Sample Quantitative Research
Sample Quantitative Research
Sample Quantitative Research
PRACTICAL RESEARCH 2
DECEMBER 2023
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TABLE OF CONTENTS
PAGES
Title Page .................................................................................................................i
Table of Contents.....................................................................................................ii
INTRODUCTION....................................................................................................1
Background of the Study...............................................................................1
Statement of the Problem...............................................................................2
Hypotheses.....................................................................................................3
Conceptual and Theoretical Framework........................................................3
Scope and Delimitations................................................................................6
Significance of the Study...............................................................................7
Definition of Terms........................................................................................8
REVIEW OF RELATED LITERATURE.............................................................12
METHOD.................................................................................................................26
Research Design ............................................................................................26
Participants.....................................................................................................28
Sampling Procedure.......................................................................................28
Data Gathering Instrument.............................................................................28
Validity and Reliability of Instrument...........................................................29
Data Gathering Procedure..............................................................................30
Data Treatment and Analysis.........................................................................31
Ethical Consideration.....................................................................................32
REFERENCES.........................................................................................................35
APPENDICES..........................................................................................................37
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1
INTRODUCTION
The concept of using technology has been brought a big impact in enhancing the
level of teaching and the critical thinking skills of the students. Videos can be used for
class work and homework, which enhances classroom activities enabling interaction
between the learners and their teachers. Lessons can be executed properly and clearly by
the help of technology. Mobile devices have become more familiar to learners and
The internet has paved a path for the transmission of ideas and information. Thus,
students are fed with so much information just by being exposed to technology (Chuchan,
M., 2018). The use of technology in STEM education expands students' access to a
wealth of information and resources beyond traditional textbooks. On the other hand, In
the context of HUMSS subjects, research by Garcia et al. (2023) highlighted the
were able to present their ideas in a visually engaging and interactive manner, promoting
highlighted by Chen, Lai, and Tsai (2019), technology enables students to engage in
information gathering, analysis, and synthesis, which are fundamental aspects of critical
interactive tutorials, and online forums, that encourage students to evaluate and critically
use in the context of critical thinking development. Some critics argue that excessive
reliance on technology may hinder students' ability to think critically. For instance,
research by Kirschner et al. (2018) suggests that over-reliance on technology may lead to
shallow cognitive processing and reduced deep learning. They argue that students may
become passive consumers of information, rather than active critical thinkers. Even
though technology is now one of the most essential way that can be used by the students
to learn and gain knowledge, it still seems that some are not yet ready to make use of
Generally, this study aims to find out and validate the impact of using technology
and its significant relationship to the critical thinking abilities of grade 12 STEM
This study aimed to evaluate the level of technology use and its impact to the
1. What is the level of the technology use of Grade 12 STEM and HUMSS
learners?
HUMSS learners?
Hypothesis
Theoretical Framework
the study of Shah (2019), technology can play a significant role in promoting critical
thinking abilities. By engaging with technology tools and resources, learners have
collaboration with their peers. This active engagement fosters the development of higher-
order thinking skills, including critical thinking. The integration of technology in the
learning process allows students to access a wealth of information from various sources.
They can conduct online research, access multimedia content, and engage in interactive
perspectives and enable them to critically evaluate the credibility, relevance, and
skills. In the context of Grade 12 Senior High School STEM and HUMSS at Bulwangan
complex concepts and real-world applications. For STEM and HUMSS learners,
technology tools like simulations, modeling software, and data analysis tools can
problem-solving skills. The Constructivist Learning Theory also emphasizes the role of
learning experiences that align with the curriculum and promote critical thinking.
Teachers who possess the necessary technological and pedagogical knowledge can
Learning Theory as the study can explore how technology use influences critical thinking
abilities in Grade 12 Senior High School STEM and HUMSS learners of Bulwangan
TECHNOLOGY
USE
1.
Gamified learning STUDENTS’
Integrate social media CRITICAL
Video/multimedia THINKING
lessons and presentations ABILITIES
The scope of this study is limited to the evaluation of the effect of technology use
on critical thinking abilities among Grade 12 students who belong to the STEM and
HUMSS strands in Bulwangan National High School and are enrolled for the S.Y. 2023-
2024. The study will focus on the use of technology at home and in the classroom, which
includes the use of computers, tablets, smartphones, software applications, and other
technological devices that aid in teaching and learning, and entertainment. The critical
thinking, and logical reasoning. The study will not consider other factors that may affect
critical thinking abilities such as socio-economic status, family background, and personal
experiences.
The study will only be conducted in Bulwangan National High School, which
may limit the generalizability of the findings. Only Grade 12 that are enrolled for the S.Y.
2023-2024 STEM and HUMMS learners will be included, so the results may not apply to
learners in other fields. The study will only examine the effects of technology use on
critical thinking abilities and will not assess other areas of academic performance.
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Critical Thinking Abilities (Dependent) in Senior High School Grade 12 STEM and
Students. This research is significant for students as it can help them understand
the impact of technology on their critical thinking abilities. Senior high school STEM and
HUMSS learners will gain insights into how their use of technology, such as laptops,
knowledge can empower them to make informed choices about their technology usage
Teachers. Teachers can benefit from this study by gaining a deeper understanding
of how technology integration in the classroom can influence students' critical thinking.
They can use the findings to adapt their teaching methods and incorporate technology
effectively to enhance students' analytical and problem-solving skills. This research can
serve as a guide for educators looking to optimize technology for educational purposes.
Future Researcher/s. For future researchers, this study provides a foundation for
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further investigation into the relationship between technology and critical thinking. It
offers a methodological framework and insights into potential variables to consider when
conducting similar research. Future researchers can build upon this study's findings to
School Administration. School administrators can use the results of this research
to inform policy decisions related to technology use in the classroom. They can assess
whether current technology integration strategies align with the goal of fostering critical
thinking among senior high school STEM and HUMSS learners. This information can
technology use and critical thinking abilities in senior high school STEM and HUMSS
Definition of Terms
For the purpose of this study, the following terms are defined operationally and
conceptually to have clearer idea and better understanding of the content of this research.
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relation to their child’s education, like helping with homework, attending school
are provided with resources and skills to help them foster child development at home
(Garcia, 2018).
In this study, it refers to the first dimension of Parental Involvement (PI) typology
which measures the parents’ parenting skills, family support, understanding child and
In this study, it refers to the skill of the parents or guardian to communicate with
school about school programs and student progress and create communication channels
Volunteering. It refers to the action of parents to act to the request of the school
seeking assistance from parents and parents providing assistance during school functions
(Bartolome, 2017).
where parents are involve in academic learning at home, including homework, goal
In this study, it refers to the level of learning assistance given by the parents or
In this study, it refers to the participation of the parents making wise decision in
school governance that may affect their child and the community.
Involvement (PI) where parents coordinate resources and services for families, students,
and the school with community groups, including businesses, agencies, cultural and civic
In this study, it refers to the academic performance of the students based on the
In this study, it refers to the of parent’s status being single, married, or widowed.
In this study, it refers to the job status of the parents or guardian whether they are
Educational Level. It is the degree attained usually with effort the act or process
guardian.
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human life or, as it is sometimes phrased, to the change and manipulation of the human
environment (Britannica, 2023). Technology has become part of our lives with the pass
of the years, to the point most people will start depending on this technology. Technology
has changed the way students learn and how they interact with their professors for help
and questions. Making not only students change their method to learn but changing
teacher’s method to teach. According to Rashid T, et.al. (2016), the use of technology
among student has a direct positive relationship with students’ engagement and self-
directed learning, however, no significant direct effect was found between technology use
classroom brought with it many learning opportunities, but also posed a challenge of
handling the off-task technology use in class (Neiterman E., et.al.,2019). As a technology
wide spread and dominating almost the world, students were also one whom affected the
most. Students uses technology and benefit from its many advantages, especially in
getting new information and communicating with people. On the other hand, information
technology hurts concentration in class and consumes a significant amount of time (Shatri
C.G., 2020). Thus, the positive effect of using technology through gadgets is that students
are able to get information and communication easily while the negative effect of using
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gadgets is that students forget time to study so that it can have an effect on student
higher level. Also, oftentimes, the reading comprehension of the users improves when
they listen and read the text by themselves.
Reading will always be the foundation of knowledge. This is why people will
always look for books to instill knowledge, whether for leisure or academic. However,
the users wants and needs also changed due to the change in our technology. The
users now considers a lot of things including the cost, availability among
others.
Understanding the decisions that people make in their preference from digital or printed
books is a wonderful start to understanding whether there is a possibility of
digital
technology overtaking the printing industry (Byars, 2015).
Technology was brought by globalization of the countries. It brought many
changes in culture, daily living, economy, and education. These changes brought positive
and negative effects in our lives. To adopt these changes in our world, the countries are
Primarily, electronic devices are used for communication, but electronic devices are also
widely used for the enhancement of education in modern countries which includes the
United, England and other first world countries. Meanwhile, the third world countries are
still left over to the changes in education and still uses the traditional system of using
Reading modalities
Modalities refer to how students use their senses in the learning process
teach a certain topic to the students. According to Powell (2013) in her article Learning
Modalities, she cited four modalities: the visual (seeing), auditory (hearing), kinesthetic
(moving), and tactile (touching). All the students have different preferred learning
modalities which is hard for the teacher to comply it all. However, students may have the
combination of those modalities. “The great majority of students can learn using all four
modalities, but we all have preferences that can be capitalized on, as well as weaker
leanings that can be enhanced,” said Powell (2013). This means that each student has a
preferred modality that enable them to learn efficiently. The improvement of the
view of the fact students differ on their learning modality, the teachers need to
differentiate the product, process and content of the learning according to their learning
style, interest and readiness (Wilder, 2017). Thus, the teachers must vary their teaching
strategies in accordance with the students’ learning style. This is where technology comes
in. The use of electronic gadgets in the class can help the students’ reading
(seeing), auditory (hearing) and dual-modality which includes both auditory and visual
modality. Technology brought a lot of changes in our culture, education, and daily living.
These changes took place mostly in the first world countries and the third world countries
were left behind. The use of technology in to improve the education is one of the
country in Southeast Asia, but the education system is still stuck with the traditional
system using books. Unlike USA, England and other countries, which are currently using
the new education system, using electronic devices in replacement to books. In a statistic
conducted, 29 million Filipinos are smart phones users (Statistica, 2017). This implies
that Filipinos are naturally smartphones users. Naturally, Filipinos are literate when it
to education. The researchers suggested that the use of iPad in education is useful for the
students, especially the students who were observed to input and change data and carry
Digital Audiobook
Digital audiobooks are voice recordings of a text that is intended for listening
rather than reading. Digital audiobooks are electronic devices have built-in audio system.
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This mean that digital audiobooks are readily available for the users, and is generally cost
less than those printed materials. Classroom use of audio recordings has long been a
McLaughlin 1996).
readers or non-readers. Audiobooks have proven successful for the students to access the
information and enjoy books in an effortless reading. But for the normal readers without
Greenfield and Subrahmanyam (2008), in which they expiremented grades 1,2,3 and 4
students with a video version and an audio version of children’s stories with the same
soundtrack. The study shows that the students who just listened to the audio version of
the story have better imagination, while the children who watched the story in a video
version recalls better than those who just listened. The researchers concluded that
E-text
Electronic textbooks have a lot of advantages over the traditional printed books.
electronic devices; can be revised and delivered quicker; and have a greater portability
than printed texts. In addition, they are generally cheaper, require less storage space, and
Electronic texts are widely used in education nowadays. Even the third world
countries like Philippines are using electronic textbooks like PDF. E-textbooks or
electronic textbooks are malleable, wherein the user can change the font style and size,
the margin and the line spacing (Johnson, 2003). A study online was conducted by
Gunter in 2005 in the United Kingdom shows that one of the perceived benefits of using
e-books is that, it is convenient than going to a bookstore, and is cheaper than printed
books. In addition to this, Goering et. al. (2012) mentioned that the use of electronic
devices for reading is more convenient because the user can search and annotate. Jamali,
Hamid R. Nicholas, David and Rowlands, Ian (2009) categorized the major advantages of
using e-textbooks into 4 categories: Online access, ability to search, cost, and portability.
Electronic textbooks are generally much accessible than traditional printed books, and is
available anytime and anywhere the user needs it because it is readily accessible by the
use of electronic devices. This feature was 55% higher level. Also, oftentimes, the
reading comprehension of the users improves when they listen and read the text by
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themselves.
Reading will always be the foundation of knowledge. This is why people will
always look for books to instill knowledge, whether for leisure or academic. However,
the users want and needs also changed due to the change in our technology. The users
now consider a lot of things including the cost, availability among others. Understanding
the decisions that people make in their preference from digital or printed books is a
The world is changing due to society's fast paced use of technology and
information. Current students will live in a future that will be driven by technology,
which means that change is coming for education leaders (Preston, 2015). Technology
(Hineman, 2015). How educators perceive technology in education differs by subject area
and their perception of the integration of technology is not clearly understood because
each subject has a different set of learning outcomes (Howard, 2015). Educators have
technology, which has made some teachers fluent in technology use, yet some still
struggle and lack the confidence necessary to use technology in the classroom (Martin,
2018). Research has been conducted across multiple subject areas to identify some math,
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science, technology, and special education teachers' feelings towards the use of
technology (Badia et.al, 2019). To begin the examination of educational leaders' beliefs,
it has been found that special education teachers are more apt to accepting technology
when they can connect it to their daily teaching routine (Mohamed, 2018). Although
special education teachers have technology in their classrooms that does not necessarily
mean that they are confident in using such technology and believe that they need more
training and experience using technology (Mohamed, 2018). Special education leaders
are not alone in the feeling of uncertainty. Teachers' motivations to integrate technology
are led by their feelings and a positive way to make teachers feel confident about
Experienced teachers are being asked to be efficient in using technology with differing
experiences in technology use (Hineman, 2015). It has been concluded that in order for
themselves must help teachers, encourage the collaboration between teachers, and
provide positive role models of what good teaching looks like while using technology
(Hineman, 2015). Teachers' viewpoints on technology integration are not solely based on
themselves. Students are meant to benefit from the use of technology in the classroom.
The types of technology available for students and how students use technology also play
a role in how teachers feel about technology integration. For example, how students use
viewpoint for educators (Gyllen, 2018). Students do not do the recommended reading
using the e-textbook outside of the classroom and spend the majority of their time
working on homework problems or studying for their test (Gyllen, 2018). It was also
indicated that students who are more comfortable using technology will use technology
for other purposes besides the sole purpose of using it for their classroom work (Kay,
2016). These uses may have an impact on teachers' feelings. Students are being prepared
(Berlin, 2012). The educators teaching these subjects seemed to have different feelings
towards technology integration than special education teachers. Science teachers in Utah
tended to have a constructivist approach to teaching with technology and tended to use it
most to present information to the class (Badia, 2019). Pre-Service STEM teachers at
positive attitude (Berlin, 2012). Findings from a study from five different types of
schools suggest that technology in the classroom is irreplaceable and that teachers view
the integration of technology with high importance, especially after being supported in
the use of a specific type of technology (de Koster, 2017). Ultimately, the support
teachers receive when it comes to technology integration and the subjects, they teach do
have a direct correlation with their readiness and beliefs in regards to integration and
readiness (Howard, 2015). It is important to also identify what students' feelings are
towards using technology in the classroom. Over 200 3rd grade students were
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interviewed after their completion of computer science lessons. The results from the
study were overwhelmingly positive for nearly all of the students and even the students
who did not have positive feelings towards the computer science lessons experienced
feelings of neutrality (Tran, 2019). In addition to the positive feelings, students were able
to make connections between computer science lessons and day to day routines of
everyday life (Tran, 2019). By introducing technology into the learning process students’
engagement levels rise and puts them in the driver's seat of their own learning (Preston,
2015). Some examples of how technology motivates students and promotes positive
feelings towards learning include the use of science apps in science class, using iPads to
communicate with non-verbal special education students, and using an iPad for digital
notes in the general education classrooms (Preston, 2015). A more recent technique to
promote positive feelings towards the use of technology includes “flipping the
classroom”. Flipping the classroom calls for students to complete certain work at home,
while completing problem solving in an active environment during class time with peers
(Cukurbasi, 2018). By flipping the classroom using LEGO applications, the teacher’s role
differs from the traditional role of teaching to creating videos for students to watch and
being present during their active learning to give guidance (Cukurbasi, 2018). Upon
completion of the LEGO applications assignments students felt like learning was fun,
boosted their motivation and any negative perceptions were shifted to positive
(Cukurbasi, 2018).
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Technology at Home
technology, which anticipates and responds to the needs of the occupants, working to
promote their comfort, convenience, security and entertainment through the management
of technology within the home and connections to the world beyond”. The main technical
devices; a degree of artificial intelligence that manages and controls the smart home
technology system, embedded sensors that collect information, and smart attributes (e.g.,
a smart lighting or heating system), which can automatically respond to the information
The services that a smart home provides can be categorized into three groups:
lifestyle support; energy and consumption management; and safety and security
(Marikyan et al., 2019). Lifestyle support refers to a broad area, embracing such types of
comfort. The application of smart home technology in daily routines has been shown to
independent living for an ageing population (Coughlin et al., 2007). Energy and
such as house heating, water heating, light management, the search for cheaper energy
providers, the termination of energy loads and the regeneration of energy through solar
panels. The last group of services is security and safety, which can be achieved through
an embedded recognition system, remote cameras and motion sensors. The system can
perform real-time health diagnostics, it sets reminders for taking medications and even
The literature lists a significant number of benefits that smart home services are
capable of bringing (Balta-Ozkan et al., 2013). The benefits can be classified into three
groups: health-related, environmental and financial ones (Marikyan et al., 2019). The
independent living, and the monitoring and management of the occupants’ health status
(Zhou, 2017). In addition, smart home technologies can diminish the feeling of isolation
The attention to long-term environmental benefits of a smart home has been facilitated by
increasing concern with global warming, climate change and fluctuating energy prices.
The assurance in environmental sustainability has drawn upon the ability of smart home
technology to reduce energy usage and the carbon footprint. The financial benefits of
benefits. Users benefit financially from the utilisation of technology for the management
of energy and water consumption (Bhati et al., 2017). While environmental sustainability
transformation from traditional health services to home-care can also bring financial
The examination of the perceived beliefs about the behaviour is one of the pillars
in IT adoption research. Hence, this study will analyse how behavioural beliefs will affect
the use behaviour. The following sections will describe the theoretical foundation of the
thinking abilities is an essential aspect of education that has been the endeavor of many
instructors throughout the years, as it is believed that it can lead to higher academic
performance (2019). Thus, critical thinking abilities are important to student as it is a way
to improve academic performance and in any aspect. Kumrow D. E. et.al (2020) their
study reveals that students with higher critical thinking dispositions tend to employ more
reflective learning styles, enhancing their analytic and evaluative skills. Siburian
J.,et.al.,on their study the correlation between critical thinking skills and creative thinking
skills on cognitive learning The results showed that: (1) there was a significant
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correlation between critical thinking skills and creative thinking skills on cognitive
learning results, (2) the contribution of critical thinking skills and creative thinking skills
simultaneously to cognitive learning results was 72.80%, (3) the effective contribution of
creative and critical thinking skills to cognitive learning results was 64.91% and 7.89%
respectively. Implications for Research and Practice: Lecturers can consider inquiry
empower critical thinking skills and creative thinking skills, based on research results,
that may have a big contribution to cognitive learning results. On several studies, the
research results showed that: (1) the critical thinking skills of junior high school students
were in a low category; and (2) the evaluation, analysis, and self-regulation sub-skills
became the lowest critical thinking sub-skills mastered by the students compared to other
thinking abilities. They discuss the concept of creating "cultures of thinking" within
thinking abilities were also in need that all should have and, in any field, Leigh and
Shapiro (2018) explore the significance of critical thinking development in the context of
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psychotherapy training. They argue that critical thinking skills are essential for therapists
to make informed decisions, effectively assess clients' needs, and develop appropriate
treatment plans. The authors emphasize the importance of incorporating critical thinking
instruction within psychotherapy training programs. Thus, Students with higher critical
thinking abilities can improve and be useful in their field of expertise. Relationship
between technology use and critical thinking abilities among STEM and HUMMS
learners. Several studies and researches have their way to investigate on the relationship
METHOD
The level of technology use of the Grade 12 STEM and HUMSS learners will be
locale, and participants of the study, the research instrument with its validity and
reliability. This commenced on the data gathering procedure and statistical tools that
Research Design
data needed for this study. Canonizado (2020) cited that the aim of descriptive-
correlational method is to understand and assess the statistical relationship between the
two variables with no influence from any extraneous variable. Canozizado added that
from another variable. Similarly, Mustieles (2020) cited that descriptive correlational
among variables, without seeking to establish a causal connection. The research study
which concerns the effect of technology use on critical thinking abilities in senior high
school STEM and HUMSS learners will be used in the study. As a result, the direction
determined by the 2020 Census was 4,152. This represented 6.82% of the total population
Negros. Elevation at these coordinates is estimated at 12.0 meters or 39.4 feet above
The school offers various academic tracks such as Science, Technology, Engineering, and
Mathematics (STEM), and Humanities and Social Sciences (HUMSS). The school also
offers vocational courses such as Shielded Metal Arc Welding (SMAW) and Technical
Vocational Livelihood (TVL). Aside from academic subjects, Bulwangan National High
School also offers various co-curricular and extra-curricular activities for its students
such as sports, clubs, and organizations. The school has been recognized for its
High School is committed to providing quality education to its students and to producing
graduates who are equipped with the necessary skills and knowledge to succeed in their
Participants
The participants of the study will be 100 Grade 12 Senior High School learners of
Bulwangan National High School. The participants will be composed of 42 STEM and 58
HUMSS learners of Bulwangan National High School who are enrolled for the S.Y.
2023-2024.
Sampling Procedure
In this research study, the researchers use population census on Grade 12 STEM
and HUMSS learners in total of 100 participants, to test their critical thinking abilities
and also test the level of their technology use. There will be no sampling procedure that
will be used to identify the participants due to using sloven’s formula, the results will fall
Research Instrument
The data gathering instrument that will be used in this research study will be self-
made questionnaire, this will test their critical thinking abilities and the level of
technology use among Grade 12 Science Technology Engineering and Mathematics and
Humanities and Social Sciences students in order to gather information statistically that
30
provides relevant information to the research study. The researchers will formulate
questionnaire composed of 17 question that test critical thinking ability that are
subdivided into (6) subtopics on critical thinking abilities. On the questionnaire that test
alternative responses were assigned numerical weight such that higher scores indicated
high level of technology usage. The weights assigned known as Likert’s 5-point rating
Weights Responses
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
will be referred to the persons who were knowledgeable on the subject and on the
criteria set forth by Carter V. Good and Douglas E. Scates (Basilio, et.al., 2013).
The data gathering instrument will be validated by the jurors. Some of the items
will be reconstructed as to their suggestions. The average rating of the jurors should be
3.79, which was verbally interpreted as excellent. Thus, the data gathering instrument is
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valid.
method, it was administered twice to dry-run participants. These dry-run participants are
not included on the actual participants of the study. A letter was sent to the school
principal asking permission for the conduct of the dry-run. The approval of the principal
will be asked before administering the questionnaire to the dry-run participants. The
result of the first administration will be recorded. The second administration will be done
two weeks after the first administration. The results of the two dry-run administrations of
the questionnaire will be correlated using the Spearman Rank Correlation Coefficient or
The correlation between the mean obtained in the two administrations represents
the reliability coefficients of the data-gathering instrument. If the (r) value is high, this
After the two dry-run administrations, the correlation value (r) obtained should be
0.80 which is interpreted verbally as high correlation. Therefore, the data gathering
instrument is reliable.
National High School to ask permission to conduct a study inside the campus. Before
starting the data gathering procedure, the self-made tool will be subjected for validity and
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reliability tests to ensure that the quality of data that will be gathered from the
respondents is accurate. The questionnaire will be validated by the adviser. The letter will
also include the sample questionnaire for the further assessment of the administrators and
Before conducting the tool, the students will be oriented about the questionnaire
that they will answer and will be informed about the purpose of the study. The
researchers will also emphasize that their identity and privacy will be ensured and their
answer to the questionnaire will be confidential to others. After the data has been
To determine the level of technology use, the mean will be used and descriptively
The 0.05 level of significance will be used as basis for accepting or rejecting the
null hypotheses.
The level of critical thinking abilities of Grade 12 STEM and HUMSS learners
will be determined using frequency and percentage distribution. The level of critical
thinking abilities will be evaluated using the Watson-Glaser Critical Thinking test with
the designated descriptors. Scores excess to 75% are generally considered above average.
Scores of 50%-75% are generally considered average. Scores below 50% are generally
To determine the significant relationship between the level of technology use and
design with a Pearson’s r test. The Pearson’s r test was used to measure the “linear
Pearson’s r can range from -1.00 (a perfect negative correlation), to 0.00 (no correlation)
Ethical Considerations
The study aims to investigate the relationship between technology use and critical
thinking abilities in senior high school STEM and HUMSS learners. While research in
this area can yield valuable insights, it is crucial to address the ethical considerations
associated with conducting such a study. This document describes the ethical issues that
must be taken into account in order to guarantee the participants' safety and informed
34
consent, responsible use of technology, and privacy protection throughout the research
process.
about the study's purpose, procedures, potential risks, and benefits. They should have the
right to voluntarily decide whether or not to participate without any form of coercion or
undue influence. Parental Consent: Since the participants are high school students,
parental consent should be obtained to ensure that the study does not compromise their
rights or well-being.
confidentiality must be maintained throughout the study. Steps should be taken to ensure
that any personal information collected is anonymized and stored securely. Minimization
includes avoiding any distressing or invasive procedures that could adversely affect their
Participants should have the right to withdraw from the study at any time without
consequences. After the study, participants should be debriefed, providing them with an
opportunity to ask questions and receive additional information about the study.
Responsible Use of Technology: Access and Equity: Ensure that all participants
have equal access to the required technology and resources for the study. Consideration
should be given to any potential disparities in technology access among participants and
35
efforts made to address them. Appropriate Use of Technology: The use of technology
should align with the study's objectives and not involve any unethical practices, such as
Harms and Risks: Assess and address potential risks associated with technology use, such
as excessive screen time, addiction, or social isolation. Steps should be taken to mitigate
necessary expertise to conduct the study ethically and effectively. They should be aware
of the potential biases and limitations associated with the research topic and strive to
minimize them. Institutional Review: The study should undergo review and approval by
and accurate reporting of the study's methods, results, and conclusions, enabling other
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42
Very Very
No Low Moderate High
Statements Low High
.
1 2 3 4 5
1. I use technology for
communication (e.g.,
smartphones, social media)
extensively.
2. I often find myself spending
more time on digital devices
than I intend.
3. Technology has improved my
ability to access information.
4. I rely on technology for work or
educational purposes.
5. I feel comfortable navigating
and using various technological
devices.
6. I believe technology has
enhanced my productivity.
7. I use technology to entertain
myself (e.g., streaming,
gaming).
8. Technology has made my life
43
more convenient.
9. I feel anxious or restless when I
am without access to
technology.
10. I often check my digital devices
first thing in the morning.
11. I feel that technology has
strengthened my relationships
with others.
12. I am concerned about the
amount of personal data
collected by technology
companies.
13. I use a smartphone for more
than 8 hours a day.
14. I feel anxious when I don't have
access to the internet.
15. I rely on technology for work or
school-related tasks.
16. I help my child in making
his/her projects, portfolio, and
other home works.
17. My child has a regular study
time at home and reading books
is a regular activity in our
home.
18. I often assist my child with their
assignments and studying at
home.
19. I often talk to my child about
what content is being taught in
the classroom.
20. I help my child to practice,
memorize poems,
dramatization, role playing, and
other school-related tasks at
home.
21. I have made suggestions to my
child’s teachers about how to
help my child learn during PTA
meetings.
44
No. Statements T PT ID PF F
Test I. Inference
In the exercises that follow, more than one of the inferences from a given
statement of facts may be true (T), or false (F), or probably true (PT), or probably
false (PF), or have insufficient data (ID) to warrant any conclusion. Thus, you are
to judge each inference independently.
Statement: Studies have shown that there is relatively much more heart disease
among people living in the north of England than people living in the south of
England. There is little if any difference, however, in rate of heart disease between
northerners and southerners who have the same level of income. The average
income of southerners in England is considerably higher than the average income
of northerners.
1. The easiest way to eliminate
heart disease in England would
be to raise the general standard
of living
2. People in high income brackets
are in a better position to avoid
developing heart disease than
people in low-income brackets.
3. There is a lower rate of heart
disease among northerners with
relatively high incomes than
among northerners with much
lower incomes.
4. Whether northerners have high
incomes or low incomes makes
no difference to the likelihood
of their developing heart
disease.
YES NO
Test II. Recognition of Assumptions
46
If you think that the given assumption is taken for granted in the statement, mark
‘YES’ under ‘Assumption made’ in the proper place on the answer sheet. If you
think the assumption is not necessarily taken for granted in the statement, mark
‘NO’ in the space under ‘Assumption made’. Remember to judge each
assumption independently.
Statement: In 1970, 60.4% of adults (people 25 years of age and older) had
completed 11 years or less of schooling, while 4.6% had completed three or more
years of university. In 1990, 40.0% of adults had completed 11 years or less of
schooling, while 7.1% had completed three or more years of university
Statement: Should the government provide ‘baby grants’ to help support each
dependent child in a family so that the family standard of living is not lowered by
48
having children?
15. Yes; many families who cannot
now afford it would then
provide better childcare, and
this would greatly improve the
general health of the nation.
16. No; such grants would seriously
undermine parents’ sense of
personal responsibility for their
own families.
17. No; government provision of
‘baby grants’ would involve
additional public expenditure of
money.
49
r = 1 — __________
6Σ D²
s
N³ - N
_
6 (109.75)
r = 1 — __________
s
(15)³ - 15
_
r = 1 — __________
s 658.5
3375-15
_
658.5
rs = 1 — __________
3360
_
rs = 1 — 0.1959821
rs = 0.8040179