RESEARCH FINAL

Digital Teaching Tools in Knowledge Retention of Students Introduction Nowadays, technology seems to be the most prominent tool in any aspects of life. It gives influence even in education but the exact impact of this is not yet define. Some seeks for the answer of this confusing question about technology's role in student's desire to learn and how technology affects the retention of the information. It would be really helpful to know whether the students can effectively interpret the lesson and respond to it in a more positive manner when using technology-based learning system rather than the traditional methods. It is really important to have deeper realizations about the impact of modern teaching strategies in the knowledge of the students. The transformational impact of digital teaching tools has been dramatic in every way, creating a mode of schooling and a teaching and learning culture fundamentally different in outlook and form to the traditional paper-based school. When looking at the influence of technology on its effectiveness, the picture is not fully clear. This can partly be explained by the fact that relatively little research has been carried out and some researchers wanted to improved the study. Technology has been argued as having a positive impact on the way people think. According to Steve Johnson in his nationally bestselling book  “Everything Bad is Good for You”, stated that technology is making us more intelligent due to the means of obtaining, interpreting, and processing

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Digital Teaching Tools in Knowledge Retention of Students information. Many studies have discussed how technology affects our brains and how much its use affects the way that we think and perform. This drove the teaching staff to use the modern teaching technologies to face some of the main problems, which education & its productivity encounter, by increasing the learning level which may be achieved through providing equivalent opportunities for all people whenever & wherever they are, while taking into account the individual differences between learners (Wilkinson 1986, p. 13 & Abd El-Halim Said, 1997, p. 19) These elements were mainstreamed in a comprehensive presentation so as to provide effective education, which in turn will support the participation of the different senses of the learners in diverse syllabi. (Hadmin, 2000). In current situation this study will identify if there is a strong impact on how the students utilize their knowledge in retaining it. More specifically, it would be useful to know whether students respond in a more positive manner to participating in a class discussion when using digital teaching tools versus when using paper-based methods. For an educator in the 21st century, it is important to gain a deeper understanding of the impact of technology on education.

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Digital Teaching Tools in Knowledge Retention of Students Conceptual Framework

Independent Variable

Dependent Variable

Digital teaching tools

Knowledge Retention

Student’s learning strategies

Improved Learning

Student’s Behavior

Intervening/ Moderating Variable

FRAMEWORK The Impact of Digital Teaching Tools in Knowledge Retention of Grade 11 Accountancy Business and Management Students in MNHS-Camaya Campus Figure 1

Statement of the Problem General Objective This research attempts to find an evidence to know the impact of digital teaching tools in knowledge retention of Grade 11 Accountancy, Business and Management

students

in

MNHS-Camaya

Campus

S.Y.

2018-2019.

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Digital Teaching Tools in Knowledge Retention of Students Specifically, this study seeks to find answer to the following questions: 1. How may the digital teaching tools be identified in terms of : 1.1 Visual Aids 1.2 Teaching Resources 2. How can be measured the impact of digital teaching tools in knowledge retention of the students in terms of: 1.1 Test Result 1.2 Oral Recitation 3. How may the students learning strategies be identified in terms of: 1.1 Time Consumed 1.2 Notes/ Lectures 4. Is there a significant relationship between digital teaching tools and knowledge retention of the students? 5. Is there a significant relationship between knowledge retention and students learning strategies? Hypothesis The study was guided with the following hypothesis Null Hypothesis The digital teaching tools has a significant effect on the knowledge retention of the students.

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Digital Teaching Tools in Knowledge Retention of Students Alternative Hypothesis The digital teaching tools has no significant effect on the knowledge retention of the students. Methodology In this section, the researchers present the type of research, participants, ethical consideration, research instrument, data gathering process, and data analysis for determining the impact of digital teaching tools to the knowledge retention of grade 11 Accountancy, Business and Management students of Mariveles National High School – Camaya Campus.

Type of Research The study used quantitative type of research in order to provide answers for the statement of the problem. The research study was

implemented to

determine the impact of digital teaching tools to the knowledge retention of the students.

Respondents The study was conducted at Grade 11 Accountancy, Business and Management students of Mariveles National High School – Camaya Campus. Respondents were selected according to their willingness in answering the questionnaires. All respondents data was collected between July 10 to July 13 5

Digital Teaching Tools in Knowledge Retention of Students 2018. A total of forty-seven people were approached and have a positive 100% response. This compromised thirty-seven women and ten men. The age of the respondents ranged from fifteen to sixteen years old. Research Instrument The researcher designed a questionnaire as one of the data collection instrument for this study. The researcher issued a Dichotomous type of questionnaire in the students of grade 11 Accountancy, Business and Management of Mariveles National High School – Camaya Campus. This was used as the main data-gathering instrument for this study. It is divided into two main sections; the profile and the questionnaire proper. The content of the questionnaire is based on the objectives indicated in the statement of the problem. The questions will only have two possible answers.

Data Gathering Procedure The researchers give their full efforts to conduct a research to have information and data about their research. With the help of the research instruments the researchers easily gets the information that they need. These are the procedures on how they conduct their research. The researchers asked permission to their respondents which are the grade 11 ABM A students if they can be the respondents for their research. The researchers will say their objectives to orient their respondents on how they conduct the research. They

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Digital Teaching Tools in Knowledge Retention of Students made simple questionnaires to easily know the information that they need. They also interviewed few students to strengthen their data and information.

Ethical Considerations The researchers ensured that the anonymity and confidentiality of the respondents will be considered according to their rights. Assurance will be given to the respondents as they will not be subjected at any harm and mistreatment. Appropriate process of getting permissions from the authorities related to the chosen participants will be taken account. The respondents of the study will be informed about the objective of the study, why are they the chosen participants, and all the possible harm and benefits

that they could get from answering the questionnaires. Also,

acknowledgement to the authors of the used sources will be mention in the reference section of the research paper.

Data Analysis After collecting all the data, it will be interpreted through computing the total mean and the different and common responses that we get. Since it was first answered through the use of Dichotomous type of questionnaire, we will calculate all the data and present it in a quantitative manner. The average responses for all the questions will be stated accurately according to the

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Digital Teaching Tools in Knowledge Retention of Students expected results. All the provided useful information given by the respondents will be converted in summarized data that can be used in determining the result and final outcome of the study.

Results and Discussion This section shows the result of the objectives with a corresponding statistical analysis. The researcher will present tables consisting of the following: mean, standard deviation, and pearson correlation coefficient. This study observe a significant relationship between knowledge retention by the use of digital teaching tools and the relationship between knowledge retention and students strategies. The study was conducted for Grade 11 Accountancy Business and Management in A section at Mariveles National High School - Camaya Campus.

2.1

Respondents According to Age 10.6 % 6.4 %

83.0 % %

15 16 17

Figure 2.1 Figure 2.1 shows that the 6.4% of the respondents are 15 years old, 10.6% are 17 years old, and 83% are 16 years old.

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Digital Teaching Tools in Knowledge Retention of Students 2.2

Respondents According to Sex

23.4 % % male female

76.6 % %

Figure 2.2

Figure 2.2 shows that the majority of the respondents were female with 76.6% and the male respondents only reached 23.4%. 3. Mean Values of Digital Teaching Tools (Visual Aids) 2.5

1.1915

2

1.6383 1.5

1.1.0638

1.0426

1

0.5

0 Details are Clearly Stated

Appropriate Font Size

Appropriate Font Colors

Appropriate Background

Figure 3

9

1.6 1.4

Digital Teaching Tools in Knowledge Retention of Students

1.2

Legend:

1 0.8

1.00

0.6

1.05-2.00

0.4

DISAGREE

0.2 0

.05-

AGREE,

Figure 3 Modern Technology in Education

Technology in Knowledge Retention

Participations in Oral Recitation

Answering Teachers Questions

Actively Participate in Class Discussion

Getting High Grades

states that in presenting visual

aids

using digital teaching tools, teachers are not stating all the details clearly, using appropriate font size, appropriate font colors and appropriate background with means

1.0638(Stddev.=.24709),

1.1915(StdDev.=.39773),

1.6383(StdDev.=.48569), 1.0426(StdDev.=.20403). 4. Mean Values of Academic Performance

1.4468 1.1489 1.3617 1.1064 1.0213

Figure 4 1.3617

1.0213

1.4468

1.1064

1.1489 1.0426

Legend: .05-1.00 AGREE, 1.05-2.00 DISAGREE

Figure 4. states that academic performances in terms of modern technology education, technology in knowledge retention, participation in oral recitations, answering teachers questions, actively participate in class discussion, and 10

Digital Teaching Tools in Knowledge Retention of Students getting

high

grades

are

1.0213(StdDev.=.14586),

considered

DISAGREE

1.1064(StdDev.=.31166),

with

the

means

1.3617(StdDev.=.48569),

1.4468(StdDev.=.50254), 1.1489(StdDev.=.35987), 1.0426(StdDev.=.20403) 5. Mean Values of Student’s Learning Strategy

1.8

1.6809

1.6

1.4468

1.4 1.2

1.1064

1.1702

1 0.8 0.6 0.4 0.2 0 Short Period of Time in Understanding Lessons

Learn Easily by Digital Teaching Tools

Easily Remember the Lessons

Coping Up in Class

Figure 5

Legend: .05-1.00 AGREE, 1.05-2.00 DISAGREE Figure 5 states that the student’s learning strategies in terms of understanding the lesson in a short period of time, learning easily by using digital teaching tools, remembering the lessons easily, and coping up in class are considered

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Digital Teaching Tools in Knowledge Retention of Students DISAGREE with means of 1.4468(StdDev.=.50254), 1.1064(StdDev.=.31166), 1.1702(StdDev.=.37988), 1.6809(StdDev.=.47119).

Results Correlation

Is there a significant relationship between digital teaching tools and knowledge retention of the students? With p value .797 it is considered that correlation failed to reject the null hypothesis it means that there is no significant relationship between digital teaching tools and improvement of the students im their learning. (see Table 4) With p value .547 it is considered that correlation failed to reject the null hypothesis it means that there is no significant relationship between digital teaching tools and knowledge retention of the students. (see Table 4.1) With the p value of .713 it is considered that failed to reject the null hypothesis it means that there is no significant relationship between digital teaching tools and getting high grades of the students. (see Table 4.2)

Is there a significant relationship between knowledge retention and students learning strategies?

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Digital Teaching Tools in Knowledge Retention of Students With p value of .376 it is considered failed to reject the null hypothesis it means that there is no significant relationship between knowledge retention and student learning strategies. (see Table 5)

Discussion The result of the study shows that the usage of digital teaching tools in terms of visual aids has no significant relationship on the learning of the students. The figure2 shows that the details are clearly stated, using appropriate font size and colors and having an appropriate background

has the same findings that

those factors disagreed that it has no effects on the learning process of the students in Grade 11 ABM section A. However, it could have a problem in their learning.

According to Dartmouth College. (2016, May 8). Tablet and laptop

users beware. Using digital platforms such as tablets and laptops for reading may make you more inclined to focus on concrete details rather than interpreting information more abstractly, according to a new study. The findings serve as another wake-up call to how digital media may be affecting our likelihood of using abstract thought. It means that there are several factors influencing the students. The same as the academic performance of the students it also no significant relationship with the use of digital teaching tools. Results further revealed that among the retention of knowledge , participation in class oral recitation, answering teachers questions, actively participating in class discussion and getting high grade has no effect if the students uses those digital 13

Digital Teaching Tools in Knowledge Retention of Students teaching tools. A randomized controlled trial was executed in California where over thousand computers were distributed randomly for free to children attending 6th-10th grade to use at home Fairlie and Kalil, (2016). They find that the children who are given computers are more likely to have a social networking site, but also spend more time interacting with friends in person. There are no causal effects found concerning educational outcomes and only a small positive benefit to children’s social development. In accordance also to the study of Suhr et al. (2010) study the effect of the introduction of a one-to-one laptop program for 4th and 5th graders in a Californian school district. They utilize a quasiexperimental research design. After two years the students who received a laptop perform better than non-laptop students in English language arts and tests measuring writing strategies and literary response and analysis. In addition to that , it seems that the academic performance of the students maybe depend on their own ability either they’re using digital teaching tools or not. Lastly, the students learning strategies again has also no significant relationship with

the retention of knowledge using a digital teaching tools.

Specifically those strategies we're given are understanding the lesson in a short period of time, learning easily by using digital teaching tools, remembering the lesson easily and coping up with class. Thus , these strategies might be having a positive impact in knowledge retention. However, when it combined by a digital teaching tools , it says that there is no significant effect. There is no related literature related to given variables.

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Digital Teaching Tools in Knowledge Retention of Students The present study

is first to evaluate the interconnection of digital

teaching tools to the knowledge retention of the students. According to the results,

modern teaching tools like power point presentation using laptop or

smart TV

has no directly correlation and the strength of two variables are

negative which indicates that whether digital teaching tools are being used or not, their academic performances or retaining the said knowledge are not affected at all .Educational performance is decided by a person’s individual characteristics and interest to learn. In addition, many factors or variables

influence their

knowledge efficiency like intelligence quotient of the students and the teachers teaching skills. The p - value of the two variables are greater than . 05. Thus, the null hypothesis which states that there is no significant relationship between digital teaching tools and knowledge retention are failed to reject. Scope and Delimitations The study was focused on Power Point presentation as a medium in improving the capability of the students to retain different knowledge. This investigation is conducted to determine the verifiable impact of digital teaching tools in knowledge retention of Grade 11 ABM students section A of Mariveles National High School Camaya Campus during the school year 2018 – 2019. The study will not cover online platforms as a channel in disseminating different visual aids including edmodo and social networking sites. Although the research has reached its aims there were some unavoidable limitations. First, because of the time limit this research was conducted only on a

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Digital Teaching Tools in Knowledge Retention of Students small size of population. Therefore to generalize the results for larger groups the study should have involved more participants at different levels. In the final analysis, all variables used in the study doesn’t affect the students in retaining their knowledge. The series of results provide information that although using digital teaching tools may attract or distract the students, it doesn’t actually affect their academic performances. Getting high grades, student’s active participation in class, and coping up easily depends on the student’s habits and interest in learning. Additionally, behavior of the students during the discussion may also affect their effectiveness in getting all the information for their knowledge retention. Possible explanation for these negative findings is that students are actually dependent on themselves in terms of retaining their knowledge and these different digital teaching tools has nothing to do with their academic performances. Other researchers must improve this study for it shows lack of information and not enough findings. The researchers of this current study did not meet their expected results. The effect of digital teaching tools in knowledge retention of the students must be further tackled. The limitation to this study is the small sample size. Future researchers should include multiple trials and participants for better results. Other factor that affect the study is the student’s behavior on answering the given questionnaires, they did not give appropriate response to all the questions stated. It is recommended that future studies should continue to address how using digital teaching technologies may affect to the long-term retention of knowledge and acquisition of skills of the students. 16

Digital Teaching Tools in Knowledge Retention of Students

References

https://www.sciencedirect.com/science/article/pii/S2210831912000033 Wilkinson (1986) Means in education and research during the sixty years, the translation by Dabbasi & Salah al-Arab, i 1 17

Digital Teaching Tools in Knowledge Retention of Students Science Press and Publication, Riyadh (1986) https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0215 Abd El-Halim Said, (1997), Employment of Educational Technology, m 2, the Egyptian Society for Technology in Education. https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0255 Hadmin,

(2000). The impact of using multimedia on students’ academic

achievement in the College of Education at King Saud University https://www.sciencedirect.com/science/article/pii/S2210831912000033#b0225

Dartmouth College. (2016, May 8) Digital Media May Be Changing How You Think https://www.dartmouth.edu/press-releases/digital-media-change-050816.html

Fairlie and Kalil, (2016). The Effects of Computers on Children’s Social Development and School Participation: Evidence from a Randomized Control Experiment https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2879805

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Digital Teaching Tools in Knowledge Retention of Students Suhr et al. (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump https://ejournals.bc.edu/ojs/index.php/jtla/article/download/1610/1459

APPENDICES FREQUENCY TABLE 1.

DEMOGRAPHIC PROFILE

19

Digital Teaching Tools in Knowledge Retention of Students TABLE 1

Frequency Distribution of Respondents According to Age Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

15

3

6.4

6.4

6.4

d

16

39

83.0

83.0

89.4

17

5

10.6

10.6

100.0

47

100.0

100.0

Tota l

TABLE 1.1

Frequency Distribution of Respondents According to Sex Frequenc y Vali

male

d

femal e Total

2.

Percent

Valid

Cumulative

Percent

Percent

11

23.4

23.4

23.4

36

76.6

76.6

100.0

47

100.0

100.0

DIGITAL TEACHING TOOLS 20

Digital Teaching Tools in Knowledge Retention of Students

TABLE 2

Frequency Distribution of Respondents According to Digital Tools Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

44

93.6

93.6

93.6

d

no

3

6.4

6.4

100.0

47

100.0

100.0

Tota l

TABLE 2.1

Frequency Distribution of Respondents According to Font Usage Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

38

80.9

80.9

80.9

d

no

9

19.1

19.1

100.0

47

100.0

100.0

Tota l

TABLE 2.2

Frequency Distribution of Respondents According to Colors Representation Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

17

36.2

36.2

36.2

d

no

30

63.8

63.8

100.0

47

100.0

100.0

Tota l

21

Digital Teaching Tools in Knowledge Retention of Students

TABLE 2.3

Frequency Distribution of Respondents According to Presentation Background Frequenc y Vali

yes

47

d

3.

Percent

Valid

Cumulative

Percent

Percent

100.0

100.0

100.0

ACADEMIC PERFORMANCE

TABLE 3

Frequency Distribution of Respondents According to Voluntarily Participating Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

26

55.3

55.3

55.3

d

no

21

44.7

44.7

100.0

47

100.0

100.0

Tota l

TABLE 3.1

Frequency Distribution of Respondents According to Participating in Class Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

40

85.1

85.1

85.1

d

no

7

14.9

14.9

100.0

47

100.0

100.0

Tota l

22

Digital Teaching Tools in Knowledge Retention of Students

TABLE 3.2

Frequency Distribution of Respondents According to Time Consuming in Studying Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

26

55.3

55.3

55.3

d

no

21

44.7

44.7

100.0

47

100.0

100.0

Tota l

TABLE 3.3

Frequency Distribution of Respondents According to Getting High Grades Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

45

95.7

95.7

95.7

d

no

2

4.3

4.3

100.0

47

100.0

100.0

Tota l

TABLE 3.4

Frequency Distribution of Respondents According to Learning of the Students Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

42

89.4

89.4

89.4

d

no

5

10.6

10.6

100.0

47

100.0

100.0

Tota l

23

Digital Teaching Tools in Knowledge Retention of Students

TABLE 3.5

Frequency Distribution of Respondents According to Easily Remember the Lesson Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

39

83.0

83.0

83.0

d

no

8

17.0

17.0

100.0

47

100.0

100.0

Tota l

TABLE 3.6

Frequency Distribution of Respondents According to Effectively Takedown Notes Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

41

87.2

87.2

87.2

d

no

6

12.8

12.8

100.0

47

100.0

100.0

Tota l

TABLE 3.7

Frequency Distribution of Respondents According to Coping up in Class Frequenc y

Percent

Valid

Cumulative

Percent

Percent

Vali

yes

15

31.9

31.9

31.9

d

no

32

68.1

68.1

100.0

47

100.0

100.0

Tota l

24

Digital Teaching Tools in Knowledge Retention of Students

4.

CORRELATION

TABLE 4

Correlation between Digital Teaching Tools and Knowledge Retention of the Students tools tools

Pearson Correlation

improvement 1

-.038

Sig. (2-tailed) N improvement

Pearson Correlation Sig. (2-tailed) N

.797 47

47

-.038

1

.797 47

47

TABLE 4.1

Correlation between Digital Teaching Tools and Knowledge Retention of the Students tools tools

Pearson Correlation

Retention 1

Sig. (2-tailed) N retention

Pearson Correlation Sig. (2-tailed) N

-.090 .547

47

47

-.090

1

.547 47

47

25

Digital Teaching Tools in Knowledge Retention of Students TABLE 4.2

Correlation between Digital Teaching Tools and Knowledge Retention of the Students tools tools

grades

Pearson Correlation

1

Sig. (2-tailed)

.713

N grades

-.055

Pearson Correlation Sig. (2-tailed)

47

47

-.055

1

.713

N

47

47

TABLE 5

Correlation between Knowledge Retention and Students Learning Strategies retention retention

Pearson Correlation

notes 1

Sig. (2-tailed) N notes

Pearson Correlation Sig. (2-tailed) N

5.

-.132 .376

47

47

-.132

1

.376 47

47

QUESTIONNAIIRE

Department of Education Region III School Division Office of Bataan Mariveles National High School - Camaya Campus 26

Digital Teaching Tools in Knowledge Retention of Students

Dear Respondent: The researchers are from Grade 12 ABM-A of Mariveles National High School Camaya Campus, Mariveles, Bataan. The purpose of the study is to determine the impact of digital teaching tools in knowledge retention of the students. Answering this questions will only take 15 minutes. Rest assured that all data gathered from you will be kept in the highest level of confidentiality. Your participation in this study is voluntary. You do not have to answer questions that makes you uncomfortable. Thank you very much for your cooperation.

Reaserchers Ilao, Axlrose Salenga, Donna Rolyn Yabut, Joana Joy

Direction: Please fill up the following information. I.

Demographic Profile Name (optional):

27

Digital Teaching Tools in Knowledge Retention of Students

II.

Age: Sex: Direction: Indicate your response to the following questions by putting a check ( )to the answer that corresponds your evaluations.

QUESTIONS 1. Digital Teaching Tools

YES

NO

1.1 Does every details clearly stated when your teachers are using digital tools? 1.2 Does the font used by you teachers accurate for your sight? 1.3 Does your teachers use distractive colors for the presentation? 1.4 Does your teachers use appropriate background? 2. Academic Performance 2.1Does using modern technology in education improve your learning? II.2 Does technology helps you to retain your knowledge? 2.3 Do you usually participate in oral recitations? 2.4 Do you raise your hands voluntarily to answer your teachers questions? 2.5 Do you actively participate in class discussion and activities? 2.6 Do you easily understand the lesson in a short period of time? 2.7 Do you still get high grades in your examinations? 2.8 Do you learn easily using digital teaching tools? 2.9 Do you easily remember the lesson and informations discussed by your teachers? 2.10 Do you effectively take down your notes 28

Digital Teaching Tools in Knowledge Retention of Students during class discussion? 2.11 Do you find it hard coping up in class?

29