Within a classroom, there are various methods of teaching styles that teachers can implement for their students. Primarily, depending on the school, teachers are allowed to use a wide variety of resources, including various technologies like iPads or Chromebooks. However, there are many classrooms that are dependent on the technologies. What if suddenly the classroom was unable to handle the technologies and the teachers must improvise by providing paper assignments? What would become of the students' learning? The study is conducted within a classroom that provides sufficient technologies for the students to use during weekly assignments and lessons. Without informing the students, one experimental class period will begin learning through primarily paper lessons and assignments, while another similar class period, in terms of grades, are the control group and continue to learn through technologies. Through careful observation through this research, the experimental group performed with much enthusiasm due to the sudden change in the classroom, giving a spark of motivation to learn while the control group did not change. In the end, a formal summative assessment was given to the two groups to measure the percentage growth from the starting point (pre- assessment) to end point. In conclusion, the experimental paper group performed with a higher-class average on the summative assessment and a larger percent increase from the pre-assessment than the control group. Although there are various factors that can affect the outcome of the results, the paper-based group outperformed the technology-based group.