Final Thesis

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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the statement of the problem, the

significance of the study, the theoretical and conceptual framework, the scope and delimitation,

and the definition of terms.

Background of the Study

For centuries, men have unceasingly searched for new discoveries and with those new

discoveries come forth new technology. Today, the search is long from over despite the fact that

there is a wide and fascinating array of gadgets available in the market. Some of these gadgets

are portable music players. The evolution of which we have seen from the first models of the

Walkman to portable CD players and mp3 players to the many generations and models of

Apple’s iPod. The continuing development of such gadgets proves that most people have an

unwavering interest in music.

The question now is, where has fascination brought us? It has already been proven that

the radiation brought about by modern technology poses as a threat to the health of people

exposed to it. In these hard times though, education should be of utmost importance. Thus the

rate at which our youth learns should be closely examined to assure that the world will have a

bright future. In line with this, the study skills of today’s youth should be put to focus.

Learning involves communication. And there could only be good output when

input is properly relayed, received and processed. The same goes for learning. According to

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Wenburg and Wilmot (1973:4-5) in their book entitled The Personal Communication Process

communication goes this way:

A communicator acts (sends some communication stimuli, spoken or unspoken), a

receiver listens and reacts, the communicator then reacts to the reaction, and so on

…. All persons are engaged in sending (encoding) and receiving (decoding)

messages simultaneously.

Listening comprehension skills are essential for effective and efficient learning in the

way that listening comprehension is part of the “receiving and processing stage” of learning.

Communication, however by nature, is selective. Wenburg and Wilmot (1973:111,121-124) say

that:

“The basic assumption underlying the selective exposure principle is related to the

idea that man strives for consistency. He is comfortable when he is exposed to

and interprets incoming stimuli that are consistent with his present beliefs.

However, man becomes uncomfortable when he is exposed to stimuli that are

inconsistent with his present beliefs. Inconsistency causes disruption in a person’s

mind; as a result, he purposefully avoids coming into contact with the information

that will threaten his existing beliefs.”

Simply stated, human beings have the ability to purposely filter things that are not of

interest to us or things we just don’t like. Filter, in this case, means to selectively forget things

we view to be unpleasant. By doing so, we tend to entertain things that suites our inclination and

as a result, we ignore all other things.

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The researchers suspect that modern technology does not help in providing a solution to

the growing problems in listening given that the youth have found more pleasure in listening to

the music coming out of their earphones than in listening to a teacher’s lecture. Good listening

skills allow us to understand things better through hearing. Hence, factors that may be preventing

it to improve should be determined and explored.

Statement of the Problem

This study aims to identify the effects of modern technology to the students’ listening

comprehension skills and suggest some possible solutions. We particularly seek the answers to

the following questions:

1. Profile of students in relation to:

a) how many gadgets they own

b) what gadgets they own

2. How often do students use their gadgets? Do they make use of them while studying their

lessons?

3. How do the students’ exposure gadgets affect them as students? Has it hindered them

from improving their listening skills?

4. How does their preference in music affect their listening ability? Does any particular

genre make negative impacts on the students’ listening comprehension skills?

Theoretical and Conceptual Framework

To further enlighten you on the path our group chose to take, we present our theoretical

and conceptual framework.

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Theoretical Framework

Wenburg and Wilmot (1973:185-186) presented the dissonance theory which has

produced the most organized study out of all other consistency theory. Dissonance occurs when

something of interest to you is followed by something you dislike. It is said that:

Dissonance theory gives us a description of possible alternative behaviors in

which we can engage following the creation of imbalance. For example, when we

are exposed to a communication that is disturbing we may (1) criticize the source

of the message; (2) decide that our disagreement with the source is not very

important; (3) bolster our position by seeking additional information or persons

who support it; (4) misperceive the source’s position (selective perception); (5)

compartmentalize ; (6) attempt to persuade the source that his position is wrong;

or (7) change our attitudes so they are consistent with the source’s. And there are

other alternatives. For example, we can (1) repress the inconsistent message (put

it out of our mind, refuse to think about it) or (2) bear it (consider the

inconsistency a virtue).

This theory is significant in our study because it lays the foundation to the idea that

people have a complex way of dealing with information, regardless from whichever media

(audio/ visual/ audiovisual) it comes from. In this regard, the platform is set to jumpstart the

study; with that in mind, our group, has now the idea of how the human mind works when

processing data. Through further and deeper analysis on the subject we will then be able to

realize the role played by modern technology specifically gadgets to the listening comprehension

of the students.

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Conceptual Framework

The input consists of 28 third year high school students that will serve as respondents.

From these respondents, the researchers will make out their profile through a mock survey and

assess their listening ability through a listening comprehension test. This will serve as the

ST. SCHOLASTICA’S ACADEMY- MARIKINA

HIGH SCHOOL DEPARTMENT

THIRD YEAR STUDENTS

28 EXPECTED RESPONDENTS

PROFILE LISTENING TEST RESULTS

MOCK SURVEY

LISTENING TEST

acquired through

obtained through

REALIZATION OF THE RELATIONSHIP OF MODERN TECHNOLOGY AND THE

RESPONDENTS’ LISTENING COMPREHENSION SKILLS

POSSIBLE SOLUTIONS TO PROBLEMS

BROUGHT ABOUT THE RELATIONSHIP

ANALYSIS OF

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throughput. The output consists of the realization of the effects that modern technology has made

on the respondents’ listening ability. Also included in the study’s output are some solutions

recommended by the researchers.

Significance of the Study

As an answer to the call of the times, our group has aimed to discover the implications of

the extensive exposure of students to modern technology to their listening and comprehension

skills. This study is, therefore, beneficial to the following:

The students. This study will help them to moderate their use of technology in

accordance with their need to improve their listening and comprehension skills. In this way,

students may develop better study skills.

The teachers. The study wishes to expose the possible connection between the rise of

modern technology and the weakening listening and comprehension skills of the youth today.

This will help teachers to better understand the situation of the students. Thus, they could devise

new teaching strategies to help their students.

The students’ parents. Through this study, parents can control the frequency and span

of usage of modern technology of their children thus helping the students to improve their

grades.

Scope and Delimitation

This study was limited to the third year high school students of St. Scholastica’s

Academy- Marikina S.Y. 2010- 2011.

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This study was primarily concerned with the exposition of the possible connection of the

rise of modern technology and the loss of good listening skills among the youth. Modern

technology will pertain only to portable music players or devices and their corresponding

accessories such as earphones. Also in the scope of the study are the different genres of music

since music nowadays, are “auto tuned” or in over words or technologically enhanced.

The study is dedicated to finding the solutions that will help the students improve their

listening skills.

Definition of Terms

Our study present words that may produce unsolicited ideas from you, our readers, thus

we hereby, present the definition of selected terms used in this study.

Selective Exposure – seeking and avoiding information so that one’s present attitudes are

maintained

Skills- the learned capacity to carry out pre-determined results often with the minimum outlay of

time, energy or both

Comprehension- the capacity to understand fully

Listen- pay attention

Modern- something new and up-to-date

Modern Technology- handheld music-playing gadgets or devices such as cell phones, iPods and

mp3 players

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Chapter II deals with the review of the local and foreign literature and studies relevant to

this proposed study.

Related Literature

This section of the research presents a review of related literature such as books, journals,

articles, and internet resources related to the effects of modern technology to the listening and

comprehension skills of students.

Foreign

Main (2010) showcased in “What Are Some Reading Comprehension Problems in the

Classroom?” different comprehension problems of today’s youth. These problems include

dyslexia, poor vocabulary, and memory problems. He also stated that:

“Learning to read involves a combination of many components including eye-

muscle coordination, sequencing abilities, and integrating visual clues with

phonetics and sound association.”

On another note, an article titled “Hearing Loss among College Students Becoming More

Common” in Medical News Today posted 01 August 2005 cited a statement of Robert Novak,

then director of clinical education in audiology. Novak identified what he called “the young

people’s exposure to amplified sound and use of personal listening systems, such as cell phones

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and portable music devices” as the culprit to the hearing loss seen in young people. It was also

stated in the article that Novak saw the possibility of a student with hearing loss to struggle in

school. With that said, our group sees the need to really push through with our study to gain

further knowledge which would be enough to enlighten minds and develop solutions to the

worsening situation that may or may not dig a deeper hole in the future of today’s youth.

An excerpt from the Sydney Morning Herald news article entitled “Up to a Quarter of

iPod Listeners Damaging Hearing”, strongly supports our group’s claim, stating that there is

really a possibility of suffering from hearing loss due to portable music players such as iPods.

Local

On the local side, Preciosa S. Soliven wrote this in her column “A Point of Awareness” in

the September 06, 1980 issue of in the Philippine Star the article, “How Literate Are We? “:

Is it hard to absorb facts? The answer is NO! Given average ability, men and

women who have trouble learning in adult life do so because no one ever taught

them how to study efficiently when they were children!

Without proper study techniques, it is perfectly possible for you to understand

only HALF of what you should get out of a newspaper, magazine, business letter

or report! Without proper retention techniques, it is possible for you to remember

only HALF of what you have just read. And without proper techniques of filing

and retaining that information you have just learned, it is possible for you to put to

work only HALF of the knowledge you have stored in your brain!

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Related Studies

Foreign

Technology has truly been useful to mankind but as most of us may often disregard,

technology can also bring us harm. And according to Jeff Simmons, an audiologist in the

Boystown National Research Hospital, there are certain levels of sound that damage sensory

cells located in the inner ear. 

Simmons said that all sound output released by an ear bud or earphone is channeled

directly into the ear canal. He suggested that it is alright to listen at a loud level but one must

make sure to limit the time that one does so. This is because ear buds prevent you from listening

to music normally.

Aside from presenting hearing problems, technology also poses a threat to our vision. Dr.

Teri Geist, an optometrist from Midwest Eye Care, said that there are increasing cases of eye

problems found in children these days and points out that the frequent use of computers, and cell

phones causes eye strain and eye discomfort.

Another study done by Sadehkhou, Monterroso and Manuelyan from the Department of

Social and Behavioral Science of California State University in Northridge entitled Testing the

Effects of Music on Reading Comprehension Skills Under Different Music Environments, they

tried to determine whether listening to music while studying makes a difference or not. The study

was conducted having sixty students who like different types of music and tested each person’s

comprehension skills with the variable of having them listen to music while studying.

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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter explains the method of research used, the sources of data, the data gathering

instruments and the data gathering procedure, and the statistical treatment of data.

Method of Research Used

In order to gather the data needed for the study, the descriptive method was used. The

researchers agree with Leighton H. Johnson’s citation of the “Dictionary of Education” in his

book “Limitations of the Descriptive Method” (1953: 241-242, 245). He quoted that the method

is a highly used approach by students which produces a number of questionnaires, surveys, and

the likes. Johnson stated that the method is often used to investigate on problem areas especially

in education.

Taking the cue from Johnson, the researchers used this kind of research to obtain first

hand data from the respondents to formulate sound conclusions and recommendations for the

study. Moreover, the researchers used status studies. This allowed them to get a clear picture of

their respondents. It also helped them to present the effects of modern technology to the listening

skills of their respondents.

Specifically, the research used status studies. Through this method, the researchers were

able to find out the nature and status of students that have accounts on social networking sites

and their parents as well. The researchers were able to discover the view of a student regarding

the issue of their parent/s who use social networking sites.

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Sources of Data

This study involved the Year III high school students of St. Scholastica’s Academy-

Marikina of school year 2010- 2011 as respondents. The researchers obtained necessary

information about the respondents through judgment sampling. In judgment sampling, the

researcher selects the sample based on judgment, confident that the chosen sample is a true

representative of the population. The sampling was based on a mock survey that was conducted

to all third year students.

The juniors had a total population of 307. From that number, the group selected 28

students to take the listening test. The researchers chose the juniors as the subject of this study.

Data Gathering Instruments

The researchers used the following research instruments in gathering the necessary data

for the study:

Mock Survey . A two-page checklist was created for the study. It was distributed to the

different classes in the third year level and provided the researchers the students’ profiles

through identifying the gadgets they own, the number of hours they used these gadgets

each day, what genre of music they listen to and whether or not they use their gadgets

while studying.

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Listening Test . The test became the most important instrument used by the researchers.

It determined the listening capability of the students. There were ten questions that

followed a text that was read- aloud. Each question provided three choices from which

the students can choose from.

Data Gathering Procedure

The researchers first presented a proposal of the study to our Language IV teacher. Upon

receiving approval, the researchers then formulated the problem statement and brainstormed how

to go about the study. The researchers made a mock survey in order to select the target

population. The researchers envisioned the respondents (sampling population) to take a listening

test for us to rate their listening capability. After working on the mock survey which was used to

obtain necessary information for the respondents’ profiles, the researchers presented a copy of it

to their Language teacher for her approval. Once they gained her consent, they distributed copies

of the mock survey to all classes in the third year level, one for each class.

After getting the results of the mock survey, the researchers randomly chose 28 students

out of the 307 Year III students to take the ten- item test they prepared. The researchers

conducted the test with a total of 16 out of the 28 expected attendees present. After having

checked the answers of the respondents, the researchers began to treat the result together with the

other information they have gathered. Analyses on the results were made and corresponding

recommendations were stated for the development of the study.

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Statistical Treatment of Data

For this study, the researchers used the following statistical techniques in treating the data

they acquired:

Percentage. The group made use of the percentage in identifying what part of the

population and/ or the total number of respondents does a certain group account for. Take the

percentage of students who use their gadgets for three to four (3-4) hours a day, for example. In

order for us to get that, we need to use this formula:

%= fn∗100

Take note that for the given problem, f is equal to the number of the respondents who use their

gadgets for that certain amount of time each day and n is equal to the total number of the

respondents.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered to answer the questions

of the study, Modern Technologies Affect the Listening Comprehension Skills of the Third Year

Students of St. Scholastica’s Academy- Marikina.

Problem Statement #1: Profile of students in relation to the gadgets they own

Cellphones

iPods

Mp3s

10% 30% 50% 70% 90% 110%Cellphones iPods Mp3s

Percentage 1 0.750000000000002 0.2

Figure 1Types of Gadgets Owned by Respondents

The researchers wanted to find out who the respondents are in terms of what gadgets they

owned particularly what handheld music-playing devices they owned. Figure 1 shows that 100%

of the students own cellular phones. These cellular phones, as the researchers found out, are also

music-playing devices complete with accessories such as headphones or earphones. Also shown

in the figure is the percentage of students who own iPods with 75% and mp3s with 20%.

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Table 1Number of Gadgets Owned by the Respondents

Respondents Number of gadgets

1 3

2 3

3 4

4 3

5 4

6 1

7 3

8 2

9 1

10 3

11 4

12 3

13 2

14 3

15 3

16 1

The number of gadgets owned by the respondents is shown in Table 1. The respondents

own an average of three portable music-players. From an interview with a few of the

respondents, the researchers learned that some respondents either own two cellular phones or two

iPods. This data reveals that the respondents are in excessive exposure to these gadgets.

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Problem Statement #2: How often do students use their gadgets? Do they make use of them

while studying their lessons?

The table above shows the number of hours each respondent uses her gadgets daily.

Approximately 44% or seven out of the 16 respondents answered that they use their gadgets for

five or more hours each day. At an average a respondent spend about 3 1/2 – 5 hours listening to

music coming out of their earphones. The researchers see this as a sign of the interest of the

respondents in music and therefore interest in using their handheld music-playing devices.

Beside Table 2 is Figure 2 which is a pie graph that displays the response gathered by the

researchers regarding the students’ use of their gadgets while studying their lessons at home. It

was revealed that 75% of the respondents do make use of their gadgets while studying.

Table 2Frequency of Use

Respondents Frequency of use(hours per day)

1 3-42 5 or more

3 5 or more4 1-25 5 or more

6 1-27 3-48 3-49 1-210 5 or more11 3-412 5 or more13 3-414 5 or more15 5 or more16 3-4

Figure 2Students'

Use of Gadgets While Studying

YESNO

Figure 3Percentage of Score

9--107--85--63--41--20

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The data shown in Table 2 and Figure 2 show that technology is taking much of the

respondents’ time and is splitting the attention that may be used in studying. The situation points

to technology as a factor competing with education for the attention and interest of students.

Problem Statement #3: How do the students’ exposure gadgets affect them as students?

Has it hindered them from improving their listening skills?

Above are two tables and a figure which show the results of

the listening test, and the percentage of scores. The percentage of

scores is shown in table form and in a pie graph form.

Let us take a closer look at the results of the listening test.

Table 3.1 shows that the students have listening problems wherein 13

out of the sixteen respondents scored 5/10 and below. As show in

Table 3.2, 43.75% of the students scored from three to four out of ten

in the said test. The same percentage is taken by the respondents who

scored from five to six out of ten whereas only 12.5% scored from

seven to eight out of ten. None of the respondents were able to get a

score of nine or ten which reveals that they do not have mastery over the skill. On the other hand,

none of the students got scores below two out of ten which tell the researchers that the

respondents possess still, listening skills.

Let it be clear that, the researchers are not claiming that there are no external factors such

as disinterest of the respondents in the activity, and the distractions that may have affected their

performance.

Table 3.1The Results of the

Listening TestRespondents

Score

1 4/102 4/10

3 7/104 5/105 6/106 4/107 8/108 5/109 4/1010 5/1011 5/1012 5/1013 3/1014 4/1015 5/10

Table 3.2Percentage of Score

Score No. of Respondents who Got Such Scores

Percentage

9-10 0 0%

7-8 2 12.5%

5-6 7 43.75%

3-4 7 43.75%

1-2 0 0%

0 0 0%

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Problem Statement #4: How does their preference in music affect their listening ability?

Does any particular genre make negative impacts on the students’ listening comprehension

skills?

Table 4 presents the music genre preferred by the respondents. And the scores they got in

the fore mentioned listening test is also shown in a copy of Table 3.1. Based on the researchers’

analysis of this data, the musical preference of the respondents has little effect in their scores.

Respondents with similar musical preference got almost the same scores. This is an important

finding for the reason that the factors considered by the researchers are confirmed to affect the

listening skills of the respondents. Furthermore, the researchers would like to note the case

wherein two of the respondents, namely Respondents 1 and 9, both of whom prefer the music

genres pop and rock scored the same. This is an indication that different types of music have

different effects to the respondents.

Table 4

Respondents

Music GenresPreferred by Respondents

1 Pop, Rock2 Pop, Classical, Rock, Jazz, Hip-hop3 Pop, Classical, Rock, Jazz, Hip-hop4 Pop, Hip-hop5 Pop, Classical, Rock, Jazz, Hip-hop6 Pop, Hip-hop7 Pop, Classical, Rock, Jazz, Hip-hop, RnB,

Country8 Pop, Classical, Hip-hop, RnB9 Pop, Rock10 Pop, Classical, Rock, Jazz, Hip-hop11 Pop, Classical, Rock, Jazz, Hip-hop12 Pop, Classical, Rock, Jazz, Hip-hop13 Pop, Rock, Hip-hop, RnB, Club14 Pop, Classical, Rock, Jazz, Hip-hop, RnB

15 Pop, Classical, Rock, Jazz, Hip-hop, RnB, Indie

16 Pop, Classical, Jazz, Hip-hop, RnB

Table 3.1The Results of the Listening

TestRespondents

Score

1 4/102 4/103 7/104 5/105 6/106 4/107 8/108 5/109 4/1010 5/1011 5/1012 5/1013 3/1014 4/1015 5/1016 3/10

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CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusion and recommendations of the study.

Summary

The purpose of this study was to find out the effects of modern technology to the third year

high school students of SSAM, school year 2010-2011, in regards of their listening skills.

The research specifically answers the following questions:

5. Profile of students in relation to:

c) The number of gadgets they own

d) The kinds of gadgets they own

6. How often do students use their gadgets? Do they make use of them while studying their

lessons?

7. How do the students’ exposure gadgets affect them as students? Has it hindered them

from improving their listening skills?

8. How does their preference in music affect their listening ability? Does any particular

genre make negative impacts on the students’ listening comprehension skills?

The study involved third year high school students through judgment sampling through the

help of a mock survey answered by all third year students. The mock survey gathered

information about the devices owned by the respondents, the number of hours they use them

daily, and the genres of music they liked. The mock survey, which is basically a checklist, also

provided the researchers information as to whether the respondents used their gadgets while

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studying their lessons. After analyzing the results of the mock survey, 28 students were chosen to

take a 10-item listening test to enable the researchers to assess their listening. Due to unfortunate

circumstances only 16 out of the 28 respondents were able to take the test.

Following is the summary of essential findings:

1) A third year high school student of SSAM owns an average of three portable music-

players accompanied by necessary accessories. Her devices range from cellular

phones, iPods and mp3s. She uses these for an average of 3-5 hours daily.

2) The respondents multitask. They use their time in studying to listen to music and thus

use their handheld music-playing devices.

3) The students are musically-inclined and appreciate a range of genres. This includes

pop, rock, country, RnB, jazz, and classical

Conclusions

Based on the findings of the study, the researchers were able to formulate the following

conclusions:

1. The students’ gadgets have divided their attention for studying but no direct implication

was found for lack of time to explore on the matter.

2. The respondents possess listening skills but have not developed them to the optimum

level.

3. The inclination of students to modern technology and the music it brings is a factor for

the delay of the improvement of their listening skills.

4. Two genres were found to have a negative impact on the students’ performance as

gauged by the listening test. These genres are pop and rock.

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Recommendations

The following measures are recommended for the improvement of the listening skills of the

students as based on the conclusions:

1. Since there is an existing assessment of the listening skills of students through school’s

Student Development Center (SDC), we recommend that the center look into the

problem.

2. For the sake of the students’ parents, we suggest that the SDC or the school, itself, come

up with bulletins, letters, and events regarding the effects of modern technology to the

listening skills of students.

3. We also recommend that the different subject areas provide listening drills for students.

This may help counter the effects of modern technology.

The following measures are recommended for the improvement of the research regarding

this topic:

1. We advise future researchers of the topic to increase the number of respondents. Through

this, the conclusions of the research will be more accurate and reliable.

2. Also, the creation of a questionnaire to replace the mock survey is highly recommended.

A questionnaire will enable the generation of other important information needed in the

study.

3. The volume in which music is played by the respondents should also be considered in the

study.

4. Coordination with the English Area of the school should also be done so as to ensure the

success of further tests.

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5. One-on-one interviews with selected students may also help in generating more data for

the study.

6. Acquiring documents from the SDC such as results of achievement tests which include a

listening skills test should also be obtained to further familiarize the researchers with the

profile of the students.