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ABSTRACT

ADLAWON, GIRBERT N., Mindanao State University-Buug Campus, March, 2012.

HIGH SCHOOL TEACHERS’ ATTITUDES TOWARDS THE USE OF TECHNOLOGY: THEIR
PERCEIVED IMPACT TO THE UBD-BASED CURRICULUM IMPLEMENTATION;

THESIS ADVISER:

SOLOMON U. MOLINA, R.N., M.N., M.P.H., M.D., Ed.D., D.P.A., Ph.D.

This study investigated the high school teachers’ attitudes towards the use of

technology and their perceived impact to the UbD-Based curriculum implementation

among five (5) public secondary schools in Buug District.

Specifically, the study sought to answer the following questions.

1. What is the profile of high school teachers in terms of age, sex, civil status,

educational background, and number of years in service?

2. What is the level of attitudes of the high school teachers towards the use of

technology in terms of

2.1 administrative/managerial technology?

2.2 audiovisual aids technology?

2.3 teaching technology?

3. What is the extent of correlation between teachers’ attitudes towards the use of

technology and their demographic profile in terms of age, sex, civil status, educational

background and number of years in service?

4. Do each of the independent variables in terms of age, sex, civil status,

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, educational background, and number of years in service significantly predict the

perceived impact of the UbD-Based curriculum implementation?

5. Do the combinations of correlates significantly predict the perceived impact of the

UbD-Based curriculum implementation?

6. Is there a significant dependence between the use of technology and the perceived

impact?

7. What implications may be drawn from the findings of the study?

To gather the needed data, three sets of questionnaires were used. The first one

was a questionnaire on teachers’ demographic profile. The second one was an attitude

scale of teachers’ attitudes towards the use of technology. The last one was a self-

constructed questionnaire on teachers’ perceived impact of technology to the UbD-Based

curriculum.

The data gathered were tabulated, analyzed and interpreted using the

percentage, mean, correlation, regression analysis and chi-square through the assistance

of the Statistical Package for Social Sciences (SPSS) software.

Based on the data gathered, the following findings were drawn:

1. The average age of the teacher-respondents in the study is more or less not too old

(34 years old).

2. Majority (77.80%) of the teacher-respondents are females in the teaching

profession in the place of the study.

3. Majority (70.40%) of the teacher-respondents are married.

4. Majority (51.90%) of the teachers in study are Bachelor’s Degree holders.

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5. Majority (50.60% and mean=6.56 years) of the teacher-respondents are quite new

to the teaching profession.

6. Many (42.59%) of the teacher-respondents have high regard on the use of the

administrative/managerial technology.

7. Majority (62.96%) of the teacher-respondents in Buug District moderately view

audiovisual aids technology as an important device in the teaching and learning process.

8. Many (44.44%) of the teacher-respondents moderately teach the use/operation of

technology among learners in the public secondary schools in Buug District.

9. The overall scores on the use of technology in terms of administrative/managerial

technology, audiovisual aids technology, and the teaching of technology show that

majority (66.67%) of the teacher-respondents in Buug District with a mean of 3.53

moderately view technology as an important tool.

10. The correlation values of .132 to .195 which are less than the critical value of .2732

show that there is no significant relationship between the teachers’ attitudes towards the

overall scores of the use of technology in terms of administrative/managerial technology,

audiovisual aids technology, and teaching technology and their demographic profile in

terms of age, sex, number of years in service and highest educational attainment.

However, the use of technology and civil status are significantly correlated with a

correlation value of .300 which is higher than the critical value of .2732.

11. The teachers’ perceived impact of technology use to the UbD-Based curriculum

and their demographic profile pertaining to sex, civil status, number of years in service

and highest educational attainment have no significant correlation with correlation values

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ranging from .030 to .171 which are lesser than the critical value of .2732. On the other

side, the teachers’ perceived impact of technology use and age have significant

relationship as shown by a correlation value of .292 which is higher than the critical value

of .2732.

12. The predictability of each of the correlates and the r2 which shows the subsequent

combinations of the variables with p values ranging from -.064 to .434 reveal that the

independent variables such as sex, civil status, number of years in service, teaching

technology and the overall scores do not emerge as significant predictors of teachers’

perceived impact of the UbD-Based curriculum implementation. However, age, highest

educational attainment, managerial/administrative technology and audiovisual aids

technology have emerged as significant predictors with a p values ranging from .002 to

.041. A combination of these variables yielded a value of 41.50, the multiple correlation

value and coefficient of multiple determination value. As significant predictors, they are

not so good variables in the prediction of the perceived impact on the UbD-Based

curriculum implementation.

13. The use of technology and the perceived impact with a chi-square value of 12.593

(at the f=30) and a level of significance at 0.998 show that the two variables are not

dependent, meaning to say, that the use of technology is not providing an influence to

the perceived impact of the UbD-Based curriculum.

Based from the findings, the following implications are drawn:

The teacher-respondents who are implementers of the UbD-Based curriculum

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are perhaps not so well-experienced in the field of teaching and they still need to explore

other aspects in life in order to grow professionally. Consequently, being married, their

time might be divided between family and profession that might affect their commitment

as educators. Aside from this, it might contribute to their inability to pursue or further

their studies due to countless responsibilities being shouldered. If this is the case, the

teachers might suffer incompetence and might fail to deliver a quality type of instruction

among learners.

Corollary to this, majority of the educators moderately view technologies as

important tools in the teaching-learning process. This indicates that the teacher-

respondents perhaps lack sufficient knowledge and experience on the different benefits

brought about by various technologies in the teaching and learning. The effect of this is

that students’ learning might not be reinforced fully due to insufficient support of

technologies which are proven to cause positive effects based on several research studies.

As to the modernization of the curriculum, civil status affects a teacher’s attitudes

towards the use of technology. Married ones who are facing responsibilities at home and

in school might have little time allotted on learning technologies. However, those who

have little responsibilities like the single teachers might have sufficient time learning the

operations of various types of technologies and, perhaps have the bigger chances in

integrating technology in the curriculum. This suggests that time is very important if one

is to learn what technology is and how it works.

Aside from this, age is crucial if the use of technology is to be integrated in the

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curriculum effectively. Teachers who are very much old might face hardships/constraints

in the integration of technology in the UbD-Based curriculum if the use of technology is

to take effect fully. This would greatly affect the total performance of the school since age

affects a teachers’ outlook in life.

Relevant to this, age, highest educational attainment, managerial/ administrative

technology and audiovisual aids technology emerged as significant predictors of the

teachers’ perceived impact of technology to the UbD-Based curriculum. The combined

variables yielded a value of 41.50%, whereby, as significant predictors, they are not so

good variables. This entails that 58.50% of the variables not discussed in the study must

be presented in order to fully explain the perceived impact of the UbD implementation.

Therefore, another study should take place to determine what combination of variables

really predicts the teachers’ perceived impact to the UbD-Based curriculum

implementation.

Furthermore, the use of technology and the perceived impact are not dependent

to each other. This implies that the use of technology is not providing an influence to the

perceived impact of the UbD-Based curriculum. As what the teacher-respondents

believed, the UbD implementation will push through with or without the support of

technologies in the teaching-learning process. In this sense, technology is not given

so much importance where in fact it is a crucial supporter towards the learning process

of every learner.

As a whole, the aforesaid implications based on the findings of the study are

affected by uncontrollable situations when the study was still on its way. Before the

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results were gathered, some of the respondents gave hesitation to the survey

questionnaires distributed by the researcher pertaining to the UbD-Based curriculum in

an admission that the UbD is not fully understood and implemented by them. The other

thing is, the researcher found some inconsistencies in the respondents’ answers because

they admittedly do not fully understand some of the elements in technology stipulated in

the questionnaires although they have it in school. Thus, correct responses in the

questionnaires are not highly achieved due to insufficient understanding on the UbD-

Based curriculum program plus some of the elements in technology itself that are not

clearly understood.

On the basis of the findings, the following conclusions are drawn.

1. The typical respondent in the study is thirty-four (34) years old, a female, married,

a bachelor’s degree holder, relatively new or has few years of experience in teaching.

2. The respondents relatively give high regard on the use of administrative/managerial

technology. On the other hand, they moderately view audiovisual and teaching

technologies as essential tool in teaching and learning. Generally, the said technologies

are perceived by the respondents as moderately important.

3. The overall scores of the use of technology in terms of administrative/ managerial,

audiovisual aids and teaching technologies and the demographic profile such as age, sex,

number of years in service and highest educational attainment have no relationship.

While the overall scores on the use of technology and civil status are correlated.

4. The teachers’ perceived impact of technology use to the UbD-Based curriculum and

their demographic profile such as sex, civil status, number of years in service and highest

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educational attainment are not correlated. On the other hand, age correlates to the

perceived impact of technology use to the UbD-Based curriculum.

5. The independent variables such as sex, civil status, number of years in service,

teaching technology and the overall scores do not emerge as significant predictors of the

teachers’ perceived impact of the UbD-Based curriculum implementation. However, age,

highest educational attainment, managerial/administrative technology and audiovisual

aids technology have emerged as significant predictors. Their combination yielded a value

of 41.50%, the multiple correlation value and coefficient of multiple determination value.

6. The use of technology and the perceived impact to the UbD-Based curriculum are

not dependent to one another. Hence, the use of technology is not providing influence to

the perceived impact of the UbD-Based curriculum implementation.

In the light of the findings and implications, and conclusions, the following

recommendations are suggested.

1. The Department of Education must closely monitor and assess if different

technologies distributed among public secondary schools are well understood by teachers

and are effectively integrated in the curriculum.

2. Teachers must be trained on how to use several technologies that are present in

the public school system like for instance the operation of Microsoft Word, Excel, Power

Point, LCD projector, educational soft wares etc.

3. The UbD-Based curriculum is still alien to a lot of teachers. It is recommended that

intensive classroom monitoring must be conducted by different supervisors or any

education authorities expert in the curriculum from time to time to check the curriculum’s

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direction. In light with this, teachers must always be encouraged by school leaders to use

available technologies in school to facilitate learning.

4. Age, sex, civil status, highest educational attainment and number of years in service

do not emerge as significant predictors in the perceived impact of technology to the UbD-

Based curriculum, it is suggested that another investigation should take place and

additional variables should be used to determine the actual predictors of the teachers’

perceived impact to the UbD-Based curriculum implementation.

5. The Department of Education must invite experts on UbD curriculum and provide

intensive training among teachers with the integration of various technologies.

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