CHAPTER 1

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Information and Communication Technologies (ICT) plays a vital role in the

communication process and in the field of uplifting the economy of a certain nation or state

especially in today’s generation – 21st technological generation. Different technologies are

present in all domains of institutions either in education, government and etc. The competition of

the influx of technology is rapidly available and massive since the accessibility and availability is

becoming a demand of times. A state of a certain nation can never get away of what technology

can uphold to keep the economy in an expanding direction. The field of Information and

Communication Technology is dynamically developing. New technologies play important roles

in everyday life of most people in developed world. It is only natural that school system also had

to react to this situation and has implemented ICT into the educational process. On the

government level, ICT was incorporated into strategic planning and curricular documents not

only as an independent subject but also as a tool for teaching. However, the most important thing

about ICT in education is not the governmental policy but teachers themselves; their attitude

towards ICT and its use at their lessons, their competencies to work with it and to involve it into

teaching and learning, their willingness to further education in this field. To make the best use of

ICT, teachers must be equipped with adequate ICT competencies. In the process of integrating

ICT into education, both teachers ICT competencies and how they perceive the role of ICT in

their teaching-learning processes play key roles.

The Philippines is integrating Information and Communication Technology or ICT into

the teaching and learning process since it has become a great concern for many educators. With

its rapid development, educators should find ways to integrate technology in the learning process.

ICT should not drive education, rather, educational goals and needs must drive its use in schools

(Bonifacio, 2013). The process of integrating standards into the curriculum should emphasize

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learning and growth for all as the natural and desired outcome of reform in the schools. From that

perspective, a standards-based curriculum includes not only goals, objectives, and standards, but

everything that is done to enable attainment of those outcomes and, at the same time, foster

reflection and revision of the curriculum to ensure students' continued growth (Pattinson &

Berkas, 2000).

Teachers are key factors to education development, the effective teachers will enhance

the quality of students. Training in teachers’ society is used to develop them meet the

requirements of professional teachers as well as improving their knowledge, experiences,

attitudes, values, morals and skills (Carr, 1999). The training curriculum with teacher’s actual

training is needed, limited training opportunities, difficulty is scheduling training during school

hours, long travel times to training venues and use of inappropriate ICT media by trainers. This

meant that training notes were often not available and revision by trainees was not possible. There

was also no or limited follow-up once the trainees were back at school.

In the Philippine setting, with the K-12 curriculum, the 21st century skills needed by a

holistically developed Filipino are the Information, Media and Technology skills, thus, the use of

ICT in teaching and learning process plays a vital role in developing these lifelong skills needed

by the learners as they go out of the school and face the reality of workplace. Therefore, the

effective integration of ICT is a general prerequisite and must be carefully undertaken by the

teachers to guide the learners in attaining or developing these skills. The vision of the Department

of Education (DepEd) for ICT in education is “21st Century Education for All Filipinos,

Anytime, Anywhere. This means an ICT enabled education system must transform students into

dynamic life-long learners and values-centered, productive and responsible citizens as indicated

in the DepED ICT4E Strategic Plan (DepEd). Integrating ICT in teaching and learning process at

present remains a challenging task on the part of teachers due to some reasons like: the ratio of

student-computer and teacher-computer, lack of trainings in integrating ICT, lack of confidence

and competence in ICT, lack of technical support and lack of accessibility to ICT resources. The

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Department of Education presented the highlights of the integration of ICT in the Philippines'

educational system in UNESCO. The author wrote that the Philippine Education Technology

Master Plan (2000-2010) has the following operational targets: all public secondary schools shall

be provided with an appropriate educational technology package, 75% of public secondary

schools shall have a computer laboratory room equipped with basic multimedia equipment, 75%

of secondary schools shall have an electronic library system, 75% of public secondary schools’

teachers shall have been trained in basic computer skills and the use of the Internet and computer-

aided instruction, and all learning areas of the curriculum shall be able to integrate the application

of ICT, where appropriate. ICT is introduced at the elementary level as a subject called Home

Economics and Livelihood Education (HELE) and in the secondary level as Technology and

Livelihood Education (TLE). (DEPED, 2008)

The use of Information and Communication Technology in education and training has

been a key priority in most countries during the last decade, but progress has been uneven. There

are considerable differences of ‘e-maturity’ within and between countries, and between schools

within countries. In some countries, schools have embedded Information and Communication

Technology into the curriculum, and demonstrate high levels of effective and appropriate

Information and Communication Technology use to support teaching and learning across a wide

range of subject areas. In other countries however, schools are in the early phase of Information

and Communication Technology adoption, characterized by important enhancements of the

learning process, some developments of e-learning or Information and Communication

Technology enabled learning, but no profound improvements in learning and teaching. Such

progress that has taken place has been achieved at considerable cost. What still needs to be

examined is the types of return these investments have brought. A number of recent studies begin

to provide evidence of the return on investment.

Broadly, three major types of Information and Communication Technology induced

studies can be identified since Information and Communication Technology has been introduced

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in schools. Many studies have tried to measure Information and Communication Technology,

mainly Computer-aided Instruction integration into education in terms of infrastructure and

access, such as the availability of computer hardware, the students-computer ratio, average

number of computers per school and levels of connectivity and bandwidth. The availability of

computers in most countries is substantial and in nearly all countries almost all secondary schools

had access to the Internet. The recent European Commission report ‘Progress towards the

objectives in education and training: Report based on indicators and benchmarks’ shows that

Information and Communication Technology penetration in schools is continuously increasing. A

few studies have taken the analysis to the next level: to identify and measure the use of

Information and Communication Technology in educational settings and also the home use of

Information and Communication Technology for educational purposes, not simply its presence.

Here the picture is less good. For example, Information and Communication Technology use in

schools is still quite low overall, despite the investment: “In most countries, Information and

Communication Technology is not used very frequently by a majority of students at school but a

substantial number of students had opportunities to use Information and Communication

Technology in several ways, probably outside schools.” The picture also becomes complex: with

the same availability of technology countries achieve higher or less indices of use. Even fewer

studies examine a third level of cause and effect: the impact of investment of Information and

Communication Technology on learning and teaching. As the authors of the most recent study of

Information and Communication Technology impact point out: “It is difficult to establish a causal

relationship between computers and educational outcomes.” A few studies have attempted to do

so, and there is some evidence that investment in Information and Communication Technology

impacts on learner performance, on learning and on teaching. However, in the economic literature

there are even fewer studies and they all find no evidence of a positive relationship between

computers and educational performance. It is probably true to say that, as in many other areas of

education policy and indeed social policy in general; isolating a set of variables or inputs that

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cause a given result or impact is problematic. On the other spectrum, there are many theories and

studies describing the profound implications of Information and Communication Technology for

education: education can be transformed using Information and Communication Technology

which brings new capabilities and capacities to learning. For example, Information and

Communication Technology has the potential enabling teachers and students to construct rich

multi-sensory, interactive environments with almost unlimited teaching and learning potential.

The use of Information and Communication Technology in education and training has

been a priority in most countries during the last decade, but progress has been uneven. There are

considerable differences of ‘e-maturity’ within and between countries, and between schools

within countries. A small percentage of schools in some countries have embedded Information

and Communication Technology into the curriculum, and demonstrate high levels of effective

and appropriate Information and Communication Technology use to support and transform

teaching and learning across a wide range of subject areas. Most schools in most countries,

however, are in the early phase of Information and Communication Technology adoption,

characterized by patchy uncoordinated provision and use, some enhancement of the learning

process, some development of e-learning, but no profound improvements in learning and

teaching.

Such progress has been achieved at considerable cost. Countries have invested in

Information and Communication Technology in schools: equipment, connectivity, professional

development and digital learning content.

What does the research and evaluation tell us about the return on investment in

Information and Communication Technology? A number of recent studies begin to provide

evidence of the return on investment and this study addresses the question of what have been the

concrete results or impact of Information and Communication Technology investment and

integration in schools in two major areas: Learning outcomes and learners and Teaching

methodologies and teachers.

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 Most of the things we use and do nowadays involve the use of technology. Students and

teachers make use of these when they try to communicate, to learn, to access information, to

entertain, and even to help them in their daily tasks. All these technologies that surround us are

known today as Information and Communication Technologies or ICT. Based from the definition

given by United Nations Development Programme: “ICT’s are basically information-handling

tools - a varied set of goals, application and services that are used to produce, store, process,

distribute and exchange information.” Computers are considered part of ICT. Even old

technologies are considered part of ICT.

ICTs is also believed to be able to contribute to the enhancement of learning in the world

since these tools can play a role in reforming education systems, increasing access to pedagogical

resources, improving the management of education and enhancing pedagogical techniques

(Kuyoro Shade, Awodele, & Okolie Samuel, 2012).

The effective integration of ICTs into the educational system is a complex, multifaceted

process that involves not just technology—indeed, given enough initial capital, getting the

technology is the easiest part!—but also curriculum and pedagogy, institutional readiness, teacher

competencies, and long-term financing, among others (Tinio, 2002).

The Philippine Government has shown serious commitment to ICT in education by

announcing a series of initiatives to apply ICT in teaching and learning. These were aligned to the

Millennium Development Goals and the Education For All movements. They have provided a

global policy environment for the directions and nature of interventions towards the achievement

of improved access to and quality of basic education. Other key policy documents have identified

the need for ICT reform within the education sector and these have resulted in more prioritizing

from regions, schools and teachers regarding the incorporation of ICT into the education system,

(San Diego , 2012).

This study was conducted to provide a valid and reliable assessment of the level and

nature of ICT knowledge and skills among junior high school teachers.

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 The evaluation also aimed to establish to what extent teachers are integrating their ICT

knowledge and skills in classrooms; to identify factors seen by teachers as impacting on the

development of ICT competence and its integration in teaching and learning; and to determine

potential ICT support and development strategies to enhance effectiveness in the future.

The results of this study can provide the school heads, principals, head teachers and

teacher-in-charge with the inputs on teachers’ strengths and weaknesses to ensure the quality of

education.

It will help the High School teachers to create strategies and techniques applicable to

their students. This study will assist the teachers in making teaching-learning process enjoyable,

interesting, and challenging to the students.

The students will be assured that the school can provide them all the opportunities to

learn and grow as individuals. This will be beneficial to students who need enhancement and

improvement in their level of performance in learning areas.

Even parents will benefit from this study, the parents can assure that their children will be

developed into a productive learners and individuals. It will encourage parents to support their

children to gain more access to modern technological resources.

This would give the researcher an in-depth knowledge about ICT’s effect on the

academic performance. This study will help other researches because it will serve as their guide

to undergo further studies and encourage them to work on other teaching strategies and

supplementary material for better and effective instruction.

Literature Review

This section reflects upon research that has been performed by others related on this

topic. This comprised the conceptual and research literatures, the ideas and opinions were taken

from websites, books, journals, as well as finding of previous researches related to the related to

the present study. This study, carried out in the framework addresses the question of what have

been the results or evidence of ICT investments and integration into schools so far, specifically

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for learning and learners and teaching and teachers. It draws on evidence from a range of recent

surveys and research studies measuring the impact of ICT.

One of the Greek philosophers named Heraclitus, who was active around 540 B.C., once

remarked, “Nothing is permanent but change.” Teaching has gone far. From the traditional “chalk

and talk” with the help of wooden blackboards, it has completely transformed into a high tech

classroom wired for audio-visual devices, internet technology (wireless fidelity or WI-FI) and

appropriate spots for equipment and gadgets such as Liquid Crystal Display (LCD) projectors,

High Definition Television (HDTV), audio devices, high-end laptops, smart phones, tablets and a

lot more.

Technology should be as automatic as picking up a piece of chalk. The newer teachers

are expecting it and students are expecting when they come into the classroom. The said

classroom marked by the presence of emerging technologies provides the teachers and the

learners a rich and stimulating learning experience.

One of the primary concerns of the teachers in the classroom is to conceptualize highly

engaging teaching strategies to be able to deliver the kind of instruction that the learners truly

deserve.

According to the scholarly work entitled, “How People Learn: Brain, Mind, Experience

and School,” published by the The National Research Council, a person must be engaged to learn.

People learn by actively participating n observing, speaking writing, listening, thinking, drawing,

and doing. Learning is enhanced when a person sees potential implications, applications, and

benefits to others. Learning builds on current understanding.

In 2001, Marc Prensky accentuated in his article that today’s students are no longer the

people our educational system was designed to teach (Prensky, 2001). While the old pedagogy of

learning still exists, it could be noted that learning theories for the digital age are introduced by

modern education scholars making the tasks of the teachers even more challenging. Presently, a

majority of the learners are classified as digital natives. They are individuals who are born after

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1980s according to (Palfrey & Gasser, 2013). Moreover, the term refers to people born in the

digital era. They speak and breathe the language of computers and the culture of the web into

which they were born.

According to the talk delivered by Roscue in 2013, digital natives possess different ways

of thinking, reacting, responding and getting motivated and with the new traits of independence,

creativity, open-mindedness, and enterprising minds. More specifically, digital natives are more

adept at incorporating technology in their personal and professional lives than previous

generations and will bring new ways of working and culture with them to the workplace (Roscue,

2013).

Innovation is a key element of today’s societies and economies, and that includes how we

learn. Durham Public Schools Literary Frameworks cites one of the characteristics of the 21st

century learners. They use technology and digital media strategically and capably. Students

employ technology thoughtfully to enhance their reading, writing, speaking, listening, and

language use.

Emergent technologies are tools, concepts, innovations and advancements utilized in

diverse educational settings to serve varied education-related purposes. The term is often

associated with emerging technologies which refers to media that is coming into view, coming

into existence, or coming to commonality. Computer and network based technologies now hold

great potential for increasing the access to information as well as a means of promoting learning.

Broadcast media such as radio and television, also known as the mainstream media continue to

evolve at present hence also considered as an emergent technology (Ferriman, 2013).

The social media is another powerful catalyst of learning nowadays. Several studies

conducted revealed that the social media has tremendously established impact in the teaching-

learning process. Social media platforms enable many engaging classroom activities where

learners can interact and share ideas.

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 It is believed that knowledge in the utilization of these technologies by the teachers will

contribute significantly to an abounding curriculum and stimulating learning environment, two of

the fundamental domains outlined in the Department of Education’s National Competency Based

Teacher Standards. Likewise, the utilization of these technologies promotes leaning approaches

for learners whose needs have not been met by traditional approaches.

The Partnership for 21st Century Skills, a leading national organization in the USA

advocating for 21st century readiness for every student has emphasized that one of the significant

requirements of the 21st century is to allow equitable access to quality learning tools, technologies

and resources. (21st Century Learning, 2018)

The UNESCO (2005) study ‘Information and Communication Technologies in schools: a

handbook for teachers or how ICT Can Create New, Open Learning Environments,’ is one of a

number of publications describing how ICT potentially offers numerous advantages and provides

opportunities for facilitating learning for children who have different learning styles and abilities,

including slow learners, the socially disadvantaged, the mentally and physically handicapped, the

talented, and those living in remote rural areas; making learning more effective, involving more

senses in a multimedia context and more connections in a hypermedia context; and providing a

broader international context for approaching problems as well as being more sensitive response

to local needs.

The ICT competency framework for Teachers (ICT-CFT) were designed by UNESCO

and launched in 2008 to help educational policy-makers and curriculum developers identify the

skills teachers need to harness technology in the service of education. The competency standards

were developed in cooperation with Cisco, Intel and Microsoft, as well as the International

society for Technology in Education (ISTE). The framework was created by crossing three

approaches to ICT integration in education (technology Literacy, knowledge Deeping and

knowledge creation) with the six components of the educational system(Policy & Vision,

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Curriculum & Assessment, Pedagogy, ICT Technology, Organization & Administration, and

Teacher Professional Development).

The UNESCO ICT Competency Framework for Teachers is a culmination of the attempts

of governments, academia, and the private sector to establish universal standards for ICT

integration in professional development. The ICT-CFT is global in scope and any country can

localize or contextualize the standard to guide and assess teacher competencies for the

implementation of ICT curriculum.

At the same time, ICT is said to enable teachers to save time and to increase productivity

in such activities as: preparing and updating daily lesson plans, making hard copy visualizations

and handouts for classes, as well as individualized educational plans for slower students and

students with disabilities or with special problems; presenting visual/oral content materials, tasks,

and questions to the audience; maintaining grade books; compiling a data bank of exam questions

online inspection and correction of students’ work on their computers; and keeping records,

chronicles, and archives of all the above-mentioned events and proceedings with fast retrieval and

easy access to any entry.

In addition, as ICT becomes more pervasive, computer-based equipment is integrated

into every aspect of a school’s operation, having thus an impact on the whole school operation

and development. Despite the above cited opportunities ICT can offer in everyday school

practice, ICT is also seen as a major driver for change. ‘ICT has the potential to act as a force for

change in education’ 11 that is, to bring about changes that will affect learners, practitioners as

well as the whole institution. The question to be addressed in this report is whether, and most of

all, how and by whom the potential of ICT in education is fully exploited in teaching and learning

in schools and what barriers remain to the effective deployment of ICT? Evidence of recent

impact studies across Europe are analyzed to shed light on the issue.

The key findings from the studies are summarized below. They are headlines of course,

and may sometimes appear contradictory (e.g. regarding the impact on mathematics); the reader

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is therefore urged to refer to the evidence base, specific context and caveats in the original reports

and studies. Six studies under review are more quantitative based and tried to establish a causal

link between use of ICT and students’ outcomes based on analyzing the statistical relationship

between use of ICT and students’ results in exams or tests. Measuring ICT impact against

students’ attainment and improvement of their basic skills is one way of impact assessment, but

one which assumes a fixed education system in which school learning is primarily about

mastering of a pre-determined body of knowledge, skills and understanding. Other studies led us

to make a further four more qualitative based statements about the impact of ICT on learning

outcomes. They are mainly based on opinions of teachers, students and parents. Students,

teachers and parents consider that ICT has a positive impact on students’ Learning. Figures

indicate the reference number of the study providing this evidence. Students’ subject-related

performance and basic skills (calculation, reading and writing) improve with ICT, according to

teachers. Teachers are becoming more and more convinced that the educational achievements of

students improve through the use of ICT. Academically strong students benefit more from ICT

use, but ICT serves also weak students. There is considerable evidence of the impact of ICT on

teachers and teaching.

The ICT Competency Standard Framework for teachers defines the competency

outcomes, and the supporting knowledge and skills that are needed to utilize ICT in performing

the job roles related to teaching in the Philippine setting. It provides the performance indicators to

evaluate the level of knowledge and competence of teachers to apply ICT in the educational

setting. This is very important considering that in today‘s learning environment, ICT is viewed as

a change agent for education.

In the past educational institutions have provided little choice for students in terms of the

method and manner in which programs have been delivered. Students have typically been forced

to accept what has been delivered and institutions have tended to be quite staid and traditional in

terms of the delivery of their programs. ICT applications provide many options and choices and

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many institutions are now creating competitive edges for themselves through the choices they are

offering students. These choices extend from when students can choose to learn to where they

learn (Oliver, 2002). The NICS structure is a wealth of information presented in a very compact

form comprising the following elements:

 The Standard Title is a concise statement that describes the key area of competency.

 The Standard Descriptor is a brief description of the skills set covered by the standard.

 The Statements are described in outcome terms the key areas of competence covered by

the standard. These are focused on performance and are demonstrable.

 The Indicators identify the actions an individual would normally take to perform the area

of competence detailed in the relevant statement. These are specific evidence of the

achievement of a defined skill or knowledge level or the competent completion of a task.

There are also different domains that are included within the framework of NICS, among these

are:

1. Domain A Technology Operations and Concepts Competency Descriptors- This

domain includes competencies related to technical operations and concept, and productivity usage

of various ICT tools like computers and communication devices as well as applications that are

available on-line or off-line.

2. Domain B Social and Ethical competency descriptors - This domain includes

competencies related to social, ethical, legal and human issues, and community linkage.

3. Domain C Pedagogical competency descriptor - This domain includes competencies

related to the use of technology in the following components of an instruction process: 1)

planning and designing effective learning environments and experiences supported by

technology; 2)implementing, facilitating and monitoring teaching and learning strategies that

integrate a range of information and communication technologies to promote and enhance student

learning; and 3) assessing and evaluating student learning and performances.

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 4. Domain D is the Professional Competency descriptor - This domain includes

competencies related to professional growth and development, research, innovation and

collaboration.

(BECTA, 2003) Government interventions and training programs result in positive

attitudes towards ICT in teachers. Issuing teachers with their own laptop computer increases

positive attitudes towards their work. It increased efficiency and collaboration. An overwhelming

majority of teachers in Europe (90%) use ICT to prepare their lesson. Teachers use ICT to plan

lessons more efficiently and more effectively. ICT increases efficiency in planning and

preparation of work due to a more collaborative approach between teachers. ICT enables teachers

to cooperate more and share curriculum plans with colleagues and managers. Primary teachers

consider ICT to have more impact than secondary teachers. Effective exploitation of Information

Management systems leads to increased and formalized cooperative planning between teachers,

and this has a positive impact on teaching practices. However, there is not a positive picture of

the use of Learning Management Systems or Virtual Learning Environments for pedagogical

purposes. They are predominantly used for administrative purposes.

Providing structured approaches to Internet research develop students’ search and

research skills which are transferable across the curriculum. Broadband is a major factor in

increasing collaboration between teachers. Embedded, reliable and high-capacity broadband in

the classroom increases the quality and quantity of educational activities that can be undertaken.

Interactive whiteboards make a difference to aspects of classroom interaction.

Government interventions have impacted on ICT on teaching and have led to a ‘routine’

use of embedded ICT.

Teachers’ competencies and use of ICT Teachers’ basic ICT skills have increased

dramatically. Teachers use ICT to support existing pedagogies. ICT is used most when it fits best

with traditional practices. National competence development programs have had limited impact

on teachers’ pedagogical competences. School leaders estimate that the impact of ICT on

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teaching methods in their school is low. Teachers teaching science, mathematics and computer

science and active in vocational education are the most intensive users of the computer in class

using it in more than 50% of their lesson. The greatest impact is found in relation to teachers who

are experienced users and who from the start had already come far with the integration of ICT in

their teaching. Teachers who perceive a highly positive impact of ICT use ICT in the most

project-oriented, collaborative and experimental way. With ICT, the teacher tends to become

more of an advisor, critical dialogue partner and leader for specific subject domains.

The impact of ICT is highly dependent on how it is used. The impact of a specific ICT

application or device depends on the capacity of the teacher to exploit it efficiently for

pedagogical purposes. Factors beyond the teacher’s control influence ICT uptake, e.g.

institutional cultures, leadership, the curriculum and assessment. ICT can enhance teaching by

enhancing what is already practiced or introducing news and better ways of learning and

teaching. Teachers do not yet exploit the creative potential of ICT and engage students more

actively in the production of knowledge. Teachers’ use of ICT for communication with and

between students is still in its infancy. ICT is underexploited to create learning environments

where students are more actively engaged in the creation of knowledge rather than just being

passive consumers (Leadership on the 21st Century: The Visionary Administrator, 2018).

The emergence of ICT in education has been so rapid that there exists a serious

information gap regarding the actual infusion of technology in education. One force generating

attention to the use of ICT in education is the growing need for lifelong learning. The two main

rationales behind the lifelong learning concept are the rapid rise in the amount of information and

the need for more frequent career changes. ICT can help implement lifelong learning by such

activities as on-demand learning‘ and project based learning. It can also facilitate it by making

learning anytime and anywhere‘, not just in classrooms, more feasible. It is becoming

increasingly important in our daily lives and in our educational system. Therefore, there is a

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growing demand on educational institutions to use ICT to teach the skills and knowledge students

need for the 21st century (Buabeng-Andoh, 2012).

Studies reveal a number of factors which influence teachers‘ decisions to use ICT in the

classroom: access to resources, quality of software and hardware, ease of use, incentives to

change, support and collegiality in their school, school and national polices, commitment to

professional learning and background in formal computer training (Mumtaz, 2010).

The primary focal point in this article was on obstacles that educational practitioners

perceive as major impediments for realizing their school based ICT objectives. Among the top 10

of obstacles were material as well as non-material conditions. The major obstacles were: lack of

computers and lack of knowledge among teachers (Pelgrum, W. J. 2001).

According to (Du Plessis & Paul, 2012) the barriers to ICT integration include limited

resources, time constraints as a result of large class sizes, limited ICT related vision, lack of

support from the Department of Education, not enough computer skilled teachers as well as a lack

of rewards and incentives. It is also evident that the following aspects are still in need of attention

on an on-going basis: Training sessions, School support visits, Exposure to different ICT

strategies, Providing a web repository with ready-made ICT resources and lesson plans, Helping

teachers to obtain laptops and internet connections to be used at home in order to prepare for

classroom implementation, Securing data projectors, Securing netbooks that can be used in any

classroom, Providing opportunities for teachers to share their experiences, positive as well as

challenges.

According to Buabeng-Andoh, C. (2012) the rise of technologies has complicated its

adoption and integration by teachers in the classroom. The effective integration of applied science

into classroom practices poses a challenge to teachers than connecting computers to a network.

For successful integration of ICT into teaching, the review has highlighted on factors that

positively or negatively influence teachers‘ use of ICT. These are personal, institutional and

technological components: Personal level, there are numerous elements that influence teachers‘

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use of ICT. Teachers‘ feelings, knowledge and attitudes influence their usage of ICT in the

educational activity.

School stage, components such as support, financing, training and facilities influence

teachers‘ adoption and integration of technologies into their classrooms. Teachers‘ professional

development is a central component to successful integration of computers into classroom

instruction · Technological level, for successful adoption and integration of ICT into teaching,

teachers must perceive the technology as more serious than previous practice; consistent with

their existing values, past experiences and needs; ease to use, can be experimented with on a

limited basis before reaching a decision to adopt and finally the results of the innovation are

visible to others.

According to (Demetriadis, et al., 2003) secondary school teachers‘ attitudes towards the

innovation of ICT in the curriculum. Breeding efforts are mostly received by teachers, but

consistent support and extensive training are necessary in order to consider themselves able for

integrating ICT in their teaching methodologies. Teachers are interested in using ICT (a) to attain

a better professional profile, and (b) to take vantage of any possible learning benefits offered by

ICT but always inside the setting of the school culture. Then we experienced some open and

communicative ways of ICT based teaching where school objectives encouraged, but also the

assimilation of ICT tools into a traditional instructor-focused style of instruction. Teachers‘

attitude to adapt the ICT mode of usage is justified by research evidence that emphasize the

situational character of cognition and expertness. Introducing ICT in schools is seen as starting a

―negotiation‖ process where lower level goals may be modified to maintain what are perceived

as goals of higher society.

There are two winners, according to (Jones A. , 2004) there are clear evidence that ICT in

teaching and learning has not transformed educational delivery in second-cycle schools in Ghana

implying that teachers have not shifted from instructor- centered teaching to student-centered

learning. The reasons for the low utilization of these hardware and software could be ascribed to

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lack of access to technological resources in the classroom and lack of teachers‘ training skills in

the use of the equipment.

According to (Korte & Hüsing, 2006) that ICT catch-up process necessary in schools in

several European countries. This brings up to three aspects: firstly, the necessary increase in the

number of computers shared between 100 pupils; secondly, the improvement of the type of

internet access with the relocation to a broadband connection; thirdly, the use of ICT for

education in classrooms. Strategy to focus more on primary schools when it adds up to the

familiarization of students with ICT. But in three European countries – Germany, Luxembourg

and Malta – are primary schools better equipped with ICT in terms of number of computers per

100 pupils. ICT investments in primary schools are probably not (thus far) seen as the top

political objective at which to aim, with few exceptions.

According (Teck & Lai, 2011) that teachers and school administrators much ensure that

computers in the access centers or laboratories are utilized for beneficial activities and not merely

for recreational activities such as playing games or online chatting. Applications such as

spreadsheet, database, word processing and introduction should be utilized for educational

purposes as well searching for useful info via web browsing. Parents act as a significant function

in furnishing the necessary facilities like computer and Internet access at home whenever possible

to mold up and propel their children in adopting ICT in their everyday lives.

According to (Al-Zaidiyeen, Mei, & Fook, 2010) it examines the level of ICT use in and

the attitudes of teachers towards the role of ICT for the educational purposes. The current study

experiences led to the research about the economic consumption of information and

communication technology in the process of educational activity and learning studies in Jordanian

schools. The findings of this research have given more attention to the level of ICT use in order to

increase and encourage the use of ICT tools in Jordanian schools in general and rural secondary

schools in particular. The work contributed to the living physical structure of research regarding

the use of ICT for educational purposes in developing countries. The study recommends that

18
future researchers need to consider the in-depth qualitative studies such as classroom observations

and in-depth interviews to investigate the level of ICT use by teachers.

Student basic skills, higher-level thinking skills, ICT skills, cooperation skills, and

student involvement in the learning process with ICT have been assessed (Lemke, Coughlin &

Reifsneider, 2009). Studies show that investment in technology acquisition and its use is not

sufficient alone to teach young people the necessary skills for today’s competitive labor market.

The availability of technology does not automatically ensure a change of a teacher's pedagogical

approach (Campbell & Martin, 2010).

In our practice we act in the way research (Mayer, 2010 etc.) says that it is not the

technological medium itself, but the instructional method used, which supports and causes

effective teaching and learning. Having learnt the existing situation in a classroom, the necessary

support for working teachers and development of study programs for teachers-to-be can be

offered. There is a clear need for science subject teachers to combine ICT use with focused

pedagogical tasks. Developing new types of CPD for teachers would be a good way to support

teachers in learning more about ICT, helping them fully and purposefully integrate ICT into their

teaching. Teachers need to be active agents, not just in the implementation of innovations, but

also in their design (Schleider, 2015).

(Veer, 2005) pointed out that the progress of a country depends upon the quality of its

teachers; training is essential for every teacher because trained teachers can do much more than

untrained teachers so they need continuous program for the development in the field of education.

(Lee, 2003) stated that there is a definite deficit in the knowledge, skills and attitudes

needed to use ICT as an effective teaching-learning tool. Well-trained teachers using ICT are not

available in sufficient quantity. This is partly because many teachers regard technology as a threat

to their authority as the main source of knowledge. Some teachers ignored the use of computers

because they thought that computer will replace them in their field in the future.

19
 (Jones S. , 2003) underscores the viewpoint that computers have proven to be immensely

useful tools for teachers and students, and they are now considered to be an essential component

of primary and secondary education in the United States. In order to be able to teach with

computers, teachers need to have mastered a basic level of computer literacy, and they need to

develop pedagogical techniques for integrating computers into the curriculum.

(Abcede, 2003) specified that today’s world teachers need to be equipped not only with

subject-specific expertise and effective teaching methodologies, but with the capacity to assist

students to meet the demands of the emerging knowledge-base society. Teachers therefore require

familiarity with new forms of ICT and need to have the ability to use that technology to enhance

the quality of teaching and learning.

(Jung, 2002) stated that ICTs have also been used to improve access to and the quality of

teacher training. For example, institution like the Cyber Teacher Training Center (CTTC) in

South Korea are taking advantage of the internet to provide better teacher professional

development opportunities to in-service teachers.

(Nettlebeck, 2005) also identified that there is no choice but to recognize that the new

information and computer technologies undergird much of the social and educational context in

which we now find ourselves.

(Shelly & Cashman, 2007) attested that teacher can increase their productivity

significantly by using word processing software to create documents, such as lesson plans,

handouts, parent communications, and student tests. Teachers use word processing to transform

paper documents into electronic form to eliminate redundant works.

According to (Good, 2008), presentation graphics application software are typically used

to present information in electronic form. This type of software application is important for

educators, because it can be integrated into units or lesson. Teachers used presentation to

demonstrate their ideas using computer for better understanding of the topic.

20
 The Internet offers research, tips, lesson plans, discussion opportunities, and a treasure

trove of data (Depaul, 2002). (Dulan, 2011) stated that an Internet connection would help to get

people to use computers more for research and to send e-mails to teachers. Teachers also use

internet for communication purposes to students and other peers.

(Yusufu, 2005), in his study found that majority of teacher are competent in the use of

few basic ICT tools. There was no significant difference between the competence of male and

that of female student teachers in the use of ICT. The finding also show that majority of the

student teachers lack the skills in various ICT applications and equipment operations that are

important to support and enhance their learning experiences and ICT integration in instruction.

Majority of student teachers (over 50%) of the University of Ilorin are not competent in the use of

ICT equipment. Generally, the study reveal no significant difference between male and female

student – teachers in their competence in the use of ICT competence.

In a study conducted by (Obakhume, 2010), most of the teachers lack knowledge,

competence to use ICT to facilitate teaching learning process. (Ololube, 2006) study revealed

that there are significant differences in the effectiveness between professionally trained teachers

and untrained teachers in their ICT instructional actual utilization competences. (Jegde, Dibu

Ojerinde, & Ilori, 2007)in their study revealed that ICT attitude bears significant relationship with

and also predict competence. The level of computer literacy of science teachers in Oyo State is

low. Their level of utilization of ICT resources was also low (Onasanya, Shehu, Ogunmade, &

Adefuye, 2013) Male outperform their Female counterpart in both instances although the level is

low. (Sam, 2009) study asserted that majority of in-service teachers lacked competences in core

technology areas. Because ICT teachers possession of competence is a necessary prerequisite to

implementation of ICT curriculum of a nation. It was deemed necessary by the authors to

determine the extent of competence ICT teachers possess to cope with ICT curriculum

implementation.

21
 Students have high regard on the capability of their teachers. It is a fact that many

students can afford to have ICT gadgets at home, hence, they are advanced in terms of knowledge

and skills on ICT. It is a great challenge for teachers to learn and internalize the use of computers

in the subjects they are teaching, integrating ICT in the classroom instruction (Itaas, 2009).

According to (Labian, 2007), Information Communication Technology knowledge is the

teachers’ technological fuel and raw materials that will help them achieve lofty goals ahead

because teachers touch the future of the learners that pass through their caring hands. Their task is

not just imparting knowledge but also preparing students withstand all the rigors in a high

competitive societal order.

Despite various training programmes having been provided to teachers, there is still a

need to embark on a comprehensive and sustained in-service training for teachers. Likewise, a

systematic development programme for education managers needs also to be implemented to

change the mindset of principals so they appreciate the value of ICT in education (Belawati,

2004).

According to the study of (Asan, 2003), the use computer in education opens a new area

of knowledge and offers a tool that has the potential to change some of the existing educational

methods. The teacher is the key to the effective exploitation of this resource in the educational

system. As computer use continues to increase in society, educators must also prepare for the use

of computers within the classroom.

(Hooker, Mwiyeria, & Verna, 2011) study reported that policy, curriculum, pedagogy,

technology, administration and professional development are very important ICT teachers

competencies for the implementation of ICT curriculum in Colleges of Education in Nigeria

(Archibong, Ogbiji, & Iden, 2010), the study found that ICT competence for utilizing ICT for

teaching and learning situation among academic staff in universities in Cross River State, Nigeria,

is low. The study also further indicated that staff were either competent or very competent in

22
utilization of ICT in all indices measured was below fifty percent (50%) low. The Competency

level of staff as shown by the study is still very low.

Being prepared to adopt and use technology and knowing how that technology can

support student learning must become integral skills in every teacher’s professional repertoire.

District and school policy and professional development workshops and training are designed to

positively influence teachers’ adoption and usage of computer technology (Kumar, 2008).

(Redman & Kotrlik, 2004) had several recommendations as to how teachers can be

proactive in their quest to become more computer literate. These included attending workshops

and conferences, taking college classes that deal with technology and by engaging “in self-

directed learning to stay current with the use of technology in the teaching-learning process”.

In a study carried out by (Omoniyi & Quadri, 2003), majority of teachers in secondary

schools do not have the required competence in the use of ICT. Social studies teachers are not

competent in majority of the ICT skills such as word processing (WP), data processing (DP) and

Telecommunication (TC) and are not familiar with the micrographic competencies at any level of

competence. (Iwuamadi & Ajeka, 2010). There is significant difference between the mean rating

scores of the competency level of male and female social studies teachers in relation to ICT

application in secondary schools in Owerri Zone of Imo State (Iwuamadi and Ajeka, 2010).

Based on (Cajilig, 2009), the data collected on ICT training programs revealed the

scarcity of professional development opportunities. In her example, out of 111 teachers only 30%

were able to attend ICT training programs that were spread over a 15-year period, from 1994 to

early 2009.

(Valenzuela, 2005) piloted a study to classify technology orientation in terms of

awareness and utilization and the perceived teachers’ competence in technology at the

Dasmarinas National High School, Cavite. The findings revealed that there was a positive and

moderate to high significant correlations between utilization and competence. This implied that

23
the more teachers use technology applications and operations the more they become competent in

technology.

In study of (Tinio, 2002), respondents were asked to rank what they perceived to be the

five biggest obstacles to their schools use of ICT for teaching and learning. Rankings were

consolidated and mean ranks were computed. Lack of enough computers is the single biggest

obstacle. All other issues have mean rankings considerably lower than this. Lack of enough

technical support for operating and maintaining ICT resources and the lack of teacher training

opportunities are considered barriers to change as well. So too are the lack of space for computers

and the general lack of funds for operations, including maintenance of equipment, purchase of

supplies, and electricity.

Theoretical and Conceptual Framework

(Suliman, Raman, & Hamid, 2007) states that Information and communication

technologies (ICT) have developed to be one of the central building blocks of society. Countries

are now considering the implementation of the fundamental abilities and ideas of ICT as an

unavoidable part of education. Today, different new models of training in education are

advancing because of the new opportunities brought about by the integration of ICT and

specifically Web-Based Technologies into the educating and learning environment. The

successful incorporation of such application depends to a huge degree on instructor's

commonality and capacity with the IT learning environment. This study adopted as its theoretical

underpinning to the National ICT Competency Standard Framework (NICS) for teachers

developed by the National Computer Center or NCC in the Philippines.

The need for professional development to recognize progression and different phases of

learner needs sits well with a view of ICT professional development as a special case of change

management. It also supports Hoffman’s reference to the need for ‘extended and comprehensive

training’ (Hoffman, 1996). This was central to Bennett’s model of staff development for ICT

(Bennett, 1994), which was undertaken in the context of the need to integrate new technologies

24
into working patterns and grounded in the framework of Maslow’s theory of motivation (Maslow,

1970) and Bloom’s taxonomy of the cognitive domain (Bloom, 1956). The ‘teacher as learner’ is

central to Bennett’s model which encompasses three main strands: organizational context, the

process of staff development and technological goals and content (Bennett, 1994). This was also

the approach taken by (Harland & Kinder, 1997). This gave the work a strong emphasis on the

beliefs and values of the individual teacher and their personalized versions of the curriculum and

classroom management. This ‘value congruence’, as it was termed, was cited as a first-order

outcome of training, i.e. it was seen as very important if the teacher was indeed going to put into

effect the outcomes of the training. This is in keeping with the work of (Ajzen, 1988) as well as

Zhao & Cziko (2001), who researched teacher adoption of technology from a perceptual control

theory perspective and noted: ‘the teacher must believe that he or she has or will have the ability

and resources to use the technology’ (Zhao & Cziko, 2001, p. 6). The content and focus of the

training in terms of how the need for basic ICT skills (Fabry & Higgs, 1997) sits alongside the

ability to apply these skills and integrate them ‘effectively’ into a teaching situation (Dawes,

2001) continues to be a subject for debate. Wild, in his research within teacher education,

suggests that: ‘equipping student-teachers with IT skills cannot be expected to influence the

likelihood that they will use computers to extend or improve their teaching’ (Wild, 1996).

Although the need for skills training on one hand, and for a contextually based model for learning

to use ICT on the other, are frequently considered as two camps, each with their own advocates,

the situation in reality is more of a continuum, with the vast majority of ICT professional

development in schools addressing, at least to some extent, both needs. At one end of the

continuum, Selwyn notes the very functional ‘skills’ approach of the National Curriculum and

core skills framework of IT use, arguing that this approach is: ‘attractive in as much as it fits into

both the needs of industry for a skilled workforce and the predominant educational ethos of

specified objectives, measurement and assessment (Selwyn, 1997).

25
 ICT integration brings with it several potential benefits in the teaching-learning process.

This includes self-directed learning, exercising the senses representing the content in a variety of

media interactions.

With ICT Integration, learners can move as slow or a quick as they like from the

program, giving them time to review lessons repeatedly. Subsequently, learners have options to

skip the topic if tasks or information presented is already mastered.

This concept is also supported by (Alontoga, 2009) in his study that the use of computer

can provide a learning environment that allows discovery and creativity among students.

Teachers must be equipped and ready to deliver instruction employing new approaches using

technology that offers hands-on collaborative learning.

Furthermore, (Mariveles, 2013), states that the developed ICT programs are learning

tools that could greatly help students and teachers. Through ICT, the students do not get bored,

but are challenged to discover more because the ICT process resembles the exploratory and

discovery approaches of teaching.

Conceptual Paradigm

The conceptual framework is presented below.

26
 • DepEd ICT Vision
Context

• Assessment teachers' ICT

knowledge and skills and
Input schools' ICT Resources

• Quantitative Analysis of
Data
Process

• ICT Training Program

Product

Figure 1: Research Paradigm

27
 To realize the objectives of this research undertaking, the researcher adapted the CIPP

or Context Input Process Product model of evaluation developed by Daniel Stufflebeam - the

CIPP model of evaluation is the theoretical framework of this study.

The CIPP model of evaluation has four components which are abbreviated in its name

and these are: context, input, process, and product.

Stufflebeam comprehensively explained the CIPP components and these are as follows:

Content evaluation provides the broad basis for stating the objectives of the evaluation

and the surrounding conditions of a possible problem. This model of evaluation assesses the

existing program and its background in a school setting.

Meanwhile, input evaluation aims to determine how the educational system and the

surrounding resources are being utilized to accomplish the objectives of an educational program.

This type of evaluation provides specific data and considerations for the assessment of the

staffing, time, budget allocations, procedural-barriers, equipment, materials, operationally stated

objectives and administrative strategies prior to the implementation of the program.

Process evaluation, on the other hand, takes place during the implementation of an

educational activity program. It is primarily concerned in the actual implementation of the

program, its description, and the facilitation and impeding factors as the program takes effect.

This involves the assessment of the program or system once it has been implemented.

Finally, the product evaluation, is the end result, outcome, or accomplishments of the

educational program.

To sum up the aforementioned ideas, the CIPP model is much more of a service to the

school administrators and systems than some evaluation models. This model provides a general

background (context), the specific information (input) to identify the problems and to choose

among the possible methods as solutions (process). This type of evaluation assesses the product

of all the foregoing and the evaluator reports the findings to the administrators.

28
 The CIPP model of evaluation is comprehensively explained above with its four types of

evaluation program. The implementation of Information Communication Technology Integration

of Junior High School Teachers in Las Pinas is the subject of this study. This evaluation model

helped understand the entire process and the development of this research.

After a thorough review of the CIPP model of evaluation, the researcher employed this

model to evaluate the program. Presented on the components of context is the DepEd ICT vision.

Included in the input are the assessment of schools' ICT resources and extent to which they are

utilized. The quantitative analysis of data and descriptive statistical treatment (Likert Scale and

weighted mean) are under the process. Lastly, the product of this present research is the creation

of a school-based ICT Training Program.

Research Problems and Hypothesis

The main purpose of the study was to provide a valid and reliable assessment on the

integration of Information Communication Technology or ICT in instruction among junior high

school teachers Hence, results of the study shall be made basis for a development training

program.

Specifically, this study seeks to answer the following questions:

1. How may the profile of the teacher respondents be described in terms of:

1.1. age;

1.2. gender;

1.3. educational attainment;

1.4. years of teaching;

1.5. subject/s taught;

1.6. computer application in teaching;

1.7. computer trainings attended;

1.8. ownership of computer; and

1.9. number of hours of computer usage per week?

29
2. How may the computer competencies of teacher respondents be described in terms of:

2.1. General Computer Operations;

2.2. Communication and Internet;

2.3. Word Processing;

2.4. Spreadsheets; and

2.5. Graphics?

3. How may the DepEd Information Communication Technology or ICT be described and

assessed in terms of its vision?

4. How may the integration of ICT in classroom instruction be described and assessed in terms

of the following factors:

4.1. ICT guidelines/procedures;

4.2. educational activities/services offered

4.3. pedagogical functions, and

4.4. monitoring evaluation?

5. How valuable is the ICT program in the school community as assessed by the participants?

6. What are the specific educational values/skills obtained and imbibed by the participants?

7. Is there a significant difference in the computer competencies of the respondents when

grouped according to their profile variables?

8. Based from the findings, conclusions derived from the study, What ICT training programs

can be proposed to enhance the competencies of the respondents?

Ho: There is no significant difference in the ICT competencies of the respondents when grouped

according to their profile variables.

Limitations of the Study

30
 The study will be only limited to the Junior High School Teachers of Las Piñas during

school year 2018-2019. The teachers were assessed in terms of the National ICT Competency

Standard Framework.

Definition of Terms

To facilitate a clear understanding of the study, the following terms and concepts used

were defined to have a clearer understanding of the study.

Competency. Knowledge, skill, ability, or characteristic associated with high performance on a

job. Some definitions of competency include motives, beliefs, and values. Competencies

can also help distinguish high performance from average and low performance; a

desirable quality or behavior; a performance indicator.

Evaluation. It is a systematic determination of a subject’s merit, worth and significance, using

criteria governed by a set of standards

Information and Communication Technology. ICT is defined as the totality of electronic

means to collect, store, process and present information to end-users in support of their

activities. It consists, among others, of computer systems, office systems, and consumer

electronics. As well as networked information infrastructure, the components of which

include the telephone system, the Internet, fax machines, and computers.

ICT Integration. The process of incorporating ICT in all aspects of education. It is the

application of ICT productivity tools such as computer units, application programs,

internet applications and relevant educational resources of all learning areas to improve

the teaching – learning process.

ICT Literacy. The competence and expertise of the teachers in utilizing ICT equipment and

productivity tools in improving the teaching-learning process. It includes the use of

computers, application programs, internet connection and other ICT equipment in the

preparation of instructional materials, reports, lesson plans and in teaching-learning

process.

31
Internet. It is the global system of interconnected computer networks that use the Internet

Protocol Suite (TCP/IP) to link devices worldwide. It is a network of networks that

consists of private, public, academic, business, and government networks of local to

global scope, linked by a broad array of electronic, wireless, and optical networking

technologies.

National ICT Competency Standards (NICS). Defines the knowledge and skills an individual

must possess at a recognized level of competence in specific ICT fields/areas.

Knowledge and skills in competency areas are presented generally with specifics on

essential areas of learning and performance indicators, but avoid reference to specific

vendors, versions or equipment. Thus, it allows flexibility in the adoption of the standard

while preserving the general requirements for competence.

Teacher. It means a person employed in an official capacity for the purpose of giving instruction

to students in an educational institution, whether public or private.

Training program. It includes the development of project design and implementation guidelines,

management of trainers training and educators training, implementation of project quality

measures, monitoring and evaluation, and all related activities.

32
 CHAPTER 2
METHODS

This chapter describes the methodology that was used during the study. The chapter

describes the research design, area of study, sample and sampling techniques, data collection

techniques and ethical considerations.

Research Design

The descriptive-quantitative method of research was employed in the conduct of this

study. Descriptive research is one in which specific situation is studied or seen if existing general

theories are borne out by specific situations (Goddard & Melville, 2001). A descriptive research

includes collection of data in order to answer the questions pertaining to the current status of the

study.

This study is descriptive in nature for it evaluates the level of Information

Communication Technology in instruction among the junior high school teachers in Las Piñas

City. More so, the description of this research is concentrated on existing phenomenon,

significance and values being used usually in categorical scheme. Meanwhile, a survey-

questionnaire instrument was used to gather the necessary data. The data gathered from the

participants were critically reviewed and analyzed with the help of the researcher’s thesis adviser

and expert in the field of Statistics.

This research is done in order to ensure valid and reliable assessment of the extent and

nature of ICT knowledge and skills of teachers in junior high schools, as well as to identify the

factors of teachers’ views affecting the development of ICT competences. The survey was

conducted in the academic year 2018-2019.

Sampling and Participants

DepEd mandates all teachers to integrate ICT in their teaching learning practices. The K

to 12 curriculum likewise encourages the acquisition of ICT related skills for teachers to be able

to accommodate innovative teaching styles as part of the 21st century skills needed by all

33
teachers. It is expected that all DepEd teachers observe such practice. Random sampling will be

used in this study. This study was confined to junior high school teachers of Las Piñas City,

during the school year 2018-2019.

The participants was selected using cluster sampling method, wherein the subjects were

chosen on the basis of district/cluster, size of school and subject taught, . This is the best method

of sampling for this study because the subjects for this study are large around Las Pinas (Portney

& Watkins, 2009).

A number of junior public high school teachers in the Division of City Schools Las Pinas

were chosen with the use of the Sampling Formula to determine the sample size as seen below:

Sample size was computed by using the formula:

n = (Z2 x P (1-P))/e2

where:

Z = value from standard normal distribution corresponding to the desired confidence

interval (Z = 1.96 for 95% CI)

P = expected true proportion

e = desired precision (half desired CI width)

n = (Z2 x P (1-P))/e2

= (1.962 x 0.5 (1-0.5))/ 0.052

= 196

To compute for the adjusted sample size:

The approximate numbers of public high school teachers in about is about 1600.

34
 n xN
n( adj ) 
n +N
196 x 1600
n( adj ) 
196 + 1600
n( adj )  174.61 175

The computed minimum sample size was 175. To prevent skewed data, the sample size

that being used was 240 and distributed in all six (6) big schools in two clusters equally

distributed to 8 subject areas.

Instrumentation

The research undertaking utilized a validated questionnaire which was based from

readings of related literature and the perceived insights of teachers during the informal interview

done by the researcher. The first part was constructed by the researcher based on the information

needed by the researcher. The content of the profile was presented to the adviser for comments

and suggestions. Other parts of the questionnaire was adapted from survey questionnaire of Mr.

Ronaldo C. Arimbuyutan when he conducted his research on computer literacy of the college

faculty of the College of the Immaculate Conception and Mr. Zaldy L. Magapayo when he

conducted his study on Assessment of ICT Program Implementation. Permission was sought from

the writers.

The other parts which are: teachers’ computer literacy, integration of ICT in instruction in

terms of DepEd ICT vision, available ICT resources and extent they are utilized, integration of

ICT in classroom instruction in terms of four factors namely: (1) guidelines and procedures, (2)

educational activities or services offered, (3) pedagogical functions, and (4) monitoring and

evaluation, value of ICT, specific educational values/skills imbibed by the participants in terms of

the following areas: creativity and innovativeness; open-mindedness; commitment; competence

and self-actualization and ICT values in terms of instructional domains.

35
 To ensure that the constructed questionnaire can gather all the needed data, it was

submitted to three authorities for validation. The three validators are experts in the field of

educational management, educational evaluation, and Information Communication Technology.

These experts are not directly connected to the researcher to attain maximum objectivity and

validity.

After such validation, the tool underwent a pilot test, in which its internal consistency

was analyzed using Cronbach’s alpha, a test used to measure a construct with multiple indicator

variables to tell whether the items measure unidimensionally to avoid error which attenuates

correlation and increases standard error (Angel, 2011). The highly accepted Cronbach Alpha

result was 0.862.

Data Gathering Procedure

In order to facilitate the data-gathering process, the researcher will perform the following

steps:

Before the actual administration and gathering of data, a letter of request of permission to

conduct the study will be submitted to the Schools Division Superintendent.

After the approval of the request to conduct the study, the researcher in consultation with

her adviser will identify the variables, the needed data, needed instruments, the source of data that

will be used in the study,

To ensure that the constructed questionnaire can gather all the needed data, it was

submitted to three authorities for validation. The three validators are experts in the field of

educational management, educational evaluation, and Information Communication Technology.

These experts are not directly connected to the researcher to attain maximum objectivity and

validity.

36
 Finally, to check if the items in the survey-questionnaire were clear and understandable, a

pre-testing of the survey-questionnaire was conducted to a group of teachers who were not

included in the actual administration.

The set of questionnaires will then be distributed to the respondents. When all the

research instruments are accomplished, the researcher will retrieve them immediately. After the

collection of the accomplished survey-questionnaire, the researcher sought the assistance of a

statistician to ensure the proper treatment and analysis of the data gathered.

Data Analysis

Statistical analyses were performed using SPSS (version 21; SPSS Inc., Chicago, IL

USA) software considering 95% confidence interval in all collected data. The use of cross

tabulations enabled data was visually displayed, comprehended and examined.

Upon retrieval of the questionnaires, a table for each sub-problem was prepared to

summarize the data and to facilitate easy understanding of the collated results.

To come up with valid and objective answers to the research problems stated, the

following statistical tools and techniques were used.

1. Frequency and Percentage. These were used to describe the regularity and rate of

the demographic profile of the participants of the study.

2. Weighted Mean. This statistical tool was used to determine the assessment of the

participants on the ICT in terms of computer competencies, vision, integration, skills and values.

This was also used to determine the weighted average of the responses in each indicators.

3. Ranking. This was used to determine the ranking of the different indicators

considered in assessing the computer competencies of the participants. The highest weighted was

ranked 5.

4. Standard Deviation. This was used to determine how tightly all the entries in

each respective group were clustered around their respective means/weighted means.

37
 5. One-way Analysis of Variance (One-way ANOVA). This was used to determine

if there is a significant difference in the computer competencies of the respondents when grouped

according to their profile variables.

6. Norms for Interpretation. To properly and comprehensively interpret and analyze the

results of the computations, the following were used:

6.1 Likert Scale was employed in analysing the various options of the participants which are

described using a five-point scale value.

A. On Teachers’ Computer Literacy

Response Category Range Interval

Expert 4.20 – 5.00

Very Proficient 3.40 – 4.19

Good 2.60 – 3.39

Sufficient 1.80 – 2.59

Very Limited 1.00 – 1.79

B. On the Assessment of DepEd ICT vision:

Response Category Range Interval

Very Strongly Agree 4.20 – 5.00

Strongly Agree 3.40 – 4.19

Moderately Agree 2.60 – 3.39

Disagree 1.80 – 2.59

Very Strongly Disagree 1.00 – 1.79

C. On the Integration of ICT in Classroom Instruction in Terms of Four (4) Factors

38
 Response Category Range Interval

Extremely Favorable 4.20 – 5.00

Favorable 3.40 – 4.19

Moderately Favorable 2.60 – 3.39

Unfavorable 1.80 – 2.59

Extremely Unfavorable 1.00 – 1.79

D. On the Value of ICT

Response Category Range Interval

Always 4.20 – 5.00

Often 3.40 – 4.19

Sometimes 2.60 – 3.39

Rarely 1.80 – 2.59

Never 1.00 – 1.79

E. On Imbibed ICT Educational Values/Skills

Response Category Range Interval

Always 4.20 – 5.00

Often 3.40 – 4.19

Sometimes 2.60 – 3.39

Rarely 1.80 – 2.59

Never 1.00 – 1.79

Potential Ethical Issues

The study took into consideration all ethical issues that are critical for conducting

research. These included first, the researcher had not been association with information that

39
respondents provided which were not related to research topic. Secondly the permission letter

from the Division of City Schools Las Piñas authority was solicited aid provided to researcher.

Thirdly, the researcher made sure that the respondent’s privacy and confidentiality of the

information provided were observed, these encouraged respondents to provide information more

freely.

40
 Chapter 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter contains the different tables that present the results, analyses and

interpretations of data gathered and organized in the study conducted and aimed to provide a

valid and reliable assessment on the integration of Information Communication Technology or

ICT in instruction among junior high school teachers. It also discusses the implications of the data

gathered in the previously stated problems and hypotheses.

1. 1. How the profile of the teacher respondents may be described in terms of:

1.1. age;

1.2. gender;

1.3. educational attainment;

1.4. years of teaching;

1.5. subject/s taught;

1.6. computer application in teaching;

1.7. computer trainings attended;

1.8. ownership of computer; and

1.9. number of hours of computer usage per week?

41
Table 1. Demographic Profile of the Respondents
Profile Frequency Percentage (%)
Age
21-30 years old 40 16.7
31-40 years old 70 29.2
41-50 years old 66 27.5
51-60 years old 56 23.3
61-64 years old 8 3.3
Gender
Female 192 80.0
Male 48 20.0
Educational Attainment
Bachelor’s Degree 110 45.8
With MA Units 116 48.4
With PhD. units 14 5.8
Years of Teaching
Less than 5 years 44 18.3
5-9 years 35 14.6
10-15 years 71 29.6
More than 15 years 90 37.5
Subject/s Taught
English 30 12.5
Mathematics 30 12.5
Science 30 12.5
Filipino 30 12.5
MAPEH 30 12.5
Araling Panlipunan 30 12.5
Edukasyosn sa Pagpapakatao 30 12.5
Technology & Livelihood Education 30 12.5
Computer Application in Teaching
None 8 3.3
1 application 62 25.8
2 applications 45 18.8
3 applications 52 21.7
More than 3 applications 73 30.4
Computer Trainings Attended
Yes 184 76.7
No 46 19.2
Ownership of Computer
Yes 215 89.6
No 24 10.0
Number of Hours of Computer Usage per Week
Less than 5 hours 107 44.6
5-9 hours 26 10.8
10-14 hours 66 27.5
15-20 hours 27 11.3
More than 20 hours 14 5.8

42
 Table 1 shows the demographic profile of the respondents. Two hundred forty (240)

respondents were included in the study. It reveals that 136 of the 240 teacher-respondents (about

57%) are aged 31 - 50 years old and they constituted. majority of the population sample.

Evidently, majority of the respondents are female, eighty (80%) or 192 out of 240, while twenty

percent (20%) or 48 respondents are male teachers. This is accredited to Filipino cultural norms

that females are expected to be nurturers and caregivers. Most of the respondents (48.4%) are

with masteral units, while about 6% are with PhD. units. About 67% of the respondents are

working for more than 10 years. The data implied that most of the respondents are experienced

teachers. The respondents were equally distributed in eight (8) subject areas. Ninety seven

percent (97%) are using computer on their teaching process. About 77% of the respondents

attended trainings and seminars on ICT. This data implies that the teachers were aware on DepEd

Computerization Program (DCP) to provide public schools with appropriate information and

communication technologies (ICT) that would improve the teaching and learning process.

Majority of the respondents are using computer less than 5 hours a week.

2. How may the computer competencies of teacher respondents be described in terms of:

2.1. General Computer Operations;

2.2. Communication and Internet;

2.3. Word Processing;

2.4. Spreadsheets; and

2.5. Graphics?

Table 2.1 Assessment on Computer Literacy in terms of General Computer Operations

Weighted
Computer Operations Rank Description
Mean
1. Retrieve files 3.442 5 Very Proficient
2. Copy, move, delete files 4.258 1 Expert

43
3. Back-up files 3.567 4 Very Proficient
4. Use auto-save 3.638 3 Very Proficient
5. Organize files in subdirectories/folders 3.750 2 Very Proficient
6. Import and export files 3.438 6 Very Proficient
Average 3.682 Very Proficient

Table 2.1 presents the means and ranks of responses on the six (6) indicators regarding

the assessment on computer literacy in terms of computer operations.

Result of the analysis shows that, of the six items, indicator no.2, “copy, move, delete

files” with the highest mean rating of 4.258, ranked number 1 and interpreted as “Expert”. In

contrary, Indicators 6, 1 and 3 were the last three ranks among all indicators with weighted of

3.438, 3.442 and 3.567, respectively. It indicates that importing and exporting files, retrieving

files, and backing-up files were the most common problems encountered by the respondents in

terms of computer operations. However, these indicators were interpreted as “Very Proficient”.

Generally, the respondents were very proficient in computer operations with an average

of 3.682.

Table 2.2 Assessment on Computer Literacy in terms of Communication and Internet

Weighted
Communication and Internet Operations Rank Description
Mean
Very
1. Send and receive e-mail messages 4.100 1
Proficient
2. Enclose and recover documents attached to e-mail Very
3.750 6
messages Proficient
Very
3. Access the internet with a browser 3.996 2
Proficient
Very
4. Navigate the web by the use of links and URL address 3.875 5
Proficient
Very
5. Use search engines to locate desired information 3.888 4
Proficient
Very
6. Download and print desired items from the internet 3.954 3
Proficient
Very
Average 3.927 Proficient

44
 Table 2.2 presents the means and ranks of responses on the six (6) indicators regarding

the assessment on computer literacy in terms of communication and internet.

Result of the analysis shows that, of the six items, indicator no.1, “Send and receive e-

mail messages” with the highest mean rating of 4.100, ranked number 1 and interpreted as “Very

Proficient”. In contrary, Indicators 2, 4 and 5 were the last three ranks among all indicators with

weighted of 3.750, 3.875 and 3.888, respectively. It indicates that enclosing and recovering

documents attached to e-mail messages, navigating the web by the use of links and URL address,

and using search engines to locate desired information were the most common problems

encountered by the respondents in terms of communication and internet operations. However,

these indicators were interpreted as “Very Proficient”.

Generally, the respondents were very proficient in communication and internet operations

with an average of 3.927.

Table 2.3 Assessment on Computer Literacy in terms of Word Processing

Weighted
Computer Operations Rank Description
Mean
Very
1. Insert pictures, shapes and other objects 4.133 6
Proficient
2. Print document files 4.383 2 Expert
3. Cut, copy and paste selected object 4.272 3 Expert
Very
4. Insert and delete selected object 4.146 5
Proficient
5. Select and change font sizes and styles 4.400 1 Expert
6. Set line spacing (e.g. single space, double space, etc.) 4.242 4 Expert
Very
7. Set paragraph alignment and indentation 3.788 7
Proficient
Very
4.195 Proficient

Table 2.3 presents the means and ranks of responses on the seven (7) indicators regarding

the assessment on computer literacy in terms of Word Processing.

45
 Result of the analysis shows that, of the seven items, indicator no.5, “Select and change

font sizes and styles” with the highest mean rating of 4.400, ranked number 1 and interpreted as

“Expert”. In contrary, Indicators 1, 4 and 6 were the last three ranks among all indicators with the

weighted mean of 4.133, 4.146 and 4.242, respectively. It indicates that inserting picture, shapes

and other objects, inserts and delete selected object, and setting line spacing were the most

common problems encountered by the respondents in terms of word processing. However,

indicator No. 4 was interpreted as “Expert”. While indicators No. 1 and 4 were interpreted as

“Very Proficient”.

Generally, the respondents were very proficient in word processing with an average of

3.927.

Table 2.4 Assessment on Computer Literacy in terms of Spreadsheets

Weighted
Computer Operations Rank Description
Mean
1. Enter labels, values, headings 3.142 4 Good
2. Enter formula using arithmetic operations and/or built-
2.821 6 Good
in functions
3. Create charts and graphics from cell contents 2.950 5 Good
Very
4. Cut, copy and paste cell contents 3.604 2
Proficient
Very
5. Insert and delete rows and columns 3.704 1
Proficient
6. Apply appropriate formats for cell contents (e.g.
3.188 3 Good
currency, percent, etc.)
Average 3.235 Good

Table 2.4 presents the means and ranks of responses on the six (6) indicators regarding

the assessment on computer literacy in terms of Spreadsheets operations.

Result of the analysis shows that, of the six items, indicator no.5, “Insert and delete rows

and columns” with the highest mean rating of 3.704, ranked number 1 and interpreted as “Very

Proficient”. In contrary, Indicators 2, 3 and 1 were the last three ranks among all indicators with

weighted of 2.821, 2.950 and 3.142, respectively. It indicates that entering formula using

46
arithmetic operations and/or built-in functions, creating charts and graphics from cell contents,

and entering labels, values, headings were the most common problems encountered by the

respondents in terms of communication and internet operations. However, these indicators were

interpreted as “Good”.

Generally, the respondents were good in spreadsheet operations with an average of 3.235.

Table 2.5 Assessment on Computer Literacy in terms of Graphics

Weighted
Computer Operations Rank Description
Mean
1. Use clip art 3.258 1 Good
2. Capture a pre-existing image by scanning 2.979 4 Good
3. Capture a pre-existing image from video input 2.854 5 Good
4. Create an image using a graphics program 2.663 6 Good
5. Use font style and size 3.079 2 Good
6. Use color, space and layout 3.054 3 Good
Average 2.981 Good

Table 2.5 presents the means and ranks of responses on the six (6) indicators regarding

the assessment on computer literacy in terms of Graphics.

Result of the analysis shows that, of the six items, indicator no.1, “Use clip art” with the

highest mean rating of 3.258, ranked number 1 and interpreted as “Good”. In contrary, Indicators

4, 3 and 2 were the last three ranks among all indicators with weighted of 2.663, 2.854 and 2.979,

respectively. It indicates that creating an image using a graphics program, capturing a pre-existing

image from video input, and capturing a pre-existing image by scanning were the most common

problems encountered by the respondents in terms of communication and internet operations.

However, these indicators were interpreted as “Good”.

Generally, the respondents were good in graphics manifestations with an average of

2.981.

47
3. How may the DepEd Information Communication Technology or ICT be described and

assessed in terms of its vision?

Table 3. Integration of ICT in Instruction in terms of DepEd Vision.

Weighted
DepEd Vision on ICT Rank Description
Mean
1. Guides the school in the selection of appropriate physical
infrastructure (ICT resources) and necessary technical Strongly
3.913 10
support to make ICT accessible and useful to pupils, Agree
teachers, administrators and school support staff.
2. Aids school administrators in making ICT staff
development plan to develop teachers’ competence in the Strongly
3.958 8
use of ICT and in the design, production and utilization of Agree
ICT-based instructional materials.
3. Prompts schools in ensuring access to the latest
Strongly
developments in ICT and in supporting research and 3.996 4
Agree
education.
4. Revitalizes schools to become more dynamic, collaborative,
and innovative learning institutions where pupils can Strongly
4.008 3
become more motivated, inquisitive, creative, and Agree
productive learners.
5. Prompts school heads and teachers to always be mindful on
Strongly
the quality of education and services being offered to 4.021 2
Agree
pupils.
6. Reminds teachers on their noble duty of giving the best Strongly
4.067 1
education possible to pupils. Agree
7. Promotes a positive venue for curriculum improvement that
Strongly
would integrate technology with the different learning 3.967 7
Agree
areas.
8. Unites school leaders, teachers, and other stakeholders in Strongly
3.971 6
the successful integration of ICT in instruction. Agree
9. Prepares and equips pupils with the appropriate ICT
knowledge, values and skills to develop the habits of self- Strongly
3.979 5
learning and critical thinking that they can use in their Agree
future education and in the field of work.
10. Links up the pupils with the vast network of knowledge Strongly
3.946 9
and information to become global in perspective. Agree
Strongly
3.986 Agree

Exhibited in Table 3 is the assessment of the teachers-respondents with regard to the

integration of ICT in instruction in terms of DepEd Vision. They are in the description level

48
classified as “Strongly Agree” in stating that the DepEd Vision on ICT reminds teachers on their

noble duty of giving the best education possible to pupils garnering the highest weighted mean of

4.067 (Rank 1) in the 5-point scale. Likewise, Indicator No. 5 was next in rank and classified as

“strongly Agree”, conforming that DepEd Vision on ICT prompts school heads and teachers to

always be mindful on the quality of education and services being offered to pupils (Rank 2). The

result implied that being noble to their duty makes them aware on the quality of education and

services being offered to pupils.

In contrast, the perception of the respondents regarding DepEd Vision on ICT in Guides

the school in the selection of appropriate physical infrastructure (ICT resources) and necessary

technical support to make ICT accessible and useful to pupils, teachers, administrators and school

support staff have the least evidence on category (Rank 10). Moreover, Indicator No. 10 “Links

up the pupils with the vast network of knowledge and information to become global in

perspective” was rank 9.

In general, assessment of the teachers-respondents with regard to the integration of ICT

in instruction in terms of DepEd Vision is “Strongly Agree”. The overall weighted mean is

3.986. This result implied that DepEd Vision on ICT reminds teachers on their noble duty of

giving the best education possible to pupils. (BECTA, 2003) Government interventions and

training programs result in positive attitudes towards ICT in teachers. (PIA, 2019) also stressed

that Communication and Technology (ICT) effective delivery of teaching and learning through

DepEd ICT visions would raise the ICT literacy of the learners, teachers, and school heads by

integrating ICT in the school system.

4. How may the integration of ICT in classroom instruction be described and assessed in terms

of the following factors:

4.1. ICT guidelines/procedures;

4.2. educational activities/services offered

49
 4.3. pedagogical functions, and

4.4. monitoring evaluation?

Table 4.1 Assessment of ICT Integration in Class Instruction in terms of ICT Guidelines
Weighted
ICT Guidelines Rank Description
Mean
1. The computer set must be placed exclusively in a computer
laboratory or library, faculty, principal’s office or in any other 4.096 6 Favorable
place/room in school for administrative use.
2. The policies/guidelines in the utilization of computers and
other ICT resources are posted in the computer laboratory and Extremely
4.292 4
in classrooms and these are communicated well to the teachers Favorable
and pupils.
3. ICT integration in all subject areas must be encouraged by Extremely
4.408 2
the school head to improve teaching and learning process. Favorable
4. All teachers are encouraged to use the computer laboratory Extremely
4.292 4
or any ICT resource on a schedule basis. Favorable
5. Computer laboratory or any ICT resource is for classroom
instruction use only or in furtherance of the DepEd ICT vision, Extremely
4.471 1
any leisure activity is strictly prohibited. ICT resources must Favorable
be utilized responsibly and with ethical manner.
6. Schools must have access to internet for the enrichment of
Extremely
instruction, learners’ record monitoring, research, and any 4.317 3
Favorable
other- related education activities.
Extremely
4.310 Favorable

Table 4.1 presents the means and ranks of responses on the six (6) indicators regarding

the assessment of ICT integration in class instruction in terms of ICT guidelines.

Result of the analysis shows that, of the six items, indicator no.5, “Computer laboratory

or any ICT resource is for classroom instruction use only or in furtherance of the DepEd ICT

vision, any leisure activity is strictly prohibited. ICT resources must be utilized responsibly and

with ethical manner” with the highest mean rating of 4.471, ranked number 1 and interpreted as

“Extremely Favorable”. In contrary, Indicator No. 1 was the last ranks among all indicators with

weighted mean of 4.096. It indicates that The computer set must be placed exclusively in a

computer laboratory or library, faculty, principal’s office or in any other place/room in school for

administrative use. However, this indicator was interpreted as “Favorable”.

50
 Generally, the respondents were extremely favorable in ICT Integration in Class

Instruction in terms of ICT Guidelines with an average of 4.310.

Table 4.2 Assessment of ICT Integration in Class Instruction in terms of ICT Educational
Activities
Weighted
ICT Educational Activities Rank Description
Mean
1. The school provides seminar-workshops and trainings about Extremely
4.233 4
the latest ICT trends and issues. Favorable
2. The school gives incentives or awards to those who
4.054 5 Favorable
frequently utilize the ICT resources.
3. The school participates in any local, national, or
Extremely
international ICT competition, pupil -seminar, training, or 4.296 1
Favorable
conference.
4. The school offers ICT Literacy Program/Class for primary
Extremely
and intermediate pupils (e.g. typing, word-formatting, excel 4.263 3
Favorable
and power point application).
5. The school organizes ICT-related activities for pupils to Extremely
4.267 2
develop their ICT skills. Favorable
Extremely
4.223 Favorable

Table 4.2 presents the means and ranks of responses on the five (5) indicators regarding the

assessment of ICT Integration in class instruction in terms of ICT educational activities.

Result of the analysis shows that, of the six items, indicator no.3, “The school participates

in any local, national, or international ICT competition, pupil -seminar, training, or conference”

with the highest mean rating of 4.296, ranked number 1 and interpreted as “Extremely

Favorable”. In contrary, Indicator No. 2 was the last ranks among all indicators with weighted

mean of 4.054. It indicates that the school gives incentives or awards to those who frequently

utilize the ICT resources. However, this indicator was interpreted as “Favorable”.

Generally, the respondents were extremely favorable in ICT Integration in Class

Instruction in terms of educational activities with an average of 4.223.

51
 Table 4.3 Assessment of ICT Integration in Class Instruction in terms of Pedagogical Functions
Weighted
Pedagogical Functions Rank Description
Mean
1. 1. The teacher uses ICT for record keeping purposes (taking of
Extremely
attendance, computing grades, and maintaining pupils’ 4.333 1
Favorable
records).
2. 2. The teacher integrates the use of a computer laboratory into Extremely
4.217 4
ongoing teaching activities. Favorable
3. 3. The teacher utilizes ICT resources for individual activity or Extremely
4.217 4
group dynamics. Favorable
4. 4. The teacher uses ICT resources to enhance and promote
Extremely
pupils’ active participation in class, productivity, and 4.267 2
Favorable
cooperative learning.
5. 5. The teacher uses ICT to communicate and collaborate with
pupils, peers, parents and the larger community to nurture 4.154 7 Favorable
pupils’ learning.
6. 6. The teacher manages pupils’ project-based learning Extremely
4.225 3
activities in a technology-enhanced environment. Favorable
7. 7. The teacher designs units of study and classroom activities
that integrate range of ICT tools to help pupils acquire the
4.192 6 Favorable
skills of reasoning, planning, reflective learning, knowledge
building and communication.
8. Extremely
4.229 Favorable

Table 4.3 presents the means and ranks of responses on the seven (7) indicators regarding

the assessment of ICT Integration in class instruction in terms of pedagogical functions.

Result of the analysis shows that, of the seven items, indicator no.1, “The teacher uses

ICT for record keeping purposes (taking of attendance, computing grades, and maintaining

pupils’ records)” with the highest mean rating of 4.333, ranked number 1 and interpreted as

“Extremely Favorable”. In contrary, Indicator No. 5 was the last ranks among all indicators with

weighted mean of 4.154. It indicates that the teacher uses ICT to communicate and collaborate

with pupils, peers, parents and the larger community to nurture pupils’ learning. However, this

indicator was interpreted as “Favorable”.

Generally, the respondents were extremely favorable in ICT Integration in Class

Instruction in terms of pedagogical functions with an average of 4.229.

52
 Table 4.4 Assessment of ICT Integration in Class Instruction in terms of Monitoring and
Evaluation
Weighted
ICT on Monitoring and Evaluation Rank Description
Mean
1. There is a regular inventory of ICT resources in our school. Extremely
4.221 1
Favorable
2. The school monitors and identifies those who do not make
3.813 5 Favorable
use of ICT resources in their teaching.
3. Teachers are encouraged to use their personally owned ICT
4.071 2 Favorable
resources in their teaching.
4. The school/district provides a Proficiency Test in the use of
3.908 4 Favorable
ICT for beginning teachers.
5. Teachers are observed and evaluated with the use of ICT. 3.917 3 Favorable
9. 3.986 Favorable

5. How valuable is the ICT program in the school and community as assessed by the

participants?

Table 5 Assessment on Value or Importance of ICT Program in the School and Community
Weighted
Values of ICT Rank Description
Mean
1. The integration of ICT in classroom instruction is of great
4.204 2 Always
value in offering quality education and quality services.
2.The ICT facilitates the transmission of knowledge and
4.275 1 Always
information.
3.The ICT creatively lessens the teacher efforts in the
preparation of instructional materials and other undertakings 4.192 3 Often
of teachers.
4. The ICT creates interactive discussion between the teachers
4.163 6 Often
and pupils.
5. The integration of ICT in teaching challenges teachers and
pupils to aspire for greater heights in their quest for 4.138 8 Often
excellence.
6. The ICT advances sharing and collaboration as well as
4.154 7 Often
independent learning among teachers and pupils.

53
7. The ICT promotes diversity and provides more
opportunities to learn about different cultures, religion and 4.188 5 Often
politics across international network.
8. The ICT properly guides teachers in monitoring, assessing,
4.192 3 Often
recording and reporting learning outcomes.
9. The ICT reduces learning time but improves performance
4.075 9 Often
among teachers and pupils.
10. ICT facilitates a more pupil-centered and a more-
4.021 10 Often
constructive approach of teaching.
4.160 Often

6. What are the specific educational values/skills obtained and imbibed by the participants?

Table 6. Assessment on Value Imbibed by the Participants

Weighted
Imbibed Values of ICT Rank Description
Mean
1. I know and I understand that creativity and innovativeness
is the ability to create and invent new things with the use of 4.363 9 Always
personal insight and reflection.
2. I feel fulfilled when my pupils are enjoying and learning at
the same time when I use ICT designed lessons and 4.450 2 Always
activities during discussion.
3. I certainly comprehend that open-mindedness is the ability
to be receptive to new ideas and inventions brought about 4.388 8 Always
by modernization.
4. I provide a classroom ambiance that promotes openness and
4.233 10 Always
social awareness about the rapid changes in the world.
5. I am aware that commitment is the ability to dedicate
4.471 1 Always
oneself in any undertaking with worthwhile outcomes.
6. I give my best in helping my pupils in becoming better and
4.408 6 Always
responsible citizens of our country.
7. I consciously believe that competence is the capability to do
4.429 5 Always
an assigned task particularly in a field of specialization.

54
8. I competently perform my duties and responsibilities as a
4.433 4 Always
teacher.
9. There is a sense of fruition when I know I have utilized my
4.442 3 Always
giftedness as a person to the fullest.
10. I do my best in molding and guiding my pupils towards the
4.400 7 Always
development of their skills.
Average 4.402 Always

7. Is there a significant difference in the computer competencies of the respondents when

grouped according to their profile variables?

Table 7. Analysis of Variance on Computer Competencies of the Respondents when Grouped

According to their Profile Variables
Description F-value p-value Remarks
Age 9.328 0.000 Significant
Gender 1.428 0.233 Not Significant
Highest Educational Attainment 4.969 0.008 Significant
Length of Teaching Experience 10.870 0.000 Significant
Subject/s Taught 1.148 0.334 Not Significant
Computer Application in Teaching 25.896 0.000 Significant
Computer trainings attended 0.862 0.462 Not Significant
Ownership of Computer 12.001 0.000 Significant
No. of Hours of Computer Usage/Week 10.315 0.000 Significant

Table 9 reveals the result of the test conducted using one-way analysis of variance (ANOVA) to

determine if there were significant differences among the assessments of the three (3) groups of

participants as to the efficiency of the K4 Program in the Division of Las Pinas City. As revealed,

no significant difference is observed. The computed F-value is 2.900 (Critical Value = 3.13)

with asymptotic significance equal to 0.065 tested at the degrees of freedom of 3/50 and at a level

of significance of 0.05. This suggests that regardless of level of category, all respondents

manifest the same degree of perception in the efficiency on the implementation of K4 program.

The null hypothesis that there were no significant differences among the assessments of the three

(3) groups of participants as to the efficiency of the K4 Program in the Division of Las Pinas

City.

55
8. Based from the findings, conclusions derived from the study, What ICT training programs

can be proposed to enhance the competencies of the respondents?

56
57
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Appendices

SPSS Results

Age
@11000000000000001

Frequency Percent Valid Percent Cumulative Percent

1.0 40 16.7 16.7 16.7

2.0 70 29.2 29.2 45.8

3.0 66 27.5 27.5 73.3

Valid
4.0 56 23.3 23.3 96.7

5.0 8 3.3 3.3 100.0

Total 240 100.0 100.0

Gender

@12

Frequency Percent Valid Percent Cumulative Percent

63
 1.0 48 20.0 20.0 20.0

Valid 2.0 192 80.0 80.0 100.0

Total 240 100.0 100.0

Educ Attainment

@13

Frequency Percent Valid Percent Cumulative Percent

1.0 110 45.8 45.8 45.8

2.0 116 48.3 48.3 94.2

Valid
3.0 14 5.8 5.8 100.0

Total 240 100.0 100.0

Years of Teaching

@14

Frequency Percent Valid Percent Cumulative Percent

1.0 44 18.3 18.3 18.3

2.0 35 14.6 14.6 32.9

Valid 3.0 71 29.6 29.6 62.5

4.0 90 37.5 37.5 100.0

Total 240 100.0 100.0

Subject/s Taught

@15

Frequency Percent Valid Percent Cumulative Percent

1.0 30 12.5 12.5 12.5

2.0 30 12.5 12.9 25.4

3.0 30 12.5 12.1 37.5

4.0 30 12.5 12.5 50.0

Valid
5.0 30 12.5 12.5 62.5

6.0 30 12.5 12.5 75.0

7.0 30 12.5 12.5 87.5

8.0 30 12.5 12.5 100.0

64
 Total 240 100.0 100.0

Computer Application in Teaching

@16

Frequency Percent Valid Percent Cumulative Percent

1.0 62 25.8 25.8 25.8

2.0 45 18.8 18.8 44.6

3.0 52 21.7 21.7 66.3

Valid
4.0 73 30.4 30.4 96.7

.0 8 3.3 3.3 100.0

Total 240 100.0 100.0

Computer Trainings Attended

@17

Frequency Percent Valid Percent Cumulative Percent

1.0 184 76.7 76.7 76.7

2.0 46 19.2 19.2 95.8

Valid 3.0 8 3.3 3.3 99.2

4.0 2 .8 .8 100.0

Total 240 100.0 100.0

Ownership of Computer

@18

Frequency Percent Valid Percent Cumulative Percent

1.0 215 89.6 89.6 89.6

2.0 24 10.0 10.0 99.6

Valid
3.0 1 .4 .4 100.0

Total 240 100.0 100.0

Nu

@19

65
 Frequency Percent Valid Percent Cumulative Percent

1.0 107 44.6 44.6 44.6

2.0 26 10.8 10.8 55.4

3.0 66 27.5 27.5 82.9

Valid
4.0 27 11.3 11.3 94.2

5.0 14 5.8 5.8 100.0

Total 240 100.0 100.0

mber of Hours of Computer Usage per Week

Descriptives stat

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

@11000000000000001 240 1.0 5.0 2.675 1.1066

@2A1 240 1.0 5.0 3.442 1.2018

@2A2 240 1.0 5.0 4.258 .8726

@2A3 240 1.0 5.0 3.567 .9744

@2A4 240 1.0 5.0 3.638 1.0499

@2A5 240 1.0 5.0 3.750 1.1480

@2A6 240 1.0 5.0 3.438 1.2393

@2B1 240 1.0 5.0 4.100 1.1491

@2B2 240 1.0 5.0 3.750 1.2222

@2B3 240 1.0 5.0 3.996 .9033

@2B4 240 1.0 5.0 3.875 .9730

@2B5 240 1.0 5.0 3.888 .9283

@2B6 240 1.0 5.0 3.954 .9905

66
@2C1 240 1.0 5.0 4.133 .9675

@2C2 240 1.0 5.0 4.383 .8980

@2C3 239 1.0 5.0 4.272 .8583

@2C4 240 1.0 5.0 4.146 .9327

@2C5 240 1.0 5.0 4.400 .8717

@2C6 240 1.0 5.0 4.242 1.0823

@2C7 240 1.0 5.0 3.788 1.0942

@2D1 240 1.0 5.0 3.142 1.3679

@2D2 240 1.0 5.0 2.821 1.3118

@2D3 240 1.0 5.0 2.950 1.3435

@2D4 240 1.0 5.0 3.604 1.1632

@2D5 240 1.0 5.0 3.704 1.1091

@2D6 240 1.0 5.0 3.188 1.2914

@2E1 240 1.0 5.0 3.258 1.2937

@2E2 240 1.0 5.0 2.979 1.2356

@2E3 240 1.0 5.0 2.854 1.1749

@2E4 240 1.0 5.0 2.663 1.1565

@2E5 240 1.0 5.0 3.079 1.2127

@2E6 240 1.0 5.0 3.054 1.2072

240 1.129032258064616 5.000000000000100 3.622948028673934 .820073022973675

@2Ave
2 0

@301 240 1.0 5.0 3.946 .8035

@302 240 1.0 5.0 3.958 .7858

@303 240 2.0 5.0 3.996 .7948

@304 240 2.0 5.0 4.008 .7598

@305 240 2.0 5.0 4.021 .7623

@306 240 2.0 5.0 4.067 .8051

@307 240 2.0 5.0 3.967 .8124

@308 240 1.0 5.0 3.971 .7943

@309 240 2.0 5.0 3.979 .7946

@31 240 2.0 5.0 3.946 .7930

@3Ave 240 2.7 5.0 3.986 .7139

@4A1 240 1.0 5.0 4.096 .9074

@4A2 240 2.0 5.0 4.292 .7306

@4A3 240 2.0 5.0 4.408 .7026

@4A4 240 2.0 5.0 4.292 .6954

@4A5 240 2.0 5.0 4.471 .6839

@4A6 240 1.0 5.0 4.317 .9372

@4B1 240 1.0 5.0 4.233 .8555

@4B2 240 1.0 5.0 4.054 .9859

67
@4B3 240 1.0 5.0 4.296 .8483

@4B4 240 1.0 5.0 4.263 .8194

@4B5 240 1.0 5.0 4.267 .8155

@4C1 240 1.0 5.0 4.333 .7066

@4C2 240 1.0 5.0 4.217 .7564

@4C3 240 1.0 5.0 4.217 .7452

@4C4 240 1.0 5.0 4.267 .7402

@4C5 240 2.0 5.0 4.154 .8009

@4C6 240 2.0 5.0 4.225 .7199

@4C7 240 2.0 5.0 4.192 .7179

@4D1 240 1.0 5.0 4.221 .7904

@4D2 240 1.0 5.0 3.813 .8976

@4D3 240 1.0 5.0 4.071 .7703

@4D4 240 1.0 5.0 3.908 1.1203

@4D5 240 1.0 5.0 3.917 .9064

240 2.086956521739230 5.000000000000100 4.196557971014595 .577475121596503

@4Ave
3 0

@501 240 3.0 5.0 4.204 .6815

@50199999999999996 240 3.0 5.0 4.275 .6266

@503 240 3.0 5.0 4.192 .6634

@504 240 3.0 5.0 4.163 .6743

@505 240 2.0 6.0 4.138 .7445

@50599999999999996 240 2.0 5.0 4.154 .7182

@507 240 3.0 6.0 4.188 .7161

@508 240 3.0 6.0 4.192 .7295

@509 240 3.0 6.0 4.075 .7105

@50999999999999996 240 3.0 5.0 4.021 .6812

@5Ave 240 3.0 5.0 4.160 .6080

@601 240 3.0 5.0 4.363 .7129

@602 240 2.0 5.0 4.450 .6888

@603 240 3.0 5.0 4.388 .6814

@604 240 3.0 5.0 4.233 .6031

@605 240 3.0 5.0 4.471 .6839

@606 240 3.0 5.0 4.408 .6845

@607 240 3.0 5.0 4.429 .6747

@608 240 3.0 5.0 4.433 .7288

@609 240 3.0 5.0 4.442 .6759

@61 240 3.0 5.0 4.400 .6520

@6Ave 240 3.0 5.0 4.402 .5835

Valid N (listwise) 239

68
ANOVA

Age

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 22.023 4 5.506 9.328 .000

Within Groups 138.709 235 .590

Total 160.732 239

Gender

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups .958 1 .958 1.428 .233

Within Groups 159.774 238 .671

Total 160.732 239

Highest Educational Attainment

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 6.469 2 3.234 4.969 .008

Within Groups 154.263 237 .651

Total 160.732 239

Length of Teaching Experience

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

69
Between Groups 19.513 3 6.504 10.870 .000

Within Groups 141.219 236 .598

Total 160.732 239

Subject/s Taught

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 5.381 7 .769 1.148 .334

Within Groups 155.352 232 .670

Total 160.732 239

Computer Application in teaching

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 49.173 4 12.293 25.896 .000

Within Groups 111.559 235 .475

Total 160.732 239

Computer trainings attended

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 1.742 3 .581 .862 .462

Within Groups 158.990 236 .674

Total 160.732 239

Ownership of Computer

ANOVA

@2Ave

70
 Sum of Squares df Mean Square F Sig.

Between Groups 14.781 2 7.390 12.001 .000

Within Groups 145.951 237 .616

Total 160.732 239

Number of hours of computer usage per week

ANOVA

@2Ave

Sum of Squares df Mean Square F Sig.

Between Groups 24.005 4 6.001 10.315 .000

Within Groups 136.727 235 .582

Total 160.732 239

71