RESEARCH METHODOLOGY

Research Design

This study will employ a descriptive-correlational research design, which is commonly used to explore
relationships between variables without manipulating them. The primary aim of this research is to assess
the relationship between the level of technology integration in teaching practices and the academic
performance of Bachelor of Early Childhood Education (BECEd) students. Descriptive research will
provide an in- depth understanding of how technology is integrated in teaching practices at Nueva
Vizcaya State University (NVSU), while correlational analysis will identify any significant relationships
between technology integration and students' academic performance.

Research Environment

The research will be conducted at Nueva Vizcaya State University (NVSU), a leading higher education
institution located in Nueva Vizcaya, Philippines. NVSU offers a Bachelor of Early Childhood Education
(BECEd) program that prepares future educators to teach young learners in the field of early childhood
education. The university's classrooms are equipped with varying levels of digital resources, and the
integration of technology in the curriculum is still an evolving process. The study will focus on the BECEd
students and their respective instructors, evaluating both the use of technology in teaching and the
academic outcomes of students exposed to such methods.

Sampling Procedure and Sample Size

The study will adopt a stratified random sampling method to select BECEd students and ECE educators
from NVSU. Stratified random sampling ensures that all sets of the population are represented, thus
improving the accuracy and generalizability of the results.

Participants:

 The study will include 50 first year BECEd students enrolled in the program during the academic
year 2024-2025.
 A total of 5 ECE instructors who teach the selected BECEd students will also be included in the
sample.

The sample size was determined using Cochran's formula for sample size calculation to re that the
findings are statistically significant. The stratified random sampling technique will allow for a fair
representation of students from different years in the BECEd program.

Participants of the Study

The participants will include:

 BECEd Students: Only those who are currently enrolled in the first year of the Bachelor of Early
Childhood Education program at NVSU during the 2024-2025 academic year will be considered.
The study will focus on students who have been exposed technology-integrated teaching
methods as part of their curriculum.
 ECE Instructors: Teachers who are responsible for integrating technology in their pedagogical
practices will also participate. These instructors must have used some form of technology in
their teaching and be actively involved in the BECEd program during the research period.
Inclusion Criteria:

1. First year BECEd students currently enrolled in the program at NVSU.

2. ECE educators actively integrating technology into their teaching.

3. Willingness to participate in the study and complete the required data collection processes.

Exclusion Criteria:

1. BECEd students not enrolled in the program during the study period.

2. Instructors who do not regularly incorporate technology into their teaching practices.

3. Participants who do not provide informed consent.

Data Gathering Procedure

The following sets will be followed to gather data:

1. Survey on Technology Integration: A structured questionnaire will be developed to assess the level of
technology integration in the teaching practices of ECE educators. The questionnaire will be distributed
to the first year BECEd students, who will evaluate their instructors' use of technology in the classroom.
This will include questions related to the frequency of technology use, types of digital tools employed,
and the effectiveness of technology in enhancing their learning experience.

2. Focus Group Discussions (FGDs): Focus group discussions will be conducted with a selected group of
BECEd students to explore in greater depth their perceptions of technology integration in the classroom,
the challenges they face, and how it impacts their academic performance. Additionally, the discussions
will include ECE instructors to understand their experiences and challenges in integrating technology into
their teaching practices.

3. Academic Performance Data: The academic performance of the BECEd students will be obtained
from the university's records. The data will include students' grades, test scores, and overall performance
in courses where technology-integrated teaching methods were used. Academic performance will be
used as the dependent variable in this study to assess any correlations with technology integration.

4. Interviews with ECE Educators: Individual interviews will be conducted with ECE educators to gather
qualitative data regarding their teaching practices, challenges faced in integrating technology, and their
training in digital tools. The interview questions will explore the teachers' experiences with digital
technologies in the classroom, including any barriers they have encountered.

5. Pre- and Post-Assessment: To assess the direct impact of technology on academic performance, pre-
and post- assessments of student knowledge may be conducted. The pre- assessment will be done at the
start of the semester to gauge initial knowledge, while the post- assessment will measure any changes in
academic performance after exposure to technology- integrated teaching.

Ethical Considerations

Ethical approval will be sought from the NVSU Ethics Review Board before conducting the study. The
following ethical principles will be adhered to:
1. Informed Consent: All participants will be informed about the purpose of the study, the procedures
involved, and their right to withdraw at any time without consequences. Written informed consent will
be obtained from all participants.

2. Confidentiality: All data collected from students and educators will be kept confidential. Identifying
information will not be shared, and all responses will be anonymized for analysis.

3. Voluntary Participation: Participation in the study will be entirely voluntary, and participants will be
assured that their decision to participate or not will not affect their academic standing.

Data Analysis

Data will be analyzed using statistical software (SPSS or R). The following analyses will be conducted:

1. Descriptive Statistics: Descriptive statistics will be used to summarize the demographic data of
participants, as well as the level of technology integration in teaching practices and the academic
performance of BECEd students.

2. Correlational Analysis: Pearson's correlation coefficient or Spearman's rank correlation will be used to
determine the strength and direction of the relationship between technology integration and students'
'emic performance.

3. Regression Analysis: Multiple regression analysis will be conducted to determine if technology

4. Thematic Analysis: The qualitative data from focus groups and interviews will be analyzed using
thematic analysis to identify common themes regarding barriers to technology integration and its
perceived impact on teaching and learning.

Statistical Treatment of Data

 Descriptive Statistics will be used to present basic information about the study variables.
 Pearson Correlation Coefficient will be used to assess the strength and direction of the
relationship between technology integration and students' academic performance.
 Multiple Regression Analysis will be conducted to determine the extent to which technology
integration and barriers to its use predict students' academic outcomes.
 Thematic Analysis will be employed to analyze qualitative data from focus groups and
interviews.

Limitations of the Study

While the study aims to explore the relationship between technology integration and academic
performance, there are certain limitations:

1. The research is confined to one educational institution (NVSU), so the findings may not be fully
generalizable to other universities or regions in the Philippines.

2. Self-report data from students and teachers may be subject to bias, as participants may overestimate
or underestimate the effectiveness of technology integration.
 3. The study will not consider external factors, such as socioeconomic status or home access to
technology, which may also influence academic performance.

This methodology provides a structured and comprehensive approach to exploring how technology
integration in early childhood education impacts the academic performance of BECEd students.