Digital Technology Experiences of BSED-Science Students in A State University

Jeruel B. Rubas1, Jessely M. Palacio2, Quinnie M. Doblon3, Cristine Mae Golez4, Alvin John G. Pening5, Mark Robe M. Lugas6, Jason C. Villanueva7
Leyte Normal University, Tacloban City, Philippines

DOI: https://doi.org/10.54476/iimrj46

 

ABSTRACT

 

In response to transformation of educational landscape, schools all over the world have begun using digital technology to boost students’ interest and academic performance. Students have been exposed to new learning methods that involve technology. However, excessive and irresponsible use of digital technology may lead to more dangers than benefits. Some of these disadvantages such as poor academic performance, academic failure, or unsatisfactory grades (Flanagan, 2008) prove that an increased amount of time that the youth spend on these activities poses negative effects to their online learning. This prompted the researchers to conduct a study on the advantages and drawbacks of digital technology. It used an explanatory-equential research design and utilized convenience sampling for the quantitative phase using questionnaire. There were 15 participants randomly selected from 100 BSED students Major in Science for the qualitative phase and were also interviewed using Guide Questions. The qualitative data was evaluated using thematic analysis, while the quantitative data was analyzed through descriptive statistical analysis and exploratory factor analysis using Jeffrey’s Amazing Statistics Application (JASP). Findings revealed that students use various digital technologies for both educational and non-educational purposes, such as smartphones and Google Classroom, and Facebook and Mobile Legends, respectively. The impact of digital technology on students’ online learning can be either favorable or detrimental, depending on the students’ experiences, perspective or attitude, and utilization.

Keywords: digital technology, experiences

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