Students’ Contextualization on Technology Use in Learning

  • Rose Arceño Faculty of the College of Graduate Studies, Palompon Institute of Technology, Palompon, Leyte, Philippines
  • Wadah M. Ali Medical Imaging Department, Faculty of the College of Health Sciences, Gulf Medical University, Ajman, United Arab Emirates
  • Asaad MA. Babker Department of Medical Laboratory Sciences, Faculty of the College of Health Sciences, Gulf Medical University, Ajman, United Arab Emirates
Keywords: Constructivist Theory, Students’ Contextualization, Technology as a Learning Tool, Technology as a Tutor


This research determines the level of agreement of learners on technology use as a tutor and as a learning tool.  It also discussed how the constructivist theory supports the two domains of technology use as a tutor and as a learning tool.  A questionnaire was used in this descriptive research.  Pilot testing was performed before real information collection involving 112 learners registered from Gulf Medical University, Ajman, UAE medical departments.  The answers for Cronbach's tau-equivalent reliability were calculated using SPSS AMOS software version 23. It was discovered that the coefficient of reliability was 0.71.  This value falls into an acceptable category.  The real collection of information used purposeful sampling involving 138 learners of medical imaging.  A six-point Likert scale has been used to categorize the two primary factors; technology as a tutor and as a learning tool. The results were presented as weighted mean values.  Technology as a tutor is a useful and efficient educational instrument for learners with different abilities. They agreed heavily on its use.  Besides technology as a learning tool fosters cooperation among students.  In the same instance, it motivates learners to participate more in learning operations.  They are very much in agreement with this domain.  The constructivist theory supports that learning takes place when learners are actively involved in classroom activities and other locations conducive to them. Then learning is backed up for a lifetime by real-life experiences.


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How to Cite
Arceño, R., M. Ali, W., & MA. Babker, A. (2020). Students’ Contextualization on Technology Use in Learning. International Journal of Sciences: Basic and Applied Research (IJSBAR), 48(7), 208-215. Retrieved from