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TECHNOLOGICAL OR TRADITIONAL: PREFERENCE ON

INSTRUCTIONAL MATERIALS OF GRADE 9

STUDENTS OF SAN PEDRO NATIONAL

HIGH SCHOOL

A Research

Presented to the Senior High School Department

San Pedro National High School

In Partial Fulfilment of

the Requirements for the subject

Inquiries, Investigation and Immersion

Cosme, Independence Eden G.

Culala, Van Arvin C.

Inocencio, Rai Loren M.

March 2018
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CHAPTER 1

The Problem and its Background

Introduction

More than 23 years ago, March 29, 1994, the free and open World Wide Web was

launched in the Philippines. Various soft wares had emerged that allowed users to connect

and exchange information through terminal programs. As the world evolved into a highly

technological world which allowed internet access for every age, the styles of teaching also

tried to catch up. From the use of traditional materials such as visual aids, photocopies and

lectures in the blackboard transformed into the use of online lectures, educational online

blogs, etc.

According to Mukhaini (2014), the use of social media network is growing

increasingly important in both private and academic life. In the past, there was the

traditional way of teaching in class, which used visual aids and textbooks, but nowadays

teaching is delivered through social media like Facebook and Quipper and implemented

technology such as laptop and projectors. It is claimed that some students learned more on

using visual aids and book materials while some students learned better with social media

and technology.

In the past few years, there has been rapid growth in the availability and uptake by

many colleges and universities of teaching their sources of their student-online. In addition,

effectiveness of learning by using different social networking tools has emerged due to

increase in the provision of these electronic sources for students. With the increasing

popularization of computer technology, the way of classroom teaching has also changed
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from plain lectures to multimedia presentations. Also, with the technological advancement

and the internet, the world has become a vast storehouse of information (Tham & Werner,

2015). It is clarified that there is a lot of colleges and universities that teach their courses

by using social media tools. Because of the increasing population of computers, the way

they teach is different from the old tradition that teachers and professors do. Both public

and private schools in the Philippines have turned to information technology (IT) as a tool

to improve teaching and learning. Filipino educators and government officials hope that

the use of IT in schools engages learners and individualizes instruction (Angara, 1997, p.8).

The researchers chose the topic base on their experiences in school. Instead of using

visual materials, social media was used in projects and outputs submission. According to

Fourdoun et.al (2012), a study by (Cheung et.al 2012) demonstrates the reason for using

social media network and technologies especially Facebook because it is the most effective

way of communication between teachers and students. On the other hand, some teachers

used visual aids and textbooks as instructional tools.

This research is significant in order to know what instructional material helps in

teaching. It could be beneficial for teachers to understand what teaching materials they

should use for the learners to learn more clearly. In addition, discovery of which teaching

material do students prefer could help in understanding why they achieve god academic

performance.

This research study aims to discover the students’ preference of instructional

material. The researchers’ purpose is to know whether utilizing technology made teaching

more efficient than the use of traditional materials.

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Statement of the Problem

The purpose of this quantitative study is to determine which instructional tool

between technology and traditional materials do Grade 9 students of school year 2017-

2018 prefer, to help teachers cope up with the demands of this modernizing world to

improve their teaching.

Specifically, this study sought answer to the following questions:

1. What are the respondents’ information in terms of:

a. Age

b. Gender

c. Socio-economic status

d. Learning styles

2. Is there a significant difference between technology-aided materials and traditional

instructional tools based on the preference of learners?

Significance of the Study

Attaining proper education plays a vital role in having a comfortable and successful

life. Due to this, numerous researches about effective teaching materials have been studied

globally that aims to know which teaching materials could make teaching better. The

following is the list of people that may benefit from this quantitative study.

Government. The role of the government is to sustain the needs of its people. One

of the people’s needs is to have proper education. Through this research, the government
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may surface a better idea on how to teach the students excellently. They could aid the

teachers on their needs on teaching materials that could build globally competitive citizens

School Administrators. They are the people who implement and create policies in

school. This undertaking could be an instrument that could help the administrators be aware

of the effectiveness of technology and traditional materials in teaching. They could make

an action or launch programs the type of instructional materials preferred b students.

Teachers. The role of teachers is to be the second parents of the students. As their

second parents, they are responsible of giving proper education to their students. They may

find which is more effective in class between use of technology or traditional materials. It

could help them improve their teaching to let the students understand the lessons deeper.

Parents. The first people who teach their children are the parents. Through this

study, they may be motivated to use or apply technology or traditional materials to teach

their children at home for their more efficient learning and comprehension.

Students are the people who go to a school, college or university. This research

will be directly beneficial to them because knowing the efficiency of technology or

traditional materials as instructional tool can help them understood their lessons more

clearly and could improve their test scores, grades and overall performance.

Future Researchers. The people who may conduct the study hereafter are the

future researchers. They may use this quantitative study as their reference on which they

can base their study. This could serve as guide to them on the process of making their

research.
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Scope and Delimitation of the Study

The study concentrated on two major variables: students’ preference on

instructional materials— traditional and technological materials.

The major variables were determined through age, sex, socio-economic status and

learning styles. Meanwhile, their interest and preference to the material was measured with

the use of survey. Furthermore, the other sub- variables such as age, sex, social status and

learning styles was assessed with the use of their demographic profile.

San Pedro National High School is the school where the study was conducted. The

Grade 9 students of the school year 2017-2018, of the said school were the respondents of

this undertaking.
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CHAPTER II

Theoretical Framework

The proliferation of technology in education and the evolution of teaching tools

from chalk to electronic board raised a question on the efficiency of technology-related

materials against traditional ones. Numerous researches demonstrate that the use of

technology like computers can help improve students’ score in standardized tests (Bain &

Ross,1999), improve students’ inventive thinking (e.g., problem solving) (CEO Forum on

Education Technology, 2001) and improve students’ self-concept and motivation (Sivin-

Kachala & Bialo,2000). However, regardless of how far technology can take education,

there is no disputing the value of good old-fashioned educational resources especially when

every student has their own learning style. And, despite the inclusion of virtual interaction,

many students prefer the human side of learning (Maffei, 2013).

This chapter includes a thorough discussion of different literatures about traditional

materials, modern technological materials and academic performance of students.

Critically analyzing similarities and differences of these literatures which concerns the

efficiency of traditional tools in teaching. The assimilation of these works to the present

study was focused on the situation in San Pedro National High School.
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Literature Review

Traditional Instructional Materials

The current method of teaching has succumbed to some tremendous change in the

past hundred years (Campo, et.al.,2012) which led to reconsidering the model of teaching

as well as how to reproduce and display the information to the students.

With multiple literature about the effectiveness of traditional materials in teaching

are some trends and gaps on how the materials affect students’ performance. According to

Singh (2011), the blackboard, which is one of the visual traditional teaching aids, has been

the most handy, practical and useful tool of a teacher in the classroom. These materials can

really help introduce new concepts to the students (Janovsky, 2003) and are used for easy

understanding of the lessons (Singh,2011).

However, this kind of teaching, chalkboard and master class, did not allow to show

the students the reality of professional life. The class almost entirely depend on the teacher

who could get very close to the audience or full bore (Campo, et.al.,2012). Traditional

teaching makes the learners “passive” (Rahmawati, 2017) with a “teacher-dominated

interaction” and was considered deeply teacher-centered (Broughton, 1994).

With this study, the efficiency of the use of traditional resources versus technology

was measured with Grade 9 students of San Pedro National High School.

Technology as Instructional Materials

From the birth of the motion picture in 1922, to the advent of the computer in the

mid-1970s, educators have been intrigued with the potential of technology to help improve
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student learning (Hew & Brush, 2006). This research aims to understand the efficiency of

technology in education versus traditional tools. Blazer (2012) stated that the use of

technology like computer, projector and cellphones nowadays help to make the way of

teaching easier. Social media increases interaction, enhances communication

collaboration, active participation allows for information sharing and discussions.

(Lenhart, Parcell, Smith & Zickuler, 2016). In the present day, college students are exposed

to existing new and emerging technologies in many aspects of their lives. (Rideout, Pai &

Saphir, 2015) but on the other hand, use of social media during homework or class time

caused distractions. Sometimes, the use of such media has been in detriment of the

communication between the teacher and the student; as some teachers are limited to "read"

and rely too much on the projected material, forgetting one of the major function of

teaching which is motivation. Moreover, the teacher is totally reliant and at the mercy of

the electronic resources, so that in the event of failure, the teacher hardly teach their class.

(Del campo, et.al., 2004).

Academic Performance

The academic performance of students is affected by using various kinds of

materials in learning: in what materials, the student capable to learn; if it is on still using

visual aids or the modern materials which is technology; for them to improve or to have a

better academic performance. Via quantitative method and large sampling of 26,000 heavy

users of internet, it was identified to have lower grades and lower academic learning

(Wenthworth & Middleton, 2014). Nowadays, advances in technology is possible to

produce materials and devices that could minimize the teacher talking, to make the class
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interesting and to have improvement in performance of the learners (Onasanya &

Omosewo,2008). Traditional method of teaching is performed when teachers direct the

students to learn through memorization and recitation techniques there by not improving

their critical thinking problem solving decision-making skills (Sunat et.al, 1999). It was

believed that use of instructional materials or visual aids will immensely help in picture

interaction in mind of those that are slow to learn. (Akinson,1999). It is clearly explained

that some of the students improved their academic performance in technology and some

students receive lower grades. While in traditional materials, students’ memory became

more active.

The pieces of literature mentioned above have given the researchers a more vivid

view of the pertinent issue regarding the efficiency of instructional materials in school. It

is clear to say that studies concerning this topic varies and differs from each other. Some

studies assessed that technology used in teaching have great academic performance

outcome while others stated that its use only resulted to lower learning outcome.

To come up with developments as it was given light by the previous studies, the

researcher conducted a survey in a school in Hagonoy, Bulacan and thoroughly analyzed

the data. The findings of this research shall fill the gaps from the former studies.

Meanwhile, two theories relevant to the present study were expounded afterwards

which would help establish the foundation of this research

Socio- Economic Status

Based on the study of Dr. Ellen Helsper and Dr. Alexander Van Deursen, educated

people on high income derive more benefits from using the internet and other related
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technological materials. On the other hand, low income people from socially deprived

backgrounds do not receive the same benefits, regardless of access and internet skills. This

study discussed how socio-economic status could affect the students’ preference on

instructional material. It was therefore believed that socio-economic status can be a

significant factor on the choice of students.

Learning Styles

Brown (2000) defines learning style as the manner in which individual process

information or knowledge in a learning environment. There are three main learning styles:

visual, auditory and kinesthetic learning, also known as VAK model. Visual learners are

people that learn through seeing graphs, pictures charts, maps, etc. to understand new

information while auditory learners are those that learn through listening and speaking in

situations such as lectures and discussions. Furthermore, bodily- kinesthetic learners best

understand information through figuring things by hands and body movements.

Relevant Theories

Social Learning theory. This undertaking is anchored to Bandura's Social

Learning theory which posits that people learn from one another, via observation, imitation,

and modeling. This theory explains that most of the human behavior is learned

observationally through modeling. Bandura's theory demonstrated four necessary

conditions for modeling such as attention, retention, reproduction of image and motivation.

As it was described by Bandura, various factors increase or decrease the amount of

attention of a learner paid therefore less attention results to lower learning. For classroom
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cases, the use of inappropriate instructional tools like visual aids might led the students’

attention away from the class, hence, producing bad academic performance. Also, when a

lively or funny video is played in class which drives the class attention towards it, it could

increase the level of learning. Furthermore, Bandura also described retention as

remembering what have been paid attention. Therefore, more attention focused on certain

materials, the more effective it can be. So, if student has paid most of their attention to the

lesson being discussed, their retention may also be affected and become greater. With more

retention, better academic performance is expected.

Social Development theory. The study is related to the social development theory

that was developed by Lev Vygotsky (1994). The theory explained how socialization

affects the social learning process of individual. This means that when an individual talk

with their peers or with the people around them, they talk to them for the sake of

communication. Vygotsky’s theory poses the cognitive development of Jean Piaget. Piaget

says that a person undergoes development first before learning, Vygotsky argues that social

learning come first before development.

This theory is all about the social interaction. When a teacher only uses the chalk-

and-board method, there could be less interaction between the students and teacher that

might affect the students’ level of learning. Meanwhile, if technology-related instructional

tools were used like a PowerPoint presentation, the teacher and the student might have a

longer span of time interacting with each other thus, increasing the level of learning.

The theory is related to the use of instructional materials: technological and

traditional. Both materials involve and create an interaction between student and teacher.
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The increase of ability to communicate with experts enhances student learning process

(Brandsford et.al, 2000).

Therefore, based on the social development theory, students need to talk or

participate with other people who are more knowledgeable to enhance their social learning

which may also may affect their academic performance.

Conclusion

These theories had helped the researchers understand more how students learn and

how they make meaning when they are in class. In Bandura’s Social Learning Theory, the

factors affecting student learning like attention and retention were mentioned, while in

Vygotsky’s Social Development Theory, social interaction between the teacher and

students is what causes learning to occur. The said theories served as the strength of this

research and a guide to further improve the undertaking.

Conceptual framework

INDEPENDENT VARIABLES DEPENDENT VARIABLE

EFFECIENCY OF
INSTRUCTIONAL MATERIALS
USED BY TEACHERS STUDENTS' PREFERENCE ON
INSTRUCTIONAL MATERIALS
-technology related materials
-traditional instructional materials

Figure I. Sample of IV-DV Model for instructional materials

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The conceptual framework shows the variables associated with the study. The

independent variables consist of two types of instructional tool such as technology and

traditional ones. One the other have are the dependent variables which cannot manipulated

by the researcher and one that is being measured in the study are the level of performance

of grade 9 student of San Pedro National High School indicated through their test scores

and level of Learning,

Hypotheses of the Study

Ho: There is no significant difference between the use of technology-aided materials and

traditional instructional tools based on the preference of learners.

Definition of Terms

Behavior- the way something moves, function or reacts (Merriam Webster Dictionary).

As used in this research, the behavior of each student helped the teachers to know which

tool would be best in teaching.

Learning- the activity or process of giving knowledge or skills by studying, practicing,

being taught or experiencing something (Merriam Webster Dictionary). As used in this

research, student learning in acquiring knowledge about certain topics either through the

use of traditional instructional materials or technology-related tools.

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Performance- act of performing, executing, achievement or how things get along, or an

action of a public character (Merriam Webster Dictionary). Operationally, the performance

of students is being affected by using different kind of teaching material.

Technology- the use of science to invent useful things or to solve problems (Merriam

Webster Dictionary). Operationally, technology like computer, projector or cellphones are

used nowadays to help make the way of teaching easier.

Visual Aids- something you can see such as chart that is used to make something easier to

understand (Merriam Webster Dictionary). As used in this research, visual aids are

traditional materials used by teachers so that the lesson taught would be easily understood

by students. Examples of visual aids are chalk-and-board, books, manila papers and

photocopies.
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CHAPTER III

Research Methodology

The study examined which instructional material is more efficacious in teaching

secondary education. The main objective of this research is to assess what material could

help improve a student’s academic performance. This chapter addresses the research

design, selection of respondents, research instrument, data gathering procedure and

statistical treatment.

Research Design

This quantitative study utilized the descriptive and comparative method as the

research design. The principal objective of this undertaking is to discover which medium

of instruction between traditional instructional materials and technology- related materials

is more efficient and effective in teaching secondary education. Descriptive method was

used for it is specifically designed to accurately portray the chosen population.

Furthermore, with the objective to find out which instructional material is better,

comparative method is applied.

Population and Sampling

According to Calmorin and Calmorin (1995), for a population more than 100,

sampling is a must. Thus, given the current population of Grade 9 students of San Pedro

National High School which is 556 in total, the researchers used Calmorin’s formula in

getting the sample size.

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Calmorin’s formula is as shown below:

Ss = NV + [Se (1 - p)]____

NSe + [V x p(1 - p)]

Where Ss = Sample size

N = Total number of population

V = The standard value (2.58) of 1 percent level of probability with

0.99 reliability

Se = Sampling error

P = The largest possible proportion (0.50)

Utilizing this formula, the researchers got 209 as the sample size. With regards to

the sampling technique, the researchers used stratified random sampling where population

was divided into sections or strata. Random samples are then selected from each stratum.

STRATA (sections in grade 9) POPULATION SAMPLE

St. Francis 49 21

St. Augustine 52 21

St. Jude 52 21

St. Paul 47 21

St. John 51 21
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St. Peter 54 21

St. James 50 21

St. Dominic 44 20

St. Michael 50 21

St. Benedict 48 21
TOTAL 497 209
Table 1. Frequency Distribution of Samples from Each Stratum

STRATA ( sections in grade 9) SAMPLE PERCENTAGE

St. Francis 21 10.05%

St. Augustine 21 10.05%

St. Jude 21 10.05%

St. Paul 21 10.05%

St. John 21 10.05%

St. Peter 21 10.05%

St. James 21 10.05%

St. Dominic 20 9.55%

St. Michael 21 10.05%

St. Benedict 21 10.05%

TOTAL 209 100%

Table 2. Sampling Distribution

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Research Instrument

The instrument employed in the study was the survey questionnaire for the students.

The researchers chose to compose their own survey questionnaire due to lack of

available resources. Moreover, constructing the questionnaire helped the researchers gain

more precise and appropriate data.

Before the actual data collection, the survey questionnaire was read and validated

by the research adviser, and the Head Teacher in English of San Pedro National High

School. Furthermore, the researchers conducted a pilot-testing to some senior high school

students to ensure the questionnaire’s reliability.

The survey questionnaire contains thirty (30) items and was divided into two (2)

sections. The survey aims to know the opinion of selected grade 9 students regarding the

effectiveness of technology and traditional materials in teaching. Likert scale is used as a

type of question. It is the common type of question where students are asked to rate how

much they agree or disagree with the statement.

Data Gathering Procedure

First, the researchers asked permission to the principal to conduct this research.

After that, the researchers asked for the permission of the teachers in Grade 9 to allow the

students to answer the survey. Then, the respondents were asked to answer the survey

questionnaire.
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The researchers spent money to pay for the time in computer shop while typing, for

the printed material and for the photocopy of survey questionnaire. The researchers wore

their school uniform while conducting the data gathering procedure.

Statistical Treatment

During the statistical treatment, the researchers used the following statistical tools:

Percentage. Based on Merriam Webster’s definition, percentage pertains to a number or

rate that is expressed as parts of something divided into 100 parts. This specific formula

was applied to some questions with regards to the demographic profile of the respondents.

Percentage was computed using the formula:

P= F/N ×100

where:

P – percentage

F – frequency

N – population

Weighted Mean. With numerous Likert scale type of question in the survey questionnaire,

the weighted mean of each data was computed.

Formula: WM= TWF/N

where: WM – weighted mean

TWF – total weighted frequency

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N – number of responses

T-square Formula. T-square formula is used to compare two different data. In this

research, two variables, technology-related materials and traditional materials, were

compared based on the preference of learners which was measured through a Likert scale.

T-test formula is given below:

𝑥2 = 𝑥̅ − 𝑦̅

(𝑛𝑥 − 1)𝑆𝑥2 + (𝑛𝑦 − 1)𝑆𝑦2 1 1

√ [ + ]
𝑛𝑥 + 𝑛𝑦 − 2 𝑛𝑥 𝑛𝑦

Where :

X2 - T-comp

x bar – weighted mean in first (x) column

y bar – weighted mean in second (y) column

nx - total number of samples in first (x)column

ny - total number of samples in second (y) column

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CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter includes the statement of the problem and its corresponding

presentation, analyzation and interpretation of data. Tables, charts and graphs were utilized

to present the data vividly.

1.) What are the respondents’ information in terms of:

a. Age

100

80

60

40

20

0
14 yrs. old
15 yrs. old
16 yrs. old
17 yrs. old
18 yrs. old
22 yrs. old

Figure 1. Age of the Respondents

The column graph shows the age of the respondents from the Grade 9 level of San

Pedro National High School. As illustrated, 95 of the respondents are 14 years old, 91 are

15 years old, 16 are 16 years old, 3 are 17 and 18 years old while 1 is 22 years old. Thus,

the most common ages of Grade 9 students are 14 and 15 years old while the least common

are 17,18 and 22.

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b. Sex

39.23%
60.77% (82 Respondents)

(127 Respondents)

Male Female

Figure2. Sex of the Respondents

The pie graph displays the number of male and female respondents and their

equivalent percentages. There are a total of 127 female students from the 209 respondents

surveyed which is equivalent to 60.77 % of the total sample. Meanwhile, there are 82 male

respondents or 39.23%. Therefore, there are more female students surveyed than male.
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c. Monthly Income

53
43 45
41

27

ABOVE ₱20,000 ₱15,001 TO ₱10,001 TO ₱5,001 TO BELOW ₱ 5,000

₱20,000 ₱15,000 ₱10,000

Figure 3. Monthly Income of the Respondents

The graph reveals the monthly income of the families of the respondents which

mirrors their socio-economic status. Based on the table, 43 of the respondents (20.57%)

had a family monthly income above ₱20,000, 41 had ₱15,001 to ₱20,000 (19.62%), 27 had

₱10,001 to ₱15,000 (12.92%), 45 had ₱5,001 to ₱10,000 (21.53%) and 53 has a family

income below ₱ 5,000 (25.36%) . The monthly income that has the most number of

frequencies is below ₱ 5,000 while ₱10,001 to ₱15,000 has the least number of frequency.
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d. Learning styles

9%

Visual

53% Auditory
38%

Bodily- Kinethetic

Figure 4. Respondents’ Learning Styles

As revealed in the graph above, the 53% of the students surveyed are visual

learners, 38% are auditory learners while only 9% are bodily-kinesthetic. As shown, most

of the respondents are visual learners and only few of them are bodily- kinesthetic.
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2.) Is there a significant difference between technology-aided materials and traditional

instructional tools based on the preference of learners?

Preference on Technology Weighted Verbal

- related Materials Mean Interpretation

I am interested in using technology related 2.36 Low

materials.

I use technology like computer, cellphone, etc. 2.60 High

to find information.

I enjoy using technology as my learning 3.21 High

materials.

I know that technology can improve my interest 3.25 High

in class discussion.

When the teacher uses technology in class 3.14 High

discussion, I participate/ recite in class more.

I learn more when technology-related materials 3.17 High

were used in class.

Average Weighted Mean 2.96 High

Table 1. Weighted Mean on Questions Regarding the Preference in Technology- related

Materials of Students
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Preference on Traditional Weighted Verbal

Instructional Tools Mean Interpretation

I am interested using traditional materials. 2.20 Low

Using dictionary, books, visual aids, lectures, 2.47 Low

etc. to learn.

I enjoy using visual aids, lectures, books, etc. as 3.24 High

my learning materials.

I know that traditional materials can improve 3.17 High

my interests in class discussion.

When the teacher uses books, visual aids and 3.13 High

chalk and board in the discussion , I

participate/recite in class more.

I learn more when traditional materials were 3.09 High

used in class.

Average Weighted Mean 2.88 High

Table 2. Weighted Mean for Preference in Traditional Instructional Materials

Legend:

3.50 – 4.00 = Very High 1.50 – 2.49 = Low

2.50 – 3.49 = High 1.00 – 1.49 = Very Low
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t comp t critical Decision Probability Level Interpretation

Ho is P< 0.1 Highly

6.5 2.576 rejected. (two-tailed) Significant

Table 3. Difference Between Traditional Instructional Material and Technology-

related Materials Based on the Preference of Learners

Tables 1 and 2 shows the weighted mean of each questions as well as the

average weighted mean. These are data used in computing the t comp using the T-

square formula. The computed t comp is 6.5 and the equivalent t critical 2.576.

Since t comp is greater than t critical, the decision for the null hypothesis is rejected

with the probability level less than 0.1. These numbers therefore resulted to the

interpretation that the relationship between the said materials based on the

preference of learners is highly significant.

According to a research by Doak S. (2009), the requirements for people

entering into this world are different than they have been in the past. It states that

if technology were integrated into the classroom, the learning environment would

be more relevant to the students. Further, based on the theory of Situation

Cognition, learning occurs only when situated within a specific context. It states

that learning takes place in a learning community, where the learners take an active

role in the learning community. It involves a process of interaction between the

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learners, the tools available within the specific situation and the physical world. It

is within this active participation, where knowledge is located.

In the light of the study, this was being true with the T-test formula result.

Using the formula, the researchers come up with the answers 6.5 as the t-comp and

2.576 as the t critical. With this, the decision for the null hypothesis was rejected

with the probability level less than 0.1. These numbers therefore resulted to the

interpretation that the difference between technology-related materials and

traditional instructional tools based on the preference of learners is highly

significant.
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CHAPTER V

Summary, Conclusion and Recommendation

This chapter contains the summary of the entire undertaking as well as the

conclusion and recommendations for further research.

Summary of the Findings

The general purpose of this study was to assess what medium of instruction between

traditional materials and technology- related materials does grade 9 students of San Pedro

National High School prefer

Coherent with the statement of the problem and the research paradigm of this

undertaking, the research hypothesis that there is a significant difference between the use

of technology-aided materials and traditional instructional tools based on the preference of

learners was pursued.

The study assessed preference of grade 9 students on instructional materials, School

Year 2017-2018. The respondents surveyed includes 209 learners from 10 different

sections in Grade 9.

The demographic profile of said students was gathered such as their age, sex, family

monthly income and learning styles.

Meanwhile, their preference on the material was measured through a Likert Scale

which contains statements regarding their interest on either technology- related materials

or traditional- instructional tools.

A validated survey questionnaire was used as the main instrument of this study.
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Descriptive statistics such as percentage and weighted means were used to interpret

the respondents’ profile while T-test, inferential statistics, was utilized to find if the

relationship between technology-related materials and traditional instructional tools based

on the preference of learners is significantly different.

Based on the results of the statistical analysis of the data, the findings are

summarized as follows:

1. Profile of the Respondents

Age. The most common ages of grade 9 students are 14 and 15 years old with

45.45 % and 43.54% respectively.

Sex. Majority of the respondents are female with 61.72%

Monthly Income. The common monthly income of the family of the

respondents is below Php 5,000 with 25.36%

Learning Styles. Majority of the respondents are visual learners which covers

53. 59% of the total population.

2. The difference between technology- related material and traditional

instructional tools based on the preference of learners.

T-test was used to assess the difference between the two types of teaching

materials based on the preference of learners. The results revealed that the

difference is highly significant.

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Conclusion

Based on the findings of the study, the conclusion was drawn as:

The null hypothesis is rejected. Thus, the difference between technology-aided

materials and traditional instructional tool based on the preference of learners is highly

significant.

Recommendations

Based on the findings and conclusions presented, the following recommendations

are proposed:

1. The findings of the undertaking can be used in continuing the improvement of

educational programs for administration and teachers specifically on what teaching

tool should they use.

2. Applying the results of this undertaking, parents could use said materials to catch

the interest of their children while teaching them at home.

3. The researchers recommend that the government could supply, or release teaching

materials preferred by students. This action could pave a way in building more

competitive and knowledgeable learners.

4. The research study may be used as the related literature and could be a big help for

the future researcher for the findings of the study give them more idea and

information about the study’s background. Further, conducting an experimental

study regarding this topic is highly recommended.

 32

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