The effects of the use of computer technology on students in selected secondary private schools in Metro Manila

• Main Author: Jaramillo, Nila R.
• Format: text
• Language: English
• Published: Animo Repository 2004
• Subjects: Information technology; Educational technology; Education, Higher > Data processing; Computer-assisted instruction.; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/65; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1064/viewcontent/CDTG003831_P.pdf
• Institution: De La Salle University

This study investigated the effects of the use of computer technology in the teaching-learning process. Specifically, it studied the students expectations of the use of computer technology in learning and determined its actual effects on students. This study used the descriptive-evaluation method using Scrivens goal-free evaluation model. Being descriptive in nature, it described the actual intended effects, unintended benefits, and unwanted effects derived from the use of computer technology. It also explained the factors that affect the use of computer technology in the teaching-learning process, namely, school-, student-, and home-related factors. Other factors that were identified in the course of the investigation were also included. Being evaluative, at the same time, it assessed the congruence that exists between the needs and expectations of the students as regards the use of computer technology and the actual outcomes of the program. The existence or non-existence of this congruence was used as basis for the recommendation of the continuation, improvement, or termination of the program. The expectations and actual outcomes gathered from the student participants were categorized as cognitive and affective. The former refers to the development of knowledge and skills while the latter refers to the acquisition of values and personal qualities. These expectations and outcomes of the use of computer technology in the teaching-learning process were also identified as either intended effects, unintended benefits, or unwanted effects. Intended effects are those included in the teachers objectives of the daily lessons. Unintended benefits are the unplanned positive effects iv while unwanted benefits are the negative results of the use of computer technology in instruction. Three hundred three students, 30 teachers, and 4 administrators from the 4 purposively selected schools were the participants of this study. The students were requested to answer the Computer Attitude Questionnaire. It gave data on students perception of computer importance, computer enjoyment, attitude/ motivation towards learning, creative tendencies, anxiety, students preparation, students collaboration with peers, and Email Use. The teachers handling Mathematics, Science, English, Araling Panlipunan, and Computer Technology were requested to respond to the Faculty Attitude Toward Computer Technology questionnaire. This instrument provided data on the teachers enthusiasm/enjoyment, anxiety, avoidance in the use of computer technology in teaching. It also provided data on E-mail Use for Classroom Learning. The return rate of both surveys was 100%. Class observations were conducted on classes making use of computer technology in the learning process. Students, teachers, and administrators were also interviewed. Survey results indicated that students have their own expectations of the things they want to develop and acquire in using computer technology in school. From these expectations, results show that 92.9% are realized with the activities provided by their teachers. Likewise, the results indicated that 61.5% are labeled as intended effects, 25% are unintended benefits, and 3.7% are unwanted effects. Results of the teachers survey revealed that 50% of the learning outcomes are intended effects and 50% are unwanted effects. There was unintended benefit reported by the teachers, i.e. the students became v more adaptable to different and changing situations. The study also showed that there are school-, student-, and home-related factors that influence the outcomes of the use of computer technology in basic education. The school-related factors are the following: provision of hardware and software, Internet access, manner of computer use, and teacher preparation and attitudes toward the use of computer technology. Student-related factors include preparation and attitudes toward using computers in learning. Home-related factors consist of the provision of home computer to the child and the assistance received by the child in working on his/her computer-related assignments. Results of the study show that the use of computer technology in secondary education is not fully maximized, as indicated by the low percentages of outcomes given by the student respondents. However, the presence of intended and unintended positive effects suggests for the continuation of the program.