LEARNING WITH TECHNOLOGY: THE USAGE OF LAPTOP AND ACADEMIC

ENGAGEMENT OF GRADE 12 STEM STUDENTS OF PHILIPPINE WOMEN’S

COLLEGE OF DAVAO

DALAGUIT, LYOD

FRANCISCO, BLESSY HEART N.

ESTOQUE, PATRICK KYLE

INTRODUCTION

INTRODUCTION

In March of 2020, COVID-19 changed our daily lives from where we went, how

we worked, and the way in which we attended school. For the large majority of the 19.7

million students who attend college (National Center for Education Statistics, 2020), the

pandemic meant a switch from in-person classes to online classes with little notice.

Students were sent home with little more than their textbook and a desktop. Lectures,

labs, and group meetings, utilizing Zoom, Webex, Teams, and other web platforms

quickly became the norm, and still continue more than a year later. (Kotowski et al.,

2021). Though the shift occurred quickly, ownership of mobile devices was already
ubiquitous among the high school student population (e.g., Gierdowski, 2019; Sage et

al., 2020). Most students today own both smartphones and laptops, with smartphones

often being the most popular as students find them convenient and helpful for

communication (e.g., Anshari et al., 2017; Sage et al., 2020). Though students already

use both technologies for educational purposes (e.g., Callaghan, 2018; Stec et al.,

2018), the pandemic created an immediate need to use those digital technologies

specifically to attend classes and meet with professors. These technologies vary in their

affordances. They differ perceptually (e.g., text size), cognitively (e.g., ability to focus),

and physically (e.g., weight or interface). Thus, it stands to reason that usage of

learning mobile devices, such laptops and desktops, may affect students’ academic

engagement in distinct ways when used for hybrid classroom discussions.

According to Awwad et al. (2013), laptop use for students is increasingly

becoming commonplace, and is often deemed a necessity. Laptops have become a

standard tool used by most universities’ students. Furthermore, it is mandatory in many

undergraduate colleges around the world for students to utilize them in their study. The

number of universities with plans for campus-wide computer adoption is quickly growing

(Weaver & Nilson, 2005; Brown, Burg, & Dominick, 1998).

In United Arab Emirates University (UAEU), it is mandatory that each student,

regardless of his/he major, has a laptop; the campuses are equipped with wireless

network connectivity in all academic and nonacademic facilities. The university policy is

promoting the use of laptops in lectures in the aim of developing a more interactive type

of classes and enhancing lecture delivery (Awwad et al., 2013).

 There have been a handful of studies that have investigated various aspects of

the influence that smartphones and mobile devices have on the academic achievement

of students. (Ng et al., 2017). These studies have often investigated the impact of these

factors on the academic achievement of students; however, to the best of our

knowledge, there is no evidence demonstrating a previously unexplored relationship

between the usage of laptops and the academic engagement of students participating in

hybrid learning environments. With this new reality comes the question of how has

usage of learning mobile devices, such as laptops and desktops, have impacted

students’ academic engagement, particularly those in Grade 12 STEM strand, in order

to fill this gap, the purpose of this study is to investigate whether or not the usage of

laptops has been effective in improving the academic engagement of STEM students

enrolled in the 12th grade at the Philippine Women's College in Davao.

RESEARCH QUESTIONS

This study aims to investigate and thoroughly analyze the relationship between

usage of laptops of Grade 12 STEM Students and their academic engagement.

Specifically, this intends to answer the following questions:

1. What is the laptop usage of the Grade 12 STEM students in terms of:

1.1 Performance Expectancy;

1.2 Effort Expectancy;

1.3 and Trust?

2. What is the academic performance of the Grade 12 STEM students in terms of:

2.1 Prelim;
 2.2 Midterm Grades;

2.3 and Class participation?

3. Is there a significant relationship between laptop usage and academic

engagement among Grade 12 students STEM students of Philippine Women’s

College?

HYPOTHESIS

This study is guided by the null hypothesis and is tested at 0.05 level of

significance.

Ho3: There is no significant relationship between the usage of laptops and the

academic engagement of Grade 12 STEM students of Philippine Women's

College in Davao participating in hybrid learning environments.

THEORETICAL AND CONCEPTUAL FRAMEWORK

This study is anchored with Unified Theory of Acceptance and Use of

Technology (UTAUT) by Venkatesh et al. (2003), and Symbol System Theory by

Gavriel Salomon (1997).

Unified Theory of Acceptance and Use of Technology (UTAUT)

The Unified Theory of Acceptance and Use of Technology (UTAUT), proposed

by Venkatesh et al. (2003) examines the acceptance of technology, determined by the

effects of performance expectancy, effort expectancy, social influence and facilitating

conditions. The researchers chose this theory because it aims to explain students'
intention to use a mobile device, such as laptops and desktops, for academic purposes

and its subsequent usage behavior. The UTAUT will be used to explore students’ usage

of mobile devices, such as laptops and desktops. The factors that will be explored as

determinants of usage behaviour are performance expectancy, effort expectancy, and

trust. UTAUT has been used and applied by many educational institutions and research

to answer one of the most critical questions: What are the user's attitudes towards

accepting ICT solutions? Regardless of the level of available infrastructures and support

administrations, there is a concern as to whether students are prepared to integrate

available technology into effective lessons for their academic engagement. (Ayman,

2015).

Symbol System Theory

An educational psychologist named Gavriel Salomon came up with the idea of

Symbol System Theory in order to explain the many implications that technological

advancements have on the process of learning. Salomon holds the opinion that the

various technological symbol systems have an effect on the efficiency of academic

management and learning. The key tenet of the theory of symbol systems is that the

degree of compatibility between the symbol systems and the learning contents and

activities of the learners is the primary factor in determining whether or not technology

can successfully assist in effective learning. The development of multimedia

computation has benefited from the theoretical groundwork that Symbol System Theory

has provided. Learning using technology, such as gadgets, laptops, and desktop

computers, is an interdisciplinary science that aims to improve the education of a

particular field. With this being said, it is subject to the guidance and influence of a

variety of different theories.

Conceptual Framework

Predictor Variable Criterion Variable

Usage of Laptop Academic Engagement
Performance Prelim Grades
Expectancy
Midterm
Effort Grades
Expectancy
Class
Trust participation

Figure 1. Schematic Diagram of the Study

Figure 1 illustrates the variables of this research study. The predictor variable,

usage of laptop, has three (3) factors, which are performance expectancy, effort

expectancy, and trust. Meanwhile, the criterion variable, academic engagement, also

consists of three (3) factors, which are prelim grades, midterm grades, and class

participation.

Prelim and Midterm Grades. Are the students’ academic grade covering the

preliminary and the midterm, which are composed of written works, performance task,

and examinations.

SIGNIFICANCE OF THE STUDY

The outcomes of this study may be significant to the following:

Students. As the center of the educational system, students will benefit from the

outcome of this study as this provides them insights on how having necessary learning
mobile devices, such as laptops and desktops, can impact one’s academic

engagement. The findings of this study can also help them evaluate whether it is

reasonable and worthwhile to invest in academic learning mobile devices, such as

laptops and desktop computers.

Teachers. Teachers will become infused with a new sense of pride in their own

professional competence, they will perform effectively and efficiently and are able to win

the respect and trust of parents and the local community as their performance is largely

reflective of the performances of their students.

Schools. The results of this study will bring to the surface the different elements

of the school system that need continuous improvement and revision. Also, the

significant contributions of the school will be established through the teaching and

learning process giving the school pride and reputation as it improves its scholastic

ranking.

School Heads. As custodians of change and managers of innovations of the

school, they will have clarity as to the management functions that need to be prioritized

considering the increasing complexity and variety of their tasks. This will enable them to

assess their management skills as they continuously develop their abilities in the

different facets of providing quality education for their students. In the process, they will

be able to reflect on their students’ performance and the school as a whole.

Future Researchers. Future researchers can use it to study as a guide or

reference, however sample size and respondents may vary. They can also use this

research to improve their own investigations and studies.

SCOPE AND DELIMITATION

The focus of this study was to investigate whether or not the use of laptops in the

educational context can help students improve their overall academic engagement. This

study aims to make a connection between usage of laptops and their academic

engagement in a hybrid learning environment. To eliminate the risk of including

participants with different backgrounds who might have attended different strand, this

study only limits its coverage on students from a Science, Technology, Engineering, and

Mathematics (STEM) strand among Grade 12 students of Philippine Women’s College

of Davao. The Science, Technology, Engineering, and Mathematics (STEM) strand

students are highly encouraged to use their own laptops in hybrid learning, since

laptops and computers are more convenient to use with the school’s learning

management system (LSM), which is ClassIn.

DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this study have been

defined conceptually and operationally. The following terms are:

Class Participation. Class participation is when students are given opportunities

to participate during teaching and learning by allowing them to ask and answer

questions as well as being allowed to brainstorm with fellow students in small groups

with a specific task in focus (Ken, 2006). Operationally, class participation refers to how

students engage in class discussions. This behavior can appear in a variety of ways,

including asking questions, answering to others' inquiries, and participating in

discussions.
 Effort Expectancy. This refers to the degree of ease associated with the use of

the system. (Venkatesh et al, 2003). Operationally, effort expectancy is defined as the

level of convenience felt by the students when using mobile learning devices, such as

laptops and desktops, participating in a hybrid learning environment.

Performance Expectancy. Performance expectancy is the degree to which an

individual believes that using a system will help him or her to attain gains in job

performance (Venkatesh et al, 2003). Operationally, this is the extent to which using

laptops or desktops would provide benefits to students and lead to performance gain.

Prelim and Midterm Grades. Prelim and midterm grade in a course is a

snapshot indicating how a student is performing academically in the course. These

grades are not part of a permanent record, but a student should use their midterm grade

as important and helpful feedback (Moore, 2020). Operationally, Prelim and Midterm

Grades are the students’ academic grade covering the preliminary and the midterm,

which are composed of written works, performance tasks, and examinations.

Trust. It is the belief that someone or something that’s reliable, good, honest,

and effective (Britannica Dictionary, 2019). Operationally, this refers to students'

willingness to expect a positive outcome of technology’s future performance and a

subjective belief that these learning mobile devices will enhance their academic

engagement.
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