Enhanced Technology Integration in Teaching Humanities and Social Sciences in Grade 11 Senior High School Students in Naic National High School

Abstract

INTRODUCTION

There is no question that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the "digital revolution," the advancement of technology from analog, electronic, and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology: the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. The primary objective of this study is to determine, select, and develop the most effective technology resource in teaching Humanities and Social Sciences in Grade 11 Senior High School Students enrolled in Naic National High School SY 2016-2017

METHODS

This study utilized Correlational Design and Purposive Sampling. The instrument utilized was questionnaire.

RESULTS

The researcher determined the number of Grade 11 GAS (General Academic Strand) students from sections 1 and 2 and their test results on the introduction World Religion and Belief Systems learning area. A 50-item quarterly exam was used to determine the lowest and highest raw score of GAS 1 and 2 students on that subject without the use of enhanced PowerPoint and video clips presented upon the instruction.

DISCUSSIONS

Grade 11 students participated as respondents in determining the enhancedtechnology integration in Social Science subjects.