Technology-Assisted Teaching and Students’ Performance in Literature

Ideza B. Sabado

Abstract


The purpose of this study is to determine the relationship between the language macro skills and students’ performance in studying literature when technology is used and when it is not. The teaching and assessment levels of the five macro skills have been shown by mean, Pearson correlation, and T-test and whether there was significant difference between the pretest and posttest mean scores of the students in technology-assisted teaching and in traditional technology teaching group and significant relationship among the macro skills using the appropriate statistical techniques. A set of 30-item pretest and posttest questions was constructed in speaking, listening, reading, writing, and viewing of which the language competencies were based on the English 10 curriculum guide issued by the Department of Education. In the technology-assisted group, aside from the non-technical media, the students have experienced also technical media support like audio-visual aids using LCD projector, speaker, and TV to use as springboard a piece of literature appealingly, while the traditional technology teaching group execute the traditional mode of studying Literature using textbooks, worksheets, charts, and posters. The anticipated outcome of this study is the identification of which language macro skill should receive the less or the greater use of technology in teaching and studying literature, and the crucial role of technology today in a millennial-born classroom. The results of this study can be used to design workbook and textbook for each of the language macro skill in studying pieces of Literature.

Keywords: Technology-Assisted Teaching, Students’ Performance and Literature, etc.


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References


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