveys and

interviews. The study found that the majority of residents are young adults, employed as

laborers, and have basic housing but limited access to sanitation. The community expressed

significant needs for livelihood and financial literacy projects, organizational planning, food

safety, education, parenting, and awareness of human rights and violence. The study
recommends collaboration between the PCF, the local government, and relevant agencies to

address these identified needs. Uy Jr. (2023)

Data from 2009 to 2017 indicates that one in six children aged 3 to 17 years old received a

diagnosis of disability, according to parental reports. While a UNICEF (2018) report suggests

that approximately one in seven children in the Philippines lives with a disability, comprehensive

data on prevalence remains lacking. Filipino children with special needs face significant

challenges, including limited access to healthcare, exposure to armed conflict, discrimination,

and economic hardship (Jaucian, 2017).

A study by Walsh (2018) found that teachers desire to include students with special needs in

general education classrooms but often lack the training and resources to effectively meet their

educational needs. Delizo (2019) reports that out of 5.49 million children with disabilities in the

Philippines, only 2% receive government support, and 97% of children aged 7 to 12 are unable to

attend school due to inadequate facilities and a shortage of trained teachers. Mader (2017)

highlights the urgent need for increased instruction and training for educators to effectively

support students with disabilities in general education classrooms, particularly as more students

with disabilities are being integrated into mainstream classrooms. Sabaricos (2021).

Review of related studies (Foreign)

Programs designed specifically for stepparents. This highlights the importance of understanding

unique family dynamics and how family structure significantly influences parenting practices.

The key insight here is that specialized training is essential for addressing the distinct needs of

stepparents. For the development of the Parental Counterpart Training Course, this study is

highly relevant as it underscores the necessity of refining the content to meet the diverse needs of
various family structures. It supports the idea that parental involvement is not uniform and

advocates for a customized approach based on family dynamics.

Similarly, Feinberg et al. (2016) examine the impact of co-parenting workshops in their

study.These workshops aim to strengthen collaboration between parents in raising their children,

emphasizing the importance of communication, joint decision-making, and shared

responsibilities. Effective co-parenting is critical for children’s well-being, and this research

highlights the need for training parents to work together despite challenges in their relationship

or differences in parenting styles. This study is particularly significant for the Parental

Counterpart Training Course, as it suggests that fostering collaboration between parents should

be an integral component of the training program. While, Norianti (2023) explores the influence

of culture on parenting styles and practices. The study emphasizes that cultural background

shapes parental expectations and behaviors, making cultural diversity a crucial consideration in

the design of training programs. Parents from different cultural backgrounds often have varying

needs, preferences, and challenges when supporting their children’s education. This research

underlines the importance of cultural sensitivity and competence in parental training programs.

For the Parental Counterpart Training Course, it will address the diverse cultural contexts of

parents will ensure the program’s relevance and effectiveness across populations, which aligns

with the needs assessment phase.

In line with Schnell et al. (2015), examine the role of family involvement in the academic

success of children, particularly those from immigrant families. The study identifies challenges

immigrant families face when engaging with the educational system, such as language barriers,

cultural differences, and unfamiliarity with the system. It highlights the need for targeted support

to help immigrant parents navigate these challenges and increase their

enhances parental engagement and supports children’s educational success.

Furthermore, Kim (2014) focuses on identifying the educational needs of parents with young

children. The study investigates areas where parents seek support, such as child development,

behavior management, and educational strategies. Kim's framework for conducting a needs

assessment provides valuable guidance for identifying the specific areas where parents require

training, which can inform both the structure of the assessment tool and the focus areas for

course development.

Collectively, these studies highlight the importance of customizing parental training programs

based on family structure, cultural background, and the unique challenges faced by different

groups, including stepparents, immigrant parents, and parents of young children. Additionally,

they emphasize fostering collaboration between parents. Whether through co-parenting

workshops or an understanding of family dynamics, these insights suggest the need for training

programs that promote joint responsibility and effective communication. These findings can

significantly inform the design and implementation of this Parental Counterpart Training Course,

ensuring it addresses the diverse needs of parents and supports positive outcomes for children.

Review of related studies (Local)

A conceptual framework is a tool that organizes ideas, theories, and other research to assist

define the subject of a study and support decision making. It can be shown narratively,

graphically, or pictorially.

Independent Variable Dependent variable

Developing Parental
Need Assessment Counterpart
Training Course

Figure 1. Conceptual Paradigm

The variables are the elements to be studied during data collection, processing, and analysis,

especially, the independent variable is the need assessment, meanwhile the dependent variable is

the development of parental counterpart training course.

Research Hypothesis

The following alternative hypothesis was tested in this study.

There is a significant relationship between the parents Attitudes, practices and knowledge to the
components involved in the training course.

Definition of terms

The following terms are operationally defined to provide a better understanding of the study:

Assessment- refers to a systematic evaluation or appraisal of performance, progress, or equality

to inform decisions or interventions.

Attitudes- refers to a person’s outlook, perspective or disposition toward something,

characterized by their thoughts, feelings, and behaviors.

Basis- refers to the foundations, starting point or underlying reason for something, that supports

or justifies a decision, action or conclusion.

Challenges- refer to difficult or demanding situations, obstacles or tasks that test one’s abilities,

skills or character.

Developing- growing or improving through increase, refinement or expansion.

Hinder- means to obstruct, delay or interfere with the progress or success of something or

someone.

Involvement- refers to active participation, engagement or commitment in an activity, cause or

process, often implying a sense of responsibility, interest and dedication.

Knowledge- refers to the understanding, facts, information and skills acquired through

experience, learning or instruction.

their child’s learning, development and well- being, particularly in relation to educational

institutions.

Practices- refers to habitual or customary action, methods or procedures consistently followed or

applied in particular field, profession or daily life.

Training course- refers to the structured program or educational activity, typically leading to

improved performance or certification.

Chapter III

METHODOLOGY

This chapter shows and illustrates particular the research method and procedures. It contains the

research design, research locale population and sample, research instruments, data collection

procedures, ethical consideration and statistical treatment.

ResearchDesign

This study entitled "Need Assessment: Parental Counterpart as basis for developing parental

counterpart training course " will use the descriptive design of the research.
This statistical method will help us find out and recapitulate historical data and the with the

respondents relevance in the study, the researcher recognize the engagement level of the

respondents. This method will be specify and clarifies the details in opening connection among

the figures of respondents and the challenges hinder the effectiveness of parental involvement.

Research Locale

This research will be conducted at different Barangays’ of Coron, Palawan specifically Barangay

1, Barangay 2, Baranagy 3, Barangay 4, Barangay 5, Baranagy 6, Tagumpay, Guadalupe,

Decalachao, San Jose, San Nicolas, Decabobo, Turda, Borac, Marcilla, Banuang Daan,

Bulalacao. The respondents will be the parents. They will receive a questionnaire from the

researchers through answering the survey form.

Population and Sample

In this study the respondents will be randomly selected parents from different Baranagays’ of the

municipality of Coron, Palawan. There are 20 respondents in each selected barangays’ including

Barangay 1, Barangay 2, Baranagy 3, Barangay 4, Barangay 5, Baranagy 6, Tagumpay,

Guadalupe, Decalachao, San Jose, San Nicolas, Decabobo, Turda, Borac, Marcilla, Banuang

Daan, Bulalacao for a total of 340 respondents.

Research instruments

The study will use survey method, the researchers first plan the detail survey questionnaires that

correspond to conduct research. Second part, with the factors that embody the learning struggles.
Third part, the locally possible sanction that the respondents utilized to help them effectively to

learn English.

Data Collection Procedures

The researchers will pre-request permission from the school to manage this research through

recommendation for the Research adviser. Upon the approval of consent to conduct research, the

researchers have appropriate coordination with the respondents toward the time and spot of

the survey. The researchers will handle an assisted questionnaire to be account for respondents in

the study.

The result or outcome will compile, tally and examine thus, the preparation for final oral defense

before the final panel censor will based destined in final manuscript provided.

Ethical Consideration

This study upholds the fundamental statement that guides behavior and decision-making .The

respondents of this research study should not be subjected to harm in anyways, researchers will

prioritize the respect for dignity of the respondents, for the inform consent the privacy need to

be secure , the enough level of the research information and also the anonymity of individuals

and organizations .Any deception about goals of the research will be avoid, the relationship in

any form, sources of funding and any possible conflicts of interest have to be declare ,and

researchers should use suitable communication in a honest way. It will compose to improve the

understanding of the “Need Assessment: Parental Counterpart as basis for Developing Parental

Counterpart Training Course.”

Statistical Treatment
The responses to the questionnaires from the respondents were statistically analyze with the data

requirements of the study by using the Inferential Statistical to find out the feasibility of the

parental counterpart. The Data analysis will focus on data collection methods that aim to

determine the effectiveness. The first method used in data analysis will be the questionnaire and

observation which the researcher will give to the randomly selected parents from different

barangay who need assessment for parental counterpart as foundation for the structure plan that

will refine the training course intend. After gathering the survey data, the researchers will

observe the result when in taking the data given by the researcher to the sample respondents to

determine the effectiveness of parental involvement