THE EFFECTIVENESS OF ONLINE CLASSES IN IMPROVING THE

TECHNOLOGICAL LITERACY OF SENIOR HIGH SCHOOL STEM

STUDENTS OF THE SCHOOL OF SAINT ANTHONY.

A Research Paper presented to the

SCHOOL OF SAINT ANTHONY
Lagro, Quezon City, Metro Manila

In Partial Fulfillment
of the Requirements in
Practical Research 2 for STEM

Ambrosio, Sarah A.
De Leon, Ian Justine Q.
Galan, Miguel Benedict T.
Mori, Kent P.

12 - Velasquez

MS. ANGELICA RILLERA

Research Adviser

January 13, 2023

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APPROVAL SHEET

This Research Paper entitled: “The Effectiveness of Online Classes in

Improving the Technological Literacy of Senior High School STEM Students of

the School of Saint Anthony” prepared and submitted by Ambrosio, De Leon,

Galan, Mori in partial fulfillment of the requirements for the subject Practical

Research 2 has been examined and recommended for FINAL DEFENSE.

Approved by:

MS. ANGELICA RILLERA

Research Adviser

Recognized by the Research Development Office Head:

JOHN OLIVER M. RAMOS, LPT

Research Development Coordinator

and the Senior High School Administrators

JOHN OLIVER M. RAMOS, MAEd SALOME I.MAMIIT, MAEd

Senior High School Assistant Principal School Principal

Date of Approval: ________________________

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ACKNOWLEDGMENT

First and foremost, we give God, the Father Almighty, all the glory for His gifts

that enabled us to successfully complete the research.

Second, the researchers would like to express their gratitude to Ms.Rillera for

giving them the chance to conduct the study and for his advice on the chosen topic.It

is quite straightforward to request advice thanks to her expertise and open thinking on

the matter. The researchers are also appreciative of their research adviser's extensive

knowledge and advice, which was a significant factor in helping them complete the

study. Without her insight, the research would not have been successful.

Third, the researchers would like to extend their sincere gratitude to the

participants for providing the amazing opportunity to interview and inquire about this

important topic that will be helpful to many individuals. Without the assistance of these

participants, this paper would not have been possible.

Last but not least, We would like to thank everyone in this group for their

cooperation and dedication in making this project a success. The group expresses

gratitude to everyone who shared their experience with them and helped them with

this research. They want to express their gratitude to everyone who offered to help

them create this paper.

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ABSTRACT
This study focuses on the topic entitled “The Effectiveness of Online Classes

in Improving the Technological Literacy of Senior High School STEM Students of the

School of Saint Anthony”. According to past studies, the International Technology

Education Association (ITEA) defines technological literacy as the capacity to "use,

manage, assess, and comprehend technology". In recent years, technological literacy

has accelerated the integration of human cognitive and psychomotor talents. Among

the different subtypes of technological literacy is application-based, design-based,

and high technology. And also according to Alda (2020), the industry 4.0 paradigm

connects everything to the internet via embedded technologies and wireless

communications, including machinery, processes, people, and even animals. This

study employs quantitative survey analysis. The researchers are surveying STEM

students currently enrolled at the School Of Saint Anthony Lagro Quezon City to

participate in the study. Since this research utilized stratified sampling, the

researchers generated a table that shows the sample size from each stratum before

performing a survey. According to the study's findings, The null hypothesis was

disproved since the computed p-value was less than the prescribed significance

threshold of 0.05. The study's two variables don't significantly relate to one another.

Keywords: Online Class, Technological Literacy, Industry 4.0, Senior High

School STEM Students, School of Saint Anthony

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TABLE OF CONTENTS

APPROVAL SHEET……..........................................................................................................................1

ACKNOWLEDGEMENT..........................................................................................................................2

ABSTRACT............................................................................................................................................ 3

1. INTRODUCTION...............................................................................................................5-10

2. REVIEW OF LITERATURE.............................................................................................11-26

3. METHODOLOGY............................................................................................................26-29

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA................................................................................................................................29-37

5. SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS…………………………………………..........................................41-46

REFERENCES…..................................................................................................................................37-40

RESEARCH INSTRUMENT................................................................................................................ 47-57

SCREENSHOTS OF DATA COLLECTED…….................................................................................... 58

SCREENSHOTS OF STATISTICAL TOOL ONLINE............................................................................59

CURRICULUM VITAE.......................................................................................................................... 60-67

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Chapter I
INTRODUCTION

One of the main problems that the world faced at the start of the pandemic is

how to continue the education of students without having to go to a physical

classroom since people are not permitted to go outside of their houses. Online

learning modality became the solution to this problem. Although students experienced

difficulties in adjusting from the face-to-face type of learning to an online modality.

Technology was used in an online mode of learning, with this being said it is important

for an individual to be technologically literate (Iteea, 2022).

The use of technology is one of the privileges of the world today, it can

routinely affect an individual's daily life. Technology helps individuals in

communicating and expressing themselves in a variety of ways. With the education

system having been challenged by an unforeseen pandemic, technology plays an

important role in continuing the education of students. The use of technology in

education has grown as a result of the temporary suspension of face-to-face classes

during this pandemic. When implemented properly, online educational technology in

the classroom may increase student engagement, help teachers develop more

effective lesson plans, and support individualized instruction (School of Education,

2020).

After two years of attending full online classes, students are exposed to using

the technology efficiently. Technology helps students and teachers to continue their

education in distance learning. For that reason, students are able to acquire 21st-
 6

century technical skills that make them technologically literate. Students can use

these skills for their future careers through the use of technology both inside and

outside the school (School of Education, 2020).

In conclusion, this paper is conducted to aim for the study. The objective of

this study is to determine the effectiveness of online classes in improving the

technological literacy of senior high school STEM students at the School of Saint

Anthony.

Background of the Study

As time passes by technology continues to evolve much better and bigger. In

the current time, Industry 4.0 has presented a serious challenge to the global and

Philippine educational environment. One result of the information and communication

technology growth, which is expanding so quickly and having an impact on every

aspect of life, is the Industrial revolution 4.0. (Zulkarnain et al., 2020). The

researchers ought to know how the Industrial revolution 4.0 affects the students in

improving their Technological Literacy skills.

Realizing that technology is continuing to evolve quickly, the different

technologies today become harder to manipulate. Without prior knowledge and

experience with technologies can give the user a harder time because of how

complex it is to use. The longer a person has exposed to a technological environment

the faster the growth of it to Technological Literacy. The Application-based,

design-based, high technology, science technology, society-based, skill-based,

 7

subject-integrated, technical concepts-based, and vocational-based approaches are

the different subsets of technological literacy. (Hasan & Akbar, 2020).

Technological literacy, according to the International Technology Education

Association (ITEA), is the ability to "use, manage, evaluate, and comprehend

technology." (Hasse, 2017) It is a reliable, efficient way to obtain and give information.

With this knowledge, the researcher was driven to know that using technology,

specifically using the Online Class Method of teaching, can be effective to improve the

Technological Literacy of the Teachers and Students. According to (Iteea, 2022)

technologically literate people acquire certain technological skills that allow them to

utilize their creativity and construct objects and find technologically related solutions to

real-world issues.

Statement of the Problem

This research determines the effectiveness of online classes in improving the

technological literacy of senior high school students of the School of Saint Anthony.

Here are the specific questions that the researchers strive to address:

● What is the demographic profile of the respondents in terms of:

- Age

- Sex

- Strand

● What are the experiences of Grade 12 students of the School of Saint Anthony

in an online class in terms of;

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- Amount of workload of the students

- Availability of technology

- Intelligibility of online classes

- Internet connectivity

- Participation of the students in class

● What are the level(aspect/s?) of Technological Literacy in terms of;

- Access to Technology

- Analysis

- Comprehension

- Evaluation

- Technology Management

● Is there a significant effect of an online class on the technological literacy of

Grade 12 senior high school STEM students in the School of Saint Anthony?

Significance of the Study

Technological literacy is an important skill in today's technologically advanced

age. The purpose of this project is to acquire data on the impact of online programs in

enhancing the technological literacy of senior high school STEM students at the

School of Saint Anthony. More specifically, the following people will benefit from this

research:

The Students, this research will benefit students, particularly STEM and ICT

students. This research can assist those students in developing and improving their

technology literacy, as well as preparing for the current generation such as industry

4.0, and for the future generations such as industry 5.0. Aside from that, senior high
 9

school HUMSS, ABM, and other strands, middle school, and junior high students can

also benefit from this research to gain a deeper knowledge of technological literacy.

The Teachers, this study benefits STEM and ICT teachers who teach topics

with a greater emphasis on technology, especially freshmen teachers. Teachers may

add additional information about technical literacy and enhance their teaching skills so

that students understand the importance of technological literacy. Furthermore,

overaged teachers who are still unable to come up with new technologies might

benefit from this study in order to relate to today's generation.

The Parents, the child's first educators, are his or her parents. It's a great idea

to begin teaching the child about technological literacy as soon as possible. This

research will benefit parents by giving them a better grasp of technological literacy

and allowing them to assist their children with this topic to ensure that they are able to

understand the digital world around them. Furthermore, this study would provide

further information on technological literacy to parents, encouraging them to catch up

with future generations.

Netizens, individuals who use the internet are referred to as "netizens," and

the majority of them handle a digital device or gadget with them. Cybercrime, such as

malware attacks, trojan horse infections, identity theft, and so on, is becoming one of

the world's societal issues. Therefore, this research is advantageous to netizens, and

it is also necessary for them to expand their understanding of technological literacy.

They may be able to avoid complications with the internet if they have an

understanding of technological literacy.

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The Other Researchers, this study has value for other researchers since it

may be used as a guide for them to acquire data on co-related topics. The research

can also provide cross-references that provide background information or an overview

of technology literacy and its importance in the next generation. They may utilize this

information as a starting point for future studies on pertinent subjects by identifying

any gaps in the existing body of knowledge.

Scope and Delimitation

The goal of this study is to ascertain how well senior high school STEM

students at the School of Saint Anthony improved their technological literacy since the

online classes started. It seeks to learn more about the relationship between

technology literacy and the online classes that were offered to students when the

pandemic began. It seeks to find the positive side of online learning

This study will be conducted through an online survey. The survey will

determine the respondent's knowledge of technological literacy. The respondents are

specifically senior high school STEM students of the School of Saint Anthony. This

research can be further improved by having the chance to have face-to-face classes.

This will open more opportunities for face-to-face interviews to gain more and better

information by having more honest and raw answers that will truly determine their

technological literacy.
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Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature, the

conceptual framework, the research hypotheses, and the definition of terms.

Related Literature

This chapter provides an overview of Technological Literacy, Technological

Literacy in education, the impact of Technological Literacy on daily life, and

Technological Literacy in the Philippines. To further support the study, the researchers

collated summaries in this chapter based on the research themes derived from many

research articles. To better understand this study, the readers will also benefit from

this section of the paper’s explanation of the topic of Technological Literacy.

Technological Literacy

Industry 4.0 has posed a significant challenge to the educational landscape in

the Philippines and worldwide. Although the digital revolution is fundamentally altering

how people dwell and work, the populace is enthusiastic about the potential for

sustainability that Industry 4.0 may provide. According to the findings, Industry 4.0's

more immediate results—such as increased production efficiency and innovative

business models—tend to be functions of economic sustainability. (Ghobakhloo,

2020) These functions pave the path for the creation of more distant

socio-environmental sustainability functions. The perspective in industry 4.0 according

to Alda (2020), everything is connected to the internet via embedded systems and
 12

wireless links, including equipment, processes, people, and even animals. Most

universities and colleges require a strong learning management system (LMS) and a

steady internet connection for online learning and remote education. (Alda, 2020)

Industrial revolution 4.0 is one result of the information and communication

technology development that is growing so swiftly and impacting every part of life.

(Zulkarnain et al., 2020)

Technological literacy, according to the International Technology Education

Association (ITEA), is the ability to "use, manage, evaluate, and comprehend

technology." (Hasse, 2017) It is a reliable, efficient way to obtain and give information.

In recent decades, technological literacy has been a driver for integrating human

cognitive and psychomotor abilities. Application-based, design-based, high

technology, science technology, society-based, skill-based, subject-integrated,

technical concepts-based, and vocational-based approaches are the different subsets

of technological literacy. (Hasan & Akbar, 2020) Technology literacy is the force

behind these novel ideas and more general global systemic change, and of all the

literacies, perhaps it is the most flexible, in which most people should have an idea

about this kind of literacy. (Harper & Kemper, 2021)

According to Zulkarnain et al. (2020), Digital literacy is the capacity to design

lifelong learning activities and offer meaningful contributions to society. Digital literacy

is highly valued in today’s educational system. This literacy also encompasses a

variety of concepts, including information literacy, computer literacy, communication

literacy, visual literacy, technical literacy, and media literacy. ICT, digital literacy, and
 13

information literacy are instruments for the workplace in the industrial revolution 4.0

generation, and are necessary 21st-century skills. (Zulkarnain et al., 2020)

A diverse set of stakeholders, including educators, legislators, philanthropists,

and technology, has invested heavily in media literacy initiatives as a way to combat

false news. According to Bulger & Davison (2018), Most often, media literacy is

defined as a skill set that encourages critical interaction with media messages. The

simplest definition of media literacy is "active inquiry and critical thinking about the

messages we receive and make.". Additionally, it is described as "the capacity to

utilize all modes of communication for access, analysis, evaluation, creation, and

action." (Bulger & Davison, 2018)

Technological Literacy in Education

According to Terra (2022), the skill of using, managing, and analyzing

technology in a safe, responsible, and proficient way is known as technology literacy.

Applying technology to analyze, produce, and make use of information is part of this

literacy. With this being said, all institutions tasked with providing students with the

technological skills necessary to properly engage in and contribute to a digital and

global society must develop valid and reliable objective performance indicators for

assessing technology literacy. (Hohlfeld et al., 2014)

The educational system has been challenged by an unexpected health crisis.

For that reason, it is crucial to have a detailed picture of students' online learning

experiences during the COVID-19 outbreak considering the uncertainty of today.

Although this topic has been the subject of several research, little is known about the
 14

difficulties students face and the particular methods they use to overcome them.

(Barrot, J. et al., 2021) The use of technology in education has grown as a result of

the temporary suspension of face-to-face classes during this pandemic. According to

Barrot et al. (2021), their home learning setting was the biggest problem, whereas

technological literacy and competency posed the least amount of difficulty. The

studies also showed that the COVID-19 pandemic had the most effect on the

standard of education and the mental health of students.

After two years of online classes and using video conference apps, the

students are now able to go to their institution again as the cases of COVID-19 have

declined. According to Sevy-Biloon (2021), some people choose online classes for a

variety of reasons, including security, comfort, cost savings, and extra time overall.

But there are some people who find online learning challenging and prefer

face-to-face classes because they believe there is little interaction between students

and teachers, they are unable to practice English authentically in an online manner,

they are unable to get clarification from the teacher, they find it difficult to focus online,

and there are common problems with internet connectivity. Students who choose

face-to-face learning are exposed to technology for the past two years.

Technologically literate people acquire certain technological skills that allow them to

utilize their creativity and construct objects and find technologically related solutions to

real-world issues (Iteea, 2022).

People nowadays are living in a world that is influenced by technology. With

that being said, every student should be technologically literate (Iteea, 2022).

According to the School of Education (2020), online educational technologies used

 15

effectively in the classroom can boost students ’ engagement, assist teachers in

creating better lesson plans, and promote individualized instruction. Additionally, it

aids pupils in developing crucial 21st-century capabilities. According to Iteea (2022),

the ideal solution is to require all students in Grades K–12 to study technology by

enrolling in technology education and other courses that cover the field. Particularly in

STEM, it allows students to go deeper into challenging ideas and explore new

disciplines. Students can acquire the 21st-century technical abilities required for future

careers through the use of technology both inside and outside the classroom (School

of Education, 2020).

Impact of Technology Literacy on daily life

Since its emergence, technology has played a significant role in everyone's

lives. As a result of this development, technological literacy has evolved among

humans in this day and age. This made human lives easier and more efficient,

especially for students as stated (Santoso, 2019) Most students prefer to find

references from the internet rather than reading books for various reasons ranging

from efficiency, more references, and others. (HERGÜNER et al, 2020) Today's world

is experiencing a number of changes depending on the innovations brought by

information and communication technology, which is constantly developing and

renewing itself. The technology world is a continuously growing process and a

never-ending innovation, being able to adapt and cope up with these changes with the

application of technology literacy in our daily lives will help us not only in the present

but also to prepare ourselves for the future.

 16

(Santoso, 2019) Student knowledge is not limited to the learning process in the

classroom and library but from various materials and information on the internet. This

indicates that knowledge is present everywhere, not just in schools, classrooms, and

books. Being literate on the topic of technology is a big branch of one’s knowledge. It

has been a huge jump for every person from having physical interaction among

people before the pandemic to having to adjust to online learning and interaction but

being motivated to learn will help each individual to adjust and will be a big help for

every person to improve their technology literacy as stated in (HERGÜNER et al,

2020) In other words, an action-reaction event, or being motivated to act and to show

an attitude is to transform into behavior.

(Iteea, 2022) In order to be a technologically literate citizen, a person should

understand what technology is, how it works, how it shapes society, and in turn how

society shapes it. Technology and people will continue to exist alongside one another.

Both technology and the type of society we now live in having an impact on how

society and technology will innovate and develop.

(Barrot, J. et al., 2021) The findings further revealed that the COVID-19

pandemic had the greatest impact on the quality of the learning experience and

students’ mental health. This depicts how this crisis had a significant impact on both

the learning system and the mental health of the learners. Despite the said effects,

Technology literacy was the least encountered issue of the new normal on learners as

stated in the same article (Barrot, J. et al., 2021) Their greatest challenge was linked
 17

to their learning environment at home, while their least challenge was technological

literacy and competency.

Technological literacy can give aid to the rising problem of fake news and

internet fraud in our society. (Bulger and Davison, 2018) Media literacy has become a

center of gravity for countering fake news, and a diverse array of stakeholders. This

demonstrates the value and potency of a technologically literate individual. The

technological world substantially influences and regulates our world and civilization.

Thanks to technology, inventions and innovations are made. However, none of these

will be achievable without technically-minded creators and innovators.

Technological literacy in the Philippines

In these past years, the education system around the globe have taken a toll

on the unprecedented medical crisis. Hence, governments around the world including

the Philippines developed a crisis response to lessen the pandemic's detrimental

effects on education. (Barrot et al., 2021) This greatly impacts the education system in

the Philippines since the economy of the Philippines is currently struggling because of

the pandemic almost all the prices in the country goes higher especially technologies.

Since the country had adapted to the new normal system of education many youths in

the country stopped their education because of the lack of money to pay for

overpriced technologies here in the country. Technological literacy in the Philippines

has been greatly affected because of these problems.

 18

At first, students are having a difficult time adjusting to the direct impact of the

pandemic. It became a challenge for them to overcome studies in an online learning

space. (Barrot et al., 2021) Different students use different alternatives through

learning online classes like buying data as an alternative to wifi, some students are

renting gadgets in order to attend their classes, and many more alternatives in just

going through their classes. The students also encounter problems in using their

devices just because they lack information about Technological literacy. Students

actively handled the circumstance by asking their teachers and family members for

assistance, as well as partaking in recreational activities, to cope with these issues.

(Barrot et al., 2021) This is why learning Technological literacy can be essential in

order to adapt and survive the struggles that students face in online classes or what

they called the “new normal education system”.

Teachers have been driven by the shift in the educational system to adjust to

the new digital era, where technology influences every element of education. Alcontin,

T. N. (2021) The teachers must adapt teaching online classes to their students in

order to still continue teaching their students. With the help of knowing Technological

literacy teachers can efficiently use their resources to teach their students effectively

and actively in their classes. Many teachers also struggle because not all teachers

have a great knowledge of Technological Literacy and not all are fortunate enough to

have great internet and gadgets. With the help of the government in the Philippines,

they distributed laptops and different kinds of gadgets to overcome this problem in the

country.
 19

Theoretical Framework

The theoretical underpinning of this study is the behaviorist learning theory.

Behaviorist learning theory is founded on behaviorist ideas developed in the first part

of the twentieth century (Reimann, 2018). And according to Watson, the father of

behaviorism, the definition of behaviorism is a branch of natural science that claims

the entirety of human adaptations as its own, and it is the goal of behavioristic

psychology to anticipate and regulate human behavior (Watson, 2017). Based on the

study of Reimann (2018) regarding behaviorist learning theory, Internal processes

should not be used since they cannot be monitored or studied objectively, and its

learning is a sort of stimulus-response interaction characterized by the link between

observable events and a process that results in a change in behavior. (Reimann,

2018)
 20

In the environment at the present moment, people are taking online classes in

their prospective schools. Since behaviorist learning is a specific kind of

stimulus-response interaction when there is a link between observable events and a

mechanism that causes a change in behavior (Reimann, 2018), this theory suit to the

study, which is all about the effectiveness of online learning in improving the

Technological Literacy of Senior High School STEM Students of the School of Saint

Anthony.

Pavlov’s Dog Experiment demonstrated the theory of classical conditioning or

respondent conditioning. In this experiment Pavlov would bring up two samples for the
 21

dog, the first sample Pavlov would bring an unconditioned stimulus or food for the dog

after that Pavlov observed that the dog would do salvation or the unconditioned

response. After that, he brought a bell and rang it as a neutral stimulus and observed

that the response of the dog would also be neutral. After these two steps Pavlov

conditioned the first step he mixed the sound of the bell with the food and observed

that the response of the dog still had salivation in it. After conditioning the dog with

that conditioned stimulus or the bell, Now he rang the bell shockingly the dog

responded with salivation. This happened because the connection between the

ringing of the bell and the food caused the dogs to link the two objects, so the dog still

responded to the ringing of the bell even without the presence of the food.
 22

We can say that Pavlov’s Dog Experiment can be seen in the Effectiveness of

the Online Class because our bodies adapt just like the dog did when it heard the

sound of the bell the dog automatically salivated, it can correlate as the dog is the

student, the bells are like the recitation and the dog food is our grades. The students

would not react if there is recitation just like the dog would not react if there is a bell

without the food. But the students would react if the recitations are graded which

would affect their grades. Now thinking about it the students would not stop reciting

because they would associate the recitation with grade. The more you recite the more

you will get high grades.

Conceptual Framework

Figure 1: Conceptual Framework

The location of the data collection for this study will be at the School of Saint

Anthony in analyzing two variables, as indicated in figure 1.

 23

The effectiveness of Online classes will be assessed as conducted by the researchers

in the statement of the problem. This includes the intelligibility of online classes, the

amount of workload of the students, participation of the students in class, internet

connectivity, and availability of technology.

The arrow represents the correlation between the effectiveness of online

classes and the technological literacy of senior high school STEM students of the

School of Saint Anthony.

Research Hypothesis(es)

1. Alternative Hypothesis: There is a significant relationship between the

experiences of Grade 12 students of the School of Saint Anthony in Online

Classes and the effectiveness of learning technological literacy in online

classes.

2. Alternative Hypothesis: There will be a significant relationship between the

level(aspect/s?) of Technological Literacy in terms of Access to Technology,

Creativity, Evaluation, and Communication with the effectiveness of learning

technological literacy in an online class.

3. Alternative Hypothesis: The researchers hypothesize that there will be a

notable relationship between the effectiveness of online classes and the

Technological literacy of Grade 12 students in the School of Saint Anthony.

Definition of Terms

The researchers defined the terms used alphabetically to help people

comprehend the study.

 24

21st Century Abilities - It refers to a set of fundamental skills that proponents feel

schools should teach in order to prepare children for success in the modern world.

These skills include cooperation, digital literacy, critical thinking, and problem-solving.

COVID-19 - Coronavirus disease (COVID-19) is an infectious disease caused by the

SARS-CoV-2 virus.

Digital Era - Technology influences every element of education.

Digital Literacy - It is the capacity to design lifelong learning activities and offer

meaningful contributions to society.

Education System - It is used to describe how people, infrastructure, and operational

institutions and procedures are coordinated.

Face-to-face Classes - These refers to instruction that is given in person, whether it

be in a group setting or one-on-one.

Fake News - It is an online phenomenon bearing serious real-world consequences.

Gadgets- Small useful device.

Industry 4.0 - It refers to the digital transformation of value-generating processes in

manufacturing, production, and associated industries.

Internet - It is a worldwide system of connected networks.

Literacy - A combination of reading, writing, and math abilities to include

identification, comprehension, interpretation, production, and communication in a

 25

world that is increasingly digital, text-mediated, information-rich, and undergoing rapid

change.

Media Literacy - refers to the skill set that encourages critical interaction with media

messages.

Online Learning - It encompasses all learning that is conducted virtually.

Technology - It is a collection of knowledge that is focused on making tools, handling

tasks, and obtaining resources.

Technological Literacy - It is the ability to use, manage, evaluate, and comprehend

technology.

Technologically Literate - People acquire certain technological skills that allow them

to utilize their creativity and construct objects and find technologically related solutions

to real-world issues.

Chapter 3
METHODOLOGY

Research Design

This study uses survey analysis in a quantitative, non-experimental approach.

A rigorous, objective, systematic procedure known as a quantitative research design

uses numerical data to gather details about the variables. In order to describe the

views, opinions, behaviors, or features of the population, survey research designs are

approached in quantitative research where researchers administer a survey to a

 26

sample of participants or the complete population. In this procedure, survey

researchers collect quantitative, numbered data using questionnaires and statistically

analyze the data to describe. In a retrospective study, the present-day dependent

variable is determined, and an effort is made to narrow down the independent variable

that took place in the past.

The deliberation of this study is more suitable under this chosen design for two

main reasons.

The first would be available in the process of data collection. Since the topic of

this research focuses on the effectiveness of online classes in the technological literacy

of the senior high students in the School of Saint Anthony, it is apparent that individuals

that will be needed in this study are already available. With this, there is an assurance

that the researchers will be able to get enough participants to provide accurate

information in the research paper.

The second and foremost reason for the application of this research design

would be the objective of this. A retrospective study concentrates on the current

dependent variable while making an effort to focus on the previous independent

variable. From this, we can infer that the retrospective study is more appropriate since

the objective of this research is to determine the effectiveness of online classes in the

technological literacy of students.

Description of the Respondents

The researchers are surveying STEM students that are currently enrolled in

the School Of Saint Anthony Lagro Quezon City to be part of the study. These

students are selected to participate in answering survey questions based on their

knowledge about Technological Literacy. The participants of this study must specify
 27

what their age, level and section are. This survey is ought to know do the use of

online classes can affect the STEM students in their knowledge about Technological

Literacy.

Instrumentation

The researchers will administer a survey using likert scale via Google Forms in

this study. This survey is divided into three (3) sections. Part I will collect the

respondent's profile information such as age, gender, level, and section. Part II of the

research will focus on their personal experiences with online classes. This will

determine and rate the class works, the availability of technological devices, the

comprehension of classes, internet connectivity, and student participation. This will

determine each respondent's status during the online classes.

The Levels of Technological Literacy will be covered in Part III of the survey. This will

determine whether or not the online classes influenced the technological literacy of

senior high school STEM students at the School of Saint Anthony.

Data Collection Procedure

Before creating the questionnaire, the researcher created a consent form for

the respondents, who are STEM students from the School of Saint Anthony.

Furthermore, the consent form must be authorized and signed by the research

adviser before data collection may begin. Following clearance, the permission forms

were provided through direct message. Before conducting a survey, researchers

created a table that indicates the sample size from each strata, since the researchers

used stratified sampling, in which samples are randomly picked in each strata based
 28

on the proportion of the strata in the population. The researchers will use Google

Forms to conduct a survey question for the respondents as soon as they have signed

a consent form and given their agreement to engage in data collection processes.

Strata Population Size Percentage Sample

12-Fabella 32 14% 3

12-Palma (STEM) 21 9% 2

12-Velasquez 36 16% 3
(STEM)

11-Amorsolo 45 20% 4

11-Francisco 45 20% 4

11-Guerrero 26 11% 2
(STEM)

11-Tolentino 22 10% 2
(STEM)

Total 227 100% 20

The figures above explain percentages of the number of STEM students per

section and the calculated sample size. The researchers calculated the percentage of

population size by getting the number of total STEM students. And as shown in the

table, the sample that the researchers will choose for the survey is 20, 2 from Palma,

Guerrero, and Tolentino, 3 from Fabella and Velasquez, and 4 from Amorsolo and

Francisco.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 29

This chapter shows the presentation, analysis and interpretation of the gathered

data which answer the problems stated in Chapter 1 of this study.

I. Demographic Profile of the Respondents

Table 1

Age Distribution

POPULATION GROUP FREQUENCY PERCENTAGE

15 years old 1 2.5

16 years old 10 25

17 years old 20 50

18 years old 9 22.5

TOTAL 40 100%

Age is distributed unequally, as implied in Table 1. It shows the age composition

of the respondents was 2.5% 15 years old, 25% 16 years old, 50% 17 years old, and

22.5% 18 years old. This further means that the establishment studied does have age

preferences as tasks can be accomplished by either age.

Table 2

Gender Distribution
 30

POPULATION GROUP FREQUENCY PERCENTAGE

Male 17 42.5%

Female 23 57.5%

TOTAL 40 100%

Gender is distributed, as implied in Table 2. It shows the gender composition of

the respondents was 42.5% male and 57.5% female. This further means that the

establishment studied does have sex preferences as tasks can be accomplished by

either gender.

Table 3

Level and Section

POPULATION GROUP FREQUENCY PERCENTAGE

11-Amorsolo 8 20%

11-Francisco 8 20%

11-Guerrero(STEM) 4 10%

11-Tolentino(STEM) 4 10%

12-Palma(STEM) 4 10%

12-Fabella 6 15%

12-Velasquez(STEM) 6 15%
 31

TOTAL 40 100%

Level and Sections are not equally distributed, as implied in Table 3. It shows

the Level and Section composition of the respondents was 20% 11-Amorsolo, 20%

11-Francisco, 10% 11-Guerrero(STEM), 10% 11-Tolentino(STEM), 10%

12-Palma(STEM), 15% 12-Fabella, and 15% 12-Velasquez(STEM). This further means

that the establishment studied does have Level and Section preferences as tasks can

be accomplished by either Level and Section.

II. Experiences of Senior High School STEM students of the School of

Saint Anthony in an online class

Table 4

Mean and Verbal Interpretation

VERBAL

CRITERIA MEAN INTERPRETA

TION

1.1 Classwork (Amount of Class work, Submission

of class work, Simplicity of classwork, Essentiality 3.29 Fair

of classwork.)
 32

1.2 Availability of technological devices (Phone,

Tablet, Laptop, Television, Camera,

3.99 Good
Headset/Headphone/Earphone/Airpods,

Computer.)

1.3 Intelligibility of Online Classes (Clarity of the

audio, Quality of the camera, Lesson flow, Content 3.99 Good

of the discussion.)

1.4 Internet Connectivity (Wifi, Data.) 3.33 Fair

1.5 Participation (Engagement in class,

Involvement in school events, Taking seminars, 3.47 Good

Contribution in group works.)

GRAND MEAN 3.69 Good

Table 4 depicts the experiences of School of Saint Anthony Senior High School

STEM students in an online class. According to the grand mean, the quality of an

online education based on STEM students' experiences is good.

The table also shows that the “Availability of technological Device (Phone,

Tablet, Laptop, Television, Camera, Headset/Headphone/Earphone/Airpods,

Computer.)” and “Intelligibility of Online Classes (Clarity of the audio, Quality of the

camera, Lesson flow, Content of the discussion.)” has the highest mean of 3.99 while
 33

the statement “Classwork (Amount of Class work, Submission of class work, Simplicity

of classwork, Essentiality of classwork.)” has the lowest mean of 3.29.

III. Senior High School STEM students’ level of Technological Literacy

Table 5

Mean and Verbal Interpretation

VERBAL

CRITERIA MEAN INTERPRETA

TION

2.1 Access to Technology (Owns

different email accounts, Have

multiple social media accounts, Can

search on the internet to find out

4.7 Outstanding
what you want to know, Able to

communicate with other people using

messaging applications or software.)

2.2 Analysis (Able to find solutions to

various problems and make concrete

Above
decisions, Can analyze data by using 4.07
Average
different types of data gathering

techniques, Knows how to compare

 34

numerous data, Examining data on

the traits, attributes, and outcomes of

a program

2.3 Comprehension (Knows how to

use different kinds of applications in

digital devices, Knows how to

download applications, Knows how to

Above
categorize applications, Knows how 4.17
Average
to create accounts by using

technologies, Knows different types

of computer viruses, Knows how to

troubleshoot their devices

2.4 Evaluation (Appreciate the use of

technology, Knowledgeable to the

effects of technology in face-to-face

4.31 Outstanding
interactions, Time management in

using technology, Knowledgeable to

the effect of technology in health)

2.5 Technology Manipulation

(Maintaining hardware and digital

Above
devices, Always update their 3.79
Average
technology up to date, Changing

password of social media accounts

 35

frequently, Always cleaning unwanted

files or objects)

GRAND MEAN 4.21 Outstanding

Table 5 shows the distribution of the level of technological literacy. The grand

mean of the data indicates that senior high school STEM students are more likely to be

confident in their level of technological literacy.

The table also shows that the “Access to Technology (Owns different email

accounts, Have multiple social media accounts, Can search on the internet to find out

what you want to know, Able to communicate with other people using messaging

applications or software.)” has the highest mean of 4.7 while the “Technology

Manipulation (Maintaining hardware and digital devices, Always update their

technology up to date, Changing password of social media accounts frequently, Always

cleaning unwanted files or objects)” has the lowest mean of 3.79.

IV. Correlation of the Respondent’s Level of Motivation and their

Academic Performance

Table 6

Verbal
Computed Remark
Correlations Interpretat p-value Decision
Pearson r s
ion
 36

Significant

effect of an

online class on

the There is

technological a
Positive
literacy of Reject significa
+0.2374305335 Low 0.140208
Grade 12 Ho nt
Correlation
senior high relations

school STEM hip

students in the

School of Saint

Anthony

Table 6 shows the Correlation of the Effect of an online class and their

Technical Literacy. It shows that the degree between their relationship was

+0.2374305335 which means there is a Positive Low Correlation. Since the computed

p-value 0.140208 is less than the assigned significance level, 0.05, the null hypothesis

was rejected. Therefore, there is a significant relationship between the two variables.
 37

Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the findings, conclusions, and recommendations of the study.

Summary

This study aims to determine the effectiveness of online classes in

technological literacy of the senior high school STEM students of the School Of Saint

Anthony. The researchers applied a retrospective approach, identified the current

dependent variable, and made an effort to focus on the previous independent

variable. The survey questionnaires used a likert scale in order to assess the

student’s experiences with online class. The statistical tools were frequency

distribution, weighted mean, proportion, percentage, pearson r and p-value.

Findings

The following findings were reached based on the problem presented and the

data gathered.

(1) These are the results shown about the demographic profile of the respondents:

1.1) The majority of the respondents—50% of the overall sample

size—are 17 years old.

1.2) As to gender, over half of the respondents are female, comprising

23 or 57.5% and the rest are male or 42.5% of the population

1.3) Majority of the respondents are from 11-Amorsolo and 11-

Francisco with both 20% of the total sample size.

 38

(2) These are the results shown in the experiences of Senior High School STEM

students of the School of Saint Anthony in an online class:

2.1) The grand mean of the Experiences of the Senior High School

STEM Students is 3.69. The statement “Availability of technological Device” and

“Intelligibility of Online Classes” have the highest mean of 3.99 while the

“Classwork (Amount of Class work, Submission of class work, Simplicity of

classwork, Essentiality of classwork.)” has the lowest mean of 3.29.

(3) These are the results shown in the Senior High School STEM students’ level of

Technological Literacy:

3.1) The grand mean of the “Senior High School STEM students’ level

of Technological Literacy” is 4.21. The statement “Access to Technology” has

the highest mean of 4.7 while on the other hand the statement “Technology

Manipulation” has the least mean of 3.79.

(4) These are the results shown in the Correlation of the Respondent’s Level of

Motivation and their Academic Performance:

4.1) It is shown that the degree between their relationship was

+0.2374305335 which means there is a Positive Low Correlation. The

computed p value is 0.140208 which is less than the assigned significance level

of 0.05 therefore the null hypothesis was rejected. There is no significant

relationship between the two variables in the study.

 39

Conclusions

Based on the result of gathered, the following conclusion/s were drawn:

1.) There is a significant relationship between attending online school and the

technological literacy of the Senior High School STEM students of the School of

Saint Anthony.

Recommendations

One of the beneficiaries of determining the effectiveness of online classes in

technological literacy is the Senior High School STEM students of the School of Saint

Anthony. If they seek knowledge related to technological literacy of the students, they

can look to this study. The researchers recommend them to gain a deeper

understanding of the technology because doing so will help them to transition from the

existing industry 4.0 to the 5.0 industry.

As for the Teachers, It is recommended that they improve their technology

lectures by including information-rich topics that highlight the technology accessible for

the teachers in order to better equip their students with technological literacy. In this

approach their students will understand the importance of technological literacy and will

enhance their technological skills.

As for the Parents, it is recommended to guide their children in using

technology, and assist them to ensure that they will be able to understand the digital
 40

world. It is also recommended to catch up with the future generations as they can use it

to teach their children to be technologically literate.

As for the Netizens, it is recommended that they should expand their

understanding of technology to avoid cyber crimes and keep themselves safe on the

internet. It is recommended to be technologically literate in the new technology that

the future holds as it will expand their technological literacy.

For the future researchers, the researchers suggest maximizing the time in

conducting the study so that they will be able to collect more data during the data

gathering process. Additionally, it is recommended that the researchers broaden the

scope of their study by recruiting more participants, ensuring a diverse group of

participants, and using specific selection criteria. This will guarantee that the

researchers receive adequate and valid data.

Lastly, for the future researchers who will utilize this research paper, the

researchers recommend exploring the technological literacy of the students as it will

help the future researchers get an idea on how literate an individual in technology.
 41

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Appendices

Letter to conduct the survey

 47

Research Instrument (Questionnaire)

48
49
50
51
52
53
54
55
56
57
 58

Screenshots of Data Collection

 59

Screenshots of Statistical Tool Online

 60

Curriculum Vitae
61
62
63
64
65
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67