EFFECTS OF TECHNOLOGY ON THE ACADEMIC PERFORMANCE OF GRADE 12

COMPUTER SYSTEM SERVICING

ARNADO, CHRISTIAN DAVE

BAGUIO, MILANE P.

BALAQUINTO, KITHLYN

ORANG, NOVIE JEAN

SANTO, HONEYLEN

MORILLO, MARJEAN

January 2024
 INTRODUCTION

Background of the study

Academic performance stands as a pivotal aspect of a student’s educational journey,

serving as a measure of their achievement and comprehension across diverse subjects. It signifies
progress, typically evaluated through grades, test scores, and academic assessments. The ability
to uphold high academic standards is crucial for future educational and career endeavors, thus
warranting substantial attention in educational research and practice. Hattie and Timperley
(2007) underscore the significance of feedback in enhancing student learning outcomes,
emphasizing its role in guiding improvement and fostering growth.

Moreover, the prevalence of smartphones, tablets, and computers has revolutionized

information accessibility, presenting both opportunities and challenges for students. According to
a report by the Pew Research Center (2018), 95% of teenagers possess smartphones, highlighting
the widespread adoption of these devices. Additionally, approximately 45% of teenagers report
being online almost constantly, showcasing the pervasive nature of technology in their daily
lives.

Furthermore, studies, such as the one conducted by the University of Nebraska-Lincoln,

have demonstrated that students who utilize technology in the classroom tend to achieve higher
levels of academic success. This finding, supported by the examination of over 400 research
papers in the study titled “The Impact of Technology on Student Achievement,” suggests that
technology can enhance student engagement, offer personalized learning experiences, and
improve access to educational resources. Likewise, a meta-analysis of 170 studies by the
Organization for Economic Cooperation and Development (OECD) revealed that technology
integration correlates with improved performance on standardized tests and the cultivation of
higher-order thinking skills. The OECD report also notes variations in the impact of technology
on academic performance, contingent upon factors such as the type of technology utilized,
teaching methodologies employed, and students’ digital literacy levels.

Additionally, in today’s digital era, social media has become an integral part of daily life,
with individuals dedicating substantial time to various platforms. This excessive social media
usage has been associated with decreased productivity, procrastination, and inadequate time
management. Hence, this study aims to explore the relationship between social media usage and
time management, seeking to provide valuable insights into the efficacy of limiting social media
consumption to enhance time management skills and overall productivity.

Moreover, exposure to technology among Grade 12 students specializing in computer

system servicing encompasses their interaction with technological tools, software, and resources
in academic pursuits. This includes activities such as practical exercises, software application
learning, hardware troubleshooting, and engagement with online resources pertinent to computer
system servicing. Investigating how this exposure influences academic performance, the study
aims to elucidate the potential benefits, challenges, and overall impact of technology integration
on educational outcomes in the field. Through this exploration, the study endeavors to shed light
on how effectively leveraging technology can enrich learning experiences and foster the
development of essential skills in computer system servicing.

Statement of the Problem

The major problem of this study aims to explore various aspects of technology exposure
among Grade-12 computer system servicing students at Quezon Bukidnon Comprehensive
National High School.

Especially this study aimed to answer the following questions:

 1. What is the average satisfaction level of Grade-12 Computer System Servicing students
with their academic grades, due to their technology usage?
2. How much time do Grade-12 Computer System Servicing students typically allocate to
engaging with various technological devices and platforms in their academic pursuits and
daily activities?
3. What specific technologies are utilized in assessing the academic performance of Grade-
12 Computer System Servicing students?

Objectives of the Study

1. Determine the average satisfaction level of Grade-12 Computer System Servicing

students with their academic grades, attributed to their technology usage.
2. Assess the amount of time Grade-12 Computer System Servicing students typically
allocate to engaging with various technological devices and platforms in both their
academic pursuits and daily activities.
3. Identify the specific technologies utilized in assessing the academic performance of
Grade-12 Computer System Servicing students.

Significance of the study

The beneficiaries of the study on "Effects of Technology Exposure on the Academic

Performance of Grade 12 Computer System Servicing Students” in Quezon Bukidnon
Comprehensive National High School encompass a diverse range of stakeholders within the
educational ecosystem. The key beneficiaries include:

Students. Grade 12 Computer System Servicing students are direct beneficiaries, as the
study aims to provide insights into how technology exposure influences their academic
performance. Understanding these dynamics can empower students to optimize their engagement
with technology, potentially enhancing their learning experiences and outcomes.

Educators. Teachers and instructors stand to benefit by gaining a deeper understanding of

the impact of technology on academic performance within the context of Computer System
Servicing. The study's findings can inform educators about effective strategies for integrating
technology into their teaching methods, fostering a more engaging and productive learning
environment.

School Administrators. School administrators can leverage the research outcomes to

make informed decisions regarding resource allocation, professional development initiatives, and
the overall technological infrastructure within Quezon Bukidnon Comprehensive National High
School. This knowledge can aid in creating an environment conducive to academic success for
Computer System Servicing students.

Curriculum Designers. Those involved in designing the curriculum for the Computer
System Servicing program can benefit from insights into how technology exposure aligns with
academic goals. This knowledge can inform adjustments or enhancements to the curriculum to
ensure it remains relevant and effective in preparing students for future technological challenges.

Policymakers. Policymakers in the education sector stand to gain valuable insights for
formulating policies that address the unique challenges and opportunities posed by technology
integration in specialized high school programs. The study can contribute to the creation of
policies that support the academic success of students in the Computer System Servicing field.

Parents and Guardians. Families of Grade 12 Computer System Servicing students can
benefit from understanding the role of technology in their children's academic journey. This
knowledge can inform supportive measures at home and facilitate constructive discussions
between parents/guardians and students about effective technology use for educational purposes.

Future Researchers. The findings of this study can serve as a foundation for future
research endeavors exploring the intersection of technology and academic performance in
specialized educational contexts. Researchers can build upon these insights to deepen our
understanding of evolving educational dynamics.

Scope and Delimitation

This study explores the impact of technology on the academic performance of Grade-12
Computer System Servicing students at Quezon Bukidnon Comprehensive National High School
(QBCNHS). It examines how factors like smartphone usage, social media interaction, and
engagement with educational apps or online resources affect the academic achievements of these
students. The research aims to provide in-depth insights into the relationship between technology
and academic outcomes while ensuring diversity in participant selection to capture a
comprehensive perspective.

Definition of Terms

The following terms are further defined either conceptually or operationally.

Effects of Technology. The context of this study, refers to the impact and nature of
interactions that Grade 12 Computer System Servicing students at Quezon Bukidnon
Comprehensive National High School have with various technological resources. This includes
but is not limited to the use of digital devices, software applications, and online platforms for
educational purposes.

Academic Performance. Pertains to the measurable achievements and outcomes of

Grade 12 Computer System Servicing students in areas such as grades, test scores, and overall
academic success within the designated academic years covered by this study.

Computer System Servicing. The term Computer System Servicing specifically denotes
the academic program pursued by Grade 12 students at Quezon Bukidnon Comprehensive
National High School. It involves the study of hardware and software maintenance,
troubleshooting, and system configuration within the realm of computer systems.

Technological Resources. Encompass the tools, devices, and software utilized by students
in the Computer System Servicing program. This includes computers, laptops, software
applications, online platforms, and any other technological means employed for educational
purposes.

Patterns of Technology Utilization. This term refers to the discernible trends or habits in
how Grade 12 Computer System Servicing students engage with technology. It involves
examining the frequency, duration, and specific contexts in which students employ technological
resources for academic activities.
 Quezon Bukidnon Comprehensive National High School. This term denotes the
educational institution in Quezon, Bukidnon, Philippines, where the study is conducted. The
school provides the academic context for the investigation into the relationship between effects
of technology and the academic performance of Grade 12 Computer System Servicing students.

THEORETICAL FRAMEWORK

This chapter presents the Related Literature studies after the through and in-depth search
done by the researchers, conceptual framework, and schematic diagram.

Review of Related Literature

It has been recently reported that adolescents today spend a significant amount of
their time on The internet for multiple purposes (Olatokun, 2008; Krischne and Karpinski, 2009;
Ogedebe, 2012; Singh et al., 2013; Bragdon and Dowler, 2016). Evidence abound that excessive
internet Use has been associated with problems of maintaining daily routines, school
performance, and Family relationships (Rickert, 2001). A study conducted by Bragdon and
Dowler (2016) on College students’ technology use and academic performance indicated that
upperclassmen spent Significantly more time using technology for academic and work related
purposes, whereas Underclassmen spent more time using cell phones, online chatting and social
networking.According to Olatokun (2008), a large proportion of secondary school students in
Nigeria had Been involved to some extent in using the internet in their everyday lives for about
four to five Years now. Ogedebe (2012) observed that Nigeria tertiary students prefer browsing
the internet Overnight to that of the day. Research shows that most students spent an average of
2570.6 (42.8 hours) per week engaging in some form of technology (Bragdon and Dowler,
2016).

Furthermore, Krischne and Karpinski (2009) carried out a study on Facebook and
academic performance. Facebook users and non-users reported comparable average daily
internet use and the highest Category endorsed was between 1 and 2 hours pay day. However,
Facebook users were recording lower GPA and spending fewer hours per week studying on
average than non-users. According To Singh et al. (2013), because of non-focused approach
(mailing, gaming and social networking) As well as diversity of knowledge on the internet on
particular topics, students tend to waste time on the internet. Similar activities (Chatting, e-mail
and browsing websites) have been identified By Samual (2010) in an attempt to evaluate internet
usage among secondary school students in Public schools in Lagos State. Evidence from Denizli
on the effects of technological devices on student’s academic success suggested that most
students have been late in submitting their Assignments because they spend more time on social
media instead of doing their homework (Yesilyurt et al., 2014). However, Singh et al. (2013)
found that students with focused approach Go deep in subject and primarily use internet for
academic purpose. These students do not waste Time because of proper management of time,
focus of search areas and reducing the social Networking sites to minimum. Despite great
concerns over excessive internet use, Siraj et al.(2015) concluded that high internet usage brings
better academic results as students get the opportunity to enter the information world.

Moreover, the use of internet grants its users great awareness of the importance of
the world around them. The internet is a platform for several types of information. It used by
students including secondary students (Akin-Adaeamola, 2014). Internet usage will continue to
grow as long as its Users are not denied easy access (Olatokun, 2008). Recent statistics indicate
that the internet Gives people the option to access information sites as well as other sites such as
social media Sites, internet games, and cyber-sex (Siraj et al. 2015). A study by Ellore et al.
(2014) on the influence of internet usage on academic performance and face to face
communication revealed That as a result of the availability of internet, most students have had
access to internet on their cellphones. This helps students to broaden their academic knowledge
(Siraj, et al., 2015). The use of computer and access to online resources according to Akende and
Bamise (2017) are comparatively important to students.

According to Yesilyurt et al. (2014) showed that access to a home computer and
internet connection Contributes to students’ academic performance as well as self-learning skills.
Considering access and usage of the internet by secondary school students in Nigeria, Olatokun
(2008) indicated that most students believed the internet to be far better and convenient than their
school libraries. The study pointed out that students see the internet as a source for general
knowledge, and it really helps them improve their reading habits leading to an improvement in
their academic Performance. Siraj et al. (2015) affirmed that students perceived the internet as a
supplement for learning and thus contributes to higher academic feat. Ogedebe (2012) agreed
that majority of students obtain relevant information such as academic materials from the
internet. This suggests that students use the internet to enhance their study. Sahin et al. (2010)
examined the use of Internet resources by university students during their course projects study.
They argued that the use of trustworthy internet resources is of vital importance for academic
study, especially in Higher class courses which require an academic review of literature. Internet
use for educational Purpose is found by Kim (2011) to be the habit of adolescent academic
achievement. A similar Study conducted by Ruth and Adedotun (2015) posited that the source
and access to information Can influence the academic performance of secondary school students.

Similarly, notwithstanding the importance attached to internet use and academic

performance, Olatokun (2008) in Nigeria maintains that secondary school students use the
internet for leisure rather than educational purposes. According to Olatokum(2008) the students
usd the internet primarily for Communication, entertainment and leisure (reading and sending e-
mails, online chatting, instant messaging, playing games and downloading music videos, and
reading newspapers). Similarly, Sahin et al. (2010) noted that while university students
frequently use email and forum/chat-line in their daily life, they do not use them in their studies.
Ngoumandjoka (2012) found that the Internet is not mostly used for academic purpose rather for
recreational activities. A similar Work by Singh et al. (2013), brings to fore that students are
more into the use of the internet but In reality they are using it mainly for non-academic purposes
like mailing, gaming and social networking. This led to losses in their study schedules. This
brings to the fore the controversy Among empirical studies on the influence of internet use on the
academic performance of Students.

Additionally, the activities done by secondary school students on the internet have
been scaled by AkinAdaeamola (2014). The study revealed that the topmost activity done by
secondary school Students is chatting, followed by downloading, watching videos online, surfing
the web, using The internet to study for school work, looking for other websites such as sports
websites, reading News online, games websites and lastly online shopping. Statistically 40% of
students spend Most of their time chatting on social media daily while 14.4% of students use the
internet for Academic purpose daily (Akin-Adaeamola, 2014). This agrees with the findings of
Bragdon and Dowler (2016) that there is a particular interest given that college administrators,
faculty, parents, colleges’ students and others support the advantage of using technology in
higher Education, but the reality is that this technology is often being used for non-academic
purposes.

Moreover, students’ demographic variables are believed to have an influence on

internet use and hence Academic performance. Demographic analysis revealed that males had
higher frequency of Internet use in general than females (Akende and Bamise, 2017). Subsequent
comparative Analysis revealed that male college students spend more time on the internet
compared to female College students (Ellore et al., 2014). Rabiu et al. (2016) identified the
mobile phone as one of the gadgets used in accessing the internet which impacts on academic
performance. They found That phone usage significantly influence academic performance
among male and female senior high school students. A case study on Labone Secondary Schools
in Ghana shows that Approximately girls use the internet once a week whilst boys use the
internet once a day on Average or several times daily (Akin-Adaramola, 2014). In contrast,
Mami and Hatami-Zad (2014) found no significant difference between boys and girls with
regards to internet addiction. On the part of Aitokhuehi et al. (2014), female computer literates
tend to perform better than male computer literate students. Kim (2011) examines the effect of
internet use on academic Achievement and behavioral adjustment among South Korean
adolescents and found girls more likely to use the internet to watch online educational classes
and blog more frequently and longer Than boys. The study reported that boys mostly use the
internet for playing games.

Additionally, a correlation analysis on students’ socio-economic background, access

to internet and Performance found no significant relationship between student’s socio-economic
background and access to internet (Adegoke, 2013). The study found that students from low
economic Background surf the net through their friends phone, their friends pay for them at
cybercafés and At times they could afford to pay at the cybercafé for themselves. According to
Osunade (2003), students are capable of paying for internet access. Adegoke’s (2013) study
revealed that socioeconomic background contributes significantly to student’s achievement while
internet use has No significant contribution to student’s achievement. Rather, when the two
socio-economic Background and internet use were combined, they had a significant contribution
to students’ Achievement. Kim (2011) added that parent-child relationship (closeness and
conflict) were Found to be vital to youth adjustment, and plays a significant role in the
association between Adolescent internet use and academic and behavioral outcome.

Furthermore, controlled use of the internet can have positive influence on students’
academic Performance. Research has shown that the use of the internet has positive impact
depending on The type and how it is being used (Torres-Diaz et al., 2016). In exploring the
influence of internet Usage on academic performance, Ellore et al. (2014) discovered that most
university students have control over the use of internet. Kakkar (2014) opined that internet
usage can be beneficial to students in their academic set-ups and may not cause potential harm to
their mental health if used in moderation. As the internet has become an integral part of today’s
life, Singh et al. (2013) observed that it should be used as a tool for communication and
acquiring of knowledge Rather than habit forming addiction. Colleges and universities are
therefore urged to educate Students about the possible negative impacts of high rate of
recreational internet use on academic Success (Bragdon and Dowler, 2016).

In addition, Olatokun (2008) noted that the greatest obstacles to the full exploitation
of the internet are Inadequate access, inherent risks and problems such as pornography, scams
among others. Though evidence showed that students have interest in internet resources than
other sources, theyHave been challenged (Sahin et al., 2010). Therefore, it is necessary that
internet access is made available at all hours and instructors or lectures should refer students to
educational websites for More relevant information (Osunnade, 2003). It has been found that
internet access is low Among senior high school students. Apart from access, it is disheartening
to note that some students cannot even operate a computer despite the number of years spent in
secondary school (Samual, 2010). According to Ruth and Adedotun (2015), information sources
that are mostly Available to Nigerian students are their teachers and lesson notes while library
and internet Facilities are the least available to them. Meanwhile, the internet can be used for
knowledge acquisition by serving as an alternative to outdated books (Osunade, 2003). However,
access to a Computer and internet connection contributes to students’ academic performance
(Yesilyurt et al. 2014). There is a significant difference in the academic performance of students
with internet Access and those without internet access. Taking into account the positive and
negative impactsOf the internet, Yesilyurt et al. (2014) opined that the positive influence
outweighs the negative Impacts.
 Furthermore, Ngoumandjoka (2012) categorized internet users into heavy and light
users. In his view, Academic work is the main reason students use the internet on campus.
Students who were Classified as heavy users were found to use the internet more for recreational
purpose than the Light internet users. His study further argued that the more the internet is used
for academic work The more it is perceived to exert a positive influence on academic grades. A
number of authors (e.g Torres-Diaz et al., 2016) equally agreed that internet usage has a positive
impact on Academic performance. They opined that students who tend to use the internet more
on Educational materials are less likely to fail their examinations. Therefore, the disadvantages
of Lack of access to internet surpass the advantages. Also people who perform interactive
activities With peers and teachers or when they make a balance use of internet tools for their
course work tend to have greater academic performance (Torres-Diaz et al., 2016). In Nigeria,
the impact of Computer literacy on students’ performance in secondary school has been explored
by Aitokhuehi et al. (2014). They found that computer literate students performed better than
non-computer literate students. Similar results have been obtained by Samual (2010) when he
Evaluated the impact of internet usage among secondary school students in Nigeria. His study
found internet usage to be low among public schools in Lagos compared to their counterparts
inThe developed world.

Moreover, internet has become a daily commodity in most people’s lives. However,
the addictive-like Features of the internet make any individual who excessively use it a potential
victim of its negative effects. Some of its negative effects include impaired sleeping patterns,
social Relationships break-ups, job losses, mental and physical health as well as poor academic
performance (Ngoumandjoka, 2012). Psychological issues ranging from mood swings to altered
Behavior, withdrawn attitude and loneliness have been reported by Singh et al. (2013) to be the
Main effect of using the internet mainly for social networking and mailing. This is because they
remain in some sort of virtual world of the net. Turel and Toraman (2015) found in their study
That as academic performance of students deemed successfully increases, their internet addiction
Average decrease. This implies that, internet addiction has an effect on the academic
performance of students. Aitokhuehi et al. (2014) also noted that computer literate students who
are not addicted to the use of computer facilities perform better than those who are addicted to its
Usage. Kakkar (2015) established a significant effect of internet addiction on students’
performance and mental health. Categorically, he revealed that students who were in the server
And profound group of internet addiction were found to have detrimental effect on their
academic Performance and metal health rather than the students who use the internet moderately.
Similarly Results have been obtained by Austin et al. (2011) in their study that categorized
internet users into light, moderate and intense users respectively. They discovered that students
that use the Internet at school and at home (moderate use) produce higher grades than those that
do not use The internet. Also students that only use the internet at school (light users) obtained
lower grades compared to those that did not use the internet.

Despite great concerns over excessive internet use, Siraj et al. (2015) concluded that
high Internet usage brings better academic results as students get the opportunity to enter the
Information world. It is reported that addiction to internet is a good protector for student’s social
Skills and academic achievement (Mami and Hatami-Zad, 2014). A relationship between internet
Addiction and academic performance showed that the average internet addiction level of male
Students, vocational school students and verbal field students were determined to be higher than
More academically sacksful students (Turel and Toraman, 2015). This supports the idea that
control use of internet can have positive influence on student’s academic performance (Torres-
Diaz et al., 2016; Ellore et al., 2014; Kakkar, 2014). Moreover, it is necessary that students are
Taught how to use computer facilities to search for valid information relating to their academic
Work (Mami and Hatami-Zad, 2014; Aitokhuehi et al., 2014). As a result, it is necessary that
government and stakeholders make available computer sets with internet facilities to all
secondary schools for students and teachers to use in the teaching and learning process to
Enhance academic performance (Aitokhuehi et al., 2014).

When using technology, intervention in students‟ work at an early stage can be

helpful, but it also can thwart students, short-circuiting their own construction of knowledge
(Newman, 1990; 1992). A challenge related to the collaborative Learning approach used in many
technology-supported projects is finding a balance between group and individual assessments.
The essence of a collaborative project suggests an emphasis on evaluating group performance,
but teachers Also need to tease out enough evidence of individual performance to be able to
identify any students who have become lost In the dynamics of the group. Although an argument
can be made for including technology in schooling for its own sake, many policy-makers and
Community members want evidence of the effects of technology on student learning to support
technology investments.

Additionally, several programs had been designed in different countries integrating

technology in the classrooms. Some studies have Found positive effects of having students
develop their own curriculum materials using hypermedia. When asked to draw “concept maps”
of the Enlightenment, 11thgrade history students who had studied the period using a hypermedia
corpus Called ACCESS (American Culture in Context: Enrichment for Secondary Schools) had
more information within their Maps and used more abstract concepts to organize the information
they had than did their peers who had not used the hypermedia materials (Spoehr, 1992).
Similarly, Lehrer found that when ninth-grade students were retested a year after They had
studied the Civil War, those who had developed hypermedia presentations had a more realistic
understanding of The role of the historian, recalled more Civil War facts, and had more
elaborated concepts (Lehrer, Erickson, and Connell, 1992).

Moreover, Computers have indeed become a powerful medium wherein learning

could take place in a more motivating and Productive manner. New, more powerful computer
tools are constantly emerging. If computers become standard fixtures In schools, it will be
because they have proven to be useful tools for teachers. Few studies have examined how social
Studies teachers use computers to carry out their own work (Ehman and Glenn 1987). Assuming
computer use in social Studies will grow, it is likely that teachers in the field will make
increasing use of general tool software, including word Processors, databases, and spread sheets.
Moreover, new tools with special relevance to social studies are being developed, such as Time
Liner (Tom Snyder Productions), which allows teachers and students to generate historical
timelines. Software companies will continue to develop a wide range of new data a

Conceptual framework:

The study aims to investigate the Effects of technology on the academic performance of
Grade-12 Computer System Servicing students at QBCNHS. The researchers will employ a
quantitative approach, utilizing surveys to collect data on the frequency of technology variation
use, time spent on social media, and access to educational apps or online resources. The data will
be gathered through a structured survey distributed to 37 participants, and statistical data
treatment, including rank, frequency, and percentage, will be applied to analyze the relationships
between technology exposure and academic performance. The findings will provide a
quantitative understanding of how specific aspects of technology usage influence the academic
outcomes of Grade-12 Computer System Servicing students at QBCNHS.

Paradigm of the study:

Input:

Process:

•frequence of •cognitive load Output:

device use
•Resource • Academic
•time spent on Accessibility performanc
social media e
•Distraction
•access to
educational
apps

METHODOLOGY

This study utilizes a descriptive research design to explore the relationship between
technology exposure and academic performance among Grade 12 computer system servicing
students at QBCNHS. It aims to enhance educational practices by surveying 37 students through
a questionnaire comprising checkboxes and Likert scale items. Additionally, academic records
will be examined to gather data on participants' academic achievements. Employing simple
random sampling ensures an unbiased representation of the target population. The study focuses
on providing detailed descriptions and insights into the interplay of technology use and academic
success within specialized high school programs.
Locale of the study

The study will be conducted at Quezon Bukidnon Comprehensive National High School
(QBCNHS) in Mibando, Quezon, Bukidnon. This location serves as the primary setting for
investigating the exposure to technology and the academic performance of Grade-12 Computer
System Servicing students.

Respondents of the study

The participants in this study will consist of 37 Grade-12 Computer System Servicing
students at Quezon Bukidnon Comprehensive National High School (QBCNHS).

Sampling Procedure

The study will employ simple random sampling to select participants. This method
involves randomly choosing Grade-12 Computer System Servicing students at Quezon Bukidnon
Comprehensive National High School, ensuring each student has an equal chance of being
included in the study.

Research Design

This study exclusively uses quantitative methods to explore how technology exposure affects the
academic performance of Grade-12 Computer System Servicing students. We'll collect data
through structured survey questionnaires, focusing solely on numerical information. By
analyzing this data statistically, we aim to uncover clear connections between technology use and
academic success. This straightforward approach ensures that our findings provide reliable
insights into the relationship between technology exposure and academic performance.

Research Instrument

The research instrument for this study will be a structured survey questionnaire. The
questionnaire will be designed to gather quantitative data on the frequency of technology
exposure, including smartphone use, social media engagement, and the utilization of educational
apps or online resources, from Grade-12 Computer System Servicing students at Quezon
Bukidnon Comprehensive National High School.
 Data Gathering Procedure

The researchers will seek consent and consider the availability of Grade-12 Computer
System Servicing students for data collection. A questionnaire will be distributed to a random
sample to assess the positive and negative impacts of technology exposure. The researchers will
employ the questionnaire as a convenient tool for both parties, encouraging participants to share
challenges and benefits associated with technology use. Subsequently, statistical analysis will be
applied to the survey responses to identify correlations between technology exposure and
academic performance.

Statistical Treatment of Data

The study will utilize statistical methods, including rank, frequency, and percentage, to
analyze the collected survey data, aiming to identify correlations between technology exposure
and the academic performance of Grade-12 Computer System Servicing students at Quezon
Bukidnon Comprehensive National High School.

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