“INVESTIGATING THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENT

ENGAGEMENT IN TERMS PSYCHOSOCIAL AMONG GRADE 10 EXODUS

STUDENTS AT GINGOOG CHRISTIAN COLLEGE.”

A Research Presented
to Gingoog Christian College,
Gingoog City

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education
Major in Values Education

Varquez, Erika M.
Belarmino, Mary Ann P.
Agbu, Quenzel A.
Salot, Antonette E.
Fabella, Shania May

June 2024
 CHAPTER 1
THE PROBLEM AND ITS SETTING

INTRODUCTION

Technology has served a dual role as an important instructional tool that may

have a significant effect on the global, political, social, economic and especially in

Education. In using technology in Education, it makes the lesson of the teacher easier

and faster to understand, the teacher can make new methods, strategies and

techniques to deliver the lesson clearly. As both a method of instruction and a topic of

instruction, the impact technology on students learning outcomes is immense. The use

of technology in classrooms has shown potential for creating a more engaging and

interactive learning environment. However, there is still a need for comprehensive

studies to understand the full extent of its impact on various aspects of student

engagement. This study aims to fill this gap by examining the psychosocial

development of technology integration. Psychosocial engagement involves the

emotional and social aspects of learning, including motivation, attitudes, and peer

interaction.

Andrew et al., (2018), investigated about the impact of technology integration in

students’ psychosocial engagement found that students who feel that they can integrate

technology in their learning process with less effort, which develop a positive attitude

towards the learner and learning process. On the other hand, less information about the
same advancement makes learners develop a negative attitude. Moreover, Ghavifekr

and Rosdy (2016) found that the technological challenges faced by various schools

make it difficult to exploit unique advances in technology. Consequently, such

advancements become a frustration for students, resulting in a negative attitude

towards it. Nowadays, most of the students have gadgets equipped with the internet,

commonly used devices are iPad, tablets, laptops, and smartphones, to make learning

fun and easy (Zinan, & Sai, 2017). Moreover, Andrew et al. (2018) suggested that

learners should enjoy by using the different forms of technology which helps the learner,

to be more innovative and active and accept the future challenges and set new goals.

In conclusion, this research aims to investigate the impact of technology

integration on student engagement in terms of psychosocial development among Grade

10 students at Gingoog Christian College. By examining the effects of technology

integration on student engagement, this study seeks to contribute to the existing

knowledge and provide valuable insights for educational practices. In the rapidly

evolving digital age, technology has permeated all aspects of our lives, including the

educational sector. The integration of technology in education has been a topic of

interest among educators, researchers, and policymakers worldwide. This research will

provide valuable insights into how technology can be effectively integrated into teaching

strategies to enhance student engagement. It will also contribute to the broader body of

knowledge on the impact of technology on education, informing future policies and

practices in this field.

THEORITICAL FRAMEWORK

This study is anchored on the Psychosocial Theory where technology integration

in students' psychosocial engagement has been a topic of interest and research in the field of

education. This integration holds promise for enhancing students' engagement, a critical factor

in academic success and holistic. Therefore, there are several theories that explore the impact

of technology on students' psychosocial engagement.

One prominent theory is the Social Cognitive Theory, proposed by Albert Bandura,

which suggests that individuals learn by observing others and imitating their behaviors. In the

context of technology integration, students can observe and imitate positive online behaviors,

such as collaboration, communication, and problem-solving, which can enhance their

psychosocial engagement.

Another theory that relates to the impact of technology integration on students'

psychosocial engagement is the self-determination theory, developed by Edward L. Deci and

Richard M. Ryan. This theory emphasizes the importance of autonomy, competence, and

relatedness in motivating individuals. When technology is effectively integrated into the

learning environment, it can provide students with opportunities to make choices, develop

their skills, and connect with others, which can enhance their psychosocial engagement.
 CONCEPTUAL FRAMEWORK

The conceptual paradigm of the study about the Impact of technology integration on

students’ engagement in terms of psychosocial among Grade 10 Exodus students in Gingoog

Christian College.

(TECHNOLOGY
(INTERVENTION)
INTEGRATION) (STUDENT
Group Activities /
Laptop Computer
ENGAGAMENT) Collaboration learning,

Projector Television Techniques,

Strategies Delivered
PowerPoint Presentation PSYCHOSOCIAL
personally or by presenting
Short Video Clips etc. information

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Figure 1. Shows the Dependent and Independent Variables of the study. The Technology

Integration serves as the Independent Variable and the dependent variable are the student

engagement in terms of Psychosocial and followed by its intervention.

STATEMENT OF THE PROBLEM

The primary aim of this study is to investigate the impact of technology integration on

student engagement in terms of psychosocial development in Grade 10 Exodus

students at Gingoog Christian College.

Specifically answers the following questions:

1. What is the impact of technology integration on student engagement in terms of

Psychosocial?

2. Is there any significant impact of technology integration in the academic engagement

of Grade 10 students Exodus in Gingoog Christian College?

3. After the findings, intervention will be proposed.

SIGNIFICANCE OF THE STUDY

This research will be of great significance to the following:

Teachers. This study will show proof that the Impact of technology integration towards

Psychosocial.

Parents. This study will help the parents, on monitoring the Impact of technology

towards Psychosocial.

Students. This study will help students know the Impact of technology integration

towards psychosocial status in relating to other students.

School Administrators. This study can inform and improve about to the Impact of

technology integration on student engagement in terms of Psychosocial.

Future Researchers. This study can provide knowledge to the future researchers on

the Impact of technology integration towards Psychosocial which are not covered on

this study.
SCOPE AND DELIMITATION

The scope and delimitation of the study defines where and when the study is

conducted and who the subjects or respondents are.

This study covered forty-nine (50) students as respondents from Grade 10 level

Section Exodus at Gingoog Christian College. The scope of the investigation focuses on

the impact of technology integration on the student’s psychosocial engagement of

Grade 10 students in Section Exodus at Gingoog Christian College. The investigation

will explore how the integration of technology in the classroom impact students in

psychosocial engagement.

The researcher will use adopted questionnaire as the main instrument to gather

data needed in the study. The question will focus only to determine the impact of

technology integration in students’ engagement in terms of Psychosocial.

This study will be conducted from March to June of the Academic Year 2024.
HYPOTHESIS

In light of the research problem, the researchers formulated the following

hypothesis:

(H1): There is a no impact of technology integration on student engagement in terms of

psychosocial development among Grade 10 students at Gingoog Christian College.

DEFINITION OF TERMS

The following terms were used throughout the research study, these terms were
conceptionally defined:

Student Engagement. It refers to the student’s active involvement and participation in

the learning process. It encompasses behaviors, attitudes, and emotional reactions
related to academic activities.

Psychosocial. It refers to the Involving the emotional and social aspects of learning,
including motivation, attitudes, and peer interaction.

Education. It refers to the process of acquiring knowledge, skills, values, and attitudes
through various formal or informal means. It involves the transmission of culture,
information, and skills from one generation to another.

Impact. It refers to the effect or influence that something has on a person, situation, or
environment.

Investigate. It refers to the investigation that involves conducting a detailed

examination, study, or inquiry to gather evidence, analyze facts, and understand the
nature of a situation, problem, statement, or event.

Student. It refers to the learners who are enrolled in an educational institution and are
actively engaged in learning.

Technology. It refers to the branch of knowledge that deals with the creation and use of
technical means and their interrelation with life, society, and the environment, drawing
upon such subjects as industrial arts, engineering, applied science, and pure science.
 Chapter 2

Review of Related Literature

This literature review includes an extensive analysis and review of published

literature related to the Impact of technology integration on student engagement in

terms of Psychosocial. This chapter presents different studies made by other

researchers including articles and other reading materials. These may be similar or

closely related with this study. Furthermore, the literature contributed additional

information, ideas and data.

In recent years, the integration of technology in education has become

increasingly prevalent, revolutionizing traditional teaching and learning methods (Lai &

Bower, 2019). With the advancement of technology, educators are continuously

exploring innovative ways to engage students and enhance their learning experiences

(Hwang & Wu,2019). In Gingoog Christian College specifically the teachers in Grade 10

Exodus integrate technology as instructional support, information referencing and

communication and collaboration platform. This study aims to fill this gap by examining

the psychosocial development of technology integration. Psychosocial engagement

involves the emotional and social aspects of learning, including motivation, attitudes,

and peer interaction.

 The Integration of technology use different resources such as computers, mobile

devices like smart phones, television, tablets, digital cameras, social media platforms,

soft applications and the internet among others, in daily classroom practice and

activities. The sites of intense psychosocial activity are the schools and classrooms

since it is here that young people learn to express their thoughts and emotions via

interactions with teachers and other students (Archer & Berger, 2020)

Implementing technology into the curriculum provides instructors with an

invaluable opportunity to enhance student engagement and academic success.

Students are able to collaborate with peers using digital platforms, explore creativity

through technological features, engage in higher-order thinking processes, participate in

inquiry-based learning, synthesize information from multiple sources and establish a

sense of online social presence. While implementing technology into the curriculum

shifts the learning environment to being more student-centered, instructors play an

integral role in guiding understanding, offering assistance and taking the necessary

steps to ensure that students are present and reaching their learning goals. Overall,

students and teachers have positive attitudes towards technology integration and feel

that is has positive impacts on learner satisfaction, promotes engagement and facilitates

academic success (C D'Angelo, 2018)

 Social and emotional experiences of students influence their learning processes

and in turn affect learning outcomes (UNESCO MGIEP, 2020). Prioritizing students’

well-being have a higher chance of improving their engagement and academic

achievements (UNESCO Office Bangkok, 2017). By having a positive psychosocial

school environment helps to create a conducive environment for effective teaching and

learning. There are three (3) aspects for nurturing the psychosocial environment first the

“People” friendships and relationships that students create with peers and teachers in

schools. This also links to effective parental involvement, positive teacher attitudes as

well as collaborative practices., second the “Process” a fun and engaging atmosphere

that allows students and teachers to be creative, collaborative, and free to learn without

the fear of making mistakes. This also relates to useful, relevant, and engaging learning

content and reasonable workload. And the last one is the “Place” a warm and friendly

school environment with more open classrooms and colorful as well as meaningful

displays (UNESCO Office Bangkok, 2016).

Andrew et al., (2018), investigated about the impact of technology integration in

students’ psychosocial engagement found that students who feel that they can integrate

technology in their learning process with less effort, which develop a positive attitude

towards the learner and learning process. On the other hand, less information about the

same advancement makes learners develop a negative attitude. Moreover, Ghavifekr

and Rosdy (2016) found that the technological challenges faced by various schools

make it difficult to exploit unique advances in technology. Consequently, such

advancements become a frustration for students, resulting in a negative attitude

towards it.

According to the study of Katyara P et.al, (2022) A quantitative research which

they determine the multiple dimensions of student engagement which can be influenced

by using technology. The study used the four latent variables such as Cognitive

engagement, Behavioral Engagement, Reflective engagement and social engagement

of the learners. It reveals that there is a positive and significant impact of technology on

students’ engagement and learning at undergraduate level. It further shows the positive

influence on students behavioral, social, cognitive and reflective engagement among

the students. The study provides an exclusive perspective about students’ potential use

of technology and its engagement from the different dimensions. This study suggested

that the excessive use of technology has a proper student engagement as result to

effective learning.

The study of Chukwuere and Ejoke (2019) was undertaken to investigate the

psychosocial determinants of IT usage among students. In conceptualizing this concern,

the study employed the Theory of Planned Behavior (TPB), and through a quantitative
research methodology, primary data was collected by means of questionnaires from

purposively selected 216 tertiary students from the North-West University (Mahikeng),

South Africa. The following results were found; firstly, learning environment, benefits,

and perception towards computer significantly impacted the IT usage of students.

Secondly, access to resources, knowledge of the computer, social interaction, personal

attributes (traits), quality of the application, and trends predicted IT usage. Lastly, social

determinants of IT usage are significant to social pressure. Based on the study findings,

it was recommended that IT should be actively infused into school curricula at tertiary

institutions, as this will equip student knowledge on IT usage.

Previous study, sought to determine whether incorporating the use of various

technological tools to aid and assist the teacher in meeting the intended learning goals

or objectives had an impact on levels of student engagement. The results revealed

positive benefits between student engagement and instructional practices that

integrated the use of educational technology. The results have the potential to benefit

and inform the fields of education, instructional technology, educational technology, and

professional growth and development programs for current educators and those

enrolled in training programs (Hamilton-Hankins,2017)

 Similarly, previous study concluded that technology integration is highly important

for student engagement and achievement in schools as well as catered for gender

difference among students as the study examines the Impact of technology Integration

on student engagement and achievements in English and Mathematics in Mubi South

Local Government Area of Adamawa State cited to the study of Anihenya J. and Agah

m. (2021)

Hamilton-Hanskin (2017) argued that student engagement is a wide ranging and

dynamic phenomenon with multidimensions and had been studied in the context of

using technology, psychosocial is one of the dimensions stated on their study. Wallace-

Spurgin (2019) Social engagement with such innovations of technologies, students can

connect with learners from school, states and even with different nations it has a

potential to create a sense of community and built meaning full and social engagement.

The preceding literatures and studies will be review to explain the Impact of

technology to students’ engagement in terms of Psychosocial among Grade 10 Exodus

students in Gingoog Christian College. The information gathered from journals will

strengthened and provide support for the research.

 Chapter 3

METHODOLOGY

This chapter contains research designs, the participants of the study, the

research tool, data gathering procedure, ethical consideration and data analysis.

Research Design

This study will use descriptive research design. Descriptive research design is a

quantitative method used to describe and discuss the result of the study from a sample

or population (Kowalcyzk 2016). Through a descriptive design, the researcher will

collect data using a questionnaire or survey to gather information on student

engagement levels. The design allows for the exploration of the variables of interest and

provides a view of the current state of student engagement in relation to technology

integration. In this study, the objective is to examine the impact of technology integration

on student engagement in terms of cognition, psychomotor, and psychosocial aspects

among Grade 10 students. The participants will answer survey questions comprised the

three categories and will be analyze through statistics.

Participants of the Study

The respondent of the study will compose of Grade 10 Exodus students in

Gingoog Christian College in the school year 2024. One of the vital processes to

keep this study successful. The study will involve a total of 49 participants who will be
selected using enumerated sampling method. This ensures that the sample group

represents the larger population of Grade 10 students at the Junior High School in

Gingoog Christian College within Gingoog City. By examining the impact of technology

integration on student engagement, the study aims to provide valuable insights into the

potential benefits and challenges of incorporating technology in education for this

specific group of students.

The chosen participants are suitable and applicable to the study because Grade

10 students are at a critical developmental stage where psychosocial skills are rapidly

evolving. Therefore, the impact of technology integration might be more pronounced

and observable at this stage. Additionally, by Grade 10, students are likely to have had

substantial exposure to technology in their academic and personal lives. This makes

them a relevant group to study the impact of technology integration.

Research Tool

This study will use a quantitative research tool in the form of an adapted

questionnaire will be utilized to investigate the impact of technology integration on

student engagement in terms of psychosocial development among Grade 10 Exodus

students in Section Exodus at Gingoog Christian College.

The adapted questionnaire will consist of statements related to the terms of

psychosocial engagement. Participants will be asked to rate their level of agreement or

disagreement with each statement using a Likert scale ranging from “Strongly Agree” to

“Strongly Disagree.” This scale will allow students to express their perceptions and
experiences regarding the impact of technology integration on their engagement. The

adopted questionnaire will be administered to a sample of Grade 10 students Section

Exodus and their responses will be collected and analyzed. This research tool aims to

provide valuable insights into the experiences and perceptions of Grade 10 students at

Gingoog Christian College, informing educational practices and strategies to enhance

student engagement.

Data Gathering Procedure

In gathering the data for formality, the researchers will send a letter of approval to

the Principal, Adviser teacher, and to the Research Instructor to ask permission in

conducting the research.

The participants of the study will be gathering together and will be orient for the

objective of the study. Participants are free to ask questions if they have clarification in

English but if they are not comfortable with it, they are permitted in using language that

they are comfortable in order to communicate better. Furthermore, participants are free

to choose their answer to the given options using Likert Scale.

The researchers will give questionnaires to the participants and the data gathered

during that time will be analyzed and interpreted for the purpose of the study only.

Ethical Consideration

The participants of this research are fully voluntarily. This will not force participants

to answer all the survey questionnaire. No pressure will occur. The participants will sign
an informed consent and their responses will be safe and keep confidential by the

researchers.

Data Analysis

This study will use a descriptive statistical analysis. According to Adam Hayes

(2024) Descriptive statistics summarizes or describes the characteristics of a data set.

It measures of central tendency describe the center of the data set mean, median and

mode, measures the variability describe the dispersion of the data set variance and

standard deviation and lastly to measure of frequency distribution describe the

occurrence of data within the data set count.

The researcher will use survey questionnaires which will be a quantitative data.

The answers to the survey questions will be consolidated and analyze by the use of

these following formulas.

1. The researcher will determine the percentage of the respondents who are

affected by the integration of technology on students’ engagement in terms of

Psychosocial. The formula for frequency and percentage is;

P=F/N x 100%

Where:

P is percentage

F is number of respondents falling under a particular category

N is total number of populations

 2. To measure the mean or average, it is the sum of the values divided by the total

number of values. This will determine the differences of the average result of the

data gather from the different respondents in terms of psychosocial. The formula

for mean is;

M= X/N

Where:

M represents the sample mean

X represents the frequency

N represents the total number of respondents

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