The Impact of Personal Computer on Students’ Academic Performance
DOI:
https://doi.org/10.14738/assrj.87.10435Abstract
ABSTRACT
This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance.
Keywords: Impact, Personal Computer, Students’ Academic Performance
References
Kahhat, F. R and Williams, E. D. (2009). The importance of personal computers in developing countries: Case study of Peru. In Proceedings of the 2009 IEEE International Symposium on Sustainable Systems and Technology (ISSST 09). IEEE Computer Society, USA, 1. https://doi.org/10/1109/ISSST.2009.5156779.
National Association for the Education of Young Children. (1996). NAEYC position statement on technology and young children: Ages three through eight. Young Children. 51(6), 11- 16.
James, R., & Lamb, C. (2000). Integrating science, mathematics and technology in middle school technologyrich environments: A study of implementation and change. School Science and Mathematics, 100, 27-36. doi: 10.1111/j.1949-8594.2000.tb17317.
Angrist, J., & Lavy, V. (2002). New evidence on classroom computers and pupil learning. The Economic Journal, 112, 735-765. doi: 10.1111/1468-0297.00068
Rouse, C., & Krueger, A. (2004). Putting computerized instruction to the test: A randomized evaluation of a “scientifically-based” reading program. Economics of Education Review, 23, 323-338. doi:10.1016/j.econedurev.2003.10.005
Fuchs, T., & Wöessmann, L. (2004). Computers and student learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school. CESifo Working Paper Series (No.1321). Munich, Germany: Ifo Institute for Economic Research.
Salerno, C. (1995). The effect of time on computer-assisted instruction for at-risk students. Journal of Research on Computing in Education, 28, 85-97.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Sadat G. Blah
This work is licensed under a Creative Commons Attribution 4.0 International License.
