1i

Efficacy of Educational Technology in Enhancing the Viewing Skills of Grade 12 Students in

University of the Visayas – Mandaue

A Research Paper presented to the Faculty of the Senior High School Department
In Partial Fulfillment for Practical Research II

JEF MARTIN D. ORTEGA

April 2021
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APPROVAL SHEET

This research entitled “Efficacy of Educational Technology in enhancing the

viewing skills of the students” by JEF MARTIN D. ORTEGA in partial fulfillment of
the requirements for the K to 12 program completion has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.

JOSEPH ARNOLD BAUNSIT

UV-Mandaue Campus Faculty
Adviser

THE
THE DISSERTATION
DISSERTATION COMMITTEE
COMMITTEE
PHILADELFA
SONNYE.BOY
VESTAL,
NECORRGC, Ed.D.
UV-Mandaue
UV-Mandaue Campus
Campus Administrator
Administrator
Chairman
Chairman

MARSHA C. REYES
UV-Mandaue Campus Faculty
Members

Accepted and Approved for oral examination:

ROSITA G. GARGANTIEL
UV-Mandaue Campus Administrator
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PANEL OF EXAMINERS

Accepted and approved by the Committee on Oral Examination with a rating of

________.

JOEPH ARNOLD C. BAUNSIT

UV-Mandaue Campus Administrator

Chairman

MARSHA C. REYES
UV-Mandaue Campus Faculty

Member

Accepted and approved in partial fulfillment of the requirements for the subject of 3’is.

Oral Examination: May 18, 2021

ROSITA G. GARGANTIEL

UV-Mandaue Campus Administrator

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ABSTRACT
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New way of learning and the new way of teaching, Educational technology is new
way for the students to learn, viewing skill is the skill of the students that uses cognitive
learning. Is it effective if the new way of learning and new skill of learning is combined,
is it effective for the students to learn or ineffective? This study investigates the Efficacy
of the Educational Technology in Enhancing the Viewing Skills of the students. This
study determines the effectiveness of educational technology in improving the viewing
skills of the Grade 12 students from a private school in Mandaue, School Year 2020-
20221. This study uses descriptive research design in which it is dominantly quantitative.
The respondents of the study consist of 17 respondents in grade 12 students. The
instrument being used by this study is the Likert scale which the study used questionnaire
made by the researcher that underwent pilot testing for the respondents to be answered.
The researcher used the Descriptive method to identify the variables from another
variable. The answers of respondents that were being gathered by the respondents will be
kept under the protection of the researcher for privacy protection. The data will be
presented in tabular form of presentation. The finding of the study revealed that the
educational technology has a positive impact to students viewing skills which the finding
of the study resulted to Moderate Effective. Most of the respondents answered that
educational technology is moderately effective in enhancing the viewing skills of the
students. It is recommended that the students should know the limit of educational
technology and its power. Misuse of educational technology may affect the performance
of the students.

Keywords: Educational Technology, viewing skills, Efficacy of educational technology

to students viewing skills.
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ACKNOWLEDGMENT

First of all, I would like to thank God for everything that He give to me

throughout the completion of the research study. I would like to thank Him for the

blessings He give to me to complete my research study.

I would like to express my deep and sincere gratitude to my research adviser, Mr.

Joseph Arnold Baunsit for guiding me for every process to complete this work. Thank

you, for the guidance and for the ideas and knowledge you give to me just to complete

my research work. I cannot furthermore say how thankful I am. For the courage and

support, thank you. For the effort and the time, you spent just to make sure that I won’t be

left behind.

To my subject teacher, Ms. Marsha Reyes, thank you for giving a chance and

opportunity to make my own research work. I appreciate the effort and being

approachable in terms of difficulties. Thank you for everything. Thank you very much.

And I would like to give my non-measurable thankfulness and gratitude to my

respondents, without their cooperation I can’t do and complete this research work. Thank

you for the time and for the effort you given to me. Thank you for the support and help

and everything, to my colleague researcher and students, thank you very much. Thank

you to the person that is part of this work, without all of you I cannot complete this

research work.
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TABLE OF CONTENTS
Cover Page ………………………………………………………………… i
Abstract ………………………………………………………………… iv
Acknowledgment ……………………………………………….............… v
Table of Contents ……………………………………………………….... vi
List of Tables ………………………………………………………… vii
List of Figures ………………………………………………............… viii
Chapter 1 The Problem ………………………………………………… 9
Introduction ………………………………………………………… 9
Theoretical Background ………………………………………… 13
Schematic Diagram of the Study ………………………………… 14
Statement of Purpose ………………………………………………… 16
Significance of the Study ………………………………………… 18
Definition of Terms ………………………………………………… 19
Chapter 2 Review of Related Literature ………………………… 26
Related Literature ……………………………………................... 26
Related Studies ………………………………………………… 26
Chapter 3 Research Methodology ………………………………… 41
Design ……...………………………………………………… 41
Environment ……………………………...………………………… 41
Respondents ……………………………………………...………… 42
Instruments …………………………………...…………………… 42
Data Gathering Procedure ………………………………………… 43
Data Analysis …………………………………………...…………… 43
Chapter 4 Presentation, Interpretation and Analysis of Data … 45
Chapter 5 Summary of Findings, Conclusion and Recommendation ... 55
References ………………………………………………………………… 59
Appendices ………………………………………………………………… 62
Curriculum Vitae ………………………………………………………… 73
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LIST OF TABLES

TABLES PAGES

1 Research Respondents …………………………………………………. 42

2 Performance of Students’ Viewing Skills …………………………………. 45

3 Level of Effectiveness in terms of Instruction …………………………. 47

4 Level of Effectiveness in terms of Design ………………………………… 49

5 Level of Effectiveness in terms of Engagement ………………………… 51

6 Extent of the Impact of an Effective

Educational Technology to Students’ Viewing Skills ………………… 53

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LIST OF FIGURES
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TABLES PAGES

1 Schematic Diagram of the Study ……………………………………... 14

Chapter 1
THE PROBLEM
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Introduction

Educational technology has a big role to enhance the skills of the students

especially it gives many information that every student needs the most. Educational

technology is now a big part to life; it can make life easier and comfortable. Students can

gather data and information’s in any kind of educational technology specially the modern

technology. Educational technology can help students to explore at the same time learn

through websites, videos, apps and games. Educational technology serves as influencer to

students learning and enhancing their skills especially viewing skills and also it gives

motivation to every student to learn new ideas. The right use of educational technology

can be beneficial to all user especially students. Educational technology is important

since it gives learning materials and comfortable ways of learning since it can be access

in any time and any place where the students are comfortable.

The challenge of every student when using the educational technology to enhance

their viewing skills is there are many temptations and distraction. There are many un

useful games that are available in any sites and also there are many fun sites that can

tempt the students and it can make the students forgot what they are looking for due to

the temptation they faced. Educational technology has a big role in daily life of every

student to be able to learn in any kind of ways on a shorter period of time. It helps the

students to be competitive since the students have many competitors due to technology.

Figgard (2002) confirmed that technology increases the development of skills of

the learners and also the teachers. He states that the students improve their viewing skills

and also make the class more interesting and make the student’s viewing skill improve
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and also their learning potential. Since the technology help the student improve the

student’s potential in learning and improving the student’s skills, it is beneficial to every

student to be more knowledgeable and competitive in every aspect of learning in

everyday life of the students.

As stated by Tinio (2002) “potentials of ICTs in increasing access and improving

relevance and quality of education in developing countries”. It means that the more

increase the access of technology the more the quality of the education improves in which

result to enhancement of skills of the students and their knowledge. Similarly, when the

students are more exposed to technology, the more information and data it may offer to

students and also introduce more knowledge. The more the students are exposed to

technology since it is now 21st century which is technology is everywhere, the student

may build knowledge by its own due to influenced by the websites, videos, and apps

given by the sites. Since the students has the opportunity to learn in any way that the

students comfortable at. Using the technology in the right way may give a lot of benefit

towards the users or the students itself, which they can use the technology as a guide to

learn things that the students never know.

Though Philippines is a less progressive country but most of the students tried

their best to be competitive when it comes to technology. Learning is the target of most

students in using the technology. As observed by the researcher most of the students

abused the power of technology. Students are lack of learning skills due to its abuse of

technology. They plagiarized the content that is available in the internet, also lack of

focus on their studies.

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Locally, as experienced by the researcher, senior high school students have

modern technology and lot of resources that are available, but the students are having

difficulties in enhancing their viewing skills. The students are not aware that they are

abusing the power of technology; their viewing skills are affected since they are not

learning anymore hence, they are stated to practice plagiarizing the content of every

educational technology and they are hindered to process of learning. The student’s focus

is getting affected as well as their viewing skills. Gorra & Bhati (2016) stated that

educational technology is used by the students in educational purpose. The reason is that,

educational technologies enhance the learning of the students. Proper usage of

educational technology can bring a positive impact to students viewing skill as well as

their learnings.

In national, it is hard for the students to enhance their viewing skills and learn

effectively to study once the student is not used and exposed to technological learning

Harris, Al-Batainel & Al-Batainel (2016). As observe, the students who are used or

exposed in technology have a greater chance to learn effectively and can have a greater

learning skill compared to student who don’t have the resources of technology or not

exposed such technology. Being good in technology can gain more knowledge and also it

is an asset to students in improving their skills. Compete because the student that is used

to learn using technology has already the idea to learn or has many ways to build own

learning by the use of technology. It is an advantage for the students that have such

technology to learn and build its own knowledge because of the influenced of the

technology and also enhance the learning skills of the students.

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The problem will be a challenge for the students especially today’s situation that

the students are in online and modular type of class due to pandemic, on how to learn

effectively and compete effectively both local and international aspect if the problem are

still unsolved. These problems are the lack of technology, how to deal with the

temptations of technology to learn effectively, exposure of the students towards

technology, lack of focus of the student, laziness of the student. The problem that was

observed on the effectiveness of technology in students learning skills, the researcher

found different solution in solving the challenges.

This study will be a great help to the students to make their technology more

effective and useful when it comes to learning skills according to Roschelle, Pea,

Hoadley & Gordin (2000). Also, this study would like to make the senior high school

students be wise and effectively use their technology for the improvement of their

learning skills.

The difference of the present study made by the researcher from the previous

researchers from the previous works of researchers is the way the researcher made the

data gathering. To heighten the level of validity of this research, the researcher recorded

the answers of the given respondents to make sure that the assessment value is right. The

results will be more reliable since the researcher is the one who will assess the

respondents unlike other researcher that they let the respondents do by their own without

proper assessments which is not reliable enough because the respondent may change the

answers and favor their selves.

The given recommendations of solutions are expected to help improve the

learning skills of the students in terms of their lack of focus and lack of exposure of
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technology and also to make the technology effective in terms of learning skills of the

students and also dealing with the dis-advantages of the use of technology.

Theoretical Background

The study was attached with the Point of View theory by Ricki Goldman. The

theory states that learners are actively layering their viewpoint and their interpretations to

create a theme and many groupings of ideas to create and lead to deep and clear

understanding content. The theory also reflects that the learner can be able to learn by

sharing of viewpoints and taking one another viewpoints. By this act, the learner can

develop new ideas and viewpoints by looking to others viewpoint. Taking others

viewpoint can lead the learners to learn by the changing their perspective and see their

changing perspective.

The POV-T or Point of View Theory explains the nature of learning in social

media environment. By using technologies in learning many ideas can be made and deep

knowledge can be meeting by the learner. The technology has a broad platform for

multiloguing in which the learner can view much point of view that can lead the learner

to create new point of view. Platform for multiloguing – is a place where the learners can

view other viewpoints and share other learner’s viewpoints. Sharing and taking other

viewpoints that leads to knowledge. This can be also a place for building a culture, ideas

and community where the learners “catch site” of the other learners while learning.
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Point of View Theory by Ricki Goldman

Efficacy of Educational Technology in Enhancing the

Viewing Skills of Grade 12 Students in University of the
Visayas – Mandaue

Grade 12 students

PERFORMANCE OF LEVEL OF EXTENT OF THE

STUDENTS’ VIEWING EFFECTIVENESS OF IMPACTS OF
SKILLS THE EDUCATIONAL EFFECTIVE
TECHNOLOGY EDUCATIONAL
 Seeking and checking USED TECHNOLOGY
understanding
 Making connections  Instruction  Motivation
 Making and confirming  Design  Attention
predictions and inferences  Engagement  Information
 Interpreting and Management
Summarizing
 Pausing and Reviewing
 Analyzing and Evaluating

Recommendation

Fig.1. Schematic Diagram of the Study

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This theory is critical for communicating each other and reach to the point that

many researchers discover that was called conviviality – a form of thick communication

that emerge from using media tools to lead to agreement.

The Point of View Theory identifies how one person in different time and content

understand the same content even the content is in different form. Educational technology

is commonly viewed is e textbook in which is being used for instruction and training in

which the knowledge is being gained. Interactive Multimedia Kit (1989), the students are

being exposed to rich multimedia about event from history to present and to arts.

Throughout the manipulation of educational technology students enhances their viewing

skills. Educational technology is commonly being used in enhancing the viewing skills of

the students by letting the students watch an educational material and the students are

instructed to create their own thoughts about the material being watched. By this action,

the students can basically enhance its viewing skills. Manipulations of educational online

game, students learn and enhance their viewing skills with using their intellectual skills.

The implementation of online game’s learning environment can explore the

students to new way of learning on how social mind can make an experience. Educational

technology can bring give an effect towards the students. Foundation by the theory of

Point of View, every student by layering the collected POV can be used by the students to

explore and create a new idea. Social media help the students to share their point of view

and the students also gather other’s point of view in which the viewing skills is used to

help the students review the POV gathered.

Perspectival knowledge skill can be established by the students when gathering

unknown ideas. Educational technology with the foundation of the perspectival

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knowledge skill makes the viewing skill of the students be visible and will be enhanced.

Not only can the educational technology enhance the knowledge of the students but also

the enhancement of the viewing skill of the students.

Point of View Theory explains that the students when being exposing to

educational technology or in any technology, students can gather ideas and information.

Collecting of idea and information can lead the students to learn. Another person’s

perspective can shape the one person.

The educational technology can reinforce much more ideas and information that

can lead to learning of the students. the educational technology gives many instructions to

the students in which the students will be allowed to compose its own information.

Students improve their own learning by being exposed to any educational technology. For

the students to be able to enhance their viewing skills they are needed to be able to know

the limit of the educational technology.

Statement of Purpose

The purpose of the study is to determine the effectiveness of educational

technology in improving the viewing skills of the Grade 12 students from a private school

in Mandaue.

It strives to answer the following questions:

1. What is the performance of students’ viewing skills in terms of:

1.1. Seeking and checking understanding

1.2. Making connections

1.3. Making and confirming predictions and inferences

1.4. Interpreting and Summarizing

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1.5. Pausing and Reviewing

1.6. Analyzing and Evaluating

2. What is the level of effectiveness of the educational technology used in terms of the

following domain by Lee and Cherner (2015):

2.1. Instruction

2.1.1. Rigor

2.1.2. 21st century skills

2.1.3. Connections to future learning

2.1.4. Value of errors

2.1.5. Feedback of teachers

2.1.6. Level of learning material

2.1.7. Cooperative Learning

2.1.8. Accommodation of Individual differences

2.2. Design

2.2.1. Ability to save progress.

2.2.2. Platform integration

2.2.3. Screen design

2.2.4. Ease of use

2.2.5. Navigation

2.2.6. Goal orientation

2.2.7. Information presentation

2.2.8. Media integration

2.2.9. Cultural sensitivity

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2.3. Engagement

2.3.1. Learner control

2.3.2. Interactivity

2.3.3. Pace

2.3.4. Personal performance

2.3.5. Interest

2.3.6. Utility

3. To what extent do the impact of effective educational technology affects students’ viewing

skills, in terms of:

3.1. Motivation

3.2. Attention

3.3. Information Management

Significance of the Study

The result of the study is expected to benefit the following people and they were

arranged according to their significance.

Students - are the focus of this study; they are the main concern of the study on how they

use the technology to enhance their viewing skills. The study was made by the researcher

to help them enhance their viewing skills by the use of technology.

Teachers - can also benefit the study since this study talk about technology. They can

help the students by guiding them on how to use properly the technology for improving

their viewing skills. Also, they can help the students who are not exposed to technology

and also help the students to improve viewing skills.

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Parents - can also benefit from the study so they can learn on how to expose their child

on technology, guided by them. The research can give them an idea on how to give their

child the proper guidance on how to use technology effectively.

School Administrator - can also benefit this study since the researcher can give them the

information on how to help the student in terms of enhancing their viewing skill using

technology. For example, the school admin can propose that the students can go to

computer laboratory during their vacant time to learn, guided by the ICT Teacher.

The researcher is using online class due to this pandemic. The researcher would like to

address the difficulties in using gadget as educational instrument. It is a big help for the

researcher to improve the knowledge on how effectively use the technology. It can

improve the ability of the researcher to use the technology properly.

The future researchers can also get the information from this research’s findings that

will also serve as their basis for their research.

Definition of Terms

The researcher used the following term by the time the study is conducted. The

following definition is made by the researcher based on the use of the word in the

research.

Efficacy – how efficient does the educational technology to the students when the

students are studying.

Educational Technology – it may be a computer, a mobile phone or any electronic

device that can be used by the students when studying.

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Viewing Skills – how the student easily captures the knowledge in just looking to a

presentation or just looking the object.

Performance – how the student achieved when learning. It refers to the action of the

students that they achieved, or they don’t.

Seeking and checking understanding – how the students seek information in

materials viewed. And how do the students understand the information being

sought.

Making connections – how the students create a connection between the scene of

materials being viewed.

Making and confirming predictions and inferences – does the student create

prediction when the material viewed started and confirm its prediction.

Interpreting and Summarizing – how the students interpret the material being

viewed and

Pausing and Reviewing – does the student pause the material being viewed to

review the scene and create an idea.

Analyzing and Evaluating – does the student analyze when the material being

viewed is finished. How the students analyze the material viewed.

Level of effectiveness – is the educational technology effective in making the students

learn and enhance their viewing skills.

Instruction – it is the structure of order by the learners to be followed.

Rigor - dimension measures the thinking skills an app requires of learners

as they engage it.

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21st century skills – is the type of learning skill that is new for the leaner

to learn. Are the learners have an advance skill to learn.

Connections to future learning –refers to the condition if the learner is

prepared for the future learnings or the learner is ready to learn for the task

that was assigned to them.

Value of errors – refers to how the learners value their errors. How the

learner turns their errors to knowledge.

Feedback of teachers – if the learner really learn, how does the teachers monitor

the learner and what are their performance.

Level of learning material – it shows if the learning material that was made will

fit to the group of learners that was assigned by the learning material. It refers to

the level of learning, if the learner really fits for that level of learning materials.

Cooperative Learning – how the learner cooperates in a group to learn.

Accommodation of Individual differences – it refers if the design learning

material can accommodate the difference every learner.

Design – how the educational technology being constructed to be use.

Implementation of processes on how the educational work or behave.

Ability to save progress – can the learner save the ideas in their mind for the

future use.

` Platform integration – if the designed learning material is broad enough to let

the material connect to other material.

Screen design – does the learning materials that were made is well organized for

the learners.
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Ease of use – does the learning materials that was assigned to the learners are

user friendly, not hard to use, easy to access.

Navigation – it refers to the learner does know what to choose or the learners

chose the right option.

Goal orientation - whether each component of an app contributes to learners’

meeting the instructional objective set for them.

Information presentation – can learners learn the way the learning materials

being presented or the learners comfortable to the way the information presented.

Media integration – how the learning material use its different media

components to be able the learners learn.

Cultural sensitivity – refer to the learning materials ability to

accommodate learners’ diverse ethnic and cultural backgrounds.

Engagement – does the learning materials being used possess the ability to let the

learners effectively learn.

Learner control – if the learning material being used has the choices to let the

learners choose to what level they can learn.

Interactivity – if the learning materials create an engaging instructional

experience for learners based on how they actively interact with the learning

material.

Pace – does the learning material allows learners to completely control the rate at

which they move through the content, and this is the third new dimension being

put forward.
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Personal performance – does the educational technology being used allows

learners to personalize it by setting individual preferences, and this area represents

another dimension that went unaddressed in any previous app evaluation rubric.

Interest – does the educational technology will likely appeal to its target

audience. Interest is defined as the enjoyment a learner experiences when doing a

task or as the enjoyment a learner experiences in the content matter of the task.

Utility - utility is defined as the “usefulness of the task for individuals in terms of

their future goals, including career goals.

Extent of the Impacts – refers the impact of using educational technology give

positive impact or negative impact. Refer to the measure of impact of educational

technology towards learners.

Motivation – educational technology when used by the learners, are they

motivated to learn new ideas.

Attention – does the learners give so much attention when they are using

educational technology for their study.

Information Management – if the learner is wise or good in handling information to

what to believe and what to not to believe.

Learning skills - refers to the ability of a person to learn effectively and how the person

uses the ability to learn effectively. It defines how the persons gather his/her ability to

learn using the given technology.

Technology - refers to the electronic devices that help the students during their class time

and also help them during their study time. Specifically, gadgets may be used by the

students to use it every day to learn and to explore.

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Self-Development - refers to a process where the student’s ability or the student’s

characteristics become a fully developed. Improve the skills and other characteristics of

the student’s or learning new skills to become fully developed.

Motivation - refers to reason of the students to make improvement or change by which

he/she might require to be better. It may be wants to trigger the student to do a better

improvement.

Focus - refers to the student’s ability to focus on one thing without being distracted until

the desired task that the students focused was being completed. It helps the student to pay

attention during class time or during study time.

Information Management - refers to the ability of the student on how he/she handle the

information that he/she get from technology. How the students analyze the information

given by the websites and applications.

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Chapter 2
REVIEW OF RELATED LITERATURE

To confirm the validity of this research, past research and studies were

used to strengthen the present undertaking conducted by the researcher.

Kaware and Sain (2015) stated that development of ICT or Information and

Communication Technology change the method of teaching and learning of the teachers

due to its application in teaching mathematics. The objective of the study is to explore

more and discover the benefits of ICT that is faced by the educator during the process of

teaching mathematics. There are many benefits when applying ICT in teaching

mathematics; it attracts the student’s attention in learning math, it motivates the student’s,

it increases the performance of the student’s because it encourages the students to learn.

Also, encourage positive interaction and relationships to others. But few problems were

faced by the mathematics educator since it technological teaching, the few problems

faced by the educator are educator are lack of knowledge about ICT, less technical

support which are needed the most. So, it suggests that there should be an increase in

training for the educator in term of ICT application in teaching purposes. There should

also a technical support to motivate the educators.

According to The Next Generation (ISTE, 2007), its show’s half of the students

use technology in the area of creativity, innovation, communication, research and

information fluency. There is also evidence that the K-12 students use technology for

critical thinking, decision making and problem solving. The half of the student’s uses

instructional practice which they don’t use technology as bases of their viewing skills.

Students usually use books and other materials except for the advance technology since

they don’t want to use technology. The data shows that most of the teachers have no
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technological skill which they have difficulties in accessing and using technology to

teach students.

The skills when using technology is highly needed for the teachers since its now

21st century in which technology having a big role to our economy. Being knowledgeable

about technology can lead the students to be competitive in which also can lead the

students to focus to their studies. The survey that was conducted by the researcher shows

that the answer of the students during the survey says that the technology is important in

the study to easily learn because it is easy to access in any time and any place.

Journal of Education Computing Research (Jan 2020) stated that applying serious

educational games (SEG) will enhance the viewing skills of the undergraduate and also

enhance their conceptual understanding. The students that played the games had a similar

increase in academic growth in conceptual knowledge as the students who are studying

traditional course material. The undergraduate that applied the (SEG) had increase

effectively than the other students since the (SEG) is an effective tool for educational

purposes, it might be effective if it will be made to become a substitute for traditional

study for those students who are undergraduate or to those who are not studying.

Since power of technology is very useful for our economy especially to our

education purposes since it has the power to attract the attention of the people especially

students. It gives a lot of benefits that we can get. By the influence of the games, the

students who are the target audience of the creator might learn and improve their

knowledge and viewing skills to be competitive in any occasion of their life. To improve

the learning and the skills of the students, technology has the great power to expose the

students to the new environment which they can learn effectively and comfortably.
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Sivin-Kachala & Bialo, (2000), stated that there is high possibility of efficiency in

achieving proficient knowledge. It has a good effect towards student’s performance, all

major subjects and also can give some special needs of the students. Interactive video is a

great help for the students for the improvement of their viewing skills especially when the

concept to be learned has a visual concept that can attract the students to study and to

focus on the concept that was presented by the educator. It also states that, use of online

telecommunication for gathering every student in different location has a big impact to

improve the academic skills of the students.

Implementing visual concept presentation or visual presentation is easier to use

and more reliable. When using the visual presentation, the students will be persuaded to

listen and learn to enhance the viewing skill of the students. It’s easy to use visual

presentation; teachers are the benefactor of this presentation since the manual

presentation is time consuming and need hard work to write and also money consumer.

According to Statti, Aubrey; Villegas & Sonimar (2020), mobile phone can also

help the students to improve its viewing skills since it has the ability to access the school

information and online educational games and also has the ability to access websites that

are made for educational purposes. It focuses on what are the impacts of the mobile

phones in terms of educational enhancements. It states that, there are many challenges in

using mobile phones for educational purposes. Since mobile-phones have also some dis-

advantages when used as learning materials. The study would like to enhance and find the

guidelines that can help to address the negative effect of the mobile phone when used as a

learning material or as an enhancing material for the students.

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According to Honey (2005), today’s young people have the full access of the

technology and use as what it should be and sometimes used for purpose that should not

be done. Youth is now addicted to technologies since they have the access of internet,

tablets, computer and more technologies that are available in the economy. Now, many

evidences are concern on the impact for the use of the technology to viewing skills of

every youth that are using technology.

The focus of the study is the relationship of the adolescent usage of the gadgets

and the learning skill of each youth. As the technology grow and evolve the more the

society change. Students are now more focus on technology, they use it as part of their

life. Since, the evolution of technology continuous rising and its effect to the society also

rises, how the technology affects the skills of each student who are using technology. The

study found out that the technology facilitates exploration and integration of information

by allowing the students to explore, design, access information and experiment. But since

technology is wide platform of information, high exposure of the students to social

networks can also lose the focus of the students. In which it has also a bad effect to the

students. So, it shows that competence in technology can help students achieve student’s

success with the help of the teachers, environment and proper use of technology. Deep

exploration of the students can help them improve their skills of competence and skills in

improving their knowledge.

According to Schacter (1999), state that the students who have the access of any

technologies show positive achievement on their national test and standardize test.

Student who has access to technology is more advance since they can access the
 31

information that they needed especially to their assignments. Technology is a great help

for students which they can use it for study, and more.

By the use of technology, the students have a higher possibility to achieve their

goal in school which they can improve the viewing skill since they might have higher

order thinking and integrated learning system which they can get using the technology

that might help to improve their skills.

Wenglinsky, (1998), states that the technology has a great effect toward fourth and

eighth graders on increasing their score in mathematic test. Using the computer low order

thinking skill such as practice and drill has a negative impact to students on achieving

their viewing skills. Since the use of low thinking skills doesn’t success. Wenglinsky

found an answer, using computer as solve simulation for the students is efficiently

effective. The students increase their mathematics exam score by using the computer as

solving simulation.

Since there is an increase on the students score, the researcher already found out

that using the computer as solve simulation is better. Hiebert (1999), also has the same

point, that if the students are focused on the procedure itself but they don’t focus on the

meaning of the procedure eventually they will fail. But using technology as solve

simulation, they can explore and learn new concept and develop their skills while solving

the problem. But later on, Zemblyas, & Vrasidas (2003) found out that, not only

computer use itself has a positive and negative effect on the student’s achievement, but on

how the students use the computer.

According to Najla Alshammari, (2014), education has a big role to our

community as well as improving our daily life. But, with the help of technology it can be
 32

lot easier since the technology improves the learning process that it can make the students

understand easily than the old method. Since the technology is a great help, it should be

available in internet and educational programs. Technology helps the student to improve

their level of viewing skills as well as the teacher’s skills that also needed the technology

to make their teaching method lot easier and easy to understand.

The author of the study is a teacher in Saudi Arabia in which he witnesses the low

level of the students viewing skill. Students nowadays are exposed to technology and

students use technology to improve their skills, as he witnesses the low level of viewing

skills of the students in their place so he assumes that students will improve the viewing

skills of the students when the students use technology. Also, the technology is more

enjoyable, and it improves the learning process of the students in which it may help to

increase their viewing skills.

According to Granberg, (2000), that the technology helps them improve the

viewing skill of their students since they use technology to help the students to master the

subjects from elementary and secondary school in which they use structural equation

modeling. The faculties continue to build their own skills while their students continue to

study using technology to be successful.

They use modern technology on their conference such as the video screen and

projection system. In which they can enhance the viewing skills of their students by the

influence of the technology on their school. The more the school knows how to use

technology specially teachers who are the one who can guide the students to learn

effectively during class time. Owen’s School is more enhance in technology since they

use it for educational purpose. They want their students to improve their skills by using
 33

the technology in which it is successful. Making their students learn by the use of

technology is a wise idea since they want their students to learn even without the physical

contact to their teachers. Owens school wants their students to be successful before it left

their school.

Robert Gloveer, (2004), stated that technology change the way the students learn

and the way they interact towards their teacher. But not only the students change the way

they learned, but the teachers also change their ways on teaching. This study focusses on

how the students change the method they use on studying by the presence of technology.

Also, how long they use technology in terms of using it in studying. How is it effective to

use the technology in enhancing the viewing skill and how the technology increase’s the

improvement of the students on their performance and how it widens the knowledge of

the students.

Using technology as a learning material has two types of effects, which the

positive and the negative effect. The students are using technology for educational

purpose only which is the highest percent in the statistic graph and also the positive

effect. But the rest percent stated that it is for online gaming which is the negative effect

of technology towards the students. The teacher also has a big part of being the educator,

the teacher also use technology for their schoolworks. As the researcher found that the

technology has a big role to students on the way they improve their knowledge and

academic performance. Teachers are also affected with technological evolution the

teachers also increase their level of teaching especially when they use technology as their

partner in teaching. The more the teacher has the skills in technology the more the

students can also learn.

 34

Melissa Williams, (2019), stated that on this day it’s rare to find a student that

don’t have technology. Now many people talk about the benefits of the technology on

daily life, but they don’t focus on what are the benefits that the students may gain when

they have the technology that can help them with their studies. Many questions about the

negative effect of the technology when used in schools, technology can harm the students

when they are over exposed and not properly guided. Technology is a great help for

students, especially on this century that students should at least have one technology to

compete with in the society that are now full of technology. By the presence of

technology, it’s a big difference when you have than you don’t have.

There are a lot of benefits that we can get but also, we can’t avoid the negative

effect of the technology to our academic performance. As long as there is proper guidance

the students can gain a lot of benefits. Teachers can benefit the technology especially if

they have the skills in handling the technology. It’s a big asset for the teachers to have

such technology. Improving the educational achievement of the teachers can be gain by

the use of technology. Improvement of communication skills can be achieved by

everyone by the help of the technology. While the students are competing with their

academic skills, they can also access the internet to learn via online educational games.

As long as the students can access the technology, there would be a great change in

student’s academic performance.

Norman, (1999), stated that ‘new technology devices would increase students’

interest in enhancing their viewing skill’. Which is true, by the time passed by the

evolution of technology continue to rise, there is a great chance that the students will

easily understand the ideas of its surroundings. As the time pass the more the technology
 35

getting more advance the more the viewing skill of the students will also increase.

Technology has the power to help the students to learn easily, as we can see to our self,

we learn even we are just browsing our technology, we learn even were just using our

technology. By the greater help of technology, the greater the student increases its

performance, if the students use the technology as guide for its improvement.

Vawn Himmel Bach, (2019), postsecondary educator see’s the technology as bad

influence for the students and distraction in classroom. Educational technology itself is

not effective in teaching and in learning. But it is effective with the presence of educator

(teacher) and purpose (specific purpose of usage of technology). When using technology,

it doesn’t need effort and strategies. If technology is being used with purpose and with

good intention, it is the time that it’s not distraction, but it is now effective learning and

teaching tool.

Using technology without proper intention it may not useful since technology can

only be effective if the user or the student and the teacher has its own purpose in using

the technology. With the help of our internet connection, we can access websites that can

help us with our purpose of enhancing the viewing skills or teaching. Proper usage of

technology is very important since the technology can be effectively used when the user

has a great purpose. When the students go to website with proper purpose, the technology

might help the students. But if the students have no good intention in accessing the

website, the students may not learn since there is lot of content in internet that can attract

the attention of the students that the students can’t focus anymore.

According to Neil Selwyn & Onno Husen, (Jun 2010), stated that the government

around the world create and develop technological skill to compete on 21 st century
 36

schooling. But later on, found out that the competence is low if the students have

technology in their life. But to those students who have less opportunity to access

technology, they believe that the competence is high due to lack of access on technology.

Susana Juniu, (November 8, 2009), stated that using educational technologies for

teaching and learning are particularly challenging towards educators. Combination of

multimedia materials and websites can create many possibilities for delivering content

and educational materials to students. Although, technology is a wide platform that can

affect the learnings of the students wherein the students can learn many things by

exploring, developing skills and enhancing viewing skills, many possibilities may occur

when the teacher and students use education technology in teaching and learning.

Teacher’s may have difficulties in teaching if the teacher is not skilled enough in using

technology but using technology in teaching is a great advantage.

Students can also benefit the usage of educational technology where they can

learn in their own discoveries and their own work. Although, educational technology can

also be hard to access when the students are not that also skilled to access but if the

students learned to use and explore the usage of educational technology it can aid the

students to process the information they gathered, they can explore the internet wherein

there are many ideas, they can articulate the ideas they know, and represent their ideas

while they are actively helping each other.

Heraklion & Crete-Greece, (2012), stated that computer environment is

significant part of learner’s life. E-learning is a very wide range of source of information

that the students can access by the use of technology. E-learning can give the student’s

different environment where the enhancement of viewing skills may happen to students,
 37

also the e-learning can give the concept of self-learning, independent learning, active

learning and self-directed learning in which the student can get information from

technology and directly learn by itself without the help of another person. Computer

based learning also can give the students with enough knowledge since the computer-

based technology give’s realistic problem-solving situation where the students can

explore and learn by the help of simulation or game.

Reiser (2001) based on him that by using the e-learning, the students can be

responsible in regulating their own knowledge. E-learning has a big impact to students

viewing skills and teacher’s skills as well, by using e-learning students and teachers can

improve teaching method and enhancement method of viewing skill in which they can

teach and enhance the viewing skills effectively.

Educational technology has many positive effects to students as well as to the

teachers. As the teachers improves their skills in handling the educational technology,

they can also help the students by showing them that educational technology can help

them. Teachers are also one of the factors that can help the students to guide the students

on how to effectively enhance the student’s viewing skills. When the students explore in

educational technology, they are also responsible to their self. they can gain knowledge

and also important information.

Performance of Student’s Viewing Skills

According to Kay, R. H. (2012), students that has the control to pause the watched

material and review the material, it greatly affects the viewing skills of the students.

According to her, there is a great chance that the student can develop its performance in

viewing skills the more the student has the control in pausing and reviewing the watched
 38

material. Also, according to her that the student can improve their performance in

viewing skill if the quality of the video or the material they are watching is high in

quality.

Stated by Hibbing & Erickson (2003) that students struggle in making connection

to what they are watching. According to them that most of the students says that when

they watch an educational material they can’t imagine, and they can’t provide a

connection to what they are watching. Students are having difficulties in making

connection to what they watch, they can’t picture out what they are watching due to lack

of knowledge.

Level of Effectiveness in terms of Instrument

According to Yoon & Jo (2014) that students are motivated to learn from their

mistakes. They learn to turn their error to become motivation. According to them that

students are concordance – students develop their cognitive and metacognitive abilities

by motivating their discovery learnings. As long as they are still learning they consider

their error as motivation for them to learn more.

Moon, Brenner & Jacob (2013), states that students having difficulties in creating

connection for their future learning due to loss of focus. Students struggled in gaining

focus when they are using educational technology as basis of their learning. According to

them that students are having a hard time in creating ideas that they can use in making

connection to future use.

Level of Effectiveness in terms of Design

Stated by Shih (2011), platform integration is highly effective to students to

improve their skills and knowledge. According to him that platform integration can also
 39

motivate students to learn and make students interested in learning. As stated by Shih,

that platform integration can affect the interest of the students and their motivation.

According to R Blair & TM Serafini (2014) that media integration is highly

effective in terms of design. To let the student’s, learn, engaging students to the media can

improve the learning skills and data gathering. According to them that since today

century embrace technology as learning method it can help the students learn in many

ways. Engaging the students can bring a positive effect.

Students embrace technology as part of their life as well as educational

technology in which it can give the students useful information to be used in studies.

Social media integration to students is helpful, new learning method is created and

invented to enhance the students learning and skills.

Level of Effectiveness in terms of Engagement

According to the study of Christie Blazer (2008), education technology has

Moderate Effective impact to students especially to their engagement to express their

ideas and knowledge. According to the researcher, the educational technology makes

students interested in learning which make their performance reach the goals that the

students wanted. The study also states that not only the engagement of the students

improves but also their learning skills that affect their engagement in educational

technology.

In educational technology most of the students use it as their way to engage to

their studies. Educational technology offers different information and ideas in which can

be used by the students. Students gather ideas from educational technology and also share

their ideas as their response. By this action according to her, students learn and enhance
 40

its knowledge. Gathering ideas is important to students for them to learn. Sharing ideas

can also help the students improve their knowledge.

According to Schindler, Burkholder, Morad & Marsh (2017), that educational

technology has many factors that influence the students to engage in learning. There are

many factors of educational technology that influence the emotional and cognitive

indicators of engagements that the educational technology helps the students engage their

self in many platforms to gain knowledge. According to them that educational technology

enhances the emotional and cognitive of students in which it is the factor that can also

give a positive impact to students to improve their viewing skills.

Extent of the Impact of an Effective Educational Technology to Student’s Viewing

Skills

As stated by Wieking (2016) that careful integration of technology into the

students will results to positive impact to student’s motivation for learning. It also stated

that the educational technology is important and valuable to students for them to learn.

Education technology should be integrated to the students but not every day, student’s

excitement can also be a factor that may affect the student’s way of learning. The more

the students get excited the more they want to learn.

Student’s exposure to the educational technology is a factor that can also enhance

the learning and the viewing skills of the students. When the students are only exposed to

education technology when needed, the students build excitement. The excitement of the

students can help them to build ideas in their minds that can be useful tool to enhance

their knowledge as well as their viewing skills.

 41

According to the study of Muller & Wulf (2020), that the educational technology

is dependent to the instructor on how it presented the information. Instructors are the one

who give instructions to the students. The students are also dependent to the instructor so,

it resulted that the educational technology gives impact to student’s information

management but depends to the instructor who gives instructions to the students.

According to Mason (2002), that by using video modeling in teaching students

increases the social skills and viewing skills of the students. student’s interaction to

educational technology gives positive impact toward students. Also, student’s viewing

skill and social skill may develop due to wideness of educational technology in which the

students explore and gather information. Wherein, the students can interact many

information that can be added to student’s knowledge.

As stated by Snowman (1995), that educational technology is crucial to student.

Educational technology is beneficial to students due to its consistency. It brings positive

impact to student’s achievement in enhancing the viewing skills. According to him, the

educational technology is examined as effective in assisting the students. Also,

enhancement of the student’s skills is affected by the educational technology.

Tugrul (2012) stated that students embrace the environment wherein they are

learning at the video recorded presentation. According to him that the students embrace

the video recorded presentation as their educational tool and environment where in the

students learn effectively. The students learn when they watch the recorded videos; they

can learn and gather idea that is presented at the video. The video presentation enhances

the learning outcomes and classroom education.

 42

For the students, video presentation is effective. When using educational tools,

which are the recorded videos. It is effective in enhancing the viewing skills of the

students. Students watch the video while they are extracting the ideas and knowledge

they gather, and they actually digest every idea.

Cooper & Higgins (2015) stated that educational technology is effective to

students especially when the tool being used is recorded instructional videos in which the

students watch the educational material and learn from it than using the traditional way of

teaching and learning. According to them that educational learning tool should be

encouraged to be used, especially that the tool is not harmful to students learning. When

using the traditional learning, supported by the educational tool for learning would be

highly effective for the student to learn effectively and enhance the viewing skill of the

students. Watching the educational material can affect the enhancement of the viewing

skill of the students.

Courville (2011) stated that viewing skill is crucial to students. Every student uses

most of their viewing skills in learning and gathering data. Educational technology helps

the students to focus on their learning enrichment. Gathering of information is necessary

when using educational technology. Students may achieve high level of achievement and

enhancement of viewing skills when the teacher is also has the skills to support the

students to learn and achieve more.

Teacher’s learning in handling the educational technology is highly recommended

since they are the one who can guide the students. Student’s achievement in enhancing

the viewing skill may depends on the performance of the students, but the presence of the

teacher and the knowledge of the teacher can also affect the performance of the students
 43

in enhancing the viewing skill of the students. According to him that the integration of

educational technology is effective if the teachers of the students are also effective in

teaching the students. the teacher is also part of the student’s achievement, efficacy of the

teacher can lead to effective enhancement of viewing skill of the students.

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Chapter 3
METHODOLOGY

This chapter presents the method used and the overall design being used in

conducting this study, the instrumentation, administration of instruments and procedure

of analysis to determine the Effectiveness of technology in enhancing the learning skills

of grade 12 students. This includes the research method, research environment, research

instrument and data gathering.

Method

The method that was used by the researcher is Quantitative method. Quantitative

method is a method that collects and analyzes data’s, and it is used to create patterns and

predict causal relationship (Bhandari, 2020). Descriptive design is also used which uses

questionnaires as the primary tools. The researcher uses descriptive design to identify the

relationship and the current status of identified variable and another identified variable in

a population. Descriptive study is used to determine if the educational technology is

really effective in improving the students viewing skills, as the purpose of the study.

Specifically, it determines the effectiveness of the educational technology, how

technology helps the students enhancing their viewing kills.

Environment

The school is located at the Plaridel St., Alang-alang Mandaue City. The school caters

Elementary Department, Junior High School Department, Senior High School

Department (ACAD-HUMSS and GAS and TVL-ICT and HE) and College Department

(Bachelor of Elementary Education-General Education, Bachelor of Secondary

Education-English, and Diploma in Professional Education. There is only one section of

Grade 12 students in Senior High School Department with a population of 42 students. It

 45

has one Principal’s office, one Accounting office, one Registrar’s office, one mini AVR, a

clinic, a canteen, one Science laboratory, a separate comfort rooms for male and females’

students and one HE room in the ground floor of the school. On the second floor is where

the separate library of the basic education and college is located together with one

Faculty room, one Computer room, and a Guidance office.

Respondents

The respondents of this study will be the Grade 12 Senior High School students at

a private school in Mandaue with total respondents of 17.

In choosing the respondents of the research, the researcher uses stratifies random

sampling using Slovin’s Formula, n=N/1+Ne2 with 20% as margin of error.

Table 1
Research Respondents
N = 17

SENIOR HIGH SCHOOL TOTAL NUMBER OF RESPONDENTS

STUDENTS ENROLLEES
GRADE 12 42 17
TOTAL 42 17

Instruments

This study has used the interview guide questionnaire created by the researchers

and reviewed by the research adviser underwent pilot testing for the validity and

reliability of the modification. The questionnaire cover questions with Likert scale which

can be answered by the respondent using questionnaire. The questions are based on the

observation and experience of the researcher itself; it is related to student’s experiences

by using technology. The respondents will be asked by the researcher using fill-up

documents to measure their experiences.

 46

This study focuses on the document type of questionnaire where the students can

easily access the questions and they can answer comfortably. The questionnaire is full of

question about the experiences and observation about the technology now a-days. By

answering the questionnaire of the respondents, by using the Criteria that was made by

the researcher it can measure the answers of the respondents.

Data Gathering Procedure

The researchers will submit an authorization letter to the School Admin for the

approval in conducting the data gathering with their respondents. Upon the approval of

the School Admin, the respondents will be asked individually to answer the

questionnaire. The respondent will be informed about their purpose of participation. They

should be also asked if they are willing to participate in conducting the research. Their

answers will be collected by the researcher since they are answering using form or sheet.

After the respondents answer the questionnaire, it will be collected and kept for their

privacy. It is graded using the criteria.

Data Analysis

Problem number one to problem number two will be answered by the respondents

using the questionnaire made by the researcher using Likert 5 points scale, that will be

answered by stating the level of criteria which are exceptional, above average, average,

below average and poor. And for more reliable data gathering, the researcher will ask the

respondent to answer the questions properly. Then the assessment questions will be

scored using the criteria that is made by the researcher. The answers will be tallied and

will be read properly by the researcher to minimize

 47

Problem number three will be answered using the questionnaire made by the

researchers using Likert 3 points scale. The researcher will distribute a researcher made

questionnaire to the respondents. The answers of the researcher gathered by the

researcher will be tallied and be finalized using the criteria. The answer will be check

properly to make no mistake.

Statistical Treatment

The following are the techniques utilized by the researcher.

1. Slovin’s formula – this tool is used to calculate the sample size (n) of the respondents,

given the population size (N) and the margin error.

2. Weighted Mean – is the mean by which a weight is applied to each quantity to be

averaged, and this weighting defines the relative value of each quantity on average. This

tool is determined by calculating the number of responses that fell on a given scale to the

point where the scale corresponds and dividing the product to the total number of

respondents.
 48

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data. Tables are presented

below followed by their corresponding descriptive interpretation.

Part I. Performance of Students’ Viewing Skills

The table shown below reflects the performance of the students’ viewing skills in

accordance to the criteria given.

Table No. 2
Performance of Students’ Viewing Skills

CRITERIA WM DE
1. Seeking and checking understanding 2.83 A
2. Making connections 1.98 BA
3. Making and confirming predictions and inferences 4.02 AA
4. Interpreting and summarizing 2.67 BA
5. Pausing and reviewing 4.82 E
6. Analyzing and evaluating 2.73 BA
TOTAL 3.17 A
Legend:

4.21 – 5.0 – Exceptional (E)

3.41 – 4.20 – Above Average (AA)
2.61 – 3.40 – Average (A)
1.81 – 2.60 – Below Average (BA)
1.0 -1.80 – Poor (P)

Weighted Mean – WM
Descriptive Equivalent – DE

Table number 2 shows the result of the survey being conducted by the researcher.

Pausing and reviewing got the highest WM of 4.82 which means Exceptional. As the

researcher reviewed the answers of the respondents, the researcher observed that most of

the students pause and review the material viewed to absorb the ideas and knowledge of

the material watched.

 49

According to Kay (2012), students that has the control to pause the watched

material and review the material, it greatly affects the viewing skills of the students.

According to her, there is a great chance that the student can develop its performance in

viewing skills the more the student has the control in pausing and reviewing the watched

material. Also, according to her that the student can improve their performance in

viewing skill if the quality of the video or the material they are watching is high in

quality.

In other criteria which are the seeking and checking understanding, making, and

confirming predictions and inferences, interpreting and summarizing, and analyzing and

evaluating from the conducted survey it shows that it is above average, average and

below average based on their answers, the respondents are still struggling in handling

other criteria. As shown in the result that the respondents are still struggling in

interpreting and summarizing.

In the table number 2 shows the respondents have a difficulty in making

connection which shows WM of 1.98 in which represent as Below Average. Based on

their answers in the survey that the researcher conducted, it shows that they are still in

process of learning on how to properly connect every scene that they watch.

Stated by Hibbing & Erickson (2003) that students struggle in making connection

to what they are watching. According to them that most of the students says that when

they watch an educational material they can’t imagine, and they can’t provide a

connection to what they are watching. Students are having difficulties in making

connection to what they watch, they can’t picture out what they are watching due to lack

of knowledge.
 50

The total average WM of the table number 2 is 3.17 which correspond to average.

As the result of the survey that being conducted, it shows that the respondents are in

average rate in overall criteria that was given to them. The total MW reflects that the

students viewing skills is in average to be effective in viewing skills when using

educational technology.

Part II. Level of Effectiveness of the Educational Technology Used

This part reveals the level of effectiveness of the educational technology used by

the students in viewing.

Table No. 3
Level of Effectiveness in terms of Instruction

CRITERIA WM DE

1. Rigor 3.18 A
2. 21st Century skill 3.47 AA
3. Connection to future learning 1.87 BA
4. Value of errors 2.78 A
5. Feedback of teacher 2.64 A
6. Level of learning materials 2.65 A
7. Cooperative Learning 2.76 A
8. Accommodation of individual differences 2.91 A
TOTAL 2.78 A
Legend:

4.21 – 5.0 – Exceptional (E)

3.41 – 4.20 – Above Average (AA)
2.61 – 3.40 – Average (A)
1.81 – 2.60 – Below Average (BA)
1.0 -1.80 – Poor (P)

Weighted Mean – WM
Descriptive Equivalent – DE
 51

In table number 3 it shows the level of effectiveness of the educational

technology. The result of the survey conducted by the researcher shows a WM of 3.47 in

terms of value of error which means that it is Above Average for the respondents. By the

answers of the respondents, it shows that the educational technology is effective in terms

of value of error. It shows that the respondents turn their error to motivation to learn.

According to Yoon & Jo (2014) that students are motivated to learn from their

mistakes. They learn to turn their error to become motivation. According to them that

students are concordance – students develop their cognitive and metacognitive abilities

by motivating their discovery learnings. As long as they are still learning they consider

their error as motivation for them to learn more.

The result also shows that the lowest WM of 1.87 which means Below Average.

The students are having difficulties in connection to future learning. As the respondents

answers the survey it shows that most of them are having trouble in using the ideas of

materials viewed to their future learning.

Moon, Brenner & Jacob (2013), states that students having difficulties in creating

connection for their future learning due to loss of focus. Students struggled in gaining

focus when they are using educational technology as basis of their learning. According to

them that students are having a hard time in creating ideas that they can use in making

connection to future use.

In general, the other criteria of the effectiveness of educational technology are in

moderate level in which the respondents are found the effectiveness of the educational

technology in average level.

 52

The total WM shows 2.78 which mean Average. It shows that the educational

technology is effective to the respondents but the students still facing difficulties.

Table No. 4
Level of Effectiveness in terms of Design

CRITERIA WM DE
1. Ability to save progress 2.86 A
2. Platform Integration 3.46 AA
3. Screen design 2.78 A
4. Ease of use 2.81 A
5. Navigation 2.79 A
6. Goal orientation 2.35 A
7. Information presentation 2.89 A
8. Media Integration 2.61 A
9. Cultural Sensitivity 2.61 A
TOTAL 2.79 A
Legend:

4.21 – 5.0 – Exceptional (E)

3.41 – 4.20 – Above Average (AA)
2.61 – 3.40 – Average (A)
1.81 – 2.60 – Below Average (BA)
1.0 -1.80 – Poor (P)

Weighted Mean – WM
Descriptive Equivalent – DE

The table number 4 shows the result of the survey conducted by the researcher. It

shows how effective is the educational technology in terms of design. The table shows

that the WM of Platform integration is 3.46 which reflect as Above Average. As noticed

by the researcher, the respondent’s answers are higher than any criteria in which they are

having a good quality in focusing and, they are depending on the type of material to be

viewed if it is attractive or not. It shows that the respondents can focus when they use

different platform in gathering ideas and knowledge using educational technology.

 53

Stated by Shih (2011), platform integration is highly effective to students to

improve their skills and knowledge. According to him that platform integration can also

motivate students to learn and also make students interested in learning. As stated by

Shih, that platform integration can affect the interest of the students and their motivation.

The table number 4 shows that the students excel in the media integration and

cultural sensitivity in which has a total of 2.61 that reflect as Average. Observed by the

researcher, based on the answers of the respondents on the survey conducted that the

respondents show an answer that they are good in educational technology in terms of

design. Also, the respondents are used media integration in effective way to them to learn.

According to Blair & Serafini (2014) that media integration is highly effective in

terms of design. To let the student’s, learn, engaging students to the media can improve

the learning skills and data gathering. According to them that since today century

embrace technology as learning method it can help the students learn in many ways.

Engaging the students can bring a positive effect.

Table number 4 with a total average weighted mean of 2.79 reflects as Average. It

shows that educational technology is in Average to be effective in terms of design.

Students can enhance their viewing skills in terms of design. Design covers the following

criteria: Ability to save progress, Platform Integration, Screen design, Ease of use,

Navigation, Goal orientation, Information presentation, Media Integration, Cultural

Sensitivity in which resulted to be in Average. Overall total shows that educational

technology is effective to enhance the students viewing skills but there should be an

improvement needed to be more effective.

 54

Bates and Poole (2003) stated that educational technology is effective for the

students to enhance their viewing skills in terms of design. Educational technology in

terms of design has the ability to let the students explore to any platform. According to

them educational technology has a design that is different from traditional books,

educational technology has an advance feature that can make students learn more. Also,

according to them that even the educational technology effective to enhance the students

viewing skills by the terms of design but there still needs to be improve in using

educational technology to be more effective.

Table No. 5
Level of Effectiveness in terms of Engagement

CRITERIA WM DE
1. Learner Control 2.67 A
2. Interactivity 2.62 A
3. Pace 2.81 A
4. Personal Performance 2.76 A
5. Interest 4.43 AA
6. Utility 2.71 A
TOTAL 2.99 A
Legend:

4.21 – 5.0 – Exceptional (E)

3.41 – 4.20 – Above Average (AA)
2.61 – 3.40 – Average (A)
1.81 – 2.60 – Below Average (BA)
1.0 -1.80 – Poor (P)

Weighted Mean – WM
Descriptive Equivalent – DE

The table number 5 shows the effectiveness of the educational technology in

terms of engagement. The table shows that the interest of the students when using

educational technology has a high level that shows factors that affects the effectiveness of

educational technology with the WM of 4.43 which means it is Exceptional. The

 55

engagement of the students when using educational technology is in high level and highly

effective.

According to the study of Christie Blazer (2008), education technology has

Moderate Effective impact to students especially to their engagement to express their

ideas and knowledge. According to the researcher, the educational technology makes

students interested in learning which make their performance reach the goals that the

students wanted. The study also states that the not only the engagement of the students

improve but also their learning skills that affect their engagement in educational

technology.

The other criteria correspond to Average; it shows that there is a high possibility

that the educational technology helps the student for them to engage and learn.

In general, the whole criteria have a total of 2.99 which corresponds to Moderate

Effectiveness. It shows that it is effective to engage the students to the educational

technology for them to learn and gain knowledge.

According to Schindler, Burkholder, Morad & Marsh (2017), that educational

technology has many factors that influence the student to engage in learning. There are

many factors of educational technology that influence the emotional and cognitive

indicators of engagements. That the educational technology helps the students engage

their self in many platforms to gain knowledge.

 56

Part III. Extent of the Impact of an Effective Educational Technology to Students’

Viewing Skills

The table reveals the extent of the impact of an effective educational technology

to students’ viewing skills.

Table No. 6
Extent of the Impact of an Effective Educational Technology to Students’ Viewing Skills

CRITERIA WM DE

1. Motivation 2.38 A
2. Attention 2.31 BA
3. Information Management 2.87 A
TOTAL 2.53 A
Legend:

2.34 – 3.00 – Average (A)

1.67 – 2.33 – Below Average (BA)
1.0 -1.66 – Poor (P)

Weighted Mean – WM
Descriptive Equivalent – DE

Table no 6 shows the impact of educational technology towards the student’s

viewing skills. Above all the criteria, information management got the highest WM which

is 2.87 that corresponds to Average. It means that the students are good enough to handle

information they viewed.

It also shows that the students give less attention to educational technology. It

shows that the WM of attention is 2.31 which correspond to Less Average. So, it means

that the students cannot focus when they use educational technology when they use it for

educational purposes.

But in whole, the criteria that contribute to the impact of the educational

technology to students viewing skills shows WM of 2.53 which corresponds to Average.

 57

It means that over all criteria shows that the educational technology has a positive impact

to the students viewing skills.

As stated by Wieking (2016) that careful integration of technology into the

students will results to positive impact to student’s motivation for learning. It also stated

that the educational technology is important and valuable to students for them to learn.

Education technology should be integrated to the students but not every day, student’s

excitement can also be a factor that may affect the student’s way of learning. The more

the students get excited the more they want to learn.

According to the study of Muller & Wulf (2020), that the educational technology

is dependent to the instructor on how it presented the information’s. Instructors are the

one who give instructions to the students. The students are also dependent to the

instructor so, it resulted that the educational technology gives impact to student’s

information management but depends to the instructor who gives instructions to the

students.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

 58

This chapter presents the summary, findings, conclusion, and recommendations

made by the researchers from the data gathered at the Private School of the Mandaue,

grade 12 students.

Summary of Findings

The study entitled Efficacy of education technology in enhancing the viewing

skills of the grade 12 students at private school in Mandaue, School Year 2020-2021.

The performance of the student’s viewing skills shown in the table above

according to the result of the survey being conducted by the researcher. Pausing and

reviewing got the highest WM which revel as an Exceptional. As the researcher reviewed

the answers of the respondents, the researcher observed that most of the students pause

and review the material viewed to absorb the ideas and knowledge of the material

watched.

The level of Effectiveness of educational technology in terms of instruction, the

result of the survey conducted by the researcher shows that the WM of effectiveness of

educational technology in terms of value of error it reflects as Above Average for the

respondents. By the answers of the respondents, it shows that the educational technology

is effective in terms of value of error. It shows that the respondents turn their error to

motivation to learn.

The table number 4 shows the result of the survey conducted by the researcher. It

shows how effective is the educational technology in terms of design. The table shows

that the WM of Platform integration reflect as Above Average. As noticed by the

researcher, the respondent’s answers are higher than any criteria in which they are having

a good quality in focusing and, they are depending on the type of material to be viewed if
 59

it is attractive or not. It shows that the respondents can focus when they use different

platform in gathering ideas and knowledge using educational technology.

The table number 5 shows the effectiveness of the educational technology in

terms of engagement. The table shows that the interest of the students when using

educational technology has a high level that shows factors that affects the effectiveness of

educational technology with the WM corresponds to Exceptional. The engagement of the

students when using educational technology is in high level and highly effective.

Table number 6 shows the impact of educational technology towards the student’s

viewing skills. Above all the criteria, information management got the highest WM which

corresponds to Average. It means that the students are good enough to handle information

they viewed.

Conclusion

The conclusion then coincides with the theory of Ricki Goldman which is Point of

View Theory in which stated that the educational technology helps the students to layer

every point of view gathered and share the student’s point of view. Exposure to

educational technology can lead the students to learning. Gather ideas and enhance its

skill, especially viewing skills.

The total average WM of the table number 2 corresponds to Average. As the result

of the survey that being conducted, it shows that the respondents are in average rate in

overall criteria that was given to them. The total MW reflects that the students viewing

skills is in average to be effective in viewing skills.

 60

The total average WM of table number 3 reflects Average. It shows that the

educational technology is effective to the respondents in terms of instruction but the

students still facing difficulties.

Table number 4 reflects as Average when it comes to effectiveness of educational

technology in terms of design. It shows that educational technology is in Average to be

effective in terms of design. Students can enhance their viewing skills in terms of design.

Design covers the following criteria: Ability to save progress, Platform Integration,

Screen design, Ease of use, Navigation, Goal orientation, Information presentation,

Media Integration, Cultural Sensitivity in which resulted to be in Average. Overall total

shows that educational technology is effective to enhance the students viewing skills but

there should be an improvement needed to be more effective.

Table number 4, in general the whole criteria correspond to Moderate

Effectiveness. It shows that it is effective to engage the students to the educational

technology for them to learn and gain knowledge.

The general average WM of table number 5 shows criteria that contribute to the

impact of the educational technology to students viewing skills corresponds to Average. It

means that over all criteria shows that the educational technology has a positive impact to

the students viewing skills.

The result concluded that educational technology is at an Average stage based on

the findings of the research. Any of the conditions that the respondent addressed have an

impact on the effectiveness of educational technology, and the efficiency of educational

technology has an impact on the students' ability to improve their viewing skills. The

environment also has an effect on the students' results. Even though no Poor or Less
 61

Effective results were obtained, an improvement program should be implemented to

assist students in improving their viewing skills through the use of educational

technology.

Recommendation

 Proper use of educational technology program.

 Enhancing the ability of the teachers and instructor of the students in using

educational technology.

 Proper exposure of the students to educational technology.

 Evaluating and enhancing the skills of the students.

 62

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 66

APPENDICES
 67

Appendix A
Letter of Request for Title Proposal

April 2021

ROSITA G. GARGANTIEL
Principal
University of the Visayas – Mandaue
Mandaue City

Greetings!

I, Jef Martin D. Ortega grade 12 General Academic Strand (GAS) strand student at the
University of the Visayas – Manduae Campus Senior High School Department would like
to ask permission from your good office for the approval of my research title as part of
the requirements for completion of K to 12 Program. The title for my research is the
EFFICACY OF EDUCATIONAL TECHNOLOGY IN ENHANCING TH
EVIEWING SKILLS OF THE STUDENTS.

Toward this end, we hope for a favorable approval from you.

Thank you! God blesses!

Respectfully Yours,

JEF MARTIN ORTEGA

Approved by:

ROSITA G. GARGANTIEL
BED Principal
 68

Appendix B
Letter of Transmittal to the Principal

January 2021

DR. ROSITA GARGANTIEL

BEED Principal
University of the Visayas – Mandaue
Mandaue City

Greetings!

I, Jef Martin D. Ortega grade 12 student at the University of the Visayas – Mandaue
Campus Senior High School Department would like to ask permission from your good
office for the approbation of my research title as part of our requirements in the subject
inquires, investigation, and immersion or 3i’s. The title of my study is the EFFICACY
OF EDUCATIONAL TECHNOLOGY IN ENHANCING THE VIEWING SKILLS
OF THE STUDENTS.

Toward this end, I’m hoping for a favorable approval from you.

Respectfully yours,

JEF MARTIN ORTEGA

Approved by:

DR. ROSITA GARGANTIEL

BED Principal
 69

Appendix C
Letter of Transmittal to the Respondents

January 2021

Grade 12 Students
University of the Visayas – Mandaue
Mandaue City

Ma’am/Sir

Warmest greetings!

I, Jef Martin D. Ortega grade 12 students at the University of the Visayas – Mandaue
Campus Senior High School Department would like to ask a permission from you for a
favorable request and time to answer the following survey for my research as a part of
our requirements in the subject Inquires, Investigation, and Immersion or 3I’s. The title of
my study research is EFFICACY OF EDUCATIONAL TECHNOLOGY IN
ENHANCING THE VIEWING SKILLS OF THE STUDENTS.
Toward this end, I’m hoping for a favorable approval from you.

Respectfully yours,

JEF MARTIN D. ORTEGA

Approved by:

DR. ROSITA GARGANTIEL

BED Principal
 70

Appendix D
Letter of Transmittal to the Teachers

January 2021

GRADE 12 TEACHERS
University of the Visayas – Mandaue
Mandaue City

Ma’am/Sir

Warmest greetings!

I, Jef martin D. Ortega grade 12 students at the University of the Visayas – Mandaue
Senior High School Department would like to ask a permission for your approval to
conduct this research survey for my research as a part of our requirements in the subject
Inquires, Investigation, and Immersion. The title of my research study is EFFICACY OF
EDUCATIONAL TECHNOLOGY IN ENHANCING THE VIEWING SKILLS OF
THE students.

Toward this end, I’m hoping for a favorable approval from you.

Thank you! And have a good day!

Respectfully yours,

JEF MARTIN D. ORTEGA

Noted by:

JOSEPH ARNOLD BAUNSIT

Research Adviser

Approved by:

DR. ROSITA GARGANTIEL

BEED Principal
 71

Appendix E
Questionnaire for Performance of Students’ Viewing Skills
Name: __________________________________ Yr. & Sec.: __________________
Age: ____________ Sex: ____________

Part I. Performance of Students’ Viewing Skills

Frequency Always Sometimes Never

Performances 3 2 1
Seeking and Checking Understanding
I am able to seek reliable information when suing12 2* 3*
educational technology.
I always check every information that I used if it 8* 7* 2*
is reliable or not.
My viewing skill is very active in seeking and 15 2* 0*
checking materials to be learned.
Making Connections
I able to connect one scene to another scene.
I am able to connect every scene that is very
important to enhance my viewing skills.
I make connection every scene to enhance my
viewing skill when watching movies and learning
materials.
Making and confirming predictions and inference
When I am watching movie, my predictions are
right.
When watching a movie, I predict what will
happen next.
When I watch a movie, I already have the idea
what will be the flow of the movie because of my
predictions and I saw something that makes me
confirm my prediction.
Interpreting and Summarizing
I am able to interpret the movie that I watched.

I am able to summarize the movie effectively

using my viewing skills.
I am able to interpret the scenes in a movie.

Pausing and Reviewing

 72

I pause the movie to confirm my prediction.

To review the movie, I’m watching I pause the
movie.
I do pause action to review the movie that I’m
watching
Analyzing and evaluating
My viewing skills helps me to analyze data’s that
I gathered from any flatform.
Due to evaluating every data and information I
gathered my viewing skills improve.
My viewing skills is good enough to evaluate and
analyze data’s that I gathered for me to learn.

Part II. Level of Effectiveness of the Educational Technology Used

Frequency E AA A BA P
Levels 5 4 3 2 1
Instruction
Rigor
The more the learning materials has a well
explained instruction the more I want to learn.
I learn effectively when the educational
technology that I use has well explained
instructions.
I learn effectively when using educational
technology.
21st Century Skills
My skills are good enough to learn and improve
my viewing skills.
The more you have advance skills the more you
enhance your learning skills.
Is your new and advance skills helps you to
improve your viewing skills.
Connection to Future Learning
The more I connect every idea I learned it leads to
new ideas.
I made connection of every material viewed that I
can use in the future.
The knowledge I learned has a use to create other
ideas from connecting the ideas I’ve learned and
the ideas I wanted to learn.
 73

Value of Errors
Every time I commit error, I turn it into
motivation to learn.
Every time I commit error it turns out that I really
wanted to learn.
Does the error motivate you to learn more?
Feedback of Teachers
The feed backing of your teacher helps you in
improving your viewing skill.
The purpose of feed backing leads you in getting
the main point of the media viewed.
The feedback of teacher dimension enables
teachers to monitor students’ understanding of the
material viewed.
Level of learning material
When the level of learning material is hard it
improves my viewing skills
My viewing skills improve depend on the level of
learning materials.
The more the level of the learning materials Is
low it helps me more in improving my viewing
skills.
Cooperative Learning
The more I engage myself in cooperative
learning, my viewing skills improve.
The use of group learning leads me to the idea
that improves my viewing skills.
The group learning leads me to understand the
learning materials.
Accommodation of Individual Differences

Design
Ability to save progress

My viewing skills good enough to save the ideas

in my mind for future use.
My ability to save progress is helpful enough to
improve my viewing skills.

I save every information I learned in my mind

from learning materials for future use.
 74

Platform integration
The use of educational technology is relevant
since it can be shared in any platform.

I used educational technology since I can get

ideas from other learners for me to learn.
My viewing skills improve because I used
educational technology in gathering information
from other flatform.

Screen design
My viewing skills enhance depends on the design
and content of the material.

The more the content attracts my attention the

more the urge I wanted to learn.

I am able to digest ideas and the knowledge of the

learning materials if the learning materials is well
organized.
Ease of use
The more the learning material is self-explanatory
the more I learn.

If the content of the learning is easy to learn the

more my viewing skills improve.

The ease of use of the learning material affects

my viewing skills.

Navigation
The navigation of every learning materials motivates
you to improve your viewing skills

When using educational technology, the navigation of

the content of the material viewed helps you improve
your viewing skills.
 75

The viewed materials and its content are need to be

controlled by you to improve your viewing skills.

Goal orientation
Your goal orientation when using educational
technology meets your expectation.

Using educational technology, the goal orientation is

important to improve your viewing skills.

The learning material being used should meet your

goal to satisfy your performance.

Information Presentation
The way the content presentation of educational
technology affects your viewing skills.

Your knowledge depends on the way the content of

learning materials presented.

The presentation of the materials viewed by the

learner brings big part for you to learn.

Media integration
The combination of every component of learning
materials help you understand the content well.

The media integration helps you improve your

viewing skills.

Every media components of the educational

technology when it presented well it help you improve
your viewing skills.
Cultural sensitivity
The educational technology gives importance in
terms of cultural sensitivity of the learner.

The educational technology is not bias when it is

used in learning.
 76

The educational technology doesn’t have a

cultural barrier when being used.

Engagement
Learner Control
I use high level of task that can enhance my
viewing skills
By the use of moderate level of task, my viewing
skills are continuously improving.
When I’m playing educational games, I use hard
task to improve my viewing skills.
Interactivity
I play timed and decision-making games to help
my viewing skills improve.
I used interactive games to boost my viewing
skills.
I play educational interactive games in hard level
to help me improve my viewing skills
Pace
By playing pace games, my viewing skills
improve.
When I play games and I control the content of
the game, my viewing skills improve.
when I’m the one who control the content of the
movie or learning materials my viewing skills
improve.
Personal performance
I needed to create my own way of illustrating my
ideas to improve my viewing skills.
By doing personal preferences games and
activities my viewing skills improve.
When I play personal preference games it helps
my viewing skills improve.
Interest
I watch interesting learning materials to improve
my viewing skills.
Interesting movies that I wanted to watch helps
me improve my viewing skills.
The more I give interest in a game or movie the
more the enhancement of my viewing skills
improves when I watch the movie.
 77

Utility
The educational technology is very useful to
enhance my viewing skill.
The utility of every education technology is very
important in achieving learner’s goal.
The usage of educational technology is relevant
to you as a learner to gather information.

Part III. Extent of the Impact of an Effective Educational Technology to Students’

Viewing Skills

Frequency Always Sometimes Never

Performances 3 2 1
Motivation
Educational technology makes me feel
motivated when I’m studying.
Educational technology gives many ideas and
information that make me feel motivated.
Educational technology is very comfortable to
use that’s why I feel motivated.
Attention
I pay attention when I used educational
technology when I’m studying.
I pay attention to educational technology
because it’s very attractive.
I pay attention to educational technology
because it is very attractive to use for studying.
Information Management
I am able to select well what information to
retain or get from the material viewed.
I am able to get the information that I wanted
when I am studying.
There is no hindrance when I used educational
technology to get information from any flatform
of social media.

CURRICULUM VITAE
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PERSONAL DATA

Name : JEF MARTIN D. ORTEGA

Date of Birth : MAY 16, 2003
Place of Birth : POBLACION TABANGO LYTE
Civil Status : SINGLE
Parents : JAMES M. ORTEGA
MA. TERESITA P. DAÑO
Present Address : CASILI CONSOLACION

EDUCATIONAL ATTAINMENT

Senior High School : University of the Visayas – Mandaue

Mandaue City
2020 – 2021
High School : Marcelino R. Veloso National High School
Otabon, Tabango Leyte
2018 – 2019
Elementary : Tabango Central School
Poblacion, Tabango Leyte
2014 – 2015
SKILLS

Computer literate
Communication
Collaborative
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CURRICULUM VITAE

PERSONAL DATA

Name : ALIEAH JANINA M. NIÑAL

Date of Birth : SEPTEMBER 29, 2001

Place of Birth : PASAY CITY, METRO MANILA

Civil Status : SINGLE

Parents : ALLAN R. NIÑAL

SHIELAH M. NIÑAL

Present Address : CAMBARO, MANDAUE CITY

EDUCATIONAL ATTAINMENT

Senior High School : University of The Visayas - Mandaue

2019-2021

Mandaue City

High School : Mandaue Comprehensive National High School

2014-2016

Mandaue City

Elementary : Assembly of God Christian

2013-2014

Koronadal City

SKILLS

COMMUNICATION SKILLS

COLLABORATION SKILLS
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CURRICULUM VITAE

PERSONAL DATA

Name : LADY ERIKA BAREDO

Date of Birth : SEPTEMBER 04, 2001

Place of Birth : OSAMIS OCCIDENTAL

Civil Status : SINGLE

Parents : VENERANDO T. BAREDO

LORNA B. BAREDO

Present Address : OPAO MANDAUE CITY

EDUCATIONAL ATTAINMENT

Senior High School : UNIVERSITY OF THE VISAYAS - MANDAUE

2020-2021

MANDAUE CITY

High School : UNIVERSITY OF THE VISAYAS-MANDAUE

MANDAUE CITY

2018-2019

Elementary : MANDAUE CITY ELEMENTARY SCHOOL

MANDAUE CITY

2014-2015

SKILLS

Computer skills
Rational skills
Good working skills
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CURRICULUM VITAE

PERSONAL DATA

Name : LEOVEN JAY P. LOPEZ

Date of Birth : OCTOBER 24, 2001

Place of Birth : CORDOVA, CEBU CITY

Civil Status : SINGLE

Parents : LEO R. LOPEZ

EVELYN P. LOPEZ

Present Address : LABOGON, MANDAUE CITY

EDUCATIONAL ATTAINMENT

Senior High School : UNIVERSITY OF THE VISAYAS-MANDAUE

MANDAUE CITY

2020-2021

High School : MOHON NATIONAL HIGH SCHOOL

MOHON SOGOD CEBU

2018-2019

Elementary : MOHON NATIONAL ELEMENTARY

MOHON SOGOD CEBU

2014-2015

SKILLS

Technical skills
Collaborative skills
Leadership skills
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