MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL

Magdalena, Laguna

PAGE i

PERCEPTION OF INFORMATION COMMUNICATION TECHNOLOGY TO THE

STUDENT IN MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL

A Research Proposal Presented to

Magdalena Integrated National High School
Magdalena, Laguna

In Partial Fulfillment of the Requirements

for Practical Research 2

JEFFRIE REONAL ROPAL

DAREN UMALI SOTOMAYOR
DENNIS PLOTEA LEDESMA
31 August 2017
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE ii

APPROVAL SHEET

This research entitled Perception of Information Communication

technology to the student of Magdalena Integrated national High School
prepared and submitted by Jeffrie R Ropal, Daren U Sotomayor, Dennis
Ledesma and is hereby recommended for oral examination and defense.

Adviser

Approved by the committee and tribunal on an oral examination and

defense with a final grade of ___ this ___ day of _________ in the year _____.

_______________________
Chairman

_______________________ _______________________
Member Member

Accepted in partial fulfillment of the requirements for Practical Research 2

TEOFILA V. TABULINA, Ed.D

Principal
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE iii

ACKNOWLEDGEMENT
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE iv

DEDICATION
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE v

TABLE OF CONTENTS

Preliminaries Page
Title Page....................................................................................................i
Approval Sheet..........................................................................................ii
Acknowledgement.....................................................................................iii
Dedication.................................................................................................iv
Table of Contents.......................................................................................v
List of Tables...........................................................................................viii
List of Figure.............................................................................................ix
Abstract......................................................................................................x

Chapter

THE PROBLEM AND ITS SETTING.......................1

INTRODUCTION............................................................1
BACKGROUND OF THE STUDY..................................1
THEORETICAL FRAMEWORK.....................................1
CONCEPTUAL FRAMEWORK......................................1
Statement of the Problem.........................................3
Null Hypothesis.........................................................3
Scope and Delimitation of the Study........................3
Significance of the Study..........................................3
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE vi

DEFINITION OF TERMS...............................................3

REVIEW OF RELATED LITERATURE AND STUDIES

..................................................................................4
FOREIGN LITERATURE................................................4
LOCAL LITERATURE....................................................4
FOREIGN STUDIES......................................................4
LOCAL STUDIES...........................................................4
SYNTHESIS...................................................................4

3 RESEARCH DESIGN AND PROCEDURE........................5

RESEARCH DESIGN....................................................5
Research Method.....................................................5
Research Instrument................................................5
Research Locale.......................................................5
Subjects of the Study................................................5
Sampling Technique.................................................5
Statistical Treatment of Data....................................5
RESEARCH PROCEDURE...........................................5

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

6
Subproblem 1.................................................................6
Subproblem 2.................................................................6
Subproblem 3.................................................................6
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE vii

Subproblem 4.................................................................6

5 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS.............................................................................7
SUMMARY.....................................................................7
FINDINGS......................................................................7
CONCLUSIONS.............................................................7
RECOMMENDATIONS..................................................7

BIBLIOGRAPHY.......................................................................................8
A. Books 8
B. Periodicals...........................................................................8
C. Unpublished Materials.........................................................8
D. Other Sources.....................................................................8

APPENDICES...........................................................................................9
A. Letter of Request...............................................................10
B. Questionnaire.....................................................................11
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE viii

LIST OF TABLES

Table No. Title Page

1 Distribution of the Respondents..........................................6

 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE ix

LIST OF FIGURE

Figure No. Title Page

1 Paradigm of the Study.........................................................1

 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE x

ABSTRACT

Title :

Researcher :
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 1

Chapter 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Information and Communication Technologies." ICT refers to

technologies that provide access to information

through telecommunications. It is similar to Information Technology (IT), but

focuses primarily on communication technologies. This includes

the Internet, wireless networks, cell phones, and other communication

mediums.

In the past few decades, information and

communication technologies have provided society with a vast array of new

communication capabilities.

Communication Technology (ICT) is designed to explore the

relationship between social media and society with particular emphasis on

how social media benefits underserved communities, community

organizations, groups, and citizens Information

Information and Communication Technology (ICT)

encompasses the effective use of equipment and programs to access,

 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 2

retrieve, convert, store, organize, manipulate and present data and

information (Gay and Blades, 2007). E-learning, which is described as the

use of ICT to enhance or support learning and teaching in education, has

become increasingly important in tertiary education (OECD, 2007). ICT

skills are currently of great interest to governments, businesses and

individuals alike. Through the use of automation, ICT has become integrated

in the management of knowledge and its accompanying ICT tools. Industry

and commerce also depend on knowledge management, which has forced

businesses to become ICT savvy (COM, 2008). More importantly, it is

expected that ICT would be fully integrated into the academic curriculum in

order to prepare students for the world of work.

Current research has indicated that ICT assists in

transforming a teaching environment into a learner-centered one (Castro

Snchez and Alemn 2011). Since learners are actively involved in the

learning processes in ICT classrooms, they are authorized by the teacher to

make decisions, plans, and so forth (Lu, Hou and Huang 2010). ICT

therefore provides both learners and instructors with more educational

affordances and possibilities. More specific benefits of using ICT in

education are described below.

 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 3

The use of the Internet and other information and

communication technologies (ICTs) in higher education locally and globally

has been phenomenal. This is predicated on the rapidly changing

environmental dynamics, Globalization , demand for ICT and life-long

learning as well as competition among private and public institutions (Collis

& van Der Wende 2002; James 2008). This rapid migration into the digital

age calls for the adoption of ICT by higher educational institutions due to its

potential effect on educational, social and economic dynamics.

The educational benefits of ICTs in teaching and learning are

well catalogued (Tok & Sora 2013; Yunus, Nordin, Salehi, Embi & Salehi

2013; Mullamaa 2010; Pretorius, Steyn & Johnson 2012; James 2008..).

Such benefits include their impact on catalysing teaching practice thoughts;

language acquisition; motivating learners; enhancing students academic

performance and enhancing pedagogy (Jaffer, Ngambi & Czerniewicz

2007). Research shows that despite the benefits, higher education

institutions have been rather slow in tapping on ICT potentiality particularly

for teaching and learning purposes. South Africa is no exception to these

notions.
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 4

BACKGROUND OF THE STUDY

Magdalena Integrated National High School (MINHS) was

established by the year 2009. The school mentioned implemented Senior

High School (SHS) last 2015. The said school offered Techno-Vocational

(TechVoc) which includes Home Economics (HE) and Information

Communication Technology (ICT) and also it offered Academic Track that

includes General Academic Strands (GAS).

The researcher is a currently a Grade 12 students of

Information and Communication Technology at Magdalena Integrated

National High School.

The researchers are exploring what is the perception of

information and communication technology to the student of Magdalena

Integrated National High School (MINHS) in grade 11-12.

THEORETICAL FRAMEWORK

This study utilized concepts related to the study of Perception

of Information Communication Technology to Student of MINHS.

(uhadar & Ycel, 2010) during the 2011-2012 academic year

that includes items on the use and frequency of ICT technologies along with
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 5

three open-ended questions. The responses were analyzed in frequency

and percentages using descriptive statistics within the framework of

Technology Acceptance Model (TAM) based on Social Cognitive Theory and

the content analysis technique

The need, nowadays sometimes the pressure, to prioritize

teaching with technology considering student level of preparedness has

become more demanding due to the rapid advancements in the educational

use of technology. This need has been extensively emphasized in a variety

of contexts (Albion, 1999; Chen, 2008). Nonetheless, numerous teachers

use of technology still has not extended over emails and search engines

(Chen, 2008; Ertmer & Ottenbreit-Leftwich, 2010; Jimoyiannis & Komis,

2007; Markauskaite, 2007; Tezci, 2009; Tondeur, van Braak, Sang, Voogt,

Fisser & Ottenbreit-Leftwich, 2012) albeit the excessive number and variety

of Web 2.0 tools

Tezci, 2009; Topkaya, 2010; Usluel, 2007) in relation to ICT

attitudes and self-efficacy are available; mostly, the studies reveal similar

findings such in elik and Yeilyurt (2013) featuring attitudes to technology,

perceived computer SE and computer anxiety as predicators of effective

computer-assisted education.
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 6

Theory as outlined by Bandura (2001:10) in relation to

perceived self-efficacy placing it as the major key agent in the adaptation

and change, positive or negative inclination of thought and self-regulation

of motivation through goal challenges and outcome expectations. By this

means, SE not only influences types of activities to be engaged in but also

selection of behaviors that leads to a direction in personal development.

They assert that the skilful use of ICT by trained practitioners

is absolutely key to higher attainment. ICT offers a range of key features

including speed, automation, capacity, range, provisionality and interactivity

(Beauchamp (2012: 3)
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 7

CONCEPTUAL FRAMEWORK

MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL

Magdalena, Laguna

PAGE 8
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 9

Figure 1. Paradigm of the Study

Statement of the Problem

This study aims to determine the Perception of Information Communication

Technology to the students in Magdalena Integrated National High School.

1. How do exposure to and use of ICTs in school affect future

employment?

2. What are the methods that the student can use to improve the

knowledge of ICT courses?

3. What are the incentives that encourage social studies student

technology usage?
4 What are student perceptions of self-efficacy in relation to ICT

usage?
5 What are the barriers to studying social student during the use of

technology in the process of learning?

Null Hypothesis

Scope and Delimitation of the Study

Significance of the Study

DEFINITION OF TERMS
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 10

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the
thorough and in-depth search done by the researchers. This will also
present the synthesis of,theoretical and conceptual framework to fully
understand the research to be done and lastly the definition of terms for
better comprehension of the study.

FOREIGN LITERATURE

Kent and Facer (2004) indicated that school is an important

environment in which students participate in a wide range of computer
activities, while the home serves as a complementary site for regular
engagement in a narrower set of computer activities. Increasingly, ICT is
being applied successfully in instruction, learning, and assessment. ICT is
considered a powerful tool for educational change and reform
A number of previous studies have shown that an appropriate
use of ICT can raise educational quality and connect learning to real-life
situations (Lowther, et al. 2008; Weert and Tatnall 2005). As Weert and
Tatnall (2005) have pointed out, learning is an ongoing lifelong activity
where learners change their expectations by seeking knowledge, which
departs from traditional approaches. As time goes by, they will have to
expect and be willing to seek out new sources of knowledge. Skills in using
ICT will be an indispensable prerequisite for these learners.
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 11

Current research has indicated that ICT assists in transforming

a teaching environment into a learner-centered one (Castro Snchez and
Alemn 2011). Since learners are actively involved in the learning
processes in ICT classrooms, they are authorized by the teacher to make
decisions, plans, and so forth (Lu, Hou and Huang 2010). ICT therefore
provides both learners and instructors with more educational affordances
and possibilities. More specific benefits of using ICT in education are
described below.
As Brush, Glazewski and Hew (2008) have stated, ICT is used as
a tool for students to discover learning topics, solve problems, and provide
solutions to the problems in the learning process. ICT makes knowledge
acquisition more accessible, and concepts in learning areas are understood
while engaging students in the application of ICT.
ICT develops students new understanding in their areas of
learning (Chai, Koh and Tsai 2010). ICT provides more creative solutions to
different types of learning inquiries. For example, in a reading class, e-
books are commonly used in reading aloud activities. Learners can access
all types of texts from beginning to advanced levels with ease through
computers, laptops, personal digital assistants (PDAs), or iPads. More
specifically, these e-books may come with some reading applications, which
offer a reading-aloud interface, relevant vocabulary-building activities,
games related to reading skills and vocabulary acquisition, and more.
Therefore, ICT involves purposedesigned applications that provide
innovative ways to meet a variety of learning needs.
According to John W. Best Practically all human knowledge can be
found in books and libraries, unlike other animals that must start a new with
each generation, man builds upon the accumulated and recorded
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 12

knowledge of the past, his constant adding to the vast store of knowledge
makes possible progress in all areas of human endeavor According to
charter V. Good The keys to the vast store house of published literature
may open doors to sources of significant problems and explanatory
hypothesis and provide helpful orientation for definition of the problem,
background for selection of procedure, and comparative data for
interpretation of results. In order to be creative and original, one must read
extensively and critically as a stimulus for thinking.

LOCAL LITERATURE

FOREIGN STUDIES

The increased use of computers and the level of Internet access

by businesses and individuals alike is an important measure of
technological development. Governments also measure this development
in areas such as education and health. This development has been heavily
influenced by the introduction of formal and informal ICT training, whether
conducted in the workplace, through an institution, or by selftraining.

Training therefore is of paramount importance as current and

future employees are expected to be adequately skilled in Online learning,
using ICT and elearning, have become the norm across tertiary educational
institutions where students have been identified as stakeholders in the
development and implementation of eonline learning (Ling et al., 2001;
Petrova and Sinclair, 2005; Lee and Nguyen, 2005). To support online
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 13

learning, administrative and faculty offices at universities utilize substantial

proportions of their budgets to provide this technology for their students in
the learning process. Universities have sought methods of developing ICT
skills and knowledge in their graduates in an effort to prepare them for
employment.
These methods include possession of basic ICT certification
as an entry requirement, specific ICT foundation courses, or integrating ICT
skills into the curriculum, which is accredited as part of the degree award
(DEE, 2001). Universities and other tertiary education institutions have
indicated that elearning has a generally positive effect on the quality of
teaching and learning, although few have been able to offer detailed
evidence (Goldman et al., 1999; Petrova and Sinclair, 2005; OECD, 2005).
Many student satisfaction surveys (Dorup, 2004; Shashaani,
1997) have been conducted on the use of e learning tools. For example,
Dorup (2004) found that most students reported that they had a strong
preference for ICT resources to supplement teaching and that they would
prefer to use a computer during their studies.
However, it is still unclear whether students use these
resources enough. It should be determined whether refraining from its use
is simply through ignorance or some other underlying concern, and how it
can be addressed. Without investigation, it is difficult for universities to know
if they are meeting the needs of students effectively (OECD, 2005).
Goldman et al. (1999) has argued that computer usage has numerous
benefits as it primarily assists student learning. Chavez (1997) argued that
Internet and computer usage can also impact positively on critical thinking,
problem solving, prompt feedback and collaborative instruction.
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 14

As the business of education becomes

increasingly competitive, and more forprofit stakeholders enter the
marketplace, the UWI, like any private sector business, must find ways to
respond effectively to the new threats. This challenge, coupled by the need
to deliver to rapidly increasing numbers of students, many of whom opt for
the parttime rather than fulltime mode of study, has led the UWI to respond
by implementing a number of ICTs. Another challenge facing
tertiary education institutions concerns the rapid development of ICTs.
For example, Seely Brown and Duguid (2000: 210) argued
that: these technologies offer new ways of producing, distributing and
consuming academic material. As with so many other institutions, new
technologies have caused universities to rethink not simply isolated
features but their entire mission and how they go about it.
In addition, this challenge is joined by the Barbadian
governments mandate to harness the ICTs as a tool that could be utilized
to further transform the Barbadian society and economy. Consequently,
there is a the need to capitalize on thrusts that would harness the new ICTs'
power to support development and economic growth in both the public
and private sectors (Nation, 2005)
Muijs and Reynolds (2010) distinguish interactive learning
in terms of the nature and efficacy of the interaction between the teacher
and the students. They suggest that interaction enables the teacher to
confirm that the learner understands the principles that have been taught. It
helps the students to practise and master target skills and clearly highlights
the way they think. It also helps the teacher to offer targeted learning
support. They have drawn on US studies from the 1980s, which highlight
the following as features of interactive learning:
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 15

LOCAL STUDIES

SYNTHESIS
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 16

Chapter 3

RESEARCH DESIGN AND PROCEDURE

RESEARCH DESIGN

The researcher use descriptive research to conduct this study entitled The

Perception of Information Communication technology to the Student of

Magdalena Integrated national High School.

Research Method

The descriptive research method is used in gathering the needed

information for this study. This method enables the researchers to interpret

the theoretical meaning of the findings and hypothesis development for

further studies. Specifically the researchers utilized a questionnaire

type of descriptive research method which enables the researchers

to gather information from the respondents without the respondents

havingany difficulties in answering the questions required for the

researchers to haveinformation regarding the Perception of information

communication to the student of Magdalena Integrated National High

School.
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 17

Research Instrument

The instrument used was a researcher made questionaire check list

to gather to needed data for the

Research Locale

Subjects of the Study

Sampling Technique

Statistical Treatment of Data

RESEARCH PROCEDURE
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 18

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

SUBPROBLEM 1

Table 1

SUBPROBLEM 2

SUBPROBLEM 3

SUBPROBLEM 4
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 19

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

SUMMARY

FINDINGS

CONCLUSIONS

RECOMMENDATIONS
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 20

BIBLIOGRAPHY

A. Books

B. Oya Y. Rieger, (December 2009( Search Engines Use of Behavior of

Students and Faculty: User Perception and Implications for future
Research http://firstmonday.org/article/view/2716/2385
Yan Chen, Grace YoungJoo Jeon at Yong-Mi Kim, (March 6, 2013), A
Day without a Search Engine: An Experimental Study of Online and
Offline Searches
http://yanchen.people.si.umich.edu/papers/VOS_2013_03.pdf
Kim, (2009) Volume 14, Number 12 - 7 December 2009 > Rieger
http://firstmonday.org/article/view/2716/2385
Hargittai, (2007) Volume 14, Number 12 - 7 December 2009 > Rieger
http://firstmonday.org/article/view/2716/2385
Haglund and Olsson, (2008) Volume 14, Number 12 - 7 December 2009
> Rieger http://firstmonday.org/article/view/2716/2385
Shiv Kuma, (2012) "Impact of internet search engines on OPAC users: a
study of Punjabi University, Patiala (India)", Program, Vol. 46 Iss: 1,
pp.56
http://www.emeraldinsight.com/doi/abs/10.1108/00330331211204566
Savolainen, (2008) Proceedings of the American Society for Information
Science and TechnologyVolume 49, Issue 1, Version of Record online:
24 JAN 2013
http://onlinelibrary.wiley.com/doi/10.1002/meet.14504901110/pdf
Wallers, (2011) Proceedings of the American Society for Information
Science and TechnologyVolume 49, Issue 1, Version of Record online:
24 JAN 2013
http://onlinelibrary.wiley.com/doi/10.1002/meet.14504901110/pdf
OBrien and Keane, (2006) Volume 14, Number 12 - 7 December 2009 >
Rieger http://firstmonday.org/article/view/2716/2385
Nicholas, et al.( 2011) Proceedings of the American Society for
Information Science and TechnologyVolume 49, Issue 1,Version of
Record online: 24
JAN2013http://onlinelibrary.wiley.com/doi/10.1002/meet.14504901110/pd
f
Connaway et al. (2011) Proceedings of the American Society for
Information Science and TechnologyVolume 49, Issue 1, Version of
Record online:24
 MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 21

JAN2013http://onlinelibrary.wiley.com/doi/10.1002/meet.14504901110/pd
f

1.

C. Periodicals

2.

D. Unpublished Materials

3.

E. Other Sources

4.
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 22

APPENDICES
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 23

A. Letter of Request
MAGDALENA INTEGRATED NATIONAL HIGH SCHOOL
Magdalena, Laguna

PAGE 24

B. Questionnaire