1

ADDRESSING INTERGENERATIONAL GAP: DETERMINING THE

DIFFERENCE BETWEEN 21st CENTURY STUDENTS AND

TRADITIONAL TEACHERS at STO. DOMINGO INTEGRATED HIGH

SCHOOL

A Thesis presented to the Faculty of the Senior High School

Of Sto. Domingo Integrated High School

In partial fulfillment of the requirements in Practical Research ll

and Inquiry, Investigation, Immersion

Abarquez, Myla Mae C.

Pantoja, Isiah J.
Parra, Jann Hariz M.
Pingol, James Patrick B.
Sinogba, Densil Rose V.

SY 2018-2019
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CHAPTER I

THE PROBLEM AND ITS SETTINGS

Introduction

Generation gap refers to differences in actions, beliefs, interests, and opinions

that exist between individuals from different generations. In today's usage, "generation

gap" often refers to a perceived gap between younger people and their parents or

grandparents (Cambridge English Dictionary).

All generations are affected by gap. Perhaps a bit differently, but still impacted

nonetheless. No matter with which generation you identify, chances are very strong that

you have either learned something new regarding technology or you are choosing to

ignore it very recently (Anon, 2018). The younger generations are being raised in a culture

vastly different than the one the rest of us were raised in. The obvious technological

advances are just the most glaring or observable difference one could point to (Cohen,

2016). Since students live in a world of engaging, interactive technology, it is important to

include technology in schools for teaching and learning (Becker, 2000; Calvert et. al,

2005; Chiong & Shuler, 2010; ISTE, 2010; Lisenbee 2009; NAEYC, 2012). Due to the

expansive nature of technology since 2004, a generation gap has been recognized and

explained as a digital divide between students and teachers.

Gap exist between the teacher and the students especially in the ever changing

modern world, teachers are trying to cope with time and hardly trying to understand the

mindset of students. Regardless of whether teachers are able to cope up quickly, narrow

division must not exist as they approach the students. And the students must not interpret
 3

the traditional approach of teachers as “baduy” or “old-fashioned”. And if the teachers

know that there is a gap between them and the students in terms of the expectations,

sources of knowledge available, the career goals, the study skills and the like, they can

easily overcome this problem and help the students receive what they want.

The researchers conducted this study aside from it came up from the researcher’s

personal experience, we are living in the constant world of change, change that produces

GAPS. Gap finely visible in generation by generation. Two generations that met at one

avenue may result in misunderstanding and argumentation. Teachers that was born in

80’s and below grew up in different environment. Same as learners that was born in 21st

century also live in different surrounding. The gap between them are visible especially in

Santo Domingo Integrated High School. And the purpose of this study is to address and

identify differences of the two generation that met at one avenue (Intergenerational Gap

of students and teachers).

Scope and Limitation of the Study

The study will address the intergenerational gap through determining the

difference between 21st century students and traditional teachers. The scope area of the

study will be within the premises of Sto. Domingo Integrated High School. Additionally the

respondents of this study include the grade 10 students currently enrolled at Sto.

Domingo Integrated High School sy. 2018-2019 and teachers who we’re born before mid-

1980’s and hired at the mentioned school. Moreover, this study will use questionnaire in

addressing the intergenerational gap between 21st century students and traditional

teachers. The researchers chose grade 10 students as their respondents because they

knew that Grade 10 students will able to respond maturely and more internet savvy.
 4

Statement of the problem

This study aims to address the intergenerational gap through determining the

difference between 21st century students and traditional teachers at Sto. Domingo

Integrated High School.

1. What is the demographic profile of the respondents in terms of?

1.1 Age

2. 21st century students and teachers differ from each other in terms of:

2.1 Interest

2.2 Social life

2.3 Discipline

3. Is there any significant difference between 21st century students and traditional

teachers?

Hypothesis

Based on the questions offered in this study, the hypothesis was tested and

rejected: There is no significant difference between 21st century students and teachers.

Theoretical framework

Gap between two generations are finely noticeable especially when they meet at

one avenue. Schools at this time holds 2 generations; the traditional teachers and the 21 st

century students.

As Mannheim (1928) explicates generational gap in his “Theory of Generations”,

he has been applied to explain how important historical, cultural, and political events
 5

affects youth. Social consciousness and perspective of youth reaching maturity in a

particular time and place (what he termed "generational location") is significantly

influenced by the major historical events of that era. A key point, however, is that this

major historical event has to occur, and has to involve the individuals in their young age

(thus shaping their lives, as later experiences will tend to receive meaning from those

early experiences); a mere chronological contemporaneity is not enough to produce a

common generational consciousness. Mannheim in fact stressed that every generation

will develop an original and distinctive consciousness. Whether a generation succeeds in

developing a distinctive consciousness is significantly dependent on the pace of social

change ("tempo of change").

Additionally talking about the teaching method, before the digital and modern

teaching strategy and curriculum, spoon feeding once part of students’ life and teachers

teaching method. According to Wilkin (2000) in his theoretical perception about spoon-

feeding when teachers spoon fed their knowledge to the students they start to expect the

next morsel after a certain amount of waiting. The students often do not understand the

knowledge they are spoon fed and can lose the thirst for knowledge. If they are waiting

too long, during this time they can also start to become bored and the brain can wander

on to other more interesting topics as they are not interacting with the morsel of

knowledge they are simply expecting to be fed. Spoon feeding is a recognized problem

especially at the university level where the results of spoon feeding are most obvious .

Moreover, according to Strauss (2000) “Millennials Rising: The Next Great

Generation”. His work discussed the personality of the Millennial Generation. They

asserted that Millennials are held to have higher standards than adults apply to
 6

themselves and that they're a lot less rude and violent than the teen culture older people

produce for them. They predicted that over the following decade, Millennials would

transform what it means to be young. According to the authors, Millennials could emerge

as the next "Great Generation". The book was described as an optimistic, feel-good book

for the parents of the Millennial Generation, predominantly the Baby Boomers.

This theories are included by the researchers as help and to view philosophical

sight of the scholars and gave researchers more knowledge as they conducting this study.

Conceptual framework

This conceptual framework shows the relationship between the independent and

dependent variable used in this study.

Addressing Intergenerational Gap; determining the difference between 21st

century students’ and the traditional teacher at SDIHS

Independent Variable
Difference of 21st century Dependent Variable
students Intergenerational Gap
Traditional teachers

The research paradigm illustrates the conceptual framework of the research study

and it shows the independent variable and dependent variable of the topic.
 7

Significance of the study

The result of this study may be helpful to the following people.

Students. It will help the students, including those who are not classified as 21 st century

students, as they will be able to understand their teachers’ perspective and their teachers’

response in changing generation.

Teachers. It will help teachers in understanding the views and interest of students in

terms of the expectations, sources of knowledge available, the career goals, the study

skills and the likes and dislikes. Through this they may cope quickly.

Future Researcher. It will serve as one of their guide in conducting research with similar

problem. The information will make their future research have much credible data.

Definition of Terms

For better clarification and understanding of the terms related to the study, the

following terms are defined operationally and/or conceptually.

Intergenerational Gap. Intergenerational gap or simply generational gap, is a difference

of opinions between one generation and another regarding beliefs, politics, or values. In

today's usage, "generation gap" often refers to a perceived gap between younger people

and their parents or grandparents. (Cambridge English Dictionary)

21st Century learners/skills. 21st century students or skills generally used to refer to

certain core competencies such as collaboration, digital literacy, critical thinking, and
 8

problem-solving that advocates believe schools need to teach to help students thrive in

today's world. In a broader sense, however, the idea of what learning in the 21st century

should look like is open to interpretation—and controversy. To get a sense of how views

on the subject align—and differ—we recently asked a range of education experts to define

21st-century learning from their own perspectives. (edweek.org)

Relationship. the way in which things are connected or work together; the way in which

two things are connected; the way in which two or more people fell and behave towards

each other (Cambridge dictionary)

Traditional teacher. Traditional teachers stuck on old teaching styles. They are more

concerned with controlling the learning environment. They hold the power and the

responsibility in a class, and the need for students to be taught and taught and taught.

(blog.Neolms.com)
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CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents the related relevant literature and studies which served as

the frame of reference of the study. These gave researchers comprehensive ideas and

deeper insights with regards to the problem under consideration. This chapter finely

presents a thematically arrangement of literatures and studies that will add essence to

the present study.

Foreign Literature

According to the blog of Froilan (2015), he describes that in the present day, the

usual way of submitting the soft copy of class work is by sharing a link to a cloud storage.

However, there are still teachers that want their students to submit work via CDs . CDs

are pretty much an outdated storage platform, they’re also a waste because once the

surface of a CD becomes too scratched, it become useless. He also added that

traditionalist teachers can’t make to become modern, but modern students can blend with

traditionalists. If the teacher is really willing to change and adapt, he/she can discuss with

the students how they can help their teacher become more modern like creating a single

repository for managing and storing classroom collateral. Teacher should also be willing

to attend digital literacy training, ed-tech forums and the like so he/she can become more

flexible and modern. And though traditionalists can’t be modern, we can at the very least

help them embrace constant change by showing them that learning is about constant

innovation and progress.

 10

Another article came from Dr. Buckley et. Al (2015) they explains that as we have

seen, millennials are different from older generations in several ways. As a group, they

are more highly educated. They are more likely to have student loan debt, and more of it,

than their elders did at the same age. And they were hardest hit during the great recession

in terms of unemployment; even now, younger workers have higher unemployment rates

than do those aged 35 and over. Yet many other perceived differences between

millennials and previous generations are just that: perceived rather than actual. If

millennials live with their parents for a relatively long time and are slower to buy cars and

homes, it is likely due more to the economic circumstances under which they began their

working lives than to differences in their underlying preferences. Our research shows that

millennials may come late to family and homeownership, but once they do, their behavior

resembles that of older generations more closely than many may realize. And evidence

suggests that their supposed “lack of loyalty” to employers may be an artifact of their

incomplete entry into the labor force. All in all, in many ways, millennials are behaving just

as they might be expected to, given the economic circumstances under which they came

of age. It behooves employers to better understand this generation and the various life

goals to which they aspire, and craft tailored interventions aimed at engaging this vital

segment of the workforce.

Another blog from Guevarra (2013), she shared that the traditional classroom

environment supports efficient learning. Traditional classrooms have been competing with

the increasingly popular virtual classrooms ever since information technology started to

develop. Online courses are an alternative to regular classrooms for students who want

to obtain a degree cheaper and faster. In a year or two, students can earn a diploma
 11

without even knowing their teachers or colleagues. Still, many students consider

traditional classrooms a more efficient way of learning and improving social skills.

According to Baidya (2015) traditionally, the teacher comes into the class, starts

his or her class and then gives exercises for the student to do for the next class or day

and then if a student is misbehaving in the class, punish the student. The teacher decides

everything. What he is trying to say is traditional teaching is concerned with the teacher

being the controller of the learning environment. Power and responsibility are held by the

teacher and they play the role of instructor (in the form of lectures) and decision maker

(in regards to curriculum content and specific outcomes). They regard students as having

'knowledge holes' that need to be filled with information. In short, the traditional teacher

views that it is the teacher that causes learning to occur. The modern method of teaching

is where you have student and teacher relationship/bond. Where the student can ask

questions to the teacher and the teacher replies to those questions. It is a flow of

information between them. If the student is misbehaving in the class then the teacher

goes and talks to the student instead of punishing him.

From the article of Osborne (2007) the increase of internet usage by students has

created new issues for schools concerning a school’s ability to discipline students for

inappropriate online conduct. One critical aspect in determining if discipline is warranted

is if the activity took place on campus, using school resources, or off-campus. In general,

schools have the ability to discipline students for their on campus, online conduct;

however, disciplining students for their off-campus online conduct can be deemed a

violation of a student’s First Amendment rights. Student Discipline for On-Campus

Conduct Schools are required to regulate student misconduct that takes place on
 12

campus, including at school-sponsored events. The obligation to regulate student

misconduct includes technology related infractions that occur on campus or with school

resources. Bullying, harassment, cheating, and disruptions to the school environment are

examples of some of the issues that have evolved through the use of technology. Bullying

and harassment can now take place by using technology such as networking cites, text

messaging, phone calls, or emails.

Local Literature

From the article of Perez (2017) he wants all to leverage the idea that all

generations want the same thing. It is true that millennials are motivated by work that

contributes to the organization that they belong to. They want meaning and value, but so

do a gen xer and a boomer. Differences lie in the manner of expression and means of

communication. With mutual respect and understanding, however, differences can be

inconsequential.

From the article of Natividad (2016) published at rappler’s website “Technology

and teaching: How the Internet opened opportunities for education”, teaching and learning

are no longer isolated to physical schools. Thanks to technology, a new venue for learning

has emerged – the virtual classroom. With the rapid growth of Internet adoption

worldwide, people are now connected in ways that were previously deemed impossible.

This opens new doors for people to learn and teach. Imagine teaching or attending a

class from the comfort of your own home. No more long commutes to campus. No more

8-hour school schedules, 5 days a week. No more piles and piles of paperwork that need

to be submitted or checked – just your laptop and a stable Internet connection.

Technology and online teaching afford both learners and teachers the luxury of time and
 13

flexibility. It saves on resources, and builds 21st century skills. The way online classes

work is not entirely dissimilar to a traditional classroom lecture; it is still a teacher imparting

knowledge to a learner. The differences lie in the context.

According to Garcia (2016) the Department of Education recognizes the key role

of information and communications technology (ICT) in improving the state of education.

The Internet, with its capacity to hold an infinite number of resources, can provide

accessible and comprehensive education for students, wherever they may be in the

country. Online learning databases do not waste precious natural resources. A single

laptop and projector set-up, for example, can be used for a learning session for an entire

classroom. In lieu of books and papers, students can access modules, submit

assignments, and consult with their teachers and classmates online. Teachers can also

benefit from learning tools that do not require traditional logistics and multiple materials

From the article of Barlongo (2015) modernizing the higher public education

system is an integral part of making school facilities a conducive environment for students

to learn. Quality education is the best that the country can offer, a call that leads to quality

employment for a better quality of life. Hence, lawmakers should still be in the lookout for

potential advancements in the current status of our education system.

According to Santisteban (2017) 21st century students are all digital natives – fluent

"speakers" of the digital language of computers, video games, and the internet, while

teachers are digital immigrants who were not born into the digital world but have adopted

many aspects of the new technology. Both terms were coined by Marc Prensky in 2001.
 14

Teachers should adapt to technological advances in education in order to allow maximum

learning with the use of modern gadgets. It is within this context that DepEd has been

working in terms of closing the technological gaps in ICT. Andaya also said that teachers

should adapt to technological advances in education to allow maximum learning with the

use of modern gadgets.

Foreign Studies

A study from Serra (1971) concluded that the major causes of generational gaps

can be traced to a failure to communicate, lack of understanding and unwillingness of old

to listen to the young. The generation gap is not strange in today’s generation. The same

basic problem, of perhaps a lesser magnitude, where prevalent in our generation 25 years

ago, though the world we lives in then was far less complex than the one we live in today.

According to Levin (2002) Internet-savvy students rely on the Internet to help them

do their schoolwork; Internet-savvy students describe dozens of different education-

related uses of the Internet; the way students think about the Internet in relation to their

schooling is closely tied to the daily tasks and activities that make up their young lives;

many schools and teachers have not yet recognized much less responded to the new

ways students communicate and access information over the Internet; and students say

they face several roadblocks when it comes to using the Internet at schools.

While from the study of Russel et.al. (2003) stated that as access to computer-

based technology in schools and classrooms increases, greater emphasis has been

placed on preparing teachers to use technology for instructional purposes. Survey data

collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine

 15

the extent to which technology is used in and out of the classroom for instructional

purposes. In addition to defining six specific categories of instructional use of technology,

the study provides evidence that teachers generally use technology more for preparation

and communication than for delivering instruction or assigning learning activities that

require the use of technology. Important differences, however, were found among

teachers who were new to the field compared with their more experienced colleagues.

Although new teachers reported higher levels of comfort with technology and use it more

for preparation, more experienced teachers report using technology more often in the

classroom when delivering instruction or having students engage in learning activities.

Another study from Crosnoe, et. al. (2004) showed that to explore the significance

of social integration in the educational system, this study examined whether student-

teacher relationships predicted two important student behavioral outcomes (academic

achievement and disciplinary problems); whether these within-school intergenerational

relationships were predicted by the structural, compositional, and climate-related

characteristics of schools; and how the behavioral and contextual correlates of student-

teacher relationships varied by race-ethnicity. Our findings, based on nationally

representative panel data, indicated that stronger intergenerational bonding in school was

associated with higher academic achievement, especially for Hispanic American girls,

and with a lower likelihood of disciplinary problems, especially for white girls. Moreover,

these intergenerational bonds were stronger in schools with several characteristics

(private sector, greater racial-ethnic matching between students and the student body,

greater perceived safety, and lower socioeconomic status), although these associations

also differed by race-ethnicity.

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The last reviewed study came from Lisenbee (2016), it asserts that in the 21st

century, technology is a pervasive presence in the classroom. Unintended consequences

of a technologically rich classroom learning environment emerge due to the contrast

between 21st-century learners’ and teachers’ perceptions of the need to use technology.

Several factors affecting the generation gap between teachers and students in

classrooms are shared such as characteristics of 21st-century learners, teacher's

perceptions of technology, student's ability to use technology independently, teacher

training and the need to reshape pedagogy based on national education standards

focused on technology use. The increase in availability and access to technology in the

last 20 years has highlighted the gap between students’ needs and teachers’ use of

technology in classrooms.

Local Study

A study conducted by Nielsen holdings, Inc. reported that millennials have learned

to be more frugal than the generations before them, despite being exposed to more

consumer-driven lifestyles. Despite their lavish-looking Instagram accounts, they are

more likely to plan their spending than their parents and grandparents, the study says.

In addition to being always connected and digitally driven, millennials see themselves as

young consumers focused on “buying” personal experiences rather than mere physical

objects. As a generation that wants to be in control of what they experience, millennials

are always planning, motivated by finding that singular adventure that fits their moods,

interests, and personalities. The search for singular experiences with family and friends

is pronounced among Filipino millennials. They don’t mind shelling out cash for that next
 17

out-of-town trip. In fact, according to a local study conducted by google trends in 2017,

Filipino millennials are responsible for 52 percent of travel searches, 19 percent of which

are attributed to searches on accommodations and attractions.

A study from Mccan (2016) is study found out that Filipino teens are more active

on social media, and are more easily influenced by it compared to their peers 22% of

filipino youth have written a negative comment about somebody they know, higher than

the asia-pacific average of 16%; 61% of filipino youth feel pressured to portray

themselves in the best way possible on social media, higher than the global average of

53%.1 in 2 filipino youth say that seeing their friends post on social media can make them

feel inadequate. Additional, filipino youth also feel strongly compelled to make an impact

on other people's lives; 96% feel that we all have a responsibility to make a positive

contribution to the community we live in – higher than the global average (89%); 26% of

filipino youth want to be remembered as a person who has changed the world. this study

concluded that teen Filipino teens are exposed and active in social media sites that made

them conscious about what other may say.

From the study of Matulac (2008) he concluded that despite the fast integration of

technology in education settings students must value and respect teachers no matter how

urgent change may be. And for teachers placing accurate inexpensive tools is a roadmap

towards active learning. Science learning without the elements of discovery, accuracy in

observation, and analysis tools, will but remain an exercise of memorization. Presentation

Tools are windows to how our students think. Presentations can be multi-faceted and can

even show the different intelligences of the students. The challenge for teachers would

be to develop authentic assessments or rubrics in order to make a better evaluation. Mr.

 18

Matulac added that internet is a rich source of information. While search engines do help

us a lot to make better preparation, teachers need to train the students to be discerning

of the information they acquire and to respect the work of others through proper citations.

A study conducted by Lirag et.al. (2014) they stated that considering that today’s

teaches are educated and trained in a traditional and teacher-centered approach, it takes

substantial effort and major paradigm shift to move on to a facilitative learner-centered

approach that is espoused by an ICT education setting. The readiness and acceptability

of the students and teachers are needed to be considered in ICT integration in improving

the quality of teaching and learning process. Their skills will vary depending upon a

several factors like the availability of the computers, their knowledge on how to use it and

the time when to utilize the technology.

A dissertation from Bay (2013) concluded that the technology-driven teaching

strategies were often used; specifically, the PowerPoint presentation being the frequently

used and video tutorial clips as the least used. PowerPoint presentations and digital

cameras are highly effective in the delivery of instruction, along with Audio Video

Presentation (AVP) and Video Tutorial Clips as effective strategies. However, using

networking site group for collaborative learning, updates and announcements and

download sample images relevant to the lesson are perceived as the least effective

among the strategies. There are serious problems encountered by the students relative

to execution of the technology-driven teaching strategies under institutional/departmental

factors while only slight problems under both self/student and lecturer/facilitator factors.

The degree of effectiveness depends on how frequent the technology-driven teaching

 19

strategies, while effectiveness is not affected by the problems they encountered during

the entire course.

Synthesis of the review studies and literatures

From the investigation and analysis of the literatures and studies, the researchers

gathered the information.

All of the studies and literatures stated that technology helps a lot inside the

classroom and education setting. Technology offer things that were previously deemed

impossible (Natividad, 2016), for example technology nowadays offer online schooling as

an alternative which everyone who wants obtain a degree cheaper and faster (Guevarra,

2012). Online classes work is not entirely dissimilar to a traditional classroom lecture; it is

still a teacher imparting knowledge to a learner. It makes the learning and teaching

process much easier and convenient to the learners and teachers part. Some part of

reviewed articles describes that from the traditional teaching method which teachers tend

to use manila papers and chalk and black board as visual aids are now much improved

into PowerPoint and/or software presentation, save time, money and effort. Teachers

benefit from learning tools that do not require traditional logistics and multiple materials

(Garcia, 2016). Teachers must be well-trained and well-educated about how to adapt the

new setting of education especially the integration of technology.

Students at this time can also learn outside the classroom via the Internet.

Students can access modules, submit assignments, and consult with their teachers and

classmates online (Garcia, 2016). It makes the life of students more easier and

convenient Internet-savvy students describe dozens of different education-related uses

 20

of the Internet; the way students think about the Internet in relation to their schooling is

closely tied to the daily tasks and activities that make up their young lives (Levin, 2002).

While from the study of Russel et.al. (2003) stated that as access to computer-based

technology in schools and classrooms increases, greater emphasis has been placed on

preparing teachers to use technology for instructional purposes.

Students are all digital natives – fluent "speakers" of the digital language of

computers, video games, and the internet, while teachers are digital immigrants who were

not born into the digital world but have adopted many aspects of the new technology.

(Santisteban, 2017). Technology gave conveniences especially in classroom settings yet

it still encounters a lot of hardware and software- related problems (Lorenzo, 2016).

Students and teachers must possess the 21st century skills which one must have

knowledge on how to use it and the time when to utilize the technology. The major causes

of generational gaps can be traced to a failure to communicate, lack of understanding

and unwillingness of old to listen to the young. (Serra) Despite the fast integration of

technology in education settings students must value and respect teachers no matter how

urgent change may be (Matulac)

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the methods and procedures that this study utilized. This
includes the research design, sampling technique/respondents of the study, setting or
venue of the study, data gathering tools/instrumentation, data gathering procedure and
statistical treatment.

Research Design

This study used the descriptive survey method which is suitable wherever the
subjects vary among themselves and one is interested to know the extent to which
different conditions and situations are obtained among these subjects. (Calmorin, 2010).
Descriptive survey was appropriate in addressing Intergenerational gap: determining
differences between 21st students and traditional teachers at Sto Domingo Integrated
High School.

Sampling Technique/Respondents of the Study

The term population is the aggregate or total of objects, persons, families, species
or orders of plants and animals. (Garcia, et al., 2011)

Grade 10 students were group into 6 sections, namely, Diamond (41 students),
Jade (51 students), Emerald (51 students), Garnet (51 students), Sapphire (45 students)
and Ruby (47 students) and including SDIHS faculty members (50 teachers). Thus, has
the total population of 336 for the school year 2018-2019. Using the Slovin’s formula at
5% margin of error, 183 target respondents were acquired from the total population.

Sampling may be defined as the method of getting a representative portion of a

population. (Garcia, et, al., 2011).
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Table 1 Distribution of Samples

Respondents Population Sample Percentage

Diamond 41 22 12 %
Jade 51 28 15 %
Emerald 51 28 15 %
Garnet 51 28 15 %
Sapphire 45 24 14 %
Ruby 47 26 14 %
SDIHS faculty
50 27 15 %
members
Total 336 183 100%

Proportionate Stratified Random Sampling was utilized because the sample size
of each stratum in this technique is proportionate to the population size of the stratum
when viewed against the entire population. This means that each stratum has the same
sampling fraction. (explorable.com, n.d.)

Research Setting or Venue

Garcia, et, al.,( 2011) believed that if the census of the population by gender, age
group, income bracket, occupation or educational attainment will be obtained, a barangay
or a community may be an acceptable research setting or venue.

This study included the grade 10 students and SDIHS Faculty thus, the venue in
collecting data are in mentioned school where students are currently enrolled and the
teachers are currently hired.

Data Gathering Tool / Instruments

A teacher-made cross-sectional survey questionnaire using a 4-point Likert Scale

was adopted to address intergenerational gap between students and teachers. In
addition, interviews with semi-structured questions were given to the teachers and
 23

students respondents to address intergenerational gap through determining the

difference between traditional teachers and 21st century students.

The researcher asked competent authority, preferably someone who has a

master’s or doctoral degree in English to validate the contents and relevance of the
questions. Suggestions and changes proposed by the validating persons are incorporated
in the questionnaire.

This study used Likert Scale to find out the different responses of the respondents
based on the given weight from 1 to 4 as specified below:

VERBAL
SCALE WEIGHTED MEAN INTERPRETATION
4 3.50 – 4.00 Strongly Agree
3 2.50 – 3.49 Agree
2 1.50 – 2.49 Disagree
1 1 – 1.49 Strongly Disagree

Data Gathering Procedure

Preparation Stage

Letter of request was submitted to the advisers for signing and suggestions.
Afterwhich, permit was secured from the principal.

Administration Stage

After securing permit from the principal, questionnaire was distributed to the
target respondents with the assistance of the adviser. Instruction was given to the
respondents to ensure clarity. Ample time was allotted for the students to answer the
questions. Answers were collected for data analysis later on.
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Statistical Analysis / Treatment

The researcher used the formula to obtain the percentage of each variable

The following statistical tools were utilized to address the intergenerational gap
through determining the difference between 21st century student and traditional teachers.

Percentage

The following is the formula in computing percentage.

p= ( x / y ) * 100

Where;

P = percentage
x = X value, y = Y value

Weighted Mean

The mean was used because this is applicable to options of different weights.
(Calmorin, 2010). In this study, different weights were shown in the 4-way scale method.
The formula is:

∑fx
x=
∑f
x = weighted arithmetic mean

∑fx = Sum of all the products of f and x where f is the frequency of each weight and
x, weight, i.e., 4,3,2,1

Standard Deviation
It is a measure that is used to quantify the amount of variation or dispersion of a
Set of data values (Investopedia, 2018)
 25

Z Test

This research utilized z-test to address intergenerational gap between 21st

century student and traditional teachers. Significant difference existed because the
computed value was greater than the tabular value (TV) or (CV≥TV), that is, if the factors
affecting intergenerational gap has great effect in the 21st century learners relation with
the traditional teachers.
 26

CHAPTER IV

PRESENTATION, ANALYSIS and PRESENTATION

This chapter presents the findings of the study in illustrative tables and analysis as

well as the interpretation based from the treatment of the data.

1. Demographic profile of 21st century students and traditional teacher in terms of:

Table 1.1
Frequency Distribution and Percentage of Respondents by Age
21st century students

VARIABLES FREQUENCY (f) PERCENTAGE (%)

13-15 years old 48 29%

16-18 years old 97 58%

19 and above 22 13%

TOTAL 167 100%

Traditional teachers

VARIABLES FREQUENCY (f) PERCENTAGE (%)

30-40 years old 12 44%

41-50 years old 9 34%

51 and above 6 22%

TOTAL 27 100%

Table 1.1 presents the ages of the respondents. The 48 students were aged 13-15 years

old; majority of the students were aged 16-18 years old; and 2% of the respondents were

aged 19 years old and above. It could be concluded that the average students participated
 27

the said study were age raging 16 to 18 years old. On the other hand traditional teachers

has 27 respondents; 12 or 44 % of them has age raging to 30 to 40 years old, the next

34% or 9 were aged 41 - 50 years old and 22 % or 6 of them were aged 51 and above.

It could be concluded that the average teachers participated the said study were age

raging 30 to 40 years old

2. Determining the difference between 21st century students and traditional teachers in

terms of:

2.1 Interest

Table 2.1

Determining the difference between 21st century students and traditional

teachers in terms of Interest
Students Teachers Grand Mean
A. Interest
WM VI WM VI WM VI

1. Old-fashioned books/printed Strongly

3.04 Agree 1.36 2.2 Disagree
books are less entertaining Disagree

2. It is still the best when we

are talking random things
2.71 Agree 3.36 Agree 3.04 Agree
with friends with no gadgets
allowed
3. I know everything about NBA
rather than my subjects / I
know everything about NBA 3.39 Agree 1.57 Disagree 2.48 Disagree
rather than my students
name
4. I enjoy my company when
Strongly
we are playing multiplayer 3.19 Agree 1.25 2.22 Disagree
Disagree
games (e.g Mobile Legends)
 28

5. I save money to buy “in”

things and post it in social
3.06 Strongly
Agree 1.29 2.18 Disagree
media (e.g Starbucks, Milk Disagree
tea)

General Weighted Mean 3.08 Agree 1.77 Disagree 2.42 Disagree

WM- weighted Mean; VI- Verbal Interpretations

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.1 shows that 21st century students agreeing that “Old-fashioned

books/printed books are less entertaining” with the weighted mean 3.04, while the

traditional teachers respond “Strongly Disagree” as it shown in their weighted mean 1.36.

The statement “It is still the best when we are talking random things with friends

with no gadgets allowed” was agreed by the both side with the weighted mean 2.71 for

students and 3.36 by the teachers. Their difference is that traditional teachers has higher

weighted mean that shows they enjoy the moment with friends when all the gadgets are

kept. 21st century students respond that they “have knowledge about NBA rather than

their subjects” with the weighted mean of 3.39, on the other hand traditional teacher

contradict the statement “I know everything about NBA rather than my students

name” with the weighted mean 1.36. It shows that teachers have knowledge about NBA
 29

yet more knowledgeable about their students. Meanwhile students respond “agree” with

the weighted mean 3.19 in the statement “I enjoy my company when we are playing

multiplayer games such as Mobile Legends”. With the same statement teachers

respond “strongly disagree” with the weighted mean 1.25. These stated that students

enjoy their moment together with friends or classmates when playing application on

gadgets. The last statement “I save money to buy “in” things and post it in social

media (e.g Starbucks, Milk tea)” students respond “Agree” as shown in their weighted

mean 3.06 while the traditional teachers respond “Strongly disagree” as interpreted in

their weighted mean 1.29.

Table 2.1 shows that 21st century students respond “Agree” with the weighted

mean 3.08 and traditional teachers respond “Disagree” with the weighted mean 1.77 in

the questions about Interest, it simply shows their differences in Interest. It can perceived

that 21st century students are all digital natives – fluent "speakers" of the digital language

of computers, video games, and the internet, while teachers are digital immigrants who

were not born into the digital world but have adopted many aspects of the new technology

(Santisteban, 2017)

2.2 Social Life

Table 2.2
Determining the difference between 21st century students and traditional
teachers in terms of Social Life

Students Teachers Grand Mean

B. Social Life
WM VI WM VI WM VI
1. I talked to everyone even
Strongly
at strangers in internet 3.37 Agree 1.32 3.37 Agree
Disagree
world.
 30

2. When I have free time, I

prefer to go somewhere Strongly
3.37 Agree 1.11 3.37 Agree
(gumala) rather that Disagree
sleeping or resting
3. I believe that the more
Strongly
reacts on social media the 2.86 Agree 1.29 2.86 Agree
Disagree
more society accepts you.
4. I have “internet friends”
where we share secrets Strongly
3.01 Agree 1.36 3.01 Agree
yet we never met Disagree
personally
5. Love life is not destruction
3.16 Agree 1.82 Disagree 3.16 Agree
to study.
Strongly
General Weighted Mean 3.15 Agree 1.38 3.16 Agree
Disagree
WM- weighted Mean; VI- Verbal Interpretations

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.2 shows that 21st century students respond “Agree” to the statement “I

talked to everyone even at strangers in internet world.” with the weighted mean 3.37,

while the traditional teachers respond “Strongly Disagree” as it shown in their weighted

mean 1.32. The statement “When I have free time, I prefer to go somewhere (gumala)

rather that sleeping or resting” was agreed by 21st century students with the weighted

mean 3.37 and “Strongly disagreed” by traditional teacher with the calculated weighted

mean 1.11. Teachers tend to sleep or take a rest when free time rather than go

somewhere else. 21st century students respond that they “believe that the more reacts
 31

on social media the more society accepts you” with the weighted mean of 2.86, on

the other hand traditional teacher contradict the statement “I believe that the more

reacts on social media the more society accepts you” with the weighted mean 1.29.

It shows that students see “reacts on facebook” as the criteria or qualification. Meanwhile

students respond “Agree” with the weighted mean 3.01 in the statement “they have

internet friends where they share secrets yet they never met personally”. With the

same statement teachers respond “Strongly Disagree” with the weighted mean 1.36. The

last statement talking about “Love life is not destruction to study” students respond

“Agree” as shown in their weighted mean 3.16 while the traditional teachers respond

“Strongly disagree” as interpreted in their weighted mean 1.82.

Table 2.2 shows that 21st century students respond “Agree” with the weighted

mean 3.15 and traditional teachers respond “Strongly Disagree” with the weighted mean

1.38 in the questions about Social Life, it simply shows the difference of their lives socially.

It can perceived that Digital technology transformed communication and collaboration

opportunities (Rose Hennes, 2014)

2.3 Discipline

Table 2.3
Determining the difference between 21st century students and traditional
teachers in terms of Discipline

Students Teachers Grand mean

C. Discipline WM VI WM VI WM VI
1. I always wear my
uniform and have my Strongly
2.53 Agree 3.57 3.05 Agree
hair (cut) as specified Agree
in school rules
 32

2. I came to school 30
minutes or 1 hour
2.26 Disagree 3.29 Agree 2.78 Agree
earlier from the
scheduled time
3. I came to school with
complete basic
2.59 Agree 3.36 Agree 2.98 Agree
requirements/ needs
(ex. pen, papers)
4. I always leave the
Strongly
comfort room clean 2.89 Agree 3.75 3.32 Agree
Agree
every time I used it
5. I am early riser, I wake
up early even there’s
no work / I am early 1.98 Disagree 3.43 Agree 2.71 Agree
riser, I wake up early
even there’s no class
General Weighted Mean 2.45 Disagree 3.48 Agree 2.97 Agree
WM- weighted Mean; VI- Verbal Interpretations

Legend:
Likert point 4 3 2 1

Range 3.50-4.00 2.50-3.49 1.50-2.49 1 – 1.49

Verbal Strongly
Strongly Agree Agree Disagree
interpretations Disagree

Table 2.3 shows that 21st century students respond “Agree” to the statement “I

always wear my uniform and have my hair (cut) as specified in school rules” with

the weighted mean 2.53, while the traditional teachers respond “Strongly Agree” as it

shown in their weighted mean 3.57. The statement “I came to school 30 minutes or 1

hour earlier from the scheduled time” was “Agreed” by traditional teachers with the
 33

weighted mean 3.39, while the 21st century students admitted that they came late as the

researchers interpreted their weighted mean 2.26 as “Disagree”. The statement “I came

to school with complete basic requirements/ needs (ex. pen, papers)” was agreed

by the both side with the weighted mean 2.59 for students and 3.36 by the teachers. Their

difference is that traditional teachers has higher weighted mean that shows they are

prepared when going to school, has basic needs at their bag. Meanwhile students

respond “agree” with the weighted mean 2.89 in the statement “I always leave the

comfort room clean every time I used it”. With the same statement teachers respond

“Strongly Agree” with the weighted mean 3.75. The last statement “I am early riser, I

wake up early even there’s no work / no class” students respond “Disagree” and

admitted that they wake up a bit late knowing there is no class as shown in their weighted

mean 1.98 while the traditional teachers respond “Agree” as interpreted in their weighted

mean 3.43, maybe due their other responsibility as parents.

Table 2.3 shows that 21st century students respond “Disagree” with the weighted

mean 2.45 and traditional teachers respond “Agree” with the weighted mean 3.43 in the

questions about discipline, it simply shows their differences in Discipline. It can perceived

that sometimes, these behavioral changes come about completely unintentionally as new

technologies come on the scene and make behaviors that were once a normal part of life

completely obsolete. This can even have unintended consequences that aren’t so great

(AppliedBehaviorAnalysisEdu.org, 2018). The increase of internet usage by students has

created new issues for schools concerning a school’s ability to discipline students for

inappropriate online conduct (Osborne, 2007)

 34

3. Is there any significant difference between 21st century students and traditional

teachers?

Table 3

The Tabulation of Computed Z-Test in the difference between 21st century

students and traditional teachers

Computed Critical
21st century Traditional
Test statistics Decision Description
Students teacher Value Value

Weighted Mean 2.87 2.21 Reject null

2.29 ±1.960 Significant
Variance 0.17 1.08 hypothesis

Table 3 shows the tabulation of computed z-test in the difference in the

intergenerational gap between 21st century students and traditional teachers. The

weighted mean was computed, 21st century students has weighted mean of 2.87 with the

variance 0.17. While the weighted mean of traditional teachers resulted to 2.21 with the

variance 1.08. Z-test was used to determine the difference of two variables, through this

the result was figured out, computed value 2.29 is higher than the critical value + - 1.960.

The computed z-test statistic implies that there is significant difference in the

intergenerational gap between the 21st century students and traditional teachers.

Therefore, the hypothesis that there is no significant difference in the intergenerational

gap between 21st century students and teachers is rejected

 35

CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusion made and the

recommendations offered.

Based on the results and discussions, the following are the summary of findings:

1. This study was conducted in Santa Rosa Laguna, with the population of 336.

Through “Proportionate Stratified Random Sampling” sample was figured- 183

respondents. The special problem was conducted to address intergenerational

gap between 21st century students and traditional teachers in SDIHS. It aims to

find out the appropriate answer for the questions: How does 21st century students

and teachers differ from each other in terms of Interest, Social life and Discipline;

and Is there any significant different in the intergenerational gap between 21st

century students and traditional teachers?

2. Traditional teachers and 21st century students are the respondents of this study

where they are given separate questionnaires.

3. In terms of Interest, Old-fashioned or printed books are less entertaining for

students as they respond “Agree” with the weighted mean 3.04 while the

traditional teachers contradict, they response “Strongly Disagree” with the

weighted mean 1.36.

4. In terms of Social life, 21st century students “Agreed” that they have “internet

friends” where they share secrets yet they never met personally as shown in
 36

their weighted mean 3.01, while the traditional teacher stated “Strongly Disagree”

as verbally interpreted in their weighted mean1.36.

5. In terms of Discipline, talking about leaving the comfort room clean after using

it, 21st century students stated “Agree” as shown in their weighted mean 2.89

while the traditional teachers “Strongly Agree” with the weighted mean 3.75

6. Throughout the test of difference in the intergenerational gap between 21st century

students and teachers, z test illustrates that computed value 2.29 is higher than

the critical value which is +- 1.960. The null hypothesis was rejected.

CONCLUSION

From the findings, the following conclusions were drawn:

1. This study has 183 respondents that holds traditional teachers and 21st century

students’ respondents.

2. They are given separate questionnaire

3. In terms of interest, Old fashioned or printed books are less entertaining for 21 st

century students but for traditional teachers, it’s not.

4. In terms of social life, 21st century students admitted that they have so-called

internet friends and they share secrets yet they never meet personally, but for

traditional teachers it’s hard to trust someone you never know personally (strongly

disagree)

5. In terms of discipline, traditional teachers are more likely leave the comfort room

clean after using it than the 21st century students

 37

RECOMMENDATIONS

Based on the conclusions made, the following recommendations are given.

1. Students and teachers must aware about their differences in interest, social life,

discipline and many more

2. Students should understand the gap that is present between them and the teacher.

3. Teachers should educate their selves and learn to adjust about the changing

environment

4. Principal or who are in authority must have programs to educate both sides about

the gaps between them. Have team building activities or any activities that

somehow open the feelings and thoughts of both sides.

5. Future researchers are encouraged to have further study about the Gaps between

21st century students and traditional teachers. Researchers highly recommend to

conduct this study in Qualitative Exploration to have wider perception and views.
 38

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