CROSS SECTIONAL ANALYSIS OF USE OF EDUCATIONAL TECHNOLOGY ON
TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF STUDENTS OF
CARLOS P. ROMULO SENIOR HIGH SCHOOL
A Research presented to the Faculty of Carlos P. Romulo Senior High School In partial
fulfillment of the requirements in Practical Research
Manliguez, Trisha A.
12 - STEM B Group 3
Editha A. Macorol,
Ph D. Research Adviser
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the research, the findings of the study
discussed and interpreted, and the recommendation for further research. The use of
Educational Technology on the time management and academic performance of the
students are examined.
Summary
The objectives of this study were to analyze the use of educational technology on
time management and academic performance of students through the five research
questions listed as follows
RQ1. Demographic Profile of the Respondent
Out of all the eighty (80) respondents, in terms of gender, forty-seven (47) of the
respondents are female with fifty-eight point eight percent (58.8), whereas, thirty-three
(33) are male with the remaining forty-one point one percent (41.1). This indicates that
most of the respondents using Educational Technology consist of more females than
males.
From a total of eighty (80) respondents, in terms of age, twenty point three
percent (21.3%) are fifteen (15) to sixteen (16) years old with the sum of seventeen (17)
respondents, seventy-three point eight percent (73.8%) are 17 to 18 years old with the
sum of fifty-nine (59) respondents, lastly, five percent (5%) are nineteen (19) years old
and above with a (4) respondents.
Of the eighty (80) respondents, in terms of grade level and strand, fifty percent
(50%) are composed of grade eleven (11) students and the other fifty percent (50%)
consist of grade twelve (12) students. For the Strands, each section has ten percent
(10%) or eight (8) respondents from the strands and grade level of ABM (Accountancy
and Business Management), HUMSS (Humanities and Social Sciences), STEM
(Science, Technology, Engineering, and Mathematics). This shows an equal number of
respondents from each section of Carlos P. Romulo Senior High School.
RQ2. What grade level and strand mostly use Educational Technology in their
Academic Performance and Time Management?
Based on the data that were interpreted by the one-way ANOVA, the ten (10)
sections are statistically significant, we accept the null hypothesis which states that the
grade levels and strands have no significant difference. This indicates that all the
sections are mostly equivalent in terms of using educational technology applications in
their academic performance and time management.
RQ3. What Educational applications are mostly used by Grade 11 and 12 students
that contribute to their academic performance and time management?
The analysis of data reveals that Google Classroom and Messenger are the
Educational Application that is mostly used among grade 11 and 12 students. This
indicates that these applications highly contribute to their academic performance and
time management.
RQ4. What is the impact of Educational Technology on the Time Management and
Academic Performance of Carlos P. Romulo Senior High School Students?
Based on the data, it shows that Educational Technology on both time
management and academic performance shows a weak relationship with each other
based on the result using Pearson R as it was close to zero (0). This indicates that
Educational Technology has a small impact on time management and the academic
performance of students.
RQ5. Is there any identicality between Academic Performance and Time
Management to Educational Technology of the students of Carlos P. Romulo
Senior High School?
As a result of ANOVA single factor, time management, academic performance,
and educational technology are significantly different from each other. However since
(p<0.05) we reject the null hypothesis and accept the alternative hypothesis which is
time management, academic performances, and educational technology are
significantly different from one another. It means that there is no identicality between the
three variables.
RQ6. How helpful is Educational Technology to Academic Performance and Time
Management of students of Carlos P. Romulo Senior High School?
In terms of the usefulness of educational technology to academic performance,
students are moderately satisfied, indicating that students prefer using educational
technology to their academic performance and that it has a significant impact on their
academic performance. Also, in terms of educational technology and time
management, students are moderately satisfied with educational technology for time
management, implying that it greatly assists them in organizing their schedules.
Conclusion
The conclusion of the findings for the six (6) questions are stated below:
1. Female respondents consist more than males in using Educational Technology.
2. All sections are equal in terms of using educational technology applications in
their academic performance and time management.
3. Google Classroom and Messenger are the mostly used Educational
Technologies.
4. Educational Technology has a small impact on time management and the
academic performance of students.
5. There is no identity between Educational Technology, time management, and
academic performance.
6. Educational Technology shows moderately satisfactory results in students in
terms of time management and academic performance.
Recommendations
The following recommendations are offered based on the results accomplished
during the research study.
1. Expand the use of Educational Technology. The study reveals that Educational
Technology is useful and can contribute to students' academic performances and
time management. Use of Educational Technology provides all students with
online access and better learning opportunities.
2. Continue providing students with access to the basic technologies. While these
applications may not be perfect, they allow students to engage in basic
educational activities such as researching and writing papers.
3. Non-profit online learning tools should be developed to make learning possible
everywhere and all the time for all students.
