Republic Act of the Philippines

Department of Education
Region VIII-Eastern Visayas
School Division of Calbayog City
Calbayog II District
BAGACAY INTEGRATED SCHOOL
School ID: 500807
Calbayog City

THE IMPACT OF TECHNOLOGY INTEGRATION ON LEARNING OUTCOMES

AMONG TVL TRACK STUDENTS IN BAGACAY INTEGRATED SCHOOL FOR THE
SCHOOL YEAR 2024-2025

A Researcher Paper
Presented to the Senior High School Department
Bagacay Integrated School

In Partial Fulfillment of the course Requirement in

Practical Research II

By:
Ralph Eron G. Abbang
Jinky M. Ignacio
Rien Marc D. Saburdo
Shiena R. Jalayajay
Ace Niel T. Monteves
Ronalyn Mae M. Pacampara
Jessica V. Dultra
John Rey R. Ragoro
S.Y 2024-2025

i
 CHAPTER I

BACKGROUND OF THE STUDY

INTRODUCTION
The integration of technology into education become an essential element of modern teaching,
especially in specialized areas such as the Technical-Professional-Life (TVL) program. As the
demand for technical skills continues to grow the job market, the as a growing need for the TVL
program to integrate technology to better prepare students for their careers. At Bagacay Integrated
School, the integration of digital tools, online platforms, and multimedia resources aims to enhance
to learning experience to students by providing them with interactive, engaging, and effective
learning environments. This research aims to explore how these technological tools affect the
academic and practical learning outcomes of TVL students during the 2024-2025 school year.

As technology becomes increasingly central to education, it is essential to understand its specific

impact on student’s ability to acquire theoretical knowledge and practical skills. The study focuses
on how digital resources such as multimedia tools, e-learning platforms, and professional devices
support the development of skills necessary for success in technical fields. By integrating these
tools into the classroom, educators aim to foster an environment that not only builds student
engagement but also prepares them for the demands of the modern job market. In addition, this
research will examine how students’ academic performance and practical skills are affected by their
interaction with these technological resources.

However, the adaption of technology in the TVL program is not without challenges. Issues such as
limited access to technology resources varying levels of digital literacy, and inadequate teacher
training in the effective use of these tools can hinder successful technology integration. This study
will examine the barriers that students and teachers face in adopting these technologies, as well as
their perception of the impact of technology on learning and teaching strategies. Ultimately, the
findings will provide insight into the effectiveness of technology integration in the TVL program
and provide recommendation for optimizing its use to improve student learning outcomes and
prepare them for their careers.

SIGNIFICANCE OF THE STUDY

The significance of this study lies in its potential to provide a deeper understanding of how
technology integration affects the learning outcomes of technical, vocational, and livelihood (TVL)
students at Bagacay Integrated School for the 2024-2025 school year. As technology continues to
play a crucial role in modern education, this research can provide insight into the effectiveness of
using digital tools and resources to enhance the theoretical and practical learning experiences of
TVL students. The findings can guide educators in refining teaching methods, making learning
more engaging and accessible, while helping school administrators and policymakers make
informed decisions about resource allocation and technology adoption. Furthermore, this study can
highlight the role of technology in preparing TVL students for the job market by equipping them
with essential digital skills. In a broader context, the research can contribute to future studies on the
impact of technology on vocational education, providing a basis for schools and educational
institutions to adopt strategies that optimize learning outcomes and better align education with
industry needs.
1
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

STUDENT PROFILE:

The desired outcome,

Age: Instrument Used: such as improve students
learning, effective
Gender: Online Survey teaching, and a positive
culture.
Strand:
Grade and Section:

Figure 1. Conceptual Framework

This study aims to determine the role enhancing of Technical Vocational Livelihood it seeks the
benefits of TVL track on Grade 12 Senior Highschool Students in Bagacay Integrated School using
the outline survey the outcomes such as improve students learning, effective teaching and a positive
culture has to investigate to find out what are the benefits of this track.

2
STATEMENT OF THE PROBLEM

The purpose of this study is to examine how technology learning is included into the TVL
curriculum and the effects that this integration has on student performance and workforce
preparedness. It specifically aims to respond to the following questionnaires:

1. To what extent is technology integrated into the TVL track?

2. How does technology impact students’ learning outcomes?
3. What statistical evidence exists regarding the relationship between technology use and learning
performance?
4. How does the level of technology integration influence students’ engagement and motivation in
the TVL track?

HYPOTHESIS
This study explores the impact of technology integration on TVL track students learning outcomes
at Bagacay Integrated School. Technology integration is the independent variable, moderated by
teacher competency, student engagement and school support. Guided by technological pedagogical
content knowledge and social cognitive theory, the study hypothesis a positive relationship between
technology integration and learning outcomes, enhance moderating variables.

DEFINITION OF TERMS
Crucial – Extremely Important or necessary.
Profoundly – Something similar to “Extremely” with the additional sense that it’s something intense
and deeply felt.

Proficient – Able to do something to a higher-than-average standard.

Constructivist – The theory that says learners construct knowledge rather than just passively take in

Information.

Surmounted – A statue surmounting a pillar.

Pedagogical – Teaching, from lesson plans to approach to teaching, even how the classroom looks.

Deliberately – In a deliberate manner.

Generalizability – The degree to which the results of a study can be applied to broader group of
people or situation.

Inadequate – Not adequate.

Employability – The capability to move self-sufficiently within the labour market to realize
potential through sustainable employment.

3
SCOPE AND DELIMITATION
This study deliberately limits itself to the TVL track-the one that equips learners with
practical skills and vocational knowledge-to the exclusion of other education tracks of the school,
like academic and sports tracks. Another restriction that limits this research is the fact that the study
does not consider socio-economic factors, which can have an impact on learning because they are
beyond the limits of this research. The study will not use an experimental design nor longitudinal
approach, which means that there will be no controlled testing of technology integration over time
and multiple phases of data gathering over a long time. In addition, this research is limited to only
the technologies that are now available at Bagacay Integrated School and does not consider future
technological advancement or intervention that may occur outside its existing infrastructure.

There are some limitations of this study. One important limitation is that the sample size is
small as the study will involve a very few number of participants who are taken from the school.
This could limit the generalizability of the results to other populations. Geographical limitations are
also another scope that is limited in the study because it only deals with the experiences of students
and teachers from one school that may not reflect the rest of the educational environment in other
regions. Finally, the study may have a possibility of biases in the data, especially on self-reported
information that has been obtained from the survey and interview. Responses might be socially
desirable or even biased toward what respondents believe technology works best in the classroom.
The research still aims to give meaning and insight into how technology is being used in the TVL
track at Bagacay Integrated School today and its impact on student learning outcomes.

BACKGROUND OF THE STUDY

The Philippines’ Technical-Vocational-Livelihood track aims to give students practical experience
and skills development for particular industries. Incorporating technical learning into the TVL
curriculum is becoming more and more necessary as the need for technology-driven skills in a
variety of industries grows. In this effort, schools play a crucial role as facilitators, providing tools,
instruction, and assistance to guarantee that students are ready for the demands of the digital age.
Despite these initiatives, little is known about how well technology is incorporated into the TVL
track and how this affects student performance and employability. By investigating how schools
might improve technology learning and the results it yields for TVL students, this project aims to
close this gap.

4
 CHAPTER II
REVIEW OF RELATED LITERATURE
The teaching and learning process has been profoundly change by the incorporation of technology
into education, especially in technical-vocational courses like TVL (Technical, Vocational-
Livelihood) strand. The use of digital tools and resources to improve learning out comes and gives
student access to more interactive, useful, and significant experiences is known as technology
integration within the frame work of the TVL track, which prioritizes experiential learning,
technology offers students a way to model real-world situations, become proficient with industry-
specific technologies, and acquire vital skills that will help them in their future careers. In orders to
facilitate this integration, the school plays a crucial role that includes teacher preparation,
institutional support, and resource access.

The importance of active, student-centered learning made possible by technology is emphasized by

theoretical stances such the constructivist learning theory and experiential learning Theory.
According to these views, by enabling students experiment and participate in self-directed learning,
technology can improve information. Can improve students information retention and application.
In addition on, the technological Pedagogical content knowledge(TPACK) frame work emphasizes
how crucial it is to match subject matter and pedagogy with technology in order to produce
successful learning outcomes.

The benefits of technology-enhanced instruction for TVL students have been highlighted in recent
research. Research indicates that the incorporation of technology into technical-vocational programs
enhances students involvement, skill development, and academic achievement in general. For
example, students show that TVL students can perform industry-specific skills in controlled settings
by using online resources and virtual simulations. But obstacle including a lack of infrastructure,
teacher preparation, and scarer resources continue to stand in the way of effective implementation.
Best methods, like cooperative planning, enhancing educators ability, and formal strategic alliances
with industry stakeholders, are demonstrated by case studies of school that have surmounted these
obstacles.

Local and worldwide empirical research has further demonstrated how technology may
revolutionize TVL education. Research indicates that children who are exposed to technology-
integrated courses exhibit enhanced technical skill competency, better problem-solving capabilities,
and increase employability. Furthermore, because they serve as intermediaries between students’
learning demands and technological resources, schools and instructors play a critical role in
enabling this shift.

Not with standing these encouraging advancements, there are still gaps in the literature. The long-
term effects of technology integration on TVL graduates’ employability, especially in the Philippine
context, have not been thoroughly studied. Furthermore, little is known about the precise tactics
used by schools to scale and maintain technology-based programs. This study intends to fill these
gaps by assessing the results of integrating technology into TVL instruction and investigating how
the school might improve these results.
Several studies have shown the positive impact of technology integration on students learning
outcomes. For example, a study by Mishra and Koelher (2006) found that teacher who are
proficient in technology and pedagogy are more likely use technology effectively in their
classrooms. Another study by Cuban(2001)found that technology integration is more successful
when it is supported by school culture and leadership.
5
SABURDO, RIEN MARC D.
P-3 Barangay Naga, Calbayog City
09526472227
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Rien Marc D. Saburdo

Sex : Male
Civil Status : Single
Birth date : April 27, 2007
Birthplace : Calbayog City
Address : P-3 Barangay Naga, Calbayog City
Parents
Father : Rolando E. Saburdo
Mother : Emma A. Dealagdon
___________________________________________________________________________

Educational Background
Elementary : Naga Elementary School
P-3 Barangay Naga Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
ABBANG, RALPH ERON G.
Maharlika Highway, P-3 Barangay Rawis, Calbayog City
09657914790
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Ralph Eron G. Abbang

Sex : Male
Civil Status : Single
Birth date : February 21, 2007
Birthplace : Calbayog City
Address : Maharlika Highway, P-3 Barangay Rawis, Calbayog City
Parents
Father : Eric J. Abbang
Mother : Rosemarie G. Abbang
___________________________________________________________________________

Educational Background
Elementary : Calbayog Pilot Central Elementary School
Barangay Central Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
IGNACIO, JINKY M.
P-1 Barangay Bagacay, Calbayog City
09358464703
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Jinky M. Ignacio

Sex : Female
Civil Status : Single
Birth date : July 04, 2006
Birthplace : Calbayog City
Address : P-1 Barangay Bagacay, Calbayog City
Parents
Father : Francisco Ignacio
Mother : Melba Ignacio
___________________________________________________________________________

Educational Background
Elementary : Bagacay Elementary School
P-3 Barangay Bagacay Calbayog City
2017-2018

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
JALAYAJAY, SHEINA R.
Sitio Caballero, P-7 Barangay Rawis, Calbayog City
N/A
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Sheina R. Jalayajay

Sex : Female
Civil Status : Single
Birth date : February 19, 2007
Birthplace : Calbayog City
Address : Sitio Caballero, P-7 Barangay Rawis, Calbayog City
Parents
Father : Santiago E. Jalayajay
Mother : Regina R. Jalayajay

___________________________________________________________________________

Educational Background
Elementary : Caballero Elementary School
Sito Caballero, P-7 Barangay Rawis Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
MONTEVES, ACE NIEL T.
P-2 Barangay Carayman, Calbayog City
N/A
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Ace Niel T. Monteves

Sex : Male
Civil Status : Single
Birth date : December 22, 2006
Birthplace : Calbayog City
Address : P-3 Barangay Carayman, Calbayog City
Parents
Father : Arnel Monteves
Mother : Acela Taduyo
___________________________________________________________________________

Educational Background
Elementary : Carayman Elementary School
P-2 Barangay Carayman Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
DULTRA, JESSICA
P-7 Barangay East Awang (Pido), Calbayog City
09647380790
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Jessica Dultra

Sex : Female
Civil Status : Single
Birth date : March 6, 2007
Birthplace : Calbayog City
Address : P-7 East Awang (Pido), Calbayog City
Parents
Father : Miguel Dultra Jr.
Mother : Jessery Velleza
___________________________________________________________________________

Educational Background
Elementary : Calbayog Pilot Central Elementry School
Barangay Central Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
PACAMPARA, RONALYN MAE
P-4 Brgy Bagacay, Calbayog City
N/A
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : Ronalyn Mae Pacampara

Sex : Female
Civil Status : Single
Birth date : March 20, 2006
Birthplace : Calbayog City
Address : P-4 Barangay Bagacay, Calbayog City
Parents
Father : Ronaldo Pacampara
Mother : Jonamae Macorol
___________________________________________________________________________

Educational Background
Elementary : Bagacay Elementary School
P-3 Barangay Bagacay Calbayog City
2018-2019

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
RAGORO, JOHN REY R.
P-4 Brgy Rawis, Calbayog City
09317435714
Email: [email protected]
___________________________________________________________________________
Personal Profile

Name : John Rey R. Ragoro

Sex : Male
Civil Status : Single
Birth date : January 25, 2006
Birthplace : Calbayog City
Address : P-4 Barangay Rawis, Calbayog City
Parents
Father : Rene Ragoro
Mother : Cynthia Ragoro
___________________________________________________________________________

Educational Background
Elementary : Caballero Elementary School
P-7 Barangay Rawis Calbayog City
2017-2018

Secondary : Bagacay Integrated School

P-3 Barangay Bagacay Calbayog City
2024-2025
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

Examining Integration in the result for TVL Track Students School Role Enhancement through
Technology Learning. Research Design for Year 2024-2025: To thoroughly examine the effect of
technology integration on TVL Track Student’s .learning outcomes, this study will employed a
mixed methods approach that blends Quantitative and Qualitative techniques.
Quantitative research: Survey: To gather Data on TVL monitor Students opinions regarding the use
of technology in the classroom, as structured questionnaire will be distributed to them. The
frequency of technology used, its advantages and disadvantages, and respondents satisfaction with
technology-based learning will all be included in the survey. To asses students knowledge and
abilities, standardized tests will be administered both before and after technology-integrated
learning activities are implemented. This will asses in figuring out how technology impact their
educational objectives.
Qualitative Investigation: Interviews: to learn more about the experiences of instructors and
students on the TVL Track with technology integration, one on one interviews will be conducted
with them. The usefulness of the tool, difficulties encountered, and suggestion for enhancement will
be among the subjects covered. Focus group discussion: students enrolled in the TVL Program will
engage candid conversation regarding their opinion on the integration of technology. More thorough
insights into their common experiences and view points Will results from these.
Analyzing Data: Quantitative Data: Statistical techniques such as descriptive and inferential statistic
will be used to examined data from tests and survey.
Qualitative Data: to find recurring themes and patterns, thematic analysis will be used the examined
data from focus groups and interviews. Moral points to remember: informed consent: study
participants will be informed about the goals, method, and possible advantages and hazards. We
shall get their consent or the consent of their guardians. Confidentiality: all participants data will be
kept confidential and utilized exclusively for the study. Data security: Only authorized researcher
will have access to the safely stored data. Anticipated results: the purpose of this study is to:
evaluate how will TVL monitor students learning experiences included technology. Determine the
alleged advantages and difficulties of integrating technology. Analyzed how integrating technology
affect the learning outcomes of students. Make suggestions for improving the way technology is
incorporated into TVL Track instruction.

6
POPULATION AND SAMPLE
The population of this study are the Senior High School students who are enrolled at Bagacay
Integrated School year 2024-2025. A purposive sampling method will be used for selecting
respondents from all Senior High School students of Bagacay Integrated School.

LOCALE OF THE STUDY

This study will be conducted at Bagacay Integrated School in Purok 3 Barangay Bagacay Calbayog
City during the School Year 2024-2025.

RESPONDENTS OF THE STUDY

The respondents of this study are the selected Tvl Track Senior High School Students of Bagacay
Integrated School year 2024-2025.

INSTRUMENTS USED
An online survey questionnaire was employed as the study’s instrument to collect information on
how technology integration affects TVL track students’ learning results. A permission declaration
for voluntary participation, an explanation of the study’s goal, and assurances of confidentiality are
included in the introduction of the survey. It gathers demographic data about the students, including
their age, gender, grade level, and availability of devices and the internet. Along with determining
the kinds of tools or programs that are often used, such Google Classroom, Zoom, or Microsoft
Teams, the poll also looks at how frequently and for what purposes people use technology. The poll
uses Likert scale questions to gauge students, agreement with assertions regarding how technology
might improve comprehension, engagement, and skill development in order to perceptions. It also
looks at the difficulties that students encounter, like restricted device access, bad internet
connectivity, or trouble using technical tools. Lastly, the survey includes questions regarding how
students see their learning results, such as gains in academic performance and self-assurance while
using technology-acquired abilities. Additionally, open-ended questions provide participants the
chance to offer suggestions for enhancing the use of technology in the classroom. All respondents
can participate easily and conveniently because the survey is administered using platforms such as
Microsoft Forms and Google Forms.

7
 Table of Contents

Title page……………………………………………………………………………………………i

Approval sheet………………………………………………………………………………………ii

Table of Contents……………………………………………………………………………………iii

CHAPTER 1
Introduction…………………………………………………………………………………………1

Significance of the study…………………………………………………………………………….1

Conceptual framework………………………………………………………………………………2

Statement of the problem……………………………………………………………………………3

Hypotheis…………………………………………………………………………………………….3

Definition of terms……………………………………………………………………………………3

Scope and Delimitaion………………………………………………………………………………..4

Background of the study……………………………………………………………………………..4

CHAPTER II
Review of related literature………………………………………………………………………….5

CHAPTER III
Research design and methodology…………………………………………………………………..6

Population and sample………………………………………………………………………………7

Locale of the study………………………………………………………………………………….7

Respondents of the study……………………………………………………………………………7

Instruments used…………………………………………………………………………………….7