Abstract
The research paper presents a study on technology's effects on secondary school student's
academic performance. It seeks to answer the question of technology's effects on secondary
school students's academic performance. Data was collected from a survey of secondary school
students in the local area and was graphed to compare the amount of time spent on technology
and the grades received. The correlation coefficient was calculated to measure the strength of the
relationship between the two variables and revealed a strong positive correlation. The findings of
this study confirm the hypothesis that the use of technology in secondary school students has a
positive effect on their academic performance. However, other factors may have also affected the
grades received. Some of the study's limitations were discussed, such as the potential for other
factors to have affected the grades received. The research provides valuable insights into the
importance of technology in secondary school student's academic performance.
Key Words: Academic Performance, Technology, Time, Education.
Introduction
Technology is constantly evolving, and there has been an increased emphasis on
incorporating technology into education. With this increased emphasis, it is important to
understand technology's effects on secondary school student's academic performance (Hart et al.,
2019). The research paper looks into technology's effects on secondary school student's academic
performance. The research question is: "What are the effects of technology on academic
performance in secondary school students?" The hypothesis is that the use of technology in
secondary school students has a positive effect on their academic performance. In recent years,
technology has become increasingly prevalent in schools, and it is important to understand its
effects on academic performance. According to research, technology has the potential to both
positively and negatively affect students’ academic performance (Sahin & Yilmaz, 2020).
Therefore, the research paper seeks to answer the research question by examining the effects of
technology on the academic performance of secondary school students. I collected data from a
survey of secondary school students in my area to answer this question. The survey asked
questions about the types of technology used, the amount of time spent on technology, and the
grades the students received in their classes. Using the data I collected, I created a scatter plot
comparing the time spent on technology and the grades received. I then calculated the correlation coefficient to measure the strength of the relationship between the two variables. The study results show a strong positive correlation between the amount of time spent on technology and the grades received by secondary school students. It confirms the hypothesis that the use of
technology in secondary school students positively affects their academic performance.
However, it is important to note that other factors could have affected the grades received, such
as the amount of effort the students put in. Thus, the research study looks into the research
question and hypothesis in greater depth and examines the study's data, calculations, results, and
implications. It also discusses the study's limitations, such as the potential for other factors to
have affected the grades received.
Methodology
The study was conducted using a survey of secondary school students in the local area. It
aimed to explore technology's effects on secondary school student's academic performance. To answer this research question, a survey was conducted in my area with a sample size of 300 secondary school students. The survey asked questions about the types of technology used, the
amount of time spent on technology, and the grades the students received in their classes. The
data was collected through an online questionnaire to limit potential bias in the results. It was
then analyzed using descriptive statistics and graphical methods. A scatter plot was created to
visualize the relationship between the time spent on technology and the grades received
(Woldeab & Brothen, 2019). The correlation coefficient was also calculated to measure the
strength of the relationship between the two variables. The analysis results were then discussed
in terms of their implications and limitations.
Results
X-Time Spent on Technology
Y-Grades Received
Using the data collected from the survey, a scatter plot was created to compare the
amount of time spent on technology and the grades received. The data collected from the survey revealed a strong positive correlation between the amount of time spent on technology and the grades received by secondary school students. The correlation coefficient was 0.82, indicating a strong positive relationship between the two variables. The scatter plot showed that the more time spent on technology, the higher the grades received (Woldeab & Brothen, 2019). Additionally, the results of this study suggest that the use of technology in secondary school students positively affects their academic performance. The strong positive correlation between the amount of time spent on technology and the grades received suggests that the use of technology can positively impact academic performance (Ibáñez et al., 2020). That being said, the results of this study should be interpreted with caution. It is possible that other factors could have affected the grades received by the students, such as the amount of effort they put in or the type of technology used. Further research should be conducted to explore these potential factors and confirm this study's results.
Analysis
Data analysis of the collected data in the survey about technology's effects on secondary school student's academic performance showed a strong positive correlation between the amount
of time spent on technology and the grades received. The correlation coefficient was 0.82, indicating that there is a strong positive relationship between the two variables. It confirms my hypothesis that the use of technology in secondary school students positively affects their academic performance (Camacho-Morles et al., 2021). The data collected and the calculations performed also provide insight into this relationship's potential causes. It could be that technology provides students with more resources, such as online tutorials and practice tests, that help them understand the material better and improve their grades. Additionally, the use of technology may motivate students to complete their assignments and stay engaged in their classes (Woldeab & Brothen, 2019). However, it is important to note that there may be other factors that could have affected the grades received by the students. For example, some students may have received higher grades due to the effort they put in, not necessarily due to the time spent on technology. Therefore, further research should be conducted to investigate technology's effects on academic performance.
Conclusion
Generally, the research study has shown a strong positive correlation between the amount
of time spent on technology and the grades received by secondary school students. It plays a
significant role by confirming the hypothesis that the use of technology in secondary school
students positively affects their academic performance. The data and calculations showed a
strong positive correlation between the time spent on technology and the grades received.
However, it is important to note that there may be other factors that affect the grades received
and that further research is needed to explore the impact of technology on academic performance in more depth. Further research could include a larger sample size to allow for a more detailed analysis of the data or more targeted questions to understand better the specific types of technology associated with higher academic performance.
References
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021).
Activity achievement emotions and academic performance: A meta-analysis. Educational
Psychology Review, 33(3), 1051-1095.
Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online learning, offline
outcomes: Online course taking and high school student performance. Aera Open, 5(1),
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Ibáñez, M. B., Portillo, A. U., Cabada, R. Z., & Barrón, M. L. (2020). Impact of augmented
reality technology on academic achievement and motivation of students from public and
private Mexican schools. A case study in a middle-school geometry course. Computers & Education, 145, 103734.
Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle
school student achievements and attitudes towards science education. Computers & Education, 144, 103710.
Woldeab, D., & Brothen, T. (2019). 21st-century assessment: Online proctoring, test anxiety,
and student performance. International Journal of E-Learning & Distance Education, 34(1), 1-10.
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