THE ADVANTAGES OF TECHNOLOGY IN INTERMEDIATE

GRADE LEVEL

A Thesis
Presented by the Faculty of
College of Education PIMSAT Colleges, Inc.
Mac Arthur Highway, Bolosan District, Dagupan City

In Partial
Fulfillment of the Requirements
For the Degree, Bachelor of Elementary Education

BY:

Alboro, Jamila D.
Nunez, Pinky S.
Odevilas, Marife G.
Tamayo, Danica Y.

MAY 2025

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 CHAPTER 1

THE PROBLEM

BACKGROUND OF STUDY

Technology in this year become one of the most essential

components in our education, with the help of mobile apps such as

facebook, tiktok, youtube, google, and other mobile apps that can

benefit both students and teachers in their lessons.

The advantages of technology in education in the 21 st century

have facilitated various types of teaching and learning. Technology

provides a better interactive experience during the learning and

teaching process with the help of mobile phone, computers, tablets

and laptops, students are now able to do something they should have

been able to do long ago to learn actively and productively, they can

share their talents or interest through dance or singing that they watch

in tiktok, and also this can be performance task, this can be the

opportunity for the teachers to recognize the talents and interest of

their students and maybe who they want to be in the future.

Teaching them digital literacy is also one of the advantages of

technology as we all know, that not all students can acquire the level

of skills demanded by today’s world in computer science, students

allowed to learn and acquire technological or digital skills that are

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highly taught after the 21st century, this is also very helpful for

students who don’t have modern technology because not all students

have access in modern technology some areas in our country don’t

have access in technology, which could be the potentially reduce the

social gap between digitally literate and illiterate people.

The other advantage of technology is that it gives students more

information, allowing teachers to engage and motivate their students

in new ways, like taking their students on a virtual field trip.

The problem of this study is the connection on the internet, as

we all know that the connection of our internet in our country,

especially the data, is weak or it is limited access. This is one of the

most common problems for students during the pandemic era.

The study aims to evaluate the advantages of technology in

student engagement, academic performance, personalized learning,

digital literacy skills, collaboration, teacher professional development,

access to learning resources, critical thinking and problem-solving

skills, parental involvement, and data collection for continuous

improvement. It will focus on enhancing student engagement,

improving academic performance, facilitating personalized learning,

enhancing digital literacy skills, encouraging collaboration and

communication, supporting teacher professional development,

improving access to learning resources, and involving parents and the

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 community in the education process. These objectives aim to harness

the benefits of technology to create a more effective, engaging, and

inclusive learning environment for intermediate grade students in

District 4A public schools in Dagupan City.

STATEMENT OF THE PROBLEM

This study aims to discover the advantages of technology for all

intermediate grade teachers.

The study specifically seeks to answer the following questions:

1. What are the specific advantages of integrating technology in

intermediate grades?

2. In what ways does technology influence student engagement and

motivation in intermediate grade levels?

3. How do technology tools assist teachers in planning, delivering, and

assessing instructional content at the intermediate grade level?

4. How does the integration of technology affect the overall learning

experience of intermediate grade students?

5. What are the barriers to technology access for certain student

populations, and how can these barriers be addressed?

THEORETICAL FRAMEWORK

According to the study of Basilio and Bernacer (2007), the

teacher plays a big role in shaping the students' behavior. But through

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social media, that is a product of modern technology, because of the

chaos of the trend of their thinking in the field of their studies. It's sad

to think that the negative effects of Social Media on students are

dominant and seem to be gradually decreasing, surpassing good

manners and self-discipline. Because of this, teachers, as the second

parents of students, are appropriate to make academic activities

interesting, to use different teaching strategies, and prepare funny

motivations, attention, or interest in their students to encourage them

to listen and participate in the discussion. So, further guidance from

teachers is appropriate. They are more affected by entry on different

Social Networking Sites because they don't have enough knowledge

about the right one, and its use feedback.

The addition of technology into the classroom can help transform

the classroom experience from a classic teacher-centered one into a

student-centered experience with students taking a more active role in

their learning. In a student-centered classroom, the teacher becomes

more of a guide as the students engage with and tackle the day’s

lesson. And there is nothing better than seeing your students fully

engaged! It is important to understand that integrating technology into

the classroom is by no means a replacement for an effective teacher.

To put it simply, the ideal classroom environment would be student-

centered and include a carefully selected blend of instructional

technologies with face-to-face communication.

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 CONCEPTUAL FRAMEWORK

Profile of the

Respondents: THE ADVANTAGES OF

a. Teachers TECHNOLOGY IN

- Age INTERMEDIATE GRADE

- Sex IN DISTRICT 4A

HYPOTHESIS OF THE STUDY

This study assessed the specific advantages of technology for

the students of intermediate grade to enhance their engagement and

improve academic performance in core subjects.

ASSUMPTION OF STUDY

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 This study assumes that the result provides the basis of

knowledge to the question, upon the data gathered by the researchers

is valid and reliable.

SIGNIFICANCE OF STUDY

This study was conducted to benefit the following:

The Students – This study will help students to gain more knowledge

about technology, and it enables new ways of learning in 21st-century

skills.

The Teachers – Provides insights on how to effectively integrate

technology into their classroom to enhance teaching and learning.

Parents and Guardians – This study can help them to encourage and

support their children’s well-being.

The Future Researchers – This study may serve as a reference and

source to gather data for further study.

SCOPE AND DELIMITATIONS OF STUDY

The researchers conducted this study entitled The Advantage of

Technology in Intermediate Grade Level in District IVA Pantal

Elementary School, Juan P. Guadiz Elementary School, Dona Victoria

Elementary School, Dagupan City.

The researchers conducted the data gathering through

questionnaires with the use of Face-to-Face interactions. The

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respondents of this research were the teachers of intermediate

Students, with a total of 30 respondents, including the subject teachers

of each school. It is expected that students in the Intermediate grade

will have more knowledge about the use of technology, and it will help

them in their studies. Children can also learn the importance of

building communities and how to interact with people in social

situations.

DEFINITION OF TERMS

Technology - The application of scientific knowledge for practical

purposes, specially in industry.

Digital Literacy - It refers to the ability to find, evaluate, use and

create information using digital technologies. It includes skills such as

internet searching, critical thinking, online safety, and understanding

digital tools and resources.

Mobile phone - also known as cellphone a wireless handheld device

that allows users to make and receive calls. It allows users to

communicate with their loved ones.

Tablets – A wireless, portable personal computer with a touchscreen it

is a typically smaller than a notebook computer, but larger than a

smart phone.

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Computers- It is an electronic device that operates under the control

of programs stored in its own memory unit.

Facebook - A social networks platforms that allows users to connect

with friends, families, and share updates, photos and videos, join

groups and follow pages of interest.

Tiktok - It is a social media apps for creating and sharing short videos.

It has gained popularity for its user-generated content, viral challenges

and creative editing features.

Google - It is a multinational technology company known for its search

engine, Google Search. Also offers a wide range of products and

services, including email (Gmail), online productivity tools (Google

Docs, Sheets), and cloud storage (Google Drive).

Youtube – A video sharing platforms where users can watch, like,

comment, and upload videos. It features a wide variety of content from

music videos and vlogs to educational tutorials and live streams.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Studies

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 This chapter presents and discusses foreign and local literature

and studies that are closely related to this research study.

"The Impact of Technology on Student Engagement in

Intermediate Grades" (2021) Authors: Johnson et al. Findings: This

study conducted in the United States examined how digital tools like

interactive software and educational apps enhance student

engagement. Results indicated that students in intermediate grades

displayed higher levels of participation in lessons when technology was

integrated. The use of gamified learning platforms was particularly

effective in increasing motivation and participation. Study: "Blended

Learning and Its Effects on Student Achievement" (2022) Authors:

Smith & Lee Findings: This research highlighted the effectiveness of

blended learning environments in intermediate education settings. By

combining traditional teaching methods with online resources, it was

found that students achieved better academic outcomes, particularly

in subjects like mathematics and science. The study emphasized

technology's role in providing diverse learning materials and

personalized learning pathways. Study: "Technology Integration in

Education: Benefits for Intermediate Learners" (2023) Authors: Wang &

Patel Findings: This international study focused on various countries'

use of technology in education. It found that technology facilitates

differentiated instruction, allowing teachers to cater to individual

learning needs. Additionally, the study reported improvements in

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critical thinking skills and collaboration among students when using

digital tools for project-based learning.

According to (Mo, 2011) The numerous studies have supported

the idea that overall student motivation and engagement in learning is

enhanced by the implementation of instructional technology. More

specifically, technology engages students behaviourally (more effort

and time spent participating in learning activities); emotionally

(positively impacting attitudes and interests towards learning); and

cognitively (mental investment to comprehend content). Whether

technology is integrated during class time or after school hours,

students are given more opportunities to interact with instructors,

collaborate with peers and engage themselves in the learning process.

Specific technology examples that have been shown to enhance

student engagement include web-conferencing software, blogs, wikis,

social networking sites and digital games (Schindler et al., 2017).

Incorporating the use of several technological applications allows

for students to participate in higher-order thinking, enhance

communication, engage in collaborative problem-solving activities and

discussions, critically reflect on content and expand digital

competencies (Schindler et al., 2017). Studies have compared

differences in academic achievement between students who have

been taught with technological enhancement (i.e. lecture recordings

and podcasts) and those who been taught without it. The results

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demonstrated that students who learned academic content in the

technology enhanced classroom outperformed those who learned the

content without technology (Carle, Jaffee & Miller, 2009 ). Performance

was greater in the intervention group in all objectively graded

assessments which include papers, midterm/final exam scores and

individual assignments. Other research has demonstrated that

implementing technology into the classroom enhances student

motivation to understand and complete tasks (Mistler-Jackson &

Songer, 2000).

Technology can be widely integrated into several aspects of the

curriculum. As discussed, numerous studies have emphasized that

students and instructors hold positive views towards a technology

infused curriculum. Students are able to benefit from the use of

technology in most subject areas within the curriculum to enhance

overall engagement and understanding of content. Instructors can

integrate technology into class lessons, after-school activities,

assignments and assessment methods. With the dozens of educational

technology resources and applications offered, instructors can

customize lesson plans that will not only facilitate higher academic

achievement for students, but also prepare them for a technology-

based workforce. One specific technological application that can be

used in the classroom to enhance student engagement and success is

Edmodo (Edmodo, 2008).

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Local Studies

Students today live in a very technological world. Most students

use some form of technology on a daily basis including; texting, social

networking, and web surfing. In intermediate grade they see these

types of technologies as useful and extremely enjoyable. These very

same students that are accustomed to these types of technologies will

relate to using technology at school. learning environment mirrors the

ways in which they engage with the world, they will excel in their

education (Christen, 2009). Technology can transform the classroom

into an interactive learning environment. Another study was conducted

to examine the experiences of pre-service teachers implementing

technology in math lessons. The study shows a positive effect on

student learning in every subject. The internet provided enjoyable

activities at different levels, which gave students an opportunity to

choose the level they are comfortable working. Findings showed that

students were engaged during the lessons using technology and

students were able to discuss what they learned the following day. The

teachers were surprised by the students’ recall of the lesson. Some

students who participated in the lessons believed that the computer

helped them understand what the teacher was saying about the

lesson. Technology can be used as a way to create a hands-on and

meaningful math lesson (Herron, 2010). Another study found that

integrating technology and peer-led discussions of literature can

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produce increased student engagement and motivation. Technology

used in these small group discussions of literature includes wikis,

online literature circles, and online book clubs. With these

technologies, students were able to connect with readers from other

schools, states, and even other countries. This type of technology is an

assessable and motivational way to expose students to other ideas and

cultures. These online literature discussions have the ability to create a

sense of community and foster positive social interaction (Coffey,

2012).

This study conducted in the Philippines explored the integration

of technology in local intermediate schools. It found that the use of

digital resources, such as e-books and online learning platforms,

significantly improved students’ comprehension and retention of

material. Teachers reported that technology made it easier to present

complex concepts and engage students more actively. Study: "The Role

of Mobile Learning in Intermediate Education in Rural Areas" (2024)

Authors: Garcia & Mendoza Findings: Focusing on rural schools in the

Philippines, this research highlighted how mobile learning applications

helped bridge educational gaps. The study showed that students had

greater access to learning materials and resources, leading to

improved academic performance. Additionally, it noted that mobile

technology facilitated communication between teachers and students

outside the classroom. Study: "Impact of Technology on Collaborative

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Learning in Intermediate Classes" (2025) Authors: Santos & Lim

Findings: This study investigated the effect of collaborative technology

tools (e.g., Google Classroom, Microsoft Teams) on group projects in

intermediate grades. The research concluded that these tools

enhanced teamwork, problem-solving skills, and peer interaction

among students. It also highlighted the importance of technology in

fostering a sense of community within the classroom.

These studies underscore the advantages of technology in

intermediate grade levels, including increased student engagement,

improved academic performance, personalized learning experiences,

and enhanced collaboration. This body of research suggests that

integrating technology into education can provide significant benefits

for both students and teachers. These findings reflect a growing

consensus on the importance of embracing digital tools to enhance

learning outcomes.

CHAPTER 3

RESEARCH METHODOLOGY

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 This chapter presents the research methodology. These are the

research design, description of respondents, research instrument, data

gathering procedure, and statistical treatment of data.

Research Design

In order to determine the impact of the advantages of

technology on the intermediate grade level. The researchers used sets

of questions to qualify the results. Conducted an interview with

teachers, and their responses provided an understanding of the

advantages of technology for students. This study research to explore

the effect of variables using statistical analysis.

Respondents of the study

The respondents of this study are the teachers in intermediate

grades in the public school district IV A, like Pantal Elementary School,

Juan P. Guadiz Elementary School, Dona Victoria Elementary School,

Dagupan City. In every school we have 10 respondents

Instrumentation

The main instrument used in this study is a structured

questionnaire. These questionnaires were specifically designed to

gather detailed feedback. A questionnaire was used as the main data-

gathering instrument. It aims to engage the students’ engagement,

perceived benefits of using technology in their learning.

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Data Gathering Procedure

Before the conduct of the study, the researchers formulated the

title with the help of their research adviser.

For the researchers to gather important data needed for the

completion of the study, they used survey questionnaires/Likert-scale

techniques.

The survey-questionnaires/Likert-scale was formulated, and a letter

was addressed to the respondents to ask permission for the

distribution of the survey-questionnaire, as noted by the research

adviser. Upon permission, the researchers distributed the

questionnaires and retrieved them at once for analysis.

Statistical Treatment

The researcher will gather the answers through a survey questionnaire,

to analyze, compute using the following formulas:

f
Percentage: P ¿ x 100
n

Where: f = frequency of the data

n = number of respondents

___

Σfx
Weighted Mean: (x) =
n
___
X = weighted mean formula

17
F = frequency

X = the value

n = number of respondents

Likert Scale

The table show below is the basis of the interpretation of data will be:

Description Scale Remarks

5 4.20 - 5.00 Strongly agree

4 3.40 - 4.19 Agree

3 2.60 – 3.39 Moderately agree

2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly disagree

CHAPTER IV

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 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The researchers conducted a survey on the advantages of

technology in the intermediate grade level using structured survey

questionnaires. This study aimed to identify and analyze the benefits of

technology for students in intermediate grades, specifically focusing on

aspects such as enhanced learning experiences, improved access to

information, and increased student engagement.

Table 1.A
Age of the respondents
Age Frequency Percentage

39-42 8 26.7%

36-38 7 23.3%

35-33 10 33.3%

30-28 5 16.7%

TOTAL 30 100%

The table presents demographic data regarding the age

distribution of respondents. The age group 35-33 has the highest

representation, accounting for 33.3% of respondents, while the age

group 39-42 is also significant, with 26.7%. The age group 30-28 has

the lowest frequency at 16.7%. This data provides insight into the age

demographics of those surveyed, which may correlate with their

perspectives on the advantages of technology in education.

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 Responses generally lean towards agreement that technology aids in

educational settings.

Table 2

Perception of Teachers in Technology Integration in Education

KPI

(Key Performance Weighte Descript

Indicator) 5 4 3 2 1 d mean ive

Weig Desc value

hted ripti

mea ve

n valu

1. Technology helps 8/40 15/6 5/15 1/2 1/1 3.93 Agree

students better 3.93 0Agr
understand complex ee
concepts.
2. Managing screen 12/6 9/36 5/15 4/8 0/0 3.96 Agree
time for students 03.96 Agre
presents an e
opportunity to
develop effective
strategies in the
classroom.
3. Educational apps 6/30 6/24 18/5 0/0 0/0 3.6 Moderate
and tools enhance 3.6 Mode 4 ly Agree
student ratel
engagement during y
lessons. Agre
e
4. Thoughtful 6/30 12/4 8/24 3/6 1/1 3.63 Agree
technology use can 3.63 8Agr
enhance students' ee

20
attention spans
when integrated
appropriately.
5. Technology 9/45 3/12 15/4 3/6 0/0 3.6
makes learning 3.6 Mode 5 Moderate
more interactive ratel ly Agree
and enjoyable for y
students. Agre Agree
e
6. Technology can 2/10 3/12 4/12 14/2 7/7 2.3 Disagree
serve as a valuable 2.3 Disag 8
tool in the ree
classroom when
implemented with
clear objectives.
7. Using technology 5/25 3/12 16/4 4/8 2/2 3.16 Moderate
in lessons helps 3.16 Mode 8 ly Agree
students develop ratel
better problem- y
solving skills. Agre
e
8. Technology 13/6 9/36 8/24 0/0 0/0 4.16 Agree
reduces the amount 54.16 Agre
of face-to-face e
interaction between
teachers and
students.
9. The use of 5/25 4/16 19/5 1/2 1/1 3.36 Moderate
technology allows 3.36 Mode 7 ly Agree
students to access ratel
more learning y
resources beyond Agre
textbooks. e
10. Staying current 5/25 7/28 15/4 2/4 1/1 3.43 Agree
with changes in 3.43 Agre 5
educational e
technology allows
educators to
enhance their
teaching practices
and student
engagement.
11. Technology 13/6 8/32 6/18 1/2 2/2 3.96 Agree
supports 53.96 Agre
personalized e

21
learning, catering to
the needs of
individual students.
12. Technology 11/5 8/32 4/12 5/10 2/2 3.7 Moderate
often creates 53.7 Mode ly Agree
additional workload ratel
for teachers. y
Agre
e
13. Using digital 19/9 5/20 3/9 3/6 0/0 4.33 Strongly
tools helps students 54.33 Stron Agree
to stay more gly
organized with their Agre
assignments. e
14. Technology 16/8 7/28 5/15 2/4 0/0 4.23 Strongly
provides many 04.23 Stron Agree
engagement gly
opportunities that Agre
can captivate e
students during
lessons.
15. Technology 18/9 7/28 5/15 0/0 0/0 4.43 Strongly
allows students to 04.43 Stron Agree
learn at their own gly
pace and revisit Agre
lessons as needed. e
16. Technology 3/15 2/8Di 4/12 13/2 8/8 2.3 Disagree
promotes 2.3 sagre 6
collaboration and e
teamwork among
students.
17. The integration 5/25 7/28 11/3 4/8 3/3 3.23 Moderate
of technology 3.23 Mode 3 ly Agree
fosters collaboration ratel
among students in y
group activities. Agre
e
18. Students are 8/40 12/4 3/9 5/10 2/2 3.63 Agree
more engaged when 3.63 8Agr
technology is ee
integrated into
lessons.
19. Technology 4/20 6/24 12/3 7/14 1/1 3.17 Moderate
makes it easier to 3.17 Mode 6 ly Agree
differentiate ratel

22
instruction based on y
student needs. Agre
e
20. Technology 8/40 6/24 13/3 3/6 0/0 3.63 Agree
helps create a more 3.63 Agre 9
dynamic and varied e
learning
environment.
21. Digital tools 4/20 6/24 10/3 7/14 3/3 3.03 Moderate
improve 3.03 Mode 0 ly Agree
communication ratel
between teachers y
and students. Agre
e
22. Leveraging 0/02. 6/24 8/24 13/2 3/3 2.57 Disagree
technology 57 Disag 6
efficiently can ree
streamline teachers'
workload while
enriching the
educational
experience.
23. Technology 15/7 8/32 5/15 2/4 0/0 4.2 Agree
enhances students’ 54.2 Agre
ability to research e
and gather
information for
assignments.
24. Technology 4/20 7/28 9/27 2/4 8/8 2.9 Disagree
enables students to 2.9 Disag
practice and ree
reinforce learning
outside of
classroom time.
25. Technology 4/20 13/5 4/12 6/12 3/3 2.83 Moderate
provides an efficient 2.83 2Mod ly Agree
way to track and erate
assess students' ly
progress. Agre
e
26. Implementing 5/25 7/28 13/3 3/6 2/2 3.33 Moderate
technology in the 3.33 Mode 9 ly Agree
classroom can lead ratel
to innovative y
teaching methods Agre

23
and increased e
student
collaboration.
27. Using 3/15 8/32 12/3 5/10 2/2 3.17 Moderate
technology in the 3.17 Mode 6 ly Agree
classroom prepares ratel
students for future y
careers and skills. Agre
e
28. Integrating 11/5 5/20 8/24 5/10 1/1 3.67 Agree
technology lessons 53.67 Agre
boosts your e
teaching
confidence.
29. Students can 15/7 9/36 6/18 0/0 0/0 4.3 Agree
access learning 54.3 Agre
materials outside of e
school hours with
the help of
technology
30. Students are 19/9 5/20 6/18 0/0 0/0 4.43 Strongly
more motivated to 54.43 Stron Agree
participate in gly
activities with the Agre
use of technology e

The table presents a survey on the use of technology in

education, focusing on Key Performance Indicators (KPIs). The KPIs are

rated on a scale from 5 to 1, with a weighted mean representing the

average score. The content of the KPIs varies, with some expressing

positive views and others showing skepticism. The mixed responses

across different KPIs indicate that while some educators see

technology as beneficial, others have reservations about its impact.

Statements evaluated include the role of technology in helping

teachers understand complex concepts, improving screen time, and

24
developing opportunities. A weighted average approach was used to

score responses, with a descriptive value assigned as Strongly

Disagree, Disagree, Moderately Agree, Agree, Strongly Agree.

Items 15 and 30 ranked the highest average weighted mean of

4.43, meaning that the respondents strongly agree that students are

more motivated to participate in activities with the use of technology,

and technology allows students to learn at their own pace and revisit

lessons as needed. Followed by item 13 with an average weighted

mean of 4.33, meaning that the respondents also strongly agree, and

suggesting that using digital tools helps students to stay more

organized with their assignments. Lastly, item 14 with an average

weighted mean of 4.23, meaning that the respondents again strongly

agree that technology provides many engagement opportunities that

can captivate students during lessons.

The table above also poses an intriguing result. Items 6, 16, 22,

and 24 with an average weighted mean of 2.3, 2.3, 2.57, and 2.9,

respectively. The result shows that the respondents disagreed on the

following statements about technology: technology can serve as a

valuable tool in the classroom when implemented with clear objectives,

technology promotes collaboration and teamwork among students,

leveraging technology efficiently can streamline teachers' workload

while enriching the educational experience, and technology enables

students to practice and reinforce learning outside of classroom time.

25
 The results still generally indicate favorable perceptions with

overall agreement on the positive impact and reflect a generally

positive viewpoint on the integration of technology in teaching within

intermediate education settings.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

26
 This chapter presents the summary, conclusions, and

recommendations.

Summary

The main purpose of this study was to identify the advantages of

technology in the intermediate level. This study was conducted in

grades in the public school district IV A, like Pantal Elementary School,

Juan P. Guadiz Elementary School, Dona Victoria Elementary School,

Dagupan City.

The major instrument used in this study was a survey

questionnaire in which frequencies and percentages, rankings and

weighted mean were determined using statistical treatment. The

respondents of this research were the teachers of intermediate

students, with a total of 30 respondents, including the subject teachers

of each school. Based on the study, the age group 35-33 has the

highest representation, accounting for 33.3% of respondents, while the

age group 39-42 is also significant, with 26.7%. The age group 30-28

has the lowest frequency at 16.7%. This data provides insight into the

age demographics of those surveyed, which may correlate with their

perspectives on the advantages of technology in education. The results

indicate favorable perceptions with overall agreement on the positive

impact and reflect a generally positive viewpoint on the integration of

technology in teaching within intermediate education settings.

27
Conclusions

From the result of the study, the researchers found out that most

respondents are between 33-35 years old, while the fewest of the

respondents are between 28-30 years old. The study also found that

there are favorable perceptions with overall agreement on the positive

impact, and reflects a generally positive viewpoint on the integration of

technology in teaching within intermediate education settings.

Recommendations

Based on the foregoing summary and conclusions, the

researchers recommend the following:

1. Teachers must integrate technology into their teaching of students

for the following reasons:

a. Students are more motivated to participate in activities with the

use of technology;

b. Technology allows students to learn at their own pace and

revisit lessons as needed;

c. Using digital tools helps students to stay more organized with

their assignments; and

d. Technology provides many engagement opportunities that can

captivate students during lessons.

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