nCHAPTER I

INTRODUCTION

The great things that we have today are all about the improvements in technology. You can now chat with your friends across the globe, send text messages, access information through computer or even drive a car without stepping on the gas pedal. All of these innovations are because of technological developments. Agreeing to the definition of technology that can be applied to all stages of history may be impossible. Early technology evolved primarily through accident and trial and error. While the discovery of technology is still very important, contemporary technology is mainly the result of a constantly expanding knowledge base. With the proliferation of technologies that are able to overcome the obstacles of time and space, one would be use to gain an understanding of other culture; meet people all over the world. Maintain and strengthen familial relationship, communicate effectively with others, and help people to become more socially adept. However, some technological advances cause people to be distracted, overly stressed, and increasingly isolated. Many people are involved in an abundant number of relationships through technology, but sometimes the quantity of these associations leaves people feeling qualitatively empty. Obviously, technology has had a profound impact on what it means to be social. Today, the concept of an educated person includes an element of technological literacy. Technology offers broad tools that extend human capabilities. In contemporary society, the bond between human and technology goes to very extent level, and this is must be carefully examined in order for us to keep in perspective the scope of technological variation, the scope of its effects globally, the complexity and interdependence of advanced technological sub systems, and technology’s value and place in society. We can’t deny the fact that today the humanity can be classified as living in a machine society where technological tools are predominant at different levels, interfacing in the day-to-day activity of man. As this changes goes on, all aspect of human being will continue to evolve.

CONCEPTUAL FRAMEWORK

As technology continues to give latest trends in our society, changes are everywhere. We can observe that a lot of gadgets are in the market right now with different styles, different innovations and different applications. Students want to adopt in latest trends in our society in order for them to become “in” in the continues changing modern world. In Holy Trinity University (HTU) especially in College of Business and Accountancy which is the focus of this research, we can observe that all students have different kinds of gadgets in their hands. The development of technology, curiosity of CBA Students, satisfaction of needs and socialization leads to address the question; how technological development affects the behavior/ attitude of the students.

RESEARCH PARADIGM

STATEMENT OF THE PROBLEM

This study is conducted to find the factors that influence the behavioral attitude of the students towards technology. Specifically, this study seeks to answer the following questions:

1. What are the advantages and disadvantages of the technologies to the student? 2. How these new technologies affect the behavior of the students in terms of? a. Socialization b. Self-esteem c. School performance

ASSUMPTIONS

In order to statistically determine what the situation was with respect to the questions asked in the present research, the following hypotheses were advanced: a) There is a statistically significant relationship between students’ attitudes toward technology.

b) There is a statistically significant disadvantage in terms of usage of technology by the CBA students.

c) Technology positively affects the nature of learning of the students.

SIGNIFICANCE OF THE STUDY
The main goal of the present research was to explore the attitudes of CBA students toward technology; also, to establish the factors that influence such attitudes and to determine the advantages and disadvantages of technology to the students.
Furthermore, this study is important to know the proper use of technology, especially the do’s and dont’s. This study could serve as a guideline of the future researchers for they could use the findings of this study as reference.

SCOPE AND DELIMITATION OF THE STUDY

The relationship between humans and technology has definitely come to assume a central place within the social sciences, applied sciences, education, business and industry.

The purpose of this study was to examine the attitudinal impact that technology, in particular computer driven technology, has had and continues to have on students. The study describes the usage of communication and modern technologies and their impact to various individuals. CBA students were selected as subjects for this study primarily because the topic is all about the behavioral attitude of the students towards technology.

It was limited to the answer of 150 CBA students of Holy Trinity University who were selected by convenience. On the average, it took 10 minutes to complete the interview.

DEFINITION OF TERMS
The process of defining concepts is essential because it allows for specific contexts to be described and explained in a manner that pertains to the study.

Attitude

Le Roux (1994: 06) defines attitude to be “a positive or negative emotional relationship with or predisposition toward an object, institution or person”. Pointing to yet another definition, Brecker and Wiggins (1991: 137), defined Attitude as “enduring non-verbal features of social and physical world, and they are acquired through experience and exert a directive influence on behaviour”. Both these definitions reveal that, an attitude can be understood as an emotion that has an influence on the behaviour of human beings. People’s reactions and responses toward certain things largely depend on how they perceive them. If for example, someone believes that to have technology, as a subject in school is not necessary; they will therefore be more likely to be negative toward any implementation of a technology curriculum in the school. Therefore, the researcher’s operational definition of Attitude is a predisposition to respond to a particular object (technology as a subject) in a generally favourable or unfavourable way.

Conformity

It is defined as “yielding to group pressures” (Crutchfield, 1955). Group pressure may take different forms, for example bullying, persuasion, teasing, criticism etc. Conformity is also known as majority influence (or group pressure). The term conformity is often used to indicate an agreement to the majority position, brought about either by a desire to ‘fit in’ or be liked (normative) or because of a desire to be correct (informational), or simply to conform to a social role (identification).

Technology

Technology is the technical means people use to improve their surroundings. It is also knowledge of using tools and machines to do tasks efficiently. We use technology to control the world in which we live. Technology involves people using knowledge, tools, and systems to make their lives easier and better. Johnson (1989:3) defines technology as “the application of knowledge, tools and skills to solve problems and extend human capacity. On the other hand, Larkin (1992:23) defines technology as a “… body of knowledge and actions about applying resources, developing, producing, using, assessing, and extending the human potential, controlling and modifying the environment”.

People use technology to improve their ability to do work. Through technology, people communicate better. Technology allows them to make more and better products. Our buildings are better through the use of technology. We travel in more comfort and speed as a result of technology. Yes, technology is everywhere and can make life better.

In fact, technology has more than one definition. One is the development and application of tools, machines, materials and processes that help to solve human problems. As a human activity, technology predates both science and engineering. It embodies the human knowledge of solving real problems in the design of standard tools, machines, materials or the process. Thus standardization of design is an essential feature of technology. The term technology thus often characterizes inventions and gadgets using recently discovered scientific principles and processes. However, even very old inventions such as the wheel exemplify technology. Another definition used by economists, sees technology as the current state of our knowledge of how to combine resources to produce desired products (and our knowledge of what can be produced). Thus, we can see technological change when our technical knowledge increases. College
An institution of higher education created to educate and grant degrees or diploma; often a part of a university. It also refers to a complex of buildings in which a college is housed.

Student

A student is person who is actively enrolled in an accredited educational institution and who is expected to spend a minimum aggregate of given hours per week in a classroom or similar instructional setting during most of the term of enrolment. A person may remain classified as a student during official interruptions in his/her academic program, such as a semester break or a summer vacation, providing she/he intends to continue student participation in the academic schedule when it resumes.

Teacher

A teacher is a person with multiple roles in the learning process. His role goes beyond the traditional roles of planning and assessing. He is ultimately responsible for what goes on in the classroom environment. He is expected to effectively balance the 15 educational needs of his students. The learning methods of students, both at individual and group levels, must be incorporated into the teachers’ lessons.
A teacher is expected to change the classroom environment, making it fluid, keeping students engaged, interested and confidently inspired. With all of this a teachers must plan ahead to properly incorporate the learning skills, essential concepts, standards and expectations that students need to internalize.
Teachers need to know where their students are, in the learning process. This is done through informal, formal and authentic assessments. A teacher, at some level, must also be a role model to students and their peers. A teacher needs to have control of the entire learning process even if it appears that he has little control at all. In an age of rising teaching standards it is essential that a teacher be flexible in his or her approach to learning, receptive to new concepts, and most importantly enthusiastic about learning. His positive attitude toward learning might have a positive impact on student Attitude toward education in general and in the subject in particular.

CHAPTER II
RELATED LITERATURE

FOREIGN LITERATURE
The generation is not like any other generation in history. We are evolving due to the rise in technology and it is changing the way we go about things. Our own evolution has been coupled with the evolution of society as a whole, because we are coming of age and beginning to fill in the roles those past generations have left to us.
The way things worked in the past is changing drastically and we are introducing a new way of doing things. This is not to say that the way things have progressed have always been for the better. Some changes have actually regressed our impact on society, while others helped us move forward.
We are entitled generation that is used to being spoon fed everything while those before us worked hard for everything that they currently have.
In the past generation they somehow understood that the world doesn’t owe them everything. No one is going to be there to spoon feed you through life and it is your responsibility to make something of yourself. They were a more independent generation. We are like a dependent generation, we’re babied by our parents and have a more high-tech appliances or gadgets that have really damaged our work ethic and the way we go about life. We expect things to be easily done and more accurate with the help of technologies.
Previously, students have to venture to libraries and sort through books to search for information. Now, through technology, they can gather all needed knowledge instantly; with the internet, students can accumulate more information quickly and efficiently while teachers can incorporate more into their lesson plans.
In the past when students had to use type-writers or hand writes their papers they would have to re-copy their whole essay if they made mistake. Now, writers can digitally modify their papers quickly (proofreading, adding sections, etc.) while reducing their frustration by decreasing the amount of time spent with the task.
Instead of teachers relying in textbooks for the majority of their lesson plans, they can use technology to enhance learning through movies and audio recordings, articles, and/or slide show presentations. Considering the internet allows for easier attainment of supplementary information, teachers can provide much more materials to their students other than what’s in their midst.
Technology tools allow students to communicate with each other through email, chat rooms, discussions boards, etc, to share information efficiently. This allows for an extensive community of learners all working towards a specific goal.
Many students find tedious and technology gains the attention of youth leading to a higher degree of motivation. When student’s daily activities are so repetitive e, technology recaptures their interest and pulls them back into learning in a more interesting manner.
The computer age is here, this cannot be debated. Although technology does wonderful things for people, it is also enables them to isolate themselves by giving them access to music, news, research materials, games, and shopping for anything they could want without ever leaving the house. Technology can enhance traditional methods of learning but cannot replace the human touch. It is bad to just depend what technologies can do for us. Obviously, technology has had profound impact on what it means to be social.
Television is an example of technology that has mixed reviews with regards to social lives. We can say that spending a limited amount of watching wholesome programs can strengthen families and friendships. Others believe that television contributes to the downfall of social values in this country. It does seem that many people spend less time with others in their community than they do with the people they watch daily n television. Televisions tends to be passive medium, which requires little skill and thought on our part. Therefore, television provides little opportunity for meaningful interaction while watching. Watchers simply sit there and ingest what is presented to them without having to respond or react to another person. Obviously, this can have serious effects on people’s social skills because viewers are not practicing how to relate to and deal with other people.
Exposure to what is viewed on television can have some serious effects on people’s social lives. For example, exposures to television shows with sexual content may increase chance of teen pregnancy. Furthermore, when some people see violence, sex, and all matter of lasciviousness on television, they may be prone to social behaviors portrayed on television; our society would lack morals, and may levels of individuals’ lives to be destroyed.
Gaming is an instance where you may encounter potentially serious social setbacks. There was a group of boys who share love of a certain online virtual game. This game seems to be all they talk about. When given other opportunities for deep respectful, meaningful conversation, these boys are sometimes rather lacking skills. Although linking their online gaming to poor social skills might spurious, studies show negative social impacts of some video games. One study tested whether high exposure video games increased aggression over time. It was found that playing violent video games is a significant risk factor for later physical aggression in both Japan and United States- for boys and girls (Anderson el al.,2008)/
Another disadvantage of technology in students is that it can serve as a classroom distraction, as students is that it can serve as a classroom distraction, as students clamor to text, surf the internet or post on social networking sites during moments of boredom in a lectures. But this temporary distraction is only a beginning. Teachers believe that the technological advances are creating an easily distracted generation with short attention spans. This adds up to more challenges holding student’s attention in class.
Classroom technologies make it much easier for students to access online journal, to solicit help on message boards and to send E-mails to classmates seeking help. Also changing the way students research, and may be lowering the overall quality of research as well as the effort it requires. Teachers told that many college students believe that research consist solely of researching online.
It also makes the fight against college cheating more challenging. No longer do students have to rely on in-person networks or copying off of someone else’s paper to cheat. Instead, they can easily text answers to their friends or sneak a peek at their laptop during tests. A host that allows students to pay to papers has sprung up, and the ready availability of sites with useful information makes plagiarism more tempting.
Managing a classroom in never easy, but technology makes a classroom management more challenging. Distractions from cell phones can add to classroom management problems. Professors may have to lessen student cell phone use, monitoring for distractions, changes in research, cheating, and inappropriate use of technology.

FOREIGN STUDIES
As technology continues to grow by leaps and bounds, its impact on society as whole and education specifically continues to be questioned. Institutions of higher learning are compelled to examine how technology and its use impact student performance at both the academic and social level. As new research suggest, this complicated issue shows technology’s use for academic and social purposes has both advantages and disadvantages and it will be up to individuals within universities to determine how best to integrate technology into the dynamic campus environment.
Today’s college students have access to a myriad of technology that could have only been dreamt of a few short years ago. Technologies such as e-mail, blogs, cell phones, personal digital assistants (PDAs), and gaming communities have created an environment where personal contact is no longer needed in order for students to communicate with each other. In fact, in today’s technology driven society conveniences such as tele-commuting and on-line purchasing have made it possible to perform all the functions necessary to maintain one’s existence without ever leaving the home.
However, as this technology has invaded everyday life, some have begun to question whether we are becoming more isolated from each other and whether or not this new technology is actually improving quality of life. Some could claim that on-line social networks such as Facebook and blog sites allow more introverted people to express themselves in ways that they may not normally. In addition, it could be surmised that these groups allow people to easily find others with common interests and thus provide greater opportunities for interaction among a more diverse group of people.
That said, it could also be argued that these groups add to social isolation as defined by personal, face-to-face contact with other individuals. These technological walls can also be used to create on-line personas which may be very different from an individual’s true personality. In that case, how valuable then are technologies in creating environments where people can interact on a truly personal level? Furthermore, in the case of education, can these technologies actually act as a hindrance to student’s academic and personal growth? In recent study, Lloyd, Dean, and Cooper (2007) attempted to answer questions related to college students’ technology use and their social and educational growth. By studying how students use a variety technologies, including the internet, blogs, video games, and cell phones, the authors were able to determine that the type of technology used and how it was used played a significant role in a student’s academic performance and social growth. The authors examined the uses and effects of technology based not only on a general college population but by gender and race as well. Lloyd, Dean and Cooper (2007) did find several correlations between academic and personal growth and students’ use of technology in addition to a connection between the extent to which technology is used and the afore mentioned success. The authors found that students who spent a large amount of time engaged in activities that provided only one-way communication, such as playing video games, watching DVD’s or listening to an iPod, were less involved in their academic life and had a less healthy lifestyle in general. Indeed, Bugeja (2007) discovered that technology was becoming “as much a distraction in the classroom as a tool” (p. C1).
By contrast, Lloyd, Dean, and Cooper (2007) found that students utilizing technology for academics and e-mail tended to have higher levels of academic involvement. According to George D. Kuh (as cited in Young, 2003) technology improved student engagements based on the fact that eighty percent of college professors require students to use the internet for assignments while 62 percent of students used e-mail to clarify assignments.
As for social development, students who relied on technologies such as Facebook as their primary means of interaction showed signs of stunted growth in developing relationships with peers, according to Lloyd, Dean, and Cooper (2007). Their study indicated that students using technology as a substitute for direct contact were unable to create relationships as fully as direct contact allowed. According to Kubey, Lavin, and Barrow (2001), incoming freshmen students keep in touch with high school friends which may impact their initial social involvement in their new college environment.
Lloyd, Dean and Cooper (2007) found that when students use technology primarily for academic purposes, they tended to be more involved in their academic life. By contrast, the authors discovered that students who use technology as a substitute for personal contact and interaction tended to be less involved in their academic pursuits. Similar findings by Kubey, Lavin, and Barrow (2001) indicated that academic performance is often negatively impacted by internet use as students who stayed up late using the internet reported feeling tired the next day or skipping class altogether. Lloyd, Dean and Cooper (2007) conclude that students’ technology habits can “have a direct effect on their academic success, personal relationships and wellness (p. 492).
In addition to the general college population, Lloyd, Dean and Cooper (2007) also studied the impact of technology on college students by gender and race. They discovered that men are more likely than women to use technology for academic and gaming purposes whereas women where more likely than men to use technology for social reasons. In addition, students of color, who had been perceived as having limited experience with technology and thus less comfort with technology, were actually found to use technology in a variety of ways, often at a higher rate than their Caucasian peers (Lloyd, Dean & Cooper, 2007).
Finally, Lloyd, Dean and Cooper (2007) addressed the belief held by some college personnel that technology is advantageous to student learning. The authors suggested that universities take great care in the implementation and use of emerging technologies and understand “that technology can be both supportive and harmful to student success (Lloyd, Dean and Cooper, 2007, p. 493). However, the need for appropriate technology must be addressed by universities. Bugeja (2007) uncovered this issue by discovering that high school students rate a university’s “technology” as more important than its “rigor” and “reputation” when making enrollment decisions.

LOCAL LITERATURE From the Journal of Jerry Liao of Manila Bulletin, technology has brought a lot of benefits to mankind. It made most of us more effective and efficient both in our professional and personal tasks. But as much as there are a lot of advantages, there are still those who are more innovative than others like using technology in some other ways, the bad ways. From Ronald S. Lim Journal, the temptation to cheat is even easier for today’s technologically-advanced youth. With mobile phones and other gadgets making the transmission of messages easier and the Internet making the sharing of information much quicker, today’s Filipino student can just as easily download his answer from the computer as he can looking at his seatmates answer. However, there is no disadvantages in technology alone because it has brought a useful tools to make living more efficient but the attitude of students towards this modern technology had gone in a disastrous condition which is very alarming, further guidance from parents, teachers and administrators should be on a first row of concern.

LOCAL STUDIES

Putting computers into schools will directly improve learning; more computers will result in greater improvement. Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. In our school, we had 15 computers. The problem was, we are not able to utilize it on a regular basis because of the electric power condition. In Batan National HS which belongs to the municipality of Rapu-Rapu, the electric power starts at 4:00 pm. Therefore, we can use the computers for 30 minutes only. That’s why, we used our laptop for movie viewing, virtual figures viewing in science and web quest using powerpoint. In this scenario, the numbers of computers does not mean that students will be more technologically advanced in terms of learning. It will depend on how the teacher and the students use it for learning. Even if you have 1:1 ratio of computers if the teacher don’t know how to use it to maximize learning, the technology will be useless. In our contemporary setting in the Philippines I can say that not all schools on long island are technologically advanced. The lower income schools can’t afford the new technology or they might have it but the teachers don’t know how to use it. The lower income schools can’t afford to provide the teachers with the needed training to use the technology in the classroom. If teachers don’t know how to use something or don’t feel comfortable in using the technology, then they won’t use it. Technology training appears to focus mainly on technology knowledge and skills while overlooking the relationships between technology, pedagogy, and content. As a result, teachers learn about “cool” stuff, but they still have difficulty applying it for their students’ learning. At my school the teachers have workshops on all the technology in the school but they don’t know how to integrate it in the lesson. I had the advantage to have the new technology and be taught how to use it. I do agree with the main points in the article and agree strongly that schools need to focus on the long-term effect of the technology in improving education than the short term effect. In order to use technology effectively, educators like us need to be trained in using technology and we need to develop a good understanding of it. Technology is used to enhance learning; therefore it is important for us to be comfortable using it to ensure that students get the full advantages of educational technology. In our educational system, the goals are stipulated already in the curriculum per learning area and the suggested practices that would help attain such goals. The problem was, it is not cleared to some educators especially on the use and implementation of technology. Diverging views were apparent which may lead to different approaches in reaching those goals. It was mentioned that some of the most common goals for using technology in schools were improving student’s acquisition of basic skills which leads to higher scores on standardized tests; motivate students; broaden curriculum objectives, enable teachers to strengthen their own preferred approaches; better prepare students for the workplace; and update education for the 21st century. Meeting this aim requires a fundamental change in how teachers are trained and in curriculum development approaches. I do believe that the quality of teachers is known to be a key predictor of student learning. Therefore teacher training is crucial. ICT can become a tool that on the one hand facilitates teacher training and on the other hand helps them to take full advantage of the potential of technology to enhance student learning. For me, the usability and effectiveness of the use of computers will depend upon on how the teacher integrate it based on understanding the totality of the learner and other factors that would have effect on the transmission of knowledge or learning. In this scenario, the agreed-upon goals should be based on the needs, interest of the learners and availability of resources so that it can be achieved. And the location of computers should also be considered. Our School was located at far flung area where there are no 24 hour supplies of electricity and no internet connections. If possible, selected technologies will be utilized for teaching except the on-line and internet researches which may be done on weekends. But then, the accessibility of the learners would be the problem since most of them came from far barangay.
Once teachers learn the basics of using a computer they are ready to put the technology to effective use. The teacher is a key variable in technology implementation and effectiveness. In our school, aside from me, my co-teachers demonstrate their support of technology use by developing their own skills, knowledge, and strategies necessary to model effective uses of technology. We learn and use effective ways to integrate technology into their curriculum and use technology in ways that enhance instructional opportunities and successes for all students. If we don’t have current, we used generator to run the computers especially on science and computer subject. In our school, out of 10 teachers, 60 percent knows how to operate and use computers. But on the integration of computers for classroom discussion, out of 10 teachers, only 2 percent are doing it. That’s why, as teachers we need to find ways or alternatives. In my subject, I do made Strategic Intervention Material, Web Quest using powerpoint especially on games which involves quizzes and also virtual video using my laptop. It is said that the foundation of every country is the education of its youth, yes that’s right, but without the consideration of the key transformer of education, namely the teacher, we cannot achieve the objectives assigned by policy makers, planners and other educators. This is why new prospects are in the hand of the new generation of subject-teachers who are eager to apply ICT efficiently and effectively. And we also need to update ourselves on the use of technology. I’m so lucky to have Teaching with Technology as my cognate because it really helps me with the current trends in integrating technology in the classroom. And I want to learn more. Learning the new roles and ways of teaching that go hand-in-hand with technology integration requires that we have opportunities to participate in an extended process of professional development such as Master’s degree. We need time to acquire technology skills and develop new teaching strategies for integrating technology into the classroom. I want to clear this myth that once teachers learn the basics of using a computer they are ready to put the technology to effective use. This is not true, to use the technology effectively, he/she should know how to apply and integrate it in the instruction for students’ learning. In our school, almost 90% knows the basic skills of using computers but only 10% knows how to integrate it in the lesson. The typical district technology plan is sufficient for putting technology to effective use.
Technologies have great potential for knowledge dissemination, effective learning, and efficient education services. Yet, if the educational policies and strategies are not right, and if the prerequisite conditions for using these technologies are not met concurrently, this potential will not be realized. For technology use to be successful in our schools it needed to be closely tied to school reform. Before technology can be used effectively for engaged learning, however, our school needs to ensure that the technology supports the educational goals for students. The school's initial task is to develop a clear set of goals, expectations, and criteria for student learning based on national and educational standards, a profile of the student population, and community concerns. Then the school can determine the types of technology that will support efforts to meet those goals. In other words, the learning goals should drive the technology use. Rather than using technology for technology's sake, the school can develop a vision of how technology can improve teaching and learning. So consensus is needed to have a unified plan.
The use of technology in our school and the way we use it was stipulated in SIP, AIP and a part of the School Based Management. In making our IPPD, we always include the ICT as one of our top priorities to be train on. But almost years had passed but there was no trainings were given to us especially on the integration of it in the instruction. Though we had trainings on how to operate it and know the basics of its application, still we need to be adept on how to use it in the teaching and learning. The typical district technology plan is sufficient for putting technology to effective use if all the factors will be considered, analyzed and evaluated. Equity can be achieved by ensuring that schools in poor communities have the same student-to-computer ratios as schools in wealthier communities.
The key determinant of our success of integrating the use of ICT in classroom instruction will not be the number of computers purchased or cables installed, but rather how we define educational visions, prepare and support teachers, design curriculum, address issues of equity, and respond to the rapidly changing world. In this scenario, long term and carefully planned commitments are required. Does access to computers and the Internet give the education systems of rich communities an advantage over those in poor communities? For me, Yes. There is a “digital divide” between the two. Like for example in my current school where I was assigned. At Batan National High School at Rapu-rapu, Albay where there was no computer shops, internets and other technologies where students can have their hands on and minds-on activities on the net. They are left behind compared to the previous school where I was assigned in Aquinas University Science Oriented High School where students have access to ICT. They were able to do on-line blogs, presentations, videos, web quests, researches and the likes. Teacher also in private are well versed in using technologies compared to public school teachers. So there is a need to revolutionize the quality of trainings of the teachers.
In my opinion, still the numbers of computers do not mean that students will engage in learning effectively. It will still depend on the shared vision, equitable access, skilled personnel, student -centered learning, community supports, technical assistance and other external conditions that would help realize the goal.

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the research design that is employed in the study. The section includes the location of the study, instruments utilized in the study and the methods of selection of respondents. It presents the statistical tools and treatment that were used for the interpretation of collected data.

The entire study was on site at the Holy Trinity University. The College of Business and Accountancy (CBA) in HTU has an enrollment of approximately 192 students. The sample for this study included 150 students of the CBA in HTU.

METHOD OF RESEARCH A descriptive type of research (Descriptive Survey) was used in this study. The said method is a fact finding study with adequate and accurate interpretation of the findings. Descriptive research is a study that describes the nature of the phenomenon under investigation after a survey of current trends, practices and conditions that are related to the phenomenon.

INSTRUMENTATION A research-made questionnaire was used to gather the data. The questionnaire was submitted to the adviser for critique. Appropriate revisions were made.

1. Do you spend most of your time in texting or calling your friends? YES NO 2. Do you gain new friends by joining social network activities through your gadgets (e.g. laptop, tablet, cellphone)? YES NO 3. Are you constantly in contact with your friends using your gadgets? YES NO 4. Do you gain more confidence using a brand new gadget? YES NO 5. Do you feel inadequate, emptied, and depressed when you don’t have the access in your gadget (e.g. laptop, tablet, cellphone)? YES NO 6. Do you envy others who have latest gadget models than yours? YES NO 7. Do you feel shame using old model of gadget in public (e.g. laptop, tablet, cellphone)? YES NO 8. Do you think that gadget applications (dictionary, Microsoft office app, wifi, etc.) will help you with your studies, instead of going to the library? YES NO 9. At school, do you constantly check your cellphone/tablet to see if you have new text messages? YES NO 10. Do you spend more time reading text messages than studying? YES NO

SAMPLING The samples of this are the 150 CBA students. According to Fraenkel and Wallen, convenience sample is a group of individuals who are conveniently available for the study.

DATA GATHERING PROCEDURE Approval to conduct the study was obtained from the Dean of the College of Business and Accountancy. The questionnaire was given by the researchers personally. After that, the data was tabulated and subjected to statistical treatment for presentation and interpretation

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter provides a summary of the study, the conclusions with respect to the findings and lists some recommendations based on the findings reported here. The summary gives a brief account of what was carried out in this investigation. The conclusions are about the connection between the findings of the present study and published literature. In the recommendations, an overview of ideas and suggestions for further research is provided.

SUMMARY The purpose was to gain insight regarding how technology affects the behavior of the CBA students. Through statistical method, the researchers conduct a interview with 150 CBA students within the campus, the questionnaire is composed of 10 question which is answerable by YES or No, each question will address to find the statistics of how the student conform in the advancement of technology and what is the mathematical representation of the effects of technology to the behavior of the students in terms of socialization, self-esteem and school performance. This study shows what are the advantages and disadvantages of technology to the students.

Summary of the findings The respondents affect in their self-esteem, negatively or positively, by the development of technology, as college students they should adapt to the constantly changing society. The percentage clearly shows that the technology really makes each student become more competitive.
In scholastic side, the researchers find out that the new gadgets doesn’t affect the CBA students attitude towards learning but in some way, new innovations help them to finish the school work easily and efficiently.
In terms of socialization, the study shows that 64.77% says that the development of technology has an effect to them in increasing their social life.
The advantages of modern technology are; it helps the student to their daily basis to become more easy and efficient. There is no disadvantage in technology alone but in the part of the student, they tend t abuse the usage of it like cheating in the exams using the cell phone and laptops, lacking of attention to the teachers and become addictive in some sort of application in the new gadgets offered by the modern technology.

CONCLUSIONS
The researcher was able to arrive at these conclusions based on the findings of the study: * Technology boosts the self-esteem of CBA students. * CBA Students find the technology as a great help in their studies. * Technology helps them to become socially active. * There are no disadvantages in the technology alone but it is on how the students use it. * The new innovations help the CBA students to deal in the constantly changing world.

RECOMMENDATION The researchers strongly suggest that the administrators, teachers and parents should assess the students on how they use the modern products that technology offered, they should be educate on how to use the technology in positive way. The students’ should know the limitations of the technological advancement and how to use it properly.

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[ 2 ]. group4odnurhazirah.wikispaces.com/advantages+and+disavantagesof+technology+in+Education
[ 3 ]. group4odnurhazirah.wikispaces.com/advantages+and+disavantagesof+technology+in+Education
[ 4 ]. group4odnurhazirah.wikispaces.com/advantages+and+disavantagesof+technology+in+Education
[ 5 ]. group4odnurhazirah.wikispaces.com/advantages+and+disavantagesof+technology+in+Education
[ 6 ]. Analysis of “Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles”
Jason Champagne
Wright State University
[ 7 ]. Analysis of “Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles”
Jason Champagne
Wright State University
[ 8 ]. Analysis of “Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles”
Jason Champagne
Wright State University
[ 9 ]. http://edupln.ning.com/profiles/blogs/myths-and-realities-about-technology-in-schools-philippine
[ 10 ]. * http://edupln.ning.com/profiles/blogs/myths-and-realities-about-technology-in-schools-philippine
[ 11 ]. http://edupln.ning.com/profiles/blogs/myths-and-realities-about-technology-in-schools-philippine
[ 12 ]. http://edupln.ning.com/profiles/blogs/myths-and-realities-about-technology-in-schools-philippine
[ 13 ]. http://edupln.ning.com/profiles/blogs/myths-and-realities-about-technology-in-schools-philippine