Attitude Towards the Use of Technology of Selected Grade 10 Students at Boot National High School: Basis for an Enhancement Program

Abstract

INTRODUCTION

The main objective of the study is to identify a significant relationship in terms of respondent's gender and socioeconomic status and their attitude towards the integration of technology in teaching the TLE subject.

METHODS

The study made use of the descriptive-survey method to randomly selected Grade 10 students of Boot National High School. A modified questionnaire-checklist adopted from PATT USA (Pupils' Attitude Towards Technology) was used for the survey. This questionnaire has three indicators comprised of close-ended questions about general interest, technology as an instructional tool, and benefits of technology. The weighted mean was calculated to determine the average response based on the weight of the chosen category. T-test was used to assess whether the means of the groups were statistically different from each other.

RESULTS

The results show that there is no significant relationship between gender and attitude of the respondents towards theuse of technology in instruction. Furthermore, respondents' economic status is hardly a factor in influencing the student's positive response to the integration of technology in TLE instruction. On the basis of the results of this research, it is concluded that first, there is no gender divide in technology as represented by constant high response gained from the study. Second, economic status is a non-factor on the attitude of respondents towards technology. Then, the results implied the effectivity of technology as a learning tool because of the student's awareness of its benefits. Lastly, having a consistently positive response arguably means that students are ready for classroom or lesson advancement.

DISCUSSIONS

In line with the results obtained in this study, the researcher recommends the following activities to further enhance integration effectiveness: (1.) Acquaint students in research studies; (2.) Provide adequate training and monitoring of technological skills for teachers; (3.) Support of school heads on the needs of teachers for effective integration of technology in the curriculum; (4.) Provision of school districts for a Professional Development Plan; (5.) Increase of curriculum developers’ awareness of the benefits of technology; (6.) Conduct of future researches to study students' preference for instructional approach.