ASSESSING THE IMPACT OF EDUCATIONAL APPS ON ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

ABSTRACT 

This study aimed to assess the impact of educational apps on the academic performance of Grade 11 Humanities and Social Sciences (HUMSS) students at Nasugbu East Senior High School during the school year 2024–2025. Employing a descriptive research design, the study explored how educational apps influence students' academic performance, focusing on critical thinking and problem-solving skills. Data were gathered using survey questionnaires distributed to the respondents, enabling the researchers to analyze the perceived impacts of educational apps on students' learning. Results revealed that the respondents agreed that educational apps significantly contribute to the development of critical thinking and problem-solving skills, as reflected in the grand weighted mean of 3.15 (SD=2.77). 

Findings highlight the potential of educational apps as tools for enhancing students' academic performance, particularly by fostering essential 21st-century skills. Students reported that using these apps made learning more engaging, interactive, and effective, leading to improved comprehension and application of concepts in their studies. 

Moreover, the researchers recommend that schools integrate educational apps into their teaching methodologies to maximize their benefits for student learning. Schools should provide teachers with training on effectively utilizing these apps, ensuring that they align with the curriculum and learning objectives. Additionally, providing students with access to diverse and relevant educational apps can further enhance their academic experiences. Future studies should focus on evaluating the long-term effects of educational app usage on overall academic achievement and skill development to contribute to evidence-based improvements in educational practices.

CHAPTER 1 

THE PROBLEM AND ITS BACKGROUND

Introduction           

With the rise of digital technology, educational apps have become a popular tool in schools, offering students interactive and personalized learning experiences. These apps are used to help with different subjects, provide extra practice, and make learning more engaging.   

According to Jayaprakash and Chandar (2020), everyone can benefit from using Educational Applications especially the students and teachers. The apps help teachers to promote the participation of learners to the classroom activities and to boost their motivation and performance. These apps will allow them to obtain necessary educational requirements.        

According Francisco and Santiago (2021)   Educational Apps is an effective support in doing school works and activities but also educational app is the crucial one. This actively illustrates that educational apps have a significant correlation to the academic profile of students. However, results may prove the effectiveness of using educational apps, but it is still lacking for some features. In order to attain the optimal performance of educational apps, the researchers recommend using the appropriate and suitable apps for certain categories, have notifications before the deadline and a variety of teaching methods, personalization on the app and library and book search applications.          

Researchers at Nasugbu East Senior High School want to study how educational apps influence various aspects of learning, including knowledge, problem-solving skills, and overall academic achievement. By examining the effectiveness of these tools, we seek to determine their role in enhancing educational outcomes and identify best practices for their optimal use in senior high school settings.

Background of the Study

Research has shown that using educational apps have both good and bad effects on student’s academic performance. Educational apps help student to support their academic performance. These can guide the students to some questions, and they can get some information, however, too much relying on it can cause a disadvantage to the students. Research showed that student who spend time for educational apps for their academic performance become more dependent that cause them to poor enhancement ton their skills.       

According to Pechenkina, et al. (2021), The use of a gamified mobile learning app influenced students’ academic performance and boosted their engagement in the subject. Created to better engage students in lecture content, the app was used to deliver multiple-choice content-based quizzes directly to students’ personal mobile devices post-lecture and pre-tutorial.

According to Papadakis (2021), critically analyzing material from multiple sources aime to provide an overview of what is available on evaluation tools for educational apps for children.      

The researchers utilized the descriptive research design in Assessing the Impact of Educational Apps on Academic Performance of Senior High School Students of Grade 11 Humanities and Social Sciences Students at Nasugbu East Senior High School. The findings were the bases for the proposed Educational Program that will offer valuable insights on this topic.

Statement of the Problem   

The study aimed to evaluate the Impact of Educational Apps on Academic Performance of Senior High School Students of Grade 11 Humanities and Social Sciences Students in Nasugbu East Senior High School, Barangay  Lumbangan  Nasugbu  Batangas Academic Year 2024-2025              

Specifically, the study sought answers to the following questions:

1. How does the use of educational apps influence student’s engagement and motivation in learning?

2. What are the effects of educational apps on the development of critical thinking and problem-solving skills in students?

3. What program should be developed relying on educational apps for students’ academic learning?

Scope and Limitations of the Study 

The purpose of this study is to assess how educational applications affect students in Grade 11 Humanities and Social Sciences Students at Nasugbu East Senior High School Academic Performance in the School year of 2024–2025.        

Only students from the aforementioned school who are majoring in the humanities and social sciences will be included in this study. The survey questionnaire type will be used to gather information from the respondents. The results served as the foundation for the suggested curriculum, which would help students gain a deeper comprehension of the subject.

DEFINITION OF TERMS      

Educational apps. It refers to mobile applications specifically designed to support and enhance the learning experience by providing various educational tools, resources, and interactive features. These apps aim to facilitate efficient learning by offering flexible access to educational content, overcoming time and space limitations, and improving student engagement and learning outcomes (Pitafia & Alib, 2023). In this study, educational apps refer to mobile applications used by students and educational institutions to deliver instructional content, interactive exercises, and assessments. The study measures the actual usage of these apps by evaluating user engagement, perceived quality, and the impact of trust and perceived risk on the adoption and effective use of the apps. 

Critically Reflective Practice. It refers to experience adults reenter the world to take critically informed actions that are then brought back to the circle for further critical analysis (bright 1989). In this study, its aimed to provide an overview of what is available on evaluation tools for educational apps for children.   

Significant Correlational. It refers to better known as observational studies in epidemiology, are used to examine event exposure, disease prevalence and risk factors in a population (Elwood, 2007). In this study, it is actively illustrating that Educational Apps has a part to the academic profile of students.   

Optimal Performances. Refers to a mental state in which people feel totally immersed in the performance of the task. Regardless of tools they use, they are able to deliver the end results while appropriately deploying and maintaining resources available to them. (Jamroz, 2020) While in this study the optimal performance is something that the researcher’s goal to attain by the use of educational apps. 

Considerable monetary worth. It refers to costing or bringing a high price: a valuable painting; a valuable crop. Antonyms: worthless. having qualities worthy of respect, admiration, or esteem: a valuable friend. (2010 by Harcourt).  In this study, it is valuable to improve learning, deepen understanding of the subject, and improve the quality of research 

A systematic literature review (SLR) is an independent academic method that aims to identify and evaluate all relevant literature on a topic in order to derive conclusions about the question under consideration. "Systematic reviews are undertaken to clarify the state of existing research and the implications that should be drawn from this." (Feak & Swales, 2009,) In this study, it is an important tool used in this study to ensure a comprehensive analysis and understanding of the subject of the study. 

Critical thinking. It refers to reasonable, reflective thinking that is focused on deciding what to believe and do (Norris & Ennis, 1989). In this study critical thinking involves the ability to analyze and evaluate information or arguments in a systematic and objective manner. 

Teaching Methods. It refers to the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students: master the content of the course. learn how to apply the content in particular contexts (Gill January 5, 2013). This study aims illustrate the tea ching methods to give information to those students to handle and achieve their activities in school. 

Education program. It refers to defined as any program principally engaged in the provision of education, including, but not limited to, early childhood education, elementary and secondary education, postsecondary education, special education, job training, career and technical education, and adult education, and any program (Petra Lindemann-Matthies 2002) In this study it explores the importance of the educational program for improving the students to their academic performance.

CHAPTER 2 

REVIEW OF RELATED LITERATURES   

This chapter presents an intensive review of related literatures found to be relevant to the present study. This chapter likewise includes the conceptual and theoretical frameworks, and research simulacrum.

"An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom"   

According to Lee et al., (2022) numerous educational applications (APP) have been developed to assist traditional classroom teaching and student learning. APP quality plays a critical role in influencing students' learning behaviors. However, the role negative mindsets, especially computer anxiety, play in how APP quality affects student engagement remains unknown. To address the relationships between APP quality, computer anxiety and student engagement in an APP-based learning environment, we developed an extended information system (IS) success model that includes interface and instructor quality. 

A relevant literature review suggests that today’s children are increasingly immersing themselves in ubiquitous technologies, including interactive media and digital games. Therefore, this paper aims to investigate the primary school students’ intrinsic and extrinsic motivations toward learning via gameplay through their mobile devices, at home and at school. (Camileri et al., 2019) 

In addition, the purpose of this study is to examine the effect of student satisfaction on students’ engagement and motivation in a mobile-based flipped classroom. A total of 222 university students taking the Computing I course designed as a mobile-based flipped classroom were recruited. (Yılmaz., 2022) 

Similarly, the use of a gamified mobile learning app influenced students’ academic performance and boosted their engagement in the subject. Created to better engage students in lecture content, the app was used to deliver multiple choice content-based quizzes directly to students’ personal mobile devices post-lecture and pre-tutorial. (Oates et al., 2017) 

Lastly, educational games have been increasingly popular in education, insufficient studies have comprehensively reviewed their effectiveness. To complement this missing link, this study explored game-based learning outcomes including academic achievements, problem-solving, and critical thinking abilities, knowledge, learning efficiency, skills, student attitudes, and behaviors. Both negative and positive effects of educational games on motivation were also explored based on comprehensive literature analysis. (Wang et al., 2021)

"Development of an Android-Based Mobile App for Practicing Critical Thinking Skills Among Senior High School Students" 

According to Ismail (2018) the advent of mobile technology, the patterns and the lifestyles of today's students are changing. The current tendency of students towards using mobile technology has resulted in the need for educational applications to be developed using the technology. This is because these applications can attract and motivate students towards learning and can indirectly affect their engagement in learning in a positive way. 

Similarly, this study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. Critical thinking is the intellectually disciplined process of actively and skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21 st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. Belecina and Ocampo (2018) 

In addition, According to Ismail et al. (2018), the lack of applications incorporating more challenging, student-centered, and problem-based approaches in learning environments remains a key limitation of many existing mobile learning apps. In response to this gap, their study focused on integrating a Problem-Based Learning (PBL) framework into the development of a mobile application called DicScience PBL, aimed at enhancing students' ability to critically engage with scientific terms. 

Lastly, this study findings will enable app users to more wisely select critical thinking apps specific to their needs and assist app developers with distinguishing the salient qualities required to design apps for critical thinking. The study accordingly contributes to both software evaluation and its development with findings beneficial to both app users and developers. Abdul et al., (2023)

Theoretical Framework       

This study was anchored on the Caterina. Theory by adriana caterina (2019). This theory research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. Caterina's organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. 

This theoretical framework offers a detailed understanding of how educational apps affect the academic performance of senior high school students. By investigating different learning theories, implementation contexts, and motivational factors, researchers can pinpoint effective strategies for incorporating technology into educational environments. The interconnectedness of this concept linked the academic performances of Grade 12 students at Nasugbu East Senior High School.

Conceptual Framework 

Based on the explained conceptual theory used in this study, the researcher found out that in order to choose an educational app you need to find a reliable source of the application it required meticulous analysis and exploration of educational application that significantly benefits students learning.  

Figure (1) illustrates the research scope of the study. It shows the impact of Impact of Educational Apps on Grade-12 students and the influence of educational apps on academic performance of students. The findings of this study are to choose a good and reliable educational apps that can help to find an educational application of Grade 12 Humss students in Nasugbu East Senior High School.

CHAPTER 3 

RESEARCH METHODS AND PROCEDURES  

This chapter presents the methods of research used. It also includes the research design, locale and respondents of the study, research instrument, construction and validation of instrument, ethical considerations, data gathering procedures and statistical treatment of data. 

Research Design          

The study employed a descriptive research design to assess the impact of educational apps on Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School. According to Dovetail (2023), descriptive research is an exploratory research method. It allows researchers to accurately and systematically describe a population, event, or phenomenon. In this study, the methods involved gathering data on the impact of educational apps on Grade 11 students through surveys, information gathering, and communication of results. The mentioned variables were included in the research as they are deemed significant to the current study   

Locale of the Study           

The study was conducted in Nasugbu East Senior High School located at Brgy. Lumbangan, Nasugbu, Batangas.  It was founded in the year 2016. The school was headed by Principal II, with fifty-one (51) teachers and ten (10) non-teaching staff it has a total population of six hundred thirty-nine (639) enrolled students comprises the grade 11 and 12. There are total of three hundred thirty-seven (337) population of Grade 11 Humanities and Social Sciences Students this School Year 2024-2025. The school offers academic which include Accountancy, Business and Management (ABM) strand, Humanities and Social Sciences (HUMSS) strand, Science, Technology, Engineering and Mathematics (STEM) strand, and Technical, Vocational, and Livelihood Track (TVL). 

Respondents of the Study  

The sample size for the study was calculated using Slovin’s Formula, which is used to determine an appropriate sample size for a given population with a specified margin of error. Based on a population of 337 HUMSS 12 students, the sample size was determined to be 183 respondents, with a confidence level of 95% and a margin of error of 5%. Simple Random Sampling (SRS) was employed to select the respondents, ensuring that every student in the population had an equal chance of being chosen. This method was used to avoid selection bias and to ensure that the sample accurately represents the population.  

Research Instrument  

The researcher developed a survey questionnaire to gather data on the impact of educational apps on the academic performance on senior high school students. The instrument was structured into two parts:  Part I: The demographic profile of the respondents, including age, gender, and socio-economic status. Part II: A Likert-scale questionnaire measuring the impact of educational apps on academic performance of senior high school students with a scale of 1-4 (1-Strongly Disagree to 4-Strongly Agree). 

Construction, and Validation of the Instrument       

The Research adviser provided knowledgeable guidance during the construction of the research items. We requested guidance from our Practical Research teacher on a few of the issues and continuously changed the question until it was answered correctly. We next sent our questions to additional knowledgeable individuals who are well-versed in educational apps after they had been revised. They examined every item to make sure they accurately measured the desired information. This assisted us in ensuring the validity of our questions and the accuracy and quality of the feedback our study would provide. Furthermore, the construction and validation procedure of the instruments guarantees the reliability and accuracy of the research tools.  Ethical Considerations The Ethical Consideration for this study was to secure consent for the respondents if they will voluntarily participate in study. Each respondent will be given a copy of a letter of consent. The consent was carefully explained to the respondents. The respondents have the opinion to not participate in this study. Ethical principles were considered to preserve the integrity and dignity of the respondents. 

Data Gathering Procedure       

The school principal of Nasugbu East Senior High School and public-school district supervisor granted permission for the researcher to conduct this study prior to the distribution of the questionnaires. The request letter (Appendix A) was forwarded to the Office of the School Principal. Following the approval, the researcher informed the respondents of the research's goal before the survey and allowed for questions to address any concerns. Then the researcher gave the survey questionnaires to the study's target respondents, giving them plenty of time to complete them. In addition, the research sought the assistance of respondents to be able to honestly assess their Speculative Assertions. The accomplished survey questionnaire was checked by the researcher for completion of the respondents before retrieval. 

Statistical Treatment of Data 

The following statistical tools were used in the study:  

Problem 1: Percentage was used to calculate the distribution of respondents according to their age, gender, and socioeconomic status. This also helped describe the characteristics of the respondents in the study. 

Problem 2: Range, variance, and standard deviation were used to analyze the spread of scores in the academic performance of grade 12 students. The range showed the lowest and highest scores, while the variance and standard deviation illustrated the spread of scores from the average.  

Problem 3: Range, variance, and standard deviation were used to analyze and describe the challenges experienced by the respondents regarding the impact of educational apps on their academic performance. The range indicated the extent of the challenges, while the variance and standard deviation showed the spread of the challenges encountered.

CHAPTER 4 

Presentation, Analyses and Interpretation of Data   

This part presents he data gathered, analyses and interpretation to answer the problem which this study aims to achieve. 

1. Influence of Educational Apps on Student Engagement and Motivation in Learning 

Table 1 presents the Influence of Educational Apps on Student Engagement and Motivation in Learning. Based on the ten (10) indicators which are presented to the respondents during the conduct of the survey, the highest Weighted Mean is the respondents answer regarding maintaining focused attention on speaker’s message during listening with weighted mean of 3.73 (SD=2.98), qualitatively describe as strongly agree. This mean that they frequently use educational apps to have assistance for their classroom learning. However, using educational apps is more preferable for their learning more than traditional methods has the lowest weighted mean of 3.04 (SD=2.64) which means students appreciate the topics. This indicator is qualitatively described as Agree.           

Overall results show that the respondents mark “agree” that educational apps influence the student’s engagement and motivation on their learning with grand weighted mean of 3.30 (SD=2.762).     

This result is related to the conducted study by Gao and Wang (2021) who discussed that educational games have been increasingly popular in education; insufficient studies have comprehensively reviewed their effectiveness. To complement this missing link, this study explored game-based learning outcomes including academic achievements, problem-solving, and critical thinking abilities, knowledge, learning efficiency, skills, student attitudes, and behaviors.

Table 1 Influence of Educational Apps on Student Engagement and Motivation in Learning

2. Effects of Educational Apps on the development of critical thinking and problem-solving skills among the students.          

Table 2 Presents how Educational Apps can affect the development of Critical Thinking and Problem-Solving skills of the students. Based on the ten (10) indicators which are presented to the respondents during the conduct of the survey, the highest Weighted Mean is the respondents answer regarding that the educational apps can enhance their critical thinking abilities. with weighted mean of 3.29 (SD= 2.88). That qualitatively describe as Strongly Agree. However, they find that educational apps motivate them to think independently about challenges with the lowest mean weight of 3.12 (SD=2.67). That is qualitatively describe as agree.    

Overall result shows that the respondents mark “agree” that educational apps have an effect with the development of Critical thinking and Problem-Solving Skills of the students with a grand weighted mean of 3.15 (SD=2.77).         

The results are related to the conducted study by Fahlevi and Aminatun (2023) who revealed that the learning media developed meet the eligibility based on expert judgment and effective learning media in improving critical thinking skills and problem-solving abilities.

Table 2 Effects of educational apps on Development of Critical Thinking and Problem-solving skills among the students

Chapter 5

Summary, Conclusion, and Recommendation

This chapter presents the summary of findings, conclusions, and recommendation of the study.

SUMMARY OF FINDINGS

1. Grade 11 Senior High School Students in terms of Engagement and Motivation in learning.        

The findings showed that respondents strongly agree on their engagement and motivation in learning with grand weighted mean of 3.30 (SD=2.762). 

2. Learning activity sheets to Develop Critical Thinking and Problem-Solving Skills of Students in Nasugbu East Senior High School.         

The researcher proposed learning activity sheets to develop Critical Thinking and Problem-Solving Skills of Students in Nasugbu East Senior High School.

CONCLUSIONS           

Based on the findings of the study, the following conclusions are drawn.   

1. The students frequently use educational apps to supplement their classroom learning. In addition, the study improves the critical thinking and problem-solving skills of students on how the Educational Apps Impact the Academic Performance of Senior High School.

2. The Educational Apps has contributed positive Impact in many students at Nasugbu East Senior High School between students and teachers. Furthermore, Educational Apps assist students enhance their critical thinking and problem-solving skills.

RECOMMENDATIONS           

Based on the proceeding findings and conclusions the following recommendations are offered by the researchers. 

1. From the result of the study which was Assessing the Impact of Educational Apps on Academic Performance of Senior High School Students, these are the recommendations of the researchers to the beneficiary of this study. 

2. Students should use educational apps with collaborative features, such as group projects, peer feedback, and discussion forums, to stay engaged and improve teamwork skills. Students should choose educational apps that include open-ended questions, simulations, and real-world scenarios, as these features effectively enhance critical thinking and problem-solving skills.

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