1

THE EFFECTS OF TECHNOLOGY ON

STUDENT MOTIVATION AND
THEIR FUTURE

By

Devera, Paul John J.

Abstract

Technology has seen a later far reaching integration into everyday life, where get to to

endless sums of data is presently accessible with ease. Today’s era of understudies has

developed up with technology all around them in an ever-increasing way. To make an

compelling 21st century classroom that meets wants of the understudies, a advanced instructor

must calculate a student’s inspiration to memorize and the impacts innovation has on

consideration instruction.

A technology usage was formulated to address this rising require. Investigate was completed

at an urban constitution school on a populace of 348 at the time of innovation mediation through

information examination. Understudy overviews were managed to gauge understudy discernment

and inspiration, understudy individualized instruction plans were surveyed, and classroom

perceptions were made.

The results showed that students feel motivated through the specific use of technology in the

classroom. Further study can aid in updating teaching techniques to better support inclusionary

education as well as enhancing student motivation.

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CHAPTER 1: INTRODUCTION

Today, one of the hot issues in technology is about technological devices. Broadly

speaking, all cellular phones, laptop and computers belong to technological devices. There’s no

denying that this technological device has become a significant part of students’ everyday lives.

But the question is, how are these devices affect the student’ learning? We are witnesses to sick

on how the students learning affects by technological devices. Until now we can read in the

newspapers about the good and the bad effects the technological devices may give to the learning

of the students.

Technology has always flourished for the gain of mankind. The major achievements of

technology have left man spell-bound and every part of the world today is enjoying the comforts

provided by technology. Thanks to technology, all the countries are interlinked and we are now

living in a global village. Modern technology has greatly improved people's lives through

different fields such as medicine, work, education and industry, especially education. However,

we cannot say that technology is all good in itself. It is a two-edged sword and we have to see to

what extent it has really helped improved people's standard of living. There are many possible

effects on using it. And it depends only on the way the users used it. They have to know how to

use it for their benefit and should not abuse its use. It should be properly used rather than rely on

it totally.

These problems inspired the researcher to conduct a study about technological devices. The

researcher focused on how students should interact to those technological devices in order to

attain learning with the help of it.

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Statement of the Problem:

This study aimed to know the effects of educational devices in the learning performance

of Information Technology (I.T.) students in a campus. Specifically, it attempts to answer the

following questions.

1. What are the negative effects of common technological devices to the performance of

students?

2. What are the positive effects of common technological devices to the performance of

student?

3. Is there a significant relationship between using technological devices and the learning

performance of a student?

Significance of the Study

This study is about the effects of technological devices on the learning performance of a student

in the Philippines.

This will benefit the information technology student for they will be more aware on using

technological devices to enhance their learning performance and not to abuse of using it. This

study was also used for the sake of their task and responsibilities they may encounter in their

future when they are also raising their own family. Through this study technological devices may

gain insights on how to enhance the learner in using it. It may also be a great help to them in

improving their skills. Most the studies deal with technological devices in the school facilities.

This study also benefited the professors who also considered this study, for they will be

more aware to the importance of these technological devices to enhance their performance in

teaching. To the future generation of students in the field of Information Technology. To

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motivate them how to use technological devices to fully determined and reached their own skills

and to contribute to the world of Information Technology.

Lastly, to the future researcher, this paper will surely contribute to our rich bulk of

literature and body of knowledge. Future researchers especially those who will conduct study on

the same or similar framework will gain insights from the substance of this investigation. Scope

and

Limitation of Study

This study is limited on the effects of educational devices in the learning performance of

students in the Philippines. This study focuses only 100 Filipino students who are using

technological devices, are the subject of the investigation. Each student will be given same set of

questionnaires. This is also limited to the objectives of the study since the researcher only wanted

to determine the effects of using technological devices to the learning performance of the

students.

The attainment of this study is dependent to the answers of the respondents. The study

will be conducted in this school year. Any changes or progress in details and updated

information beyond the said point are not covered by the framework of this study.

Conceptual Framework

This parts deal with the theories and concepts related to the study.

According to Austin (2009), he explains the bases of Cognitive Theory of Multimedia

Learning (CTML) is based on three cognitive science principles of learning: the human

information processing system includes dual channels for visual/pictorial and auditory/verbal

processing (i.e., dual-channels assumption); each channel has limited capacity for processing
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(i.e., limited capacity assumption); and active learning entails carrying out a coordinated set of

cognitive processes during learning (i.e., active processing assumption).

The cognitive theory of multimedia learning specifies five cognitive processes in

multimedia learning: selecting relevant words from the presented text or narration, selecting

relevant images from the presented illustrations, organizing the selected words into a coherent

verbal representation, organizing selected images into a coherent pictorial representation, and

integrating the pictorial and verbal representations and prior knowledge.

Mayer (2010), the three cognitive principles of learning, the CTML outlines seven factors

of multimedia design, multimedia principle (people learn better from words and pictures than

from words alone); spatial contiguity principle (people learn better when related words and

pictures are in close proximity); temporal contiguity principle (people learn better when related

words and pictures are close together in time); coherence principle (people learn better when

irrelevant words, pictures, and sounds are eliminated from the presentation); modality principle

(people learn better from narration and animation than from text and animation); redundancy

principle (people learn better from narration and animation compared to animation, narration,

and text); and individual differences principle (individuals with low prior content knowledge and

individuals with high spatial skills benefit most from animation and narration-presented), and

evaluated these principles based on transfer.

Based on Osman (2008)-Transfer Theory, the effect perspective: Positive vs. Negative

Transfer. Given that the purpose of the current study focused on transfer, it is important to note

how transfer can elicit both positive as well as negative outcomes. Positive transfer is the

primary goal of education. What is learned in one context helps enhance learning in a different

context. In contrast, negative transfer is a type of error in learning where a previously learned
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context interferes with the acquisition of an adaptive response to a new context that is similar to

the first (Cree & Macaulay, 2000). Negative interpretations prevent relevant skill knowledge

from being applied to practiced and unpracticed goals which leads to negative transfer, whereas

positive assessments will enable the transfer of relevant skilled knowledge to different goals.

Conceptual Framework

Figure 1: shows hypothesized relation between variables on the Effect of Technological Devices
to the performance of students.

Independent variables are the technological devices (computer, laptop, net book, notebook,
cellular phone, and tablet). These technological devices are the response variable which is
observed and measured to determine the performance of the students, which is dependent
variable.

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of local and foreign literature and studies which have

relevance to study.

Foreign Literature

Technology aids student expression. Present what they have learned. They can use

software to make presentations and projects. This makes them more interested in the subject and

leads to better retention of information. With technological aids, they can make easy-to-

remember notes and a creative presentation of the information they have acquired. It won't be

wrong to say that application of technology has made a student's life easy. It's easier for students
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to carry a PDA than carrying big fat books to school. An iPad is less bulky than a pile of

notebooks or an eBook reader much lighter than a book. (Andersen and Becker, 2009)

Due to the rapid expansiveness of technology and its wide array of uses, the

incorporation of technology in learning has become a viable and inexpensive option. Almost

three-quarters of Americans, 73% believe that investing in innovation and advanced technology

sciences in education is the key to the country’s long-term success (Harris Interactive, 2009).

Based on Freeman Dyson, 2008 he stated that ―Technology is a teaching aid: Computers

offer an interactive audio-visual medium. PowerPoint presentations and animation software can

be used to present information in an interactive way. Owing to the audio-visual effects, this way

of teaching invites greater interest from students. The method is equally helpful for teachers.

Projectors and screens facilitate simultaneous viewing of information by a large number of

students. Addressing systems using microphones and speakers make it possible for teachers to

reach a larger number of students simultaneously. These teaching aids have led to improvements

in student attendance and their attentiveness in class. Interactive media have proven to be useful

in increasing students' concentration levels. ‖ It only means that through using those

technological devices the students may improve their learning performance.

Technology has revolutionized the field of education. The importance of technology in

schools cannot be ignored. In fact, with the onset of computers in education, it has become easier

for teachers to impart knowledge and for students to acquire it. The use of technology has made

the process of teaching and learning enjoyable. (Muir-Herzig, 2008)

E-Reader devices like the iPad are in demand in our current society. The ability to gather

textual information with a single touch on a screen makes e-reader devices highly valued. The

pad has the advantages of the book without its drawbacks— the bulk, the limitations on how
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much text can be made to fit into a single volume, and the problem that annotating a paper book

means, in some ways, ruining it (Ragen, 2008).

However, it is important to realize that failure to present multimedia technology in an

appropriate form can lead to negative results. The perception of display on a multimedia

application is of significant importance in terms of transfer learning. In fact, too much

multimedia stimulation can interfere with the deeper cognitive processing that is critical to

learning (Mayer, Griffith, Jurkowitz, & Rothman, 2008).

According to them technological devices may affect the learning performance of the

student in negative result if they failed to use properly those devices in a right way.

Guide for Designing Interactive Teaching for the World guide Web the Internet used to exchange

Information in hyper formats and a dynamic electronic network that permits computers

connected anywhere on that network to exchange information. It is different from World Wide

Web, but for the project, we will use them synonym and hypermedia-based instructional program

which utilizes the attributes of resources to create a meaningful learning environment where

learning is fostered and supported. (David W. Brooks, 2007)

As what Brooks explained, he simply says that through the use of technological devices

the learning performance of the students may affect through interactive teaching for the world

guide web. ― Most of our youth and students today are found of going into internet shop to use

computer, without knowledge of their knowledge of their parents what they are up to you. They

will ask money from their parents telling that they have something to search in the internet for

their project or assignments, although others do so, but there are some who just make it as an

alibi so that they can competent skills with their peers through playing games online like for

example war craft, battle realms, etc‖. (Khan, 2007)

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Foreign Studies

In the field of Computer-Assisted Language Learning (CALL), the term ―Net

Generation‖ has been clearly defined by Prensky (2010) who states that Net Generation members

are ―digital natives‖ since they ―spent their entire lives surrounded by and using computers,

videogames, digital music players, video cams, cell phones, and all the other toys and tools of the

digital age‖ which make them different from the baby boomer generation.

Those who are eager to learn more about the language learning needs and necessities of

the Net Generation, the edited book by Oxford and Oxford (2009), entitled Net Generation is a

must-read resource. The book describes empirical studies involving different innovative

technologies and state-of-the-art tools, offering pedagogical ideas, effective strategies, and useful

suggestions on how these technologies could be applied to enhance language teaching and

learning. Also, educational technology usage in practice teaching can make instruction to be

much more interesting and enjoyable. The changing images and use of special effects, among

others can reduce boredom on the part of learners. Furthermore, classroom interaction can be

interactive. Technology can promote student-student interaction, student-teacher interaction, and

teacher-student interaction, if pre- instructional planning incorporates principles such as stimulus

variation, feedback, reinforcement, learner’ participation and so on. (Weiner, 2009)

It's easier to store information: Computers enable better and more robust storage of

information. Compact memory devices have replaced notebooks and a keyboard and computer

mouse are the new writing devices. What may have required hundred pages of a book can be

compacted into a tiny memory chip. It can take hours to write, but it takes only seconds to type.

Storing data has become much easier, owing to technology. (Parsad and Jones, 2008)
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Information is easily accessible: The Internet is a huge information base. It can be used an

effective tool for acquiring knowledge. All a web user needs to do is to key in queries to search

engines. Users are presented with thousands of search results. There are several websites and

web directories that offer information on literally everything in the world. And all this is just a

few clicks away. Both teachers and students can benefit from this.

Technology has eliminated space and time constraints: Online education and distance

learning have given a new dimension to education and higher learning. Even if students are

geographically far away from each other, they can be a part of one classroom. Though not

physically but virtually, they can. Many educational institutes offer online courses, which

eliminates time and space constraints in acquiring education. Universities offer online

educational programs wherein students can interact with their teachers over the Internet, access

reference material from the University website and earn degrees online. (Trotter, 2008)

Local Literature

Technology also saves teaching time as they require short time to present large

information. They can be used to reveal needs and stimulate students’ question. Thus, learners’

interest can be aroused, maintained, and stimulated to promote their imaginative power. On the

whole, media ensure the application of classroom-oriented communication techniques.

Therefore, learners should be assisted, encouraged and motivated not only to learn, but also to

continue to learn. (Demegilio, 2009)

Based on Demeligio he only means that technology is a factor to the learning of the

student, not only to learn but also to renew something to learn. On the Journal of Athens

Academy pp-66, 2009 refers that educational technology can make student study more
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interesting and enjoyable. The changing images and use of special effects, among others, can

reduce boredom on the part of learners.

Furthermore, classroom interaction can be interactive. Technology can also promote

student- student interaction, student-teacher interaction, and teacher –student interaction, if pre-

instructional planning incorporates principles such as stimulus variation, feedback,

reinforcement, and learner’ participation.

When combined, education and technology can build dynamic teaching and learning

experiences that are tailored to developing and transforming the educators and learners needed to

power the digital economy. For some reasons, however, there is still a big chunk of people

especially students who aren’t ready yet to embrace the technological change in the field of

education. This study aims to determine the factors affecting students’ e-learning technology

acceptance particularly on Learning Management Systems (LMS) in the Filipino context. A

conceptual model was proposed based on the Technology Acceptance Model (TAM) which was

extended through the inclusion of Internet Connectivity Experience (ICE), Social Media

Influence (SMI), Integrated Multimedia Instruction (IMI), System Interactivity (SI) and

Perceived Quality Work of Life (PQWL) as additional predictor values. The constructs were

determined according to the three-tier use model (3- TUM) which was characterized to explore

users’ attitudes towards IT at three levels. The target population in this research was Filipino

students from colleges that are considered as promoters of E-learning integration in the

educational sphere in the Philippines. The collected data from 629 Filipino college students were

analyzed using structural equation modeling (SEM) technique based on AMOS methods. Finally,

a path model was created to examine the relationships between the factors to explain students’

adoption of e-learning technology from the information systems acceptance point of view. As a
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result, it provided practical and technical implications applicable for local and global school

environments that could help educational leaders, educational technologists, educators and

learners in their development, implementation, and acceptance of e-learning technology like

LMS.

The education sphere in the Philippines has been beleaguered with the same issues and

difficulties particularly on its logistics from the deficiency of instructional resources, facilities

and even schools to underpaid but overworked teachers. Nevertheless, Filipino culture still

places a high value on education; in fact, it is generally viewed as the great equalizer of

opportunities. The rapid progression of information and communications technology (ICT)

brought significant changes in the field of education from empowering new ways for people to

learn and work together (E-learning technology for instance) to transforming teaching and

learning processes. While eLearning environment in the Philippines is still in its embryonic

stage, it has already adopted and still spearheaded by prominent universities such as University

of the Philippines for their UP Open University (UPOU), University of Sto. Tomas for their e-

Learning Access Program (eLeAP), De La Salle University for their integration of Sakai

educational software platform and other academic institutions that offer some form of online

courses. By proliferating and integrating e-learning technology in the Philippine education

system, the transformation of teaching and learning process increases the academic achievements

of Filipino college students.

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Everything considered, this paper aimed to examine the factors of the Filipino college

students’ behavioral intention to use LMS as part of their education journey from the constructs

of integrated multimedia instruction, perceived quality work of life, system interactivity, internet

connectivity experience, perceived ease of use, perceived usefulness, and social media influence.

With the help of this study, researchers and software vendors could have a targeted and

comprehensive understanding about Filipino students’ perceptions on the use of LMS that can

result to a better system delivery. As little research has been done in the Philippine setting, this

study intends to contribute to the literature and provide a baseline for researchers who will

conduct similar research in the future.

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Figure 1. Theoretical Framework of the Study based on TAM and 3-TUM.

In view of all this, the global education sector has been attempting to gather more and

more information on aspects that persuade students not just to incorporate e-learning into their

educational journey but also confidently warrant consideration in shaping future e-learning

developments. With the Internet getting more powerful day by day and along with it are the e-

learning environments as one of the direct beneficiaries, researchers and academicians have been

extending their studies into advanced courses and fields such as Engineering, Mathematics,

Economics, Physics, Medicine and many more just to dive deeper into students’ perceptions.

Apart from these, there are also a lot of research papers that extensively studied factors that

affect e-learning technology readiness and acceptance in different setting from neighboring
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countries such as Malaysia, Thailand, Indonesia to a not so much outside Asia like Turkey and

Sri Lanka up to other continents like Africa and America. Everything considered, this paper

aimed to examine the factors of the Filipino college students’ behavioral intention to use LMS as

part of their education journey from the constructs of integrated multimedia instruction,

perceived quality work of life, system interactivity, internet connectivity experience, perceived

ease of use, perceived usefulness, and social media influence. With the help of this study,

researchers and software vendors could have a targeted and comprehensive understanding about

Filipino students’ perceptions on the use of LMS that can result to a better system delivery. As

little research has been done in the Philippine setting, this study intends to contribute to the

literature and provide a baseline for researchers who will conduct similar research in the future.

Definition of Terms

Listed below are terms taken from this thesis, which the researcher believes, have to be

defined. This is necessary to enable the future readers of this thesis to easily understand the

contents of this research.

Cellular phone refers to a mobile technology that allows you to communicate with others.

Computer refers to a device that helps student to do their school works and as for entertainment.

Laptop/Netbook/Notebook/Palmtop refers to portable computer devices that helps student, do

their school work and as for entertainment anywhere they want.

Multimedia refers to combined use of media, such as videos, movies, music, games,

presentation, print papers, and the Internet, as for education or entertainment. Also, interactive.

Negative Effects of Technological Devices refers to the factors that the researcher believes,

technological devices degrade the learning performance of the students.

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Positive Effects of Technological Devices refers to the factors that the researcher believes,

technological devices improves and enhance the learning performance of the students.

Technological device refers to any device that helps you to do school work as and as for

entertainment. It is technology that allows those tasks to be performed via cellular phone, PDA,

vehicles, laptops, and computer.

NOMENCLATURE LMS – Learning Management System

IMI – Integrated Multimedia Instruction

SI – System Interactivity

TAM – Technology Acceptance Model

PQWL – Perceived Quality Work of Life

PU – Perceived Usefulness 3

TUM – Three-Tier Use Model

PEOU – Perceived Ease of Use

BI – Behavioral Intention

SEM – Structural Equation Modeling

ICE – Internet Connectivity Experience

SMI – Social Media Influence

CHAPTER III RESEARCH METHODOLOGY

In this part the researcher discussed the methods used and the procedure applied to obtain the

data needed in this study.

Research Method

The study used quantitative research design. It followed the same three-stage approach

used by Abbad, Morris, and Nahlik to identify the major factors affecting students’ adoption of
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an e-learning system in a university in Jordan. The first step was to build an initial model based

on the combination of the extended TAM and 3- TUM. The connection of the constructs was

formed based from the literature review presented in the previous section. Secondly, a survey

consisting of seven sections (ICE, PU, SMI, PEOU, SI, PQWL, IMI & BI; see Table 1) was

created to provide measures of the identified factors followed by a confirmatory factor analysis

(CFA) to further develop the said measures. The CFA was used by the researcher as the first step

of the two-step sequence of the identification of the measurement model. Based on the general

guidelines suggested by MacCallum and Anderson and Gerbing, revisions to the model were

made whereas the modifications were done individually to avoid unnecessary effects on the

solution. The CFA was then conducted using AMOS.

It is very important to mention that the baseline used for the survey instrument was based

on various researchers like the e-learning readiness assessment tool specifically created for

Philippine higher education institutions, influence of system characteristics on e-learning use and

other similar papers under the education field from other countries. Lastly, a structural model

was estimated using structural equation modeling (SEM) techniques which have been widely

used in determining user’s technology acceptance.

Sampling and Data Collection

The target population in this research was college students from the Philippines who use

Learning Management System (LMS) as part of their education. The researcher focused on

colleges that are considered as promoters of eLearning integration in the educational sphere in

the Philippines. The questionnaires were administered through the learning management system

used by the schools whereas only registered Filipino college students chosen using non-

probability convenience sampling technique could answer the online questionnaire. With the
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help of teachers in their respective schools, a total of 800 students were invited to the LMS group

where the questionnaire could be answered. The questionnaire was available on the LMS from

November 6 to 10, 2017. The number of answered questionnaires during the time frame given

was 629 indicating 78.6% response rate. Since all of the questions are required to be answered,

there is no incomplete questionnaire, hence, all 629 answers are considered as valid preliminary

data.

Profile of the Schools

There were 10 colleges containing 100 students per each invited to participate in the

survey. These schools are considered as valid adopters of e-learning technology due to the fact

that the use of LMS both inside and outside of the school is part of their curriculum. With the

help of the professors of each college, the information has been disseminated to the students

easily. Data Analysis The statistical tools used in this research are SPSS 22 and AMOS 18. Each

software helps the researcher in their own way to determine the characteristics of the

respondents, information about the goodness-of-fit model and relationship among the hypothesis,

variable reliability, factor analysis, path model creation, etc.

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Data Gathering Instruments

The researchers developed a questionnaire with rating scales to gather the required

information. The questionnaire was the main instrument in gathering data. Aside from the

questionnaire, documentary analysis, and observation were used to gather the information

needed in this study. The researcher adopted the mentioned instrument and techniques which

were most appropriate for gaining insights on the effects of technological devices to the

performance level of Information Technology students. The questionnaire has two parts: the

students’ profile and the questions for them. The first question involves the personal data about

them; second part is effects of technological devices to the students as they perceived.
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Data Gathering Procedure

The needed data for the study was securing a permit in the school administration to

conduct a survey. After securing the said permit, the researchers will administer the

questionnaires to the respondents after giving them some background information of what are

our intentions and what is study all about. The respondents will be given only 15 minutes to

complete their answers and the mean is appropriate for scale option.

Statistical Treatment of Data

Individual responses were put in table for the statistical treatment. Mean was utilized to quantify

the data gathered for subproblems 1 and 2 and Total Mean for sub problem 3. Mean is the

appropriate statistical tool because there is only one descriptive interpretation that describes the

availability of using technological devices of students.

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