PANGASINAN STATE UNIVERSITY

Binmaley Campus

GENERAL PERCEPTION OF BSE STUDENTS AT PANGASINAN STATE

UNIVERSITY BINMALEY CAMPUS TOWARDS TECHNOLOGY AND THE

LEARNING EXPERIENCES

A Research

Presented to the

Faculty of the College of General and Teacher Education

Pangasinan State University

Binmaley, Pangasinan

In Partial Fulfillment

of the Subject Science 131 – Research 2

under the degree of Bachelor of Secondary Education major in science

CRISTY P. CALDONA

CLARISSA J. ARENAS

KITZ CERWIN S. RAMIREZ

June 2023

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APPROVAL SHEET

In partial fulfillment of the requirements for the subject, Science 131 – Research 2, this

research entitled, “GENERAL PERCEPTION OF BSE STUDENTS AT PANGASINAN

STATE UNIVERSITY BINMALEY CAMPUS TOWARDS TECHNOLOGY AND THE

LEARNING EXPERIENCES”, which has been prepared and submitted by Cristy P.

Caldona, Clarissa J. Arenas, and Kitz Cerwin S. Ramirez, is hereby recommended for

acceptance and approval.

JEROME V. MAMARADLO, LPT. SYRENZO R. SICUAN, MED.

Critic Reader Adviser

Approved by the Committee in Oral Examination

SYRENZO R. SICUAN, MED

Chairman

ALVIN P. CENDANA, LPT. MARY JANE C. ABARABAR, LPT.

Member Member

JEAN CAMILE C. ERMINO, MAED. RICHELLE A. JUNIO, MAED.

Member Member

Accepted and approved in fulfillment for the subject Science 131 – Research 2.

MARIE CLAIRE B. BRIONES, Ed.D.

Campus Executive Director

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ACKNOWLEDGEMENT

The researcher would like to express her deepest gratitude to the following individuals

who have contributed to the completion of this dissertation:

To Dr. Marie Claire B. Briones, Ed.D., Campus Executive Director, Pangasinan State

University Binmaley Campus, Provided consideration and approval for the conduct of the

study.

To Mr. Syrenzo R. Sicuan, MED., offered unending assistance, encouragement,

guidance, and provided key points that enabled the researcher to accomplish the study.

To Mr. Jerome C. Mamaradlo, LPT., served as a research Adviser, contributing

expertise and guidance that shaped the quality and credibility of the research.

To Mr. Sotero M. Aban, Ph.D., served as a research validator, contributing expertise

and guidance that shaped the quality and credibility of the research.

To Mr. Leemark M. Bautista, Ph.D., served as a research validator, contributing

expertise and guidance that shaped the quality and credibility of the research.

To Mr. Jameson N. Estrada, MBA, served as a research validator, contributing

expertise and guidance that shaped the quality and credibility of the research.

To BSE STUDENTS (Respondents), Provided valuable data and insights by

participating in the study, which contributed to the research findings. Their responses and

feedback were crucial for the analysis and conclusions drawn in the research, adding depth and

real-world relevance to the study’s outcomes.

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To our Family, and relatives, directly and indirectly contributed to the attainment of our

goal with their never-ending love, financial support, guidance, effort, and encouragement to

achieve and finish the study.

Above all, sincerest thanks to our Almighty God for the guidance, strength, and wisdom

that have sustained her in this endeavor.

RESEARCHERS

Cristy P. Caldona

Clarissa J. Arenas

Kitz Cerwin S. Ramirez

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DEDICATION

This research is dedicated to all those who have supported and inspired us throughout

this journey.

To our parents, whose unwavering love, encouragement, and belief in us have been our

greatest motivation. Your constant support has been the foundation of our academic and

personal growth.

To our mentors and teachers, especially Dr. Marie Claire B. Briones, Mr. Syrenzo R. Sicuan,

Mr. Jerome C. Mamaradlo, Ma’am Richelle A. Junio, Ma’am Jean Camile Ermino, Mr. Alvin

P. Cendana and Ma’am Mary Jane C. Abarabar whose guidance, expertise, and

encouragement have been instrumental in the completion of this research. Your dedication to

our success has inspired us to strive for excellence.

To our respondents and fellow students, for your participation and invaluable contributions,

which have enriched our study and made this research possible.

Lastly, to God, the ultimate source of wisdom and enlightenment, for bestowing upon us the

strength, resilience, and clarity needed to overcome challenges and achieve our goals.

With heartfelt gratitude and respect, we dedicate this work to you all.

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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION v

TABLE OF CONTENTS vi

ABSTRACT ix

Chapter

1 PROBLEM RATIONALE

Background of the Study 1

Statement of the Problem 4

Significance of the Study 4

Scope and Delimitation 6

Definition of Terms 6

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 8

Theoretical Framework 12

Conceptual Framework 14

Research Paradigm 14

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3 RESEARCH METHODOLOGY

Research Design 15

Locale of the Study 16

Population of the Study 17

Data Collection Instruments 17

Data Gathering Procedure 18

Methods of Data Collection 19

Methods of Data Analysis and Presentation 19

Ethical Considerations 20

4 PRESENTATION, ANALYSIS OF DATA

AND INTERPRETATION OF FINDINGS

Presentation of Data 22

Demographic Profile of the Respondents 22

Age Distribution 22

Sex Distribution 24

Year Level Distribution 26

Effects of Technology 27

Learning Experiences towards Technology 30

Overall Discussion 32

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5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 34

Conclusions 38

Recommendations 39

BIBLIOGRAPHY 42

APPENDICES

Appendix A – Survey Questionnaire 45

Appendix B – Letter of Request for the Conduct of Dissertation 49

Appendix C – Letter of Request to the Respondents 51

Appendix D – Letter of Request to the Validators 52

Appendix E – Content Validity of the Questionnaire 53

Appendix F – Curriculum Vitae 56

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ABSTRACT

Researcher : CALDONA, CRISTY P.

: ARENAS, CLARISSA J.

: RAMIREZ, KITZ CERWIN S.

Degree : Bachelor of Secondary

Education

Specialization : Science

Institution : Pangasinan State University

Binmaley Campus

Address of Institution : Lingayen, Pangasinan

Adviser : SYRENZO R. SICUAN, MED.

Research Title : GENERAL PERCEPTION OF

BSE STUDENTS AT PANGASINAN

STATE UNIVERSITY BINMALEY

CAMPUS TOWARDS

TECHNOLOGY AND THE

LEARNING EXPERIENCES

Keywords : perception, technology, learning

experience

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This research study explores the general perceptions of Bachelor of Secondary

Education (BSE) students at Pangasinan State University, Binmaley Campus, regarding the

integration of technology in their learning experiences. The study aims to understand how

technology influences their educational journey, engagement, and overall academic

performance. Our findings indicate that students generally view technology as a beneficial tool

that enhances their learning process by providing easy access to information, facilitating

interactive learning, and improving communication with peers and instructors. The study also

highlights challenges such as technical issues, the digital divide, and the need for improved

digital literacy skills. These insights are crucial for educators and administrators to develop

strategies that optimize technology use in education, ensuring it supports and enriches the

learning experiences of BSE students.

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CHAPTER I

PROBLEM RATIONALE

This chapter presents the introduction of the research study and its problems. It includes

the significance, limitations, and terms.

Background of the Study

Technology today plays a very important role in our life. It is seen as a basis of growth

of an economy. An economy which is poor in technology can never grow in today’s scenario.

This is because technology makes our work much easier and less time-consuming. The impact

of technology can be felt in every possible field one such field is Education. Technology is an

artifact produced through a systematic application of knowledge and used to achieve practical

Goals. “They are widely used in medicine, science, industry, communication, transportation,

and daily life.” (Tech) Technologies include physical objects such as equipment or machines,

as well as intangible tools such as software. Technology helps us accomplish complex tasks

quickly and efficiently. Recent studies highlight a general positive perception of technology

among students, who recognize its potential to enhance learning outcomes through interactive

and flexible learning environments (Adedoyin & Soykan, 2020). The challenges such as digital

divide, technical issues, and lack of digital literacy persist, impacting the overall effectiveness

of technology in education (Dhawan, 2020).

Technology is a valuable tool in every student’s life. The youth in this technology so

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much that they need it like the need for oxygen to live. The growing world of social media

applications and online sites spikes interest in children. Rather than buying books they just

needed a phone or a computer to search for what they want to know, which proves that

technology is very convenient for students’ academic needs. However, student importance of

technology depends on how educators use it to meet the needs of the students.

Technology has an impact on student learning. The advantage of technology in learning

is that it enables boundless access to information and knowledge. There is a positive impact

and a negative impact of technology on students learning that this study will present. This

research enables us to know the impacts of technology on students’ learning based on the

respondent’s feedback. Despite these advantages, there is also a call for improved infrastructure

and continuous professional development for educators to fully leverage technological tools

(Dziuban et al., 2020). Thus, while the perception towards technology in education is largely

positive, addressing the infrastructural and skill-based challenges remains crucial for

optimizing learning experiences (Balaji & Chakrabarti, 2021).

The students of today are surrounded by technology, where access to a vast collection

of information is only a fingertip away (Egbert, 2019). Many in the field of pedagogy state that

technology integration is helpful, meaningful, and necessary for a school to function

successfully. However, many teachers are reluctant to make the change, and many students are

not motivated to try. In 2021, a survey was given to the Chicago Public Schools by Ehrlich,

Sporte, Sebring, & the Consortium on Chicago Schools (2019). It was found that 92% of

students had some form of technology and internet access in their home, but fewer than half of

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the students used that technology for work related to school. In the modern information era, the

wealth of the world’s information can be accessed through a variety of devices. Technology

that was once expensive and limited to only the privileged few has now advanced and become

far cheaper (Edwards, 2020). Students have grown up with technology all around them, and

teachers must adapt to this new lifestyle. Teachers adapting to this new lifestyle must find a

need to keep in mind how to utilize technology in such a way that it can be helpful to their

studies. The methods of incorporating and utilizing these new forms of technology in class, not

only on a motivational level, but also on an instructional level too. This can be done in many

ways, from a ground up pedagogical method to the use of accommodations on an Individual

Education Plan (IEP) or a 504 plan.

Students who find themselves supported and taught in a method that they are used to

will be more motivated to learn and feel included. In today’s emerging technological society, it

stands to reason that the modern-day classroom should reflect what is seen in society. By

showing real-world technological 2 applications, intrinsic value can be brought to the learning

process, increasing interest and Motivation (Usher & Center on Education, 2019). It is also

important for these classrooms to address the need of all students. Technology supports the

need for divergent learning approaches, helping to create a sense of community as well as a

meaningful experience (Futurelab, 2021). Appropriate use of technology can serve the regular

education classroom by motivating students in all disciplines, such as math, social studies, and

literacy (Heafner, 2004; Liu, 2016; Housand & Housand, 2019).

Students who have identified learning disabilities can be served by the appropriate

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integration of technology through assistive technology devices, allowing students to access the

information and maintain pace with a regular education classroom (Floyd and Judge, 2021).

Statement of the Problem

This study will focus on the General Perception of BSE students in Pangasinan State

University Binmaley Campus towards technology and learning experiences.

Specific Problem:

Specifically, it aims to answer the following sub-problems:

1. What are the profiles of the respondents?

1.1 Age

1.2 Sex

1.3 Year level

2. General perception of the BSE students on the effects of Technology?

3. What is the perception of the BSE students about their learning experience towards

technology?

Significance of the Study

The significance of the study was explained why our research is needed by many. For a

list of individuals and/or groups of people who benefit from this research study, below is the

list of possible and targeted beneficiaries.

This study aims to determine the General perception of BSE students at Pangasinan

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State University Binmaley Campus towards technology and the learning experiences.

This study is significant for the following reason:

Researchers of this Study. The researchers can benefit from gaining a better

understanding of the factors that influence the general perception towards the technology and

learning experiences, which can help to inform future research and improve their own teaching

practices.

Students/Respondents. This study can help the BSE students, who were also the

respondents or part of this study. This research could enable students to fully understand the

effects of technology and integrate technology into their learning experiences effectively.

Teachers. This study can help the teachers better understand the effect of technology

on their students’ learning experiences, which can help them develop more effective teaching

strategies that incorporate technology.

Guardians. This study can also benefit the parents and guardians of students to

understand the role of technology in their children’s learning experiences, which can help them

better support their educational goals and help their children make more informed decisions

about their use of technology.

Future Researchers. From this study, future researchers can benefit from gaining a

better understanding of the factors that influence the general perception towards technology

and learning experiences, which can help to inform future research and improve their teaching

practices.

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Scope and Limitation of the Study

This part of the study is for the identification of the study’s main objective, the target

population, and for stating the study’s most essential factors and geographic locale. In addition,

the depth at which the study will be investigated, as well as the circumstances in which the

Research was conducted. This section points out the research study’s boundaries, as well as the

aspects and variables that can be excluded from the investigation. The Researchers were

limiting their study to the BSE students at Pangasinan State University Binmaley Campus and

can also focus on analyzing each student who was also a respondent of this study who take part

in the process. The researchers were focused on general perception of BSE students at

Pangasinan State University Binmaley Campus towards technology and the learning

experiences.

Definition of Terms

This section provided additional insights to figure out what the researchers intend to

convey by the words that they used. The following is a selection of relevant terminologies

which are defined in the scope of this research. We utilized a detailed explanation of technical

vocabularies to define the following, the operational way they are employed in this study.

Learning – is what the students are doing to get high scores for their assessment or test at the

end of each lesson that their teachers gave them. If their learning gets interrupted, it can result

in low scores and failing grades.

Technology – is an artifact produced through a systematic application of knowledge and used

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to achieve practical goals. Refers to the tools, devices and equipment that are designed to

facilitate communication, information, processing and learning.

BSE Students – BSE (Bachelor of Secondary Education) students are individuals enrolled in

a degree program designed to prepare them for a career in teaching at the secondary education

level. These students typically study a combination of subject-specific courses and education-

related courses to gain the knowledge and skills necessary to become effective educators.

PSU Binmaley Campus – The PSU Binmaley Campus refers to one of the campuses of

Pangasinan State University, located in Binmaley, Pangasinan, Philippines. This campus is part

of the larger university system, which offers various academic programs and serves as an

institution for higher learning and research.

Learning experiences – in this research study, the different activities and situations that student

encounters in the process of learning, which can include classroom instruction, group

discussion, projects, and practical applications.

Perception – according to this research study. The way in which BSE students interpret and

understand the use of technology in their academic environment. It involves their thoughts,

feelings, and attitude towards technology.

Knowledge – in this research study, Knowledge is the power of knowing necessary

information. Knowing the impact of technology in science education students’ learning is a

necessary knowledge.

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CHAPTER II

THE RESEARCH QUESTIONS

This chapter consists of the presents and facts about Related Literature which sought

information and related studies which are also find data to find answers and to understand the

background of the study. The information gathered from various sources which they believe a

deeper insight into their study can be achieved.

Review of Related Literature

“Technology in education refers only to the use of devices that may be used in the

classroom; while educational technology is a discipline, it has a theoretical foundation and

guiding principles, not necessarily devices but a process.”-Dr. Marshall G. Jones.

Local studies

According to James Francis, (2017) Technology has seen a recent widespread

integration into daily life, where access to vast amounts of information is now available with

ease. Today’s generation of students has grown up with technology all around them in an ever-

increasing manner. To create an effective 21st century classroom that meets the needs of the

students, a modern teacher must factor a student’s motivation to learn, and the effects

technology has on inclusionary education. A technology implementation was devised to address

this rising need. The research was completed at an urban charter school on a population of 348

at the time of technology intervention through data analysis. Student surveys were administered

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to gauge student perception and motivation, student individualized education plans were

reviewed, and classroom observations were made. The results showed that students feel

motivated through the specific use of technology in the classroom, whether it be for pedagogical

purposes or for accommodations as required by an Individual Education Plan (IEP)or 504 plan.

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

as well as enhance student motivation.

According to Sean M. Corcoran, Ed. D, (2020) Technology does everything from

allowing us to explore the vast expanse of our solar system to help us kill a few minutes while

we wait for our bus. So, it is no surprise that technology has a major impact on education.

Although many schools across the world are taking advantage of technology in the classroom,

others are not so lucky. A technology gap currently exists in schools of the Philippines that is

preventing its students from enjoying the advantages provided by technology in the classroom.

Countless studies have established that technology is a beneficial supplement to the education

system. The students using tablet apps performed better than the ones without these apps. Thus,

Corcoran’s research concludes that “the use of tablet apps during reading instruction had a

statistically significant impact on student achievement.” Technology has a positive impact on

education, and the people of the Philippines have taken notice.

National studies

According to Salajan & Mount, (2012) There are many types of applications used in

technology learning. These applications may include, for example, video-based programs,

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Wiki, and Google forms internet which are types of the Web 2.0 technology. These applications

allow learners to interact with each other within a virtual learning environment rather than

passively listen to an instructor. In addition, collaborate in groups of Web pages accessed via

the internet, offering a space for users to add text, pictures, videos, online communications, and

links to other Web pages. Technology triggers the learners to work for an unlimited time, peer

assistance, teacher guidance, and teamwork students trigger student learning and assessment as

a learning outcome. These data tell the faculty and administrators what their students learn and

achieve. This virtual connection improves student confidence and develops their knowledge

skill and technology experience in a way to increase collaboration and results.TEL has

increased the speed of transferring knowledge, also the method of transferring from faculty to

students. The method is about learning and teaching thinking and methodologies within the

context of outcome-based education in the learning environment. The influence of technology

on student learning can be viewed from clarifying how students learn, inquire, and reflect upon

past experiences to build, refine and develop new knowledge of teaching and learning practices.

In the early systems, students used traditional textbooks and normal exams to submit their

performance and knowledge.

McNicholl, Casey, Desmond & Gallagher (2019) provided their systematic review of

their study on the impact of assistive technology use for students with disabilities in higher

education with objectives to examine the impact of helpful technology (AT) on academic and

to examines the psychosocial outcomes for college kids with disabilities (SWDs) in pedagogy

and by applying Mixed Method Appraisal Tool (MMAT). He states that assist technology (AT)

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will promote academic, psychological, and social advantages for SWD.However, AT users and

AT officers should bear in mind of bound factors like inadequate AT coaching, inadequacies

of devices, handiness of external support and therefore the challenge of negotiating multiple

data sources, which will hinder effective AT use and therefore limit engagement in the higher

education atmosphere. Future AT practices ought to concentrate on harnessing the potential of

thought devices as AT for all students, therefore facilitating inclusion and reducing stigma.

According to Julie Myers, (2020). Technology has opened a whole new world that a

couple of decades ago simply did not exist. Foreign lands and cultures are no longer hidden

inside a picture book or only seen by those with a plane ticket. Rather, the internet has created

an avenue in which anyone can learn about other cultures through a virtual experience.

Technology plays the role of facilitator in educating a student. It enriches the educational

experience providing options that can accommodate students in their quest to learn.

International studies

According to Aldiab, Chowdhury & Kootsookos, (2017). The new technology learning

is needed for providing training courses to academic staff members at the universities in order

to utilize E-Learning in their courses, especially how to deal with security and different learning

material. The use of TEL helps to be better in research way for faculty and in self-assessment

used to evaluate FE, students’ performance level, and course material evaluation by using these

technological tools. These requirements need to be well observed and respected within

academic regulations.

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According to Watt, (2010). Posts that there is a need for professionals working with

young people to have a fully informed evidence-base as to the possible benefits and drawbacks

of modern technology. A growing concern for parents, educators, and others involved with the

welfare of adolescents is related to young people’s ability to use these tools safely and

effectively.

According to Sülzenbrück, et Al. (2011). The benefits of modern technologies such as

personal computers, in-vehicle navigation systems, and electronic organizers are evident in

everyday life. However, only recently has it been proposed that the increasing use of personal

computers in producing written texts may significantly contribute to the loss of handwriting

skills. Such a fundamental change of human habits is likely to have generalized consequences

for other basic fine motor skills as well. In this article, the authors provide evidence that the

skill to produce precisely controlled arm-hand movements is related to the usage of computer

keyboards in producing written text in everyday life. This result supports the notion that specific

cultural skills such as handwriting and typing shape more general perceptual and motor skills.

More generally, changing technologies are associated with generalized changes of the profile

of basic human skills.

Theoretical Framework

Theoretical framework of a research study should include all the significant knowledge

variables. The students of the recent era are not only utilizing tablets, computers, smartphones,

laptops, but they are also using different handy tools like pdf converters, electronic dictionary,

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GPA calculator, etc. They also cannot imagine their academic life without helpful paper writing

services they use to deal with assignments involving essays, written reviews, research papers,

etc. Even students studying medicine have nursing essay-writing platforms at their disposal.

And all this is possible thanks to technology and the internet. Modern technology has changed

everyone’s life.

Technology has made everyone’s life easier, more fun, and functional. With the Internet

today, you can communicate with loved ones at great distances, to find large amounts of

information in a few seconds, make purchases and pay bills. The Internet gives the ability to

find business ideas, browse the news. But in education such information technology has not

very good effect. (Bill Gates 2019)

Rather than having every student sit in a classroom and listen to a teacher explain the

same material at the same pace in the same way, research shows students will perform better if

they can learn at their own pace, based on their own interests, and in a style that fits them. (Mark

Zuckerberg, 2017)

People frequently ask different questions regarding the impact of technology on student

learning. Like other sectors, technology also has both positive and negative impacts on

education (Paul Balo, 2020). Therefore, this study is to understand the importance of the

relationship between technology and the learning experience of BSE students.

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Conceptual Framework/ Research Paradigm

Input, Process, Output is a tool to help facilitate the understanding of the relationship

among concepts or variables in relation to the real world. A conceptual framework helps the

researcher in organizing and clarifying ideas and will give the study a direction and parameters.

INPUT PROCESS OUTPUT

1. Personal profile of 1. Construction of To determine the
CHAPTER 3
the respondents in Research General Perception
terms of age, sex Questionnaires
CHAPTER III of BSE students in
and year level. Pangasinan State
2. Floating of
University Binmaley
2. General perception Research
Campus towards to
of the BSE students Questionnaires
technology and the
on the effects of learning
Technology? 3. Data Collection
experiences

3. What is the 4. Analysis and

perception of the Interpretation of
BSE students Data
regarding their
learning experiences
towards technology?

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CHAPTER III

METHODOLOGY

This chapter highlights the research methodology, which is generally a discussion of

the standard approaches that were adapted and implemented in a research study. It outlines how

the researchers plan their strategies for completing this research. It comprises data from

respondents, such as the study’s eligibility or qualifications. The researchers will discuss why

the research design was employed for this study. The data collection method is also mentioned.

This section will include aspects such as the methods and techniques used, population, research

instrument, data gathering methods/ procedure, methods of data collection, methods of data

analysis and presentation and Ethical considerations.

Research Design

The researchers in this study, entitled “General Perception of BSE students at

Pangasinan State University Binmaley Campus towards Technology and the learning

experiences” utilized quantitative research design. The study was employing a survey

questionnaire to gather data from a sample of BSE students in Pangasinan State University

Binmaley Campus. The survey was consisting of closed-ended questions that were scored using

a Likert scale, which will be used to collect data on the frequency and extent of technology use

in the BSE students’ learning experiences, as well as their perceptions of the impact of

technology on their learning outcomes.

The subject of the study is the BSE students of Pangasinan State University Binmaley

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Campus school year 2022-2023. They are all from BSE SCIENCE course consisting of 188

students. The researchers used slovin's formula so that they include 128 total respondents in the

study.

Locale of the Study

The study was conducted at Pangasinan State University Binmaley Campus, located in

San Isidro Norte Binmaley Pangasinan. This was chosen to determine the general perception

towards technology and the learning experiences of BSE students at Pangasinan State

University Binmaley Campus.

Figure 1. This is our beloved Pangasinan State University-Binmaley Campus

Figure 2. Here is the map to the Pangasinan State University-Binmaley Campus, providing

guidance on navigating the campus effectively.

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Population of the Study

There will be one hundred eighty-eight (188) BSE students, to determine the number of

respondents, we used slovin's formula. Hence there are 128 students as the sample size covered

in the study. The participants of this study will the students in BSE from Pangasinan State

University Binmaley Campus. This definition is related to the purpose of the study. This study

will focus on the BSE students who determine the general perception towards technology and

the learning experiences of BSE students at Pangasinan State University Binmaley Campus.

Data Collection Instruments

This part of the research methodology will present the research instruments used, which

primarily talks about how the researchers will acquire pertinent information about a study

problem to evaluate their desired outcomes. The instruments we used are the survey

questionnaires that are suited to our study.

The instrument utilized for this study is a printed questionnaire prepared by the

researchers. The statements included in the survey were generated to gathered information from

the respondents to know if the technology has been determining the general perception of BSE

students at Pangasinan State University Binmaley Campus towards technology and the learning

experiences.

There are three (3) parts on the questionnaire:

The first part is the respondents’ demographic profile which comprises their age, sex

and grade level.

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The second part is to determine the general perception of the BSE students on the effects

of Technology.

The third part is to determine the perception of the BSE students toward their learning

experiences with Technology.

Data Gathering Procedure

Knowing the respondent’s background. The researchers’ first step is to know the

background of the students to know if they are qualified as respondents.

Preparing the instruments. The researchers prepared a question that will be used for

the survey in gathering data.

Proving survey consent. The researcher asked the respondents to answer relevant

questions about the study by giving prior consent. This consent will give the necessary

information respondents need to know.

Maintaining confidentiality. As one of the research ethics, researcher assure that any

information about their respondents will not leak/share with the public.

Start giving survey questionnaires. The researchers will start to give survey

questionnaires to their respondents to gather the needed information or data.

Validating the gathered data. After giving survey questionnaires, the researchers will

check the given answer by their respondents.

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Methods of Data Collection

A result of comprehending the study’s goals and objectives and investigating previous

research on the subject. The researchers will determine that the Quantitative Method of data

collection would be the most appropriate. The process of collecting and analyzing numerical

data is known as quantitative research. It will use to discover patterns and averages, to make

predictions, test causal relationships, and to generalize results to larger populations. It will focus

on the population’s limited resources. Based on this information, this data collection method

would be appropriate for this study, which aims to explore the General Perception of BSE

students at Pangasinan State University Binmaley Campus towards technology and learning

experiences.

Methods of Data Analysis and Presentation

The following statistical tests were used to analyze the collected data:

The frequency and percent distribution will be used to answer the problem no. 1 statement,

which determines the profile of the respondents when grouped in terms of age, sex, and year

level of students. The frequency and percent distribution were used to answer problem no. 2

statements, which determine the effects of technology to the BSE students. Problem no. 3,

which determines the learning experiences of BSE students towards the technology.

Frequency, according to Pagono and Montana (2018), is a tool that facilitates the

tallying and counting of frequencies falling under each category. In this study, frequency was

used to measure the respondents’ answers to a specific set of questions.

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Percentage, stated by Triola (2019), it is the ratio of the responses to the total, to find

the trending opinion. This was used to determine the challenges of the study’s profile as well

as the significant difference on the respondents’ assessment.

Specifically, this is used to compare the frequency of responses according to the number

of sections.

Where:

% = F/N x 100

F – number of respondents

N – total number of respondents

% – percentage

The Likert scale was used to interpret the BSE students’ age, sex, year level, and the

relationship between technology and learning experiences. It is considered a unidimensional

scaling method. It is divided into five (5) categories: the strongly agree, agree, neutral, disagree,

and strongly disagree. (William, 2018)

Ethical Considerations

For this study, the researcher ensured they interacted with the participants in a personal

way, that they did not invade their privacy without consent acknowledged that the research did

not hurt their feelings, and that all information received from them was acknowledge and

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accurate.

Do no harm. Harm can be both physical and/or psychological and therefore can be in the form

of stress, pain, anxiety, diminishing self-esteem or an invasion of privacy. It is imperative that

the evaluation process does not in any way harm (unintended or otherwise) participants.

Confidentiality. This means that any identifying information is not made available to or

accessed by anyone but the program coordinator. Confidentiality also ensures such identifying

information is excluded from any reports or published documents. Given that there are often

small numbers in peer-based programs, it is very important to consider how reports are worded

to ensure that there is no opportunity for people to be identified even though names are not

used.

Anonymity. This is a stricter form of privacy than confidentiality, as the identity of the

participant remains unknown to the research team. This is more difficult to achieve than

confidentiality as participants in the context of social research are usually known to the program

coordinator.

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CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the results and discussion of the study, focusing on the General

perception of BSE students towards technology and learning experiences. The survey

questionnaires are fundamental tools in gathering data to show the answer of the respondents

to the level of their skills in determining the general perception of BSE students at Pangasinan

State University Binmaley Campus towards technology and the learning experiences.

Presentation, Analysis, and Interpretation of Data

TABLE 1: Profile of the Respondents

Table 1.1: Show the frequency distribution of the respondents in terms of Age.

Distribution of Respondents in terms of Age

AGE FREQUENCY PERCENTAGE

16-18 6 4.7%

19-21 87 68%

22-24 30 23.4%

25-27 3 2.3%

28 years old and above 2 1.6%

TOTAL 128 100%

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As shown in table 1.1, 6 or 4.7% of the respondents belongs to ages of 16-18, 87 or 68%

of the respondents belongs to the ages of 19-21, 30 or 23.4% of the respondents belong to the

ages of 22-24, 3 or 2.3% of the respondents belong to ages of 25-27, and 2 or 1.6% of the

respondents belong to ages of 28 years old and above.

The table 1.1, implies that most of the respondents are 19-21 years old, they consist of

68% of the total population. The young adults can be significant in analyzing the study results

because it provides insights into the demographic profile, the age range of the respondents, and

their potential influence on the interaction between technology and learning experiences in the

BSE students.

The Lévy flight model, a new evidence accumulation model that extends the diffusion

model, was recently developed to account for differences in response times for correct and error

responses. It is currently unknown whether young and adults differ with respect to the

jumpiness of evidence accumulation. In the current study, young and adults (N = 40 per age

group) completed a letter-number-discrimination task. Results indicate that adults show a more

gradual (less "jumpy") pattern of evidence accumulation compared to young adults.

Implications for research on cognitive aging are discussed (Makani, 2023). The study by

Makani proves that the emerging adult ages 19-21 years old, is faster to respond than adult.

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Table 1.2: Show the frequency distribution of the respondents in terms of Sex.

Distribution of Respondents in terms of Sex

SEX FREQUENCY PERCENTAGE

Male 44 34.4%

Female 84 65.6%

TOTAL 128 100%

As shown in table 1.2, among the respondents, the male students accounted for 44

respondents, representing 34.4% of the total sample. On the other hand, female students

comprised a larger portion with 84 respondents constituting 65.6% of the total sample.

The table 1.2, implies that a significant majority of the respondents in the study were

female students within the BSE students. They comprise a larger percentage (65.6%) compared

to the male percentage of (34.4%). This gender distribution within the BSE students shows a

stronger representation of females in the study. This may imply that technology played a

significant role in enhancing the educational experiences of female BSE students at the

Pangasinan State University Binmaley Campus.

According to Master, A. H., & Meltzoff, A. N. (2020), The study likely delves into the

influence of cultural stereotypes, societal expectations, and biases on individuals' perceptions

of STEM fields based on gender. These ingrained stereotypes have the potential to shape

attitudes towards science, impacting both men and women, with a potentially more pronounced

effect on women's interest and confidence in pursuing STEM careers. Additionally, the concept

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of a sense of belonging within STEM environments emerges as a critical factor for retention

and success, especially for underrepresented groups such as women. The study may explore

how the lack of representation, support, and inclusivity in STEM disciplines can impact

women's sense of belonging, potentially influencing men and women differently in their pursuit

of STEM education and careers.

According to Paula Chatterjee, MD, MPH, & Rachel M. Werner, MD, PhD (2021),

women in high-impact medical journals had fewer citations, particularly when women wrote

together as primary and senior authors. This research sheds important and new light on the

problem of gender equity in academic medicine. These findings suggest that some of the

observed gender disparities in academic medicine will not be solved by additional training and

hiring of women. Rather, we must also focus on ensuring that women in academic medicine

have a level playing field that equally values and promotes their successes. Women are less

likely to be promoted and hold leadership positions in academic medicine. The academic

articles are cited is a key measure of scholarly impact and frequently assessed for professional

advancement by women.

The studies highlight the importance of addressing cultural and institutional biases that

affect women's participation and success in STEM fields and academic medicine. Creating an

inclusive environment that supports and values women's contributions is essential for achieving

gender equity in these areas.

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Table 1.3: Show the frequency distribution of the respondents in terms of Year level.

Distribution of Respondents in Terms of Year Level

YEAR LEVEL FREQUENCY PERCENTAGE

1st year 38 29.7%

2nd year 29 22.7%

3rd year 47 36.7%

4th year 14 10.9%

TOTAL 128 100%

As shown in table 1.3, among the population of 128 BSE Science students of Pangasinan

State University Binmaley Campus, 38 or 29.7% of the total population are from the 1st year

level; 29 or 22.7% of the total population are from the 2nd year level; 47 or 36.7% of the total

population are from the 3rd year level; and 14 or 10.9% of the total population are from the 4th

year level.

Table 1.3 implies that a significant majority of the respondents in the study were 3rd

year-level BSE students. They comprise a larger percentage (36.7%) of all respondents. This

indicates that the 3rd year Students were the most well-represented category in the study. They

have more exposure and expertise with technology than students in previous year levels.

According to De Sisto, M., Huq, A., & Dickinson, G. (2022), Targeted Support for third-

Year Students: The study underscores the need for targeted support programs specifically

designed for third-year students, who often face unique challenges as they transition from their

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first year. Institutions could develop initiatives that connect third-year students with

extracurricular activities aligned with their interests and academic goals, facilitating a deeper

sense of belonging and community.

TABLE 2: Likert Scale

VALUES MEAN SCALE VALUES DESCRIPTIVE INTERPRETATION

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree

3 2.61-3.40 Neutral

2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

TABLE 2.1: Effects of Technology

(5) (1)
(4) (3) (2)
Effects of Technology Strongly Strongly
Agree Neutral Disagree Mean Description
Agree Disagree

1. Technology has

increased my overall

quality of life as a student Strongly

45 69 13 1 0 4.23
in Pangasinan State Agree

University Binmaley

Campus.

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2. Technology since it has

improved my efficiency 42 68 18 0 0 4.19 Agree

in accomplishing jobs.

3. Technology has made

students more engaging 46 58 21 2 1 4.14 Agree

and interactive.

4. Technology has had an

Strongly
impact on students’ 51 61 13 2 1 4.24
Agree
critical thinking skills.

5. Technology has the

potential to solve many of 36 66 24 2 0 4.06 Agree

society’ problems.

6. Technology has the

Strongly
potential to solve many of 48 66 13 1 0 4.26
Agree
society’ problems.

7. Technology made has

people more isolated and

34 64 24 3 3 3.96 Agree
disconnected from each

other.

8. Technology is an Strongly
53 58 17 0 0 4.28
essential part of modern Agree

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life.

9. Technology should be

regulated to prevent
39 65 17 4 3 4.04 Agree
negative impacts on

society.

10. Effects of technology

on society are mostly 38 48 35 5 2 3.90 Agree

positive.

Overall weighted mean 4.13 Agree

Table 2.1 shows that the survey questionnaire includes the effects of technology. A

significant number of respondents expressed their strong agreement and agreement with the

effects of technology. It appears that question number (8) has received the highest weighted

mean score of 4.28. This indicates that most of the respondents strongly agree with the notion

that technology plays a crucial role in their lives as students. Similarly, the number (4) questions

also received a high weighted mean score of 4.24, it implies that the technology has positively

influenced various aspects of student life, potentially enhancing their educational experiences.

An overall average weighted mean of 4.13 is determined which can be construed that

most respondents agree that the value of incorporating technology into educational practices

and suggest the importance of further exploring how effects technology can continue to benefit

BSE students in their learning experiences.

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TABLE 3.1: Learning Experiences towards Technology

(5) (1)
Learning Experiences (4) (3) (2)
Strongly Strongly
towards Technology Agree Neutral Disagree Mean Description
Agree Disagree

1. Technology helps me at Strongly

44 68 15 0 1 4.21
my own pace. Agree

2. Technology makes it
Strongly
easier to understand the 43 74 10 0 0 4.23
Agree
complex concepts.

3. Technology helps me
37 74 16 0 0 4.13 Agree
retain information better.

4. Technology allows me
Strongly
to collaborate more 44 61 24 1 0 4.21
Agree
effectively with my peers.

5. Technology-based

learning can help me stay

38 62 24 0 0 4.11 Agree
motivated and interested

in my studies.

6. I have positive learning

experiences when using 36 64 27 0 0 4.04 Agree

technology.

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7. Technology has made

Strongly
learning more accessible 44 70 14 0 0 4.24
Agree
to me.

8. Technology has helped

34 68 23 1 0 4.01 Agree
me to be more productive.

9. Technology enables

students to participate

more actively in their 36 63 22 4 0 3.95 Agree

studies and academic

activities.

10. The availability of

technology resources and

infrastructure at university 38 71 15 1 2 4.09 Agree

meets my learning needs

adequately.

Overall weighted mean 4.12 Agree

Table 3.1 shows that the survey questionnaire includes the learning experiences towards

technology. A significant number of respondents expressed their strong agreement and

agreement with the learning experiences towards technology, it appears that question number

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(7) received the highest weighted mean score of 4.24. This indicates that most of the

respondents strongly agreed that technology has made learning more accessible, it implies the

positive impact is observed in various aspects, such as personalized learning, information

retention, collaboration, motivation, accessibility, productivity and active participation. An

overall average weighted mean of 4.12 is determined which can be construed that most

respondents agree that these findings emphasize the importance of integrating technology

effectively into educational learning to support students’ learning processes and outcomes.

Overall Discussion

The results in the recently conducted survey provided the researchers an insight about

the General Perception of BSE Students at Pangasinan State University Binmaley Campus

towards technology and the learning experiences.

In the data gathered that was analyzed and interpreted by the researchers, the research

study demonstrates a positive general perception towards technology and learning experiences

of BSE students at Pangasinan State University Binmaley Campus.

The findings emphasize the significant impact of technology on various aspects of

student life and highlight its potential to enhance educational practices. The data indicates that

technology has significantly improved the overall quality of life for students, enhanced their

efficiency in tasks, and made them more engaged and interactive learners. By effectively

integrating technology into teaching and learning, educators can create a dynamic and engaging

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learning environment that caters to the needs and preferences of BSE students. It is essential to

continue exploring the possibilities and implications of technology in education to further

enhance learning experiences and prepare students for a rapidly evolving digital world.

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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

In this chapter, the researchers present the summary of major findings of the study and

conclusions providing generalized statements directly associated with the research problems,

and exclusively deduced from the major findings. The study also includes recommendations

that enable further development as well as the improvement of the current study purposively

intended for interested future researchers.

Summary of Findings

The research study aims to determine the general perception of BSE students at

Pangasinan State University Binmaley Campus towards technology and learning experiences.

In the conduct of the study, BSE students of Pangasinan State University Binmaley Campus

were the respondents of the study selected using a survey questionnaire and Slovin’s formula

in determining the sample.

The study seeks to understand how technology is being used in the classroom, how it

affects students’ engagement, and motivation and how it can be leveraged to enhance the quality

of teaching and learning.

The significant findings of the study are hereby provided as follows:

The profile of the respondents in terms of age, sex, and year level:

The research study shows that most of the respondents, comprising 68%, fall within the

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age range of 19-21. This age group represents young adults and is expected to provide valuable

insights into the interaction between technology and learning experiences among BSE students.

While the female students comprised a larger portion with 84 respondents constituting 65.6%

of the total sample. On the other hand, most 3rd year students comprise the largest percentage,

(36.7%). This indicates that 3rd year students are the most well- represented category in the

study among other year levels.

General Perception of BSE students at Pangasinan State University Binmaley Campus towards

technology and learning experiences in terms of:

Effects of Technology

During the study, the findings revealed that most BSE students strongly agreed and

agreed with the positive effects of technology on their overall quality of life as students.

Specifically, 45 participants strongly agreed, and 69 agreed that technology has increased their

overall quality of life. The weighted mean score for this statement was (4.23), indicating a high

level of agreement. Furthermore, technology was perceived to enhance efficiency in job

accomplishment, as indicated by 42 participants strongly agreed and 68 agreed. The weighted

mean score of (4.19) suggests a consensus among the students. The students also acknowledged

technology’s role in making learning more engaging and interactive. A significant number of

participants (46 strongly agree, 58 agree) supported this notion, resulting in a weighted mean

score of (4.14). Technology was seen to have a positive impact on critical thinking skills, with

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51 respondents strongly agreeing and 61 agreeing. The weighted mean score of (4.24)

highlights the students’ recognition of technology’s contribution to this aspect of their learning

experience. Regarding technology’s potential to solve societal problems, the students agreed.

For instance, 36 respondents strongly agreed and 66 agreed that technology has the potential to

address such issues, receiving a weighted mean score of (4.06). Technology was not perceived

as isolating or disconnecting people. Although agreement was expressed by 34 respondents,

and 64 agreed that technology could lead to isolation, the weighted mean score of (3.96) still

suggests a moderate level of agreement. The study also found that the students considered

technology an essential part of modern life, with 53 strongly agreed and 58 agreed. This

statement received a weighted mean score of (4.28), indicating a highest level of agreement. In

terms of regulation, most respondents agreed that technology should be regulated to prevent

negative impacts on society. Specifically, 39 strongly agreed and 65 agreed, resulting in a

weighted mean score of (4.04). Finally, the effects of technology on society were perceived as

mostly positive, as indicated by 38 respondents agreeing and 48 strongly agreeing. However, a

significant number of respondents, 35, expressed neutrality. The weighted mean score of (3.90)

suggests a slightly positive perception overall. The findings of this study indicate that BSE

students at Pangasinan State University Binmaley Campus have generally positive perceptions

of technology’s effects on their learning experiences and society.

Learning Experiences towards Technology

The study surveyed a total of 128 respondents to gather their opinions and perceptions

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regarding technology in their learning experiences. The results indicated that most of the

respondents had positive attitudes towards the use of technology in their learning experiences.

The weighted mean scores for all items ranged from 3.95 to 4.24, suggesting a generally high

level of agreement with the question statements. The highest weighted mean score was obtained

for the statement “Technology makes it easier to understand complex concepts” with a weighted

mean score of (4.24). This indicates that the students strongly agreed that technology facilitated

their comprehension of difficult concepts. Similarly, the statements “Technology helps me at

my own pace,” “Technology allows me to collaborate more effectively with my peers,” and

“Technology has made learning more accessible to me” also received high mean scores of 4.21,

4.21, and 4.23, respectively.

These findings suggest that the students strongly agreed that technology positively

impacted their learning experiences in terms of personalized learning, collaboration, and

accessibility. The remaining statements, such as “Technology helps me retain information

better,” “Technology-based learning can help me stay motivated and interested in my studies,”

“I have positive learning experiences when using technology,” “Technology has helped me to

be more productive,” “Technology enables students to participate more actively in their studies

and academic activities,” and “The availability of technology resources and infrastructure at the

University meets my learning needs adequately,” received mean scores ranging from 4.04 to

4.13, indicating agreement with these statements. Overall, the findings suggest that BSE

students at Pangasinan State University Binmaley Campus have positive learning experiences

with technology. The use of technology in their learning processes is perceived as beneficial,

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supporting their understanding of complex concepts, motivation, collaboration, productivity,

and active participation in their studies.

Conclusion

The aim of the study is to determine the general perception of BSE students at

Pangasinan State University Binmaley Campus towards technology and learning experiences.

Firstly, in terms of the respondents’ profile, most participants were young adults aged 19-21,

and female students constituted a larger portion of the sample. Additionally, 3rd year students

were the most well-represented category among the different year levels.

Regarding the effects of technology on learning experiences, the study found that BSE

students strongly agreed and agreed that technology has a positive impact on their overall

quality of life as students. It was perceived to enhance efficiency in job accomplishment, make

learning more engaging and interactive, and contribute to critical thinking skills. Students also

recognized technology’s potential to solve societal problems and considered it an essential part

of modern life. However, there was a moderate level of agreement regarding technology’s

potential for isolation. The study revealed that BSE students had positive attitudes towards the

use of technology in their learning experiences. Technology was perceived as making it easier

to understand complex concepts, helping students learn at their own pace, facilitating effective

collaboration with peers, and increasing accessibility to learning resources.

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Recommendations

This research study is entitled, General Perception of BSE students at Pangasinan State

University Binmaley Campus towards technology and the learning experiences. The study was

formulated by use of currently available resources that have been used in the analysis in the

conduct of this research. It is conveyed to BSE students on technology enables new ways of

learning, communicating and working collaboratively become establish companionship

towards its use. The research does not intend to delimit the information used in constructing the

study but enables it to come up with useful information for future research studies for

development purposes.

The following recommendations are hereby offered based on the conclusions drawn above:

1. Promote equitable access to technology:

It is recommended that technology be made accessible to all students and teachers,

regardless of their socioeconomic background or geographical location. This includes ensuring

that schools and educational institutions have the necessary infrastructure and support to

provide equitable access to technology.

2. Provide appropriate technologies for learning:

It is crucial to ensure that students have access to technologies that are suitable for their

learning needs. This includes providing a range of devices, software applications, and online

resources that can support diverse learning styles and preferences.

3. Enhance access to technology for learning experiences:

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Provide all students with access to suitable technologies that can support and enhance

their learning experiences. This can include digital tools, interactive software, online resources

and other technology-based platforms.

Directions for Future Research

There are directions provided that can be used for future research by other researchers

that could help them improve and understand more of the research study. The following are

some anticipated research areas.

1. Investigate the current utilization of technology in the learning process:

Begin by conducting a comprehensive review of the existing technology infrastructure

and resources available in the Pangasinan State University Binmaley Campus. Identify the

extent to which technology is integrated into the learning experiences of BSE students. This

may involve assessing the availability and usage of computers, internet connectivity, learning

management systems, educational software, and other digital tools.

2. Examine the perception of BSE students towards technology integration:

Conduct surveys or interviews to gauge the attitudes, beliefs, and opinions of BSE

students regarding the use of technology in their learning experiences. Explore their comfort

levels, perceived benefits, challenges, and preferences concerning the integration of

technology. This step can provide insights into the factors that influence the adoption and

acceptance of technology by BSE students.

3. Assess the impact of technology on learning outcomes:

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Analyze the correlation between technology usage and academic performance of BSE

students. Compare the performance of students who regularly use technology in their learning

experiences with those who have limited exposure. Consider factors such as grades, test scores,

and class participation to evaluate the potential impact of technology on learning outcomes.

4. Explore effective pedagogical strategies for technology integration:

Investigate various teaching approaches and methodologies that effectively incorporate

technology into the classroom. Analyze the experiences of educators who have successfully

integrated technology to enhance the learning experiences of BSE students.

5. Explore innovative technology-based learning interventions:

Investigate emerging technologies such as virtual reality, augmented reality, artificial

intelligence, and educational apps that have the potential to enhance the learning experiences

of BSE students. Assess their feasibility, effectiveness, and impact on student engagement,

motivation, and knowledge acquisition.

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_futu.com

Sara M. Flanagan, E. Bouck, Jennifer C. Richardson (2013) Middle School Special

Education Teachers’ Perceptions and Use of Assistive Technology in Literacy Instruction”

From: https://pubmed.ncbi.nlm.nih.gov/23527428/

Sülzenbrück, S., Schober, B., Finsterwald, M., & Reinmann, G. (2011). Web 2. education: a

survey of faculty's perceptions, implementations, and ideas for potential usage. Journal of

Educational Technology From:https://scholarworks.montana.edu/xmlui/handle/1/2661

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APPENDICES

APPENDIX A

SURVEY QUESTIONNAIRE

GENERAL PERCEPTION OF BSE STUDENTS AT PANGASINAN STATE

UNIVERSITY BINMALEY CAMPUS TOWARDS TECHNOLOGY AND THE

LEARNING EXPERIENCES

Part I. Profile of the Respondents

Direction: Answer the following questions to the space provided by the survey questionnaire.

Give your truthful answer.

Age: ________

Sex: Male Female

Year Level: ______________

PART II. Effects of Technology

Direction: Answer the following questions by putting check (✓) to the space provided by the

questionnaire.

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LIKERT SCALE SURVEY RESPONSE DESCRIPTION

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

Strongly Neutral Disagree Strongly

Questions Agree (4)
Agree (5) (3) (2) Agree (1)

Technology has increased my overall

quality of life as a student in

Pangasinan State University

Binmaley Campus.

Technology since it has improved my

efficiency in accomplishing jobs.

Technology has made students more

engaging and interactive.

Technology has had an impact on

students critical thinking skills.

Technology has the potential to solve

many of society problems.

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Technological advancements have

made it easier to obtain knowledge.

Technology made has people more

isolated and disconnected from each

other.

Technology is an essential part of

modern life.

Technology should be regulated to

prevent negative impacts on society.

Effects of technology on society are

mostly positive.

PART III. Learning Experiences towards Technology

Directions: Answer the following questions by putting check (✓) to the space provided by the

questionnaire.

Strongly Neutral Disagree Strongly

Questions Agree (4)
Agree (5) (3) (2) Agree (1)

Technology helps me at my own

pace.

Technology makes it easier to

understand the complex concepts.

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Technology helps me retain

information better.

Technology allows me to collaborate

more effectively with my peers.

Technology-based learning can help

me stay motivated and interested in

my studies.

I have positive learning experiences

when using technology.

Technology has made learning more

accessible to me.

Technology has helped me to be more

productive.

Technology enables students to

participate more actively in their

studies and academic activities.

The availability of technology

resources and infrastructure at

university meets my learning needs

adequately.

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APPENDICES

APPENDIX B

LETTER OF REQUEST FOR THE CONDUCT OF DISSERTATION

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APPENDICES

APPENDIX B

LETTER OF REQUEST FOR THE CONDUCT OF DISSERTATION

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APPENDICES

APPENDIX C

LETTER OF REQUEST TO THE RESPONDENTS

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APPENDICES

APPENDIX D

LETTER OF REQUEST TO THE VALIDATORS

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APPENDICES

APPENDIX E

CONTENT VALIDITY OF THE QUESTIONNAIRE

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APPENDICES

APPENDIX E

CONTENT VALIDITY OF THE QUESTIONNAIRE

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Binmaley Campus

APPENDICES

APPENDIX E

CONTENT VALIDITY OF THE QUESTIONNAIRE

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APPENDICES
APPENDIX F
CURRICULUM VITAE

Personal Information

Name: Cristy Panuncio Caldona

Email: [email protected]

Address: #435 San Jose RD. Gayaman Binmaley, Pangasinan

Date of Birth: September 12, 2000

Citizenship: Filipino

Civil Status: Single

Educational Background:

Primary Education: Gayaman Elementary School

S.Y. 2007-2013 (With Honor)

Secondary Education:

Junior Highschool: Dagupan City National High School

S.Y. 2013-2016 (With Honor)

Senior Highschool: Humanities and Social Sciences -HUMSS

S.Y. 2016-2018 (With High Honor)

Tertiary Education: Pangasinan State University-Binmaley Campus

Bachelor of Secondary Education Major in Science

S.Y. 2020-2024 (With Academic Distinction)

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APPENDICES
APPENDIX F
CURRICULUM VITAE

Personal Information

Name: Clarissa Juntilla Arenas

Email: [email protected]

Address: #235 Purok Bukig, San Isidro Norte Binmaley, Pangasinan

Date of Birth: September 26, 2001

Citizenship: Filipino

Civil Status: Single

Educational Background:

Primary Education: F. Mendoza Memorial Elementary School

S.Y. 2008-2014

Secondary Education:

Junior Highschool: Binmaley School of Fisheries

S.Y. 2014-2017

Senior Highschool: Technical Vocational Livelihood – Home Economics

S.Y. 2017-2019

Tertiary Education: Pangasinan State University-Binmaley Campus

Bachelor of Secondary Education Major in Science

S.Y. 2020-2024

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APPENDICES
APPENDIX F
CURRICULUM VITAE

Personal Information

Name: Kitz Cerwin Sarmiento Ramirez

Email: [email protected]

Address: #445 Gayaman Binmaley Pangasinan

Date of Birth: January 9, 2001

Citizenship: Filipino

Civil Status: Single

Educational Background:

Primary Education: Gayaman Elementary School

S.Y. 2008-2013

Secondary Education:

Junior Highschool: Dagupan City National Hogh School

S.Y. 2014-2017

Senior Highschool: Manila Montessori College International, Rizal St.

S.Y. 2017-2019

Tertiary Education: Pangasinan State University-Binmaley Campus

Bachelor of Secondary Education Major in Science

S.Y. 2020-2024