65

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter initially discusses the research problems, respondents of the study

and the statistical treatment applied to the data of investigation. Then, it also presents the

summary, findings, conclusions, and recommendations defined from the gathered data.

SUMMARY

The main objective of the study is to determine the effects of Information and

Communication Technology in teaching English among the selected students of FAITH

Catholic School with the end purpose of providing a work plan.

Specifically, it sought to answer the following questions:

1. What is the level of utilization of Information and Communication Technology in

teaching English at FAITH Catholic School as assessed by the selected high

school students and by the teachers?

2. What are the effects of Information and Communication Technology in teaching

English?

3. Is there a difference in assessments of the two groups of respondents as to the

effects of Information and Communication Technology in teaching English?

4. Is there a relationship in the utilization of Information and Communication

Technology in teaching English and the academic performance of the selected

students in the second grading period?

 66

5. Based on the findings of the study, what work plan can be proposed to guide

teachers in utilizing Information and Communication Technology in teaching

English?

This study used the descriptive method of research to determine the effects of

Information and Communication Technology in teaching among the selected students of

FAITH Catholic School.

The respondents of the study were the two hundred and forty (240) selected

students and four (4) English teachers of FAITH Catholic School for the School Year

2014-2015.

Random sampling was used in selecting the student respondents. For this

procedure, the lottery method was employed.

The data gathered were treated statistically through ranking, weighted mean, T-

test, and Pearson’s Product Moment of Coefficient of Correlation.

FINDINGS

From the information gathered and analyzed, the following findings are hereby

presented:

1. The level of utilization of Information and Communication Technology in

teaching English at FAITH Catholic School as assessed by the selected high school

students and by the teachers.

 67

The utilization of Information and Communication Technology in teaching English at

FAITH Catholic School as assessed by the selected high school students is Seldom with a

weighted mean of 2.28.

It was found out that Television ranked first among the nine (9) electronic

technologies with a mean rating of 3.30 and verbal interpretation of Often. This means

that television is the most often used inside the classroom during English time since all

rooms in FAITH Catholic School have televisions. On the other hand, Microphone/

Lapel ranked least with a mean rating of 1.57 and verbal interpretation of Seldom.

Moreover, it was also found out that Genyo ranked first among the thirteen (14)

software applications with the mean of 3.5 and a verbal interpretation of Always. This

means that Genyo is the most often used by the students since Genyo is already packed in

their Yo-pad. On the other hand, Edmodo ranked least with a mean rating of 1.30 and

verbal interpretation of Never.

On the other hand, the utilization of Information and Communication Technology

in teaching English as assessed by the teachers is Seldom with the weighted mean of

2.00.

It was uncovered that Computer ranked first among the nine (9) technologies

with the mean of 4 and verbal interpretation of Always. This means that laptop is always

used inside the classroom during English time since all English teachers in FAITH

Catholic School owned laptops. On the other hand, DVD and CD player ranked least

with a mean rating of 1 and a verbal interpretation of Never.

 68

Furthermore, it was found out that Google ranked first among the thirteen (13)

software applications with the mean of 4 with a verbal interpretation of Always. This

means that Google is always used the teacher since Google is the common search engine

in the internet. On the other hand, Schoology, Edmodo, Instagram, Skype, and Twitter

have a mean rating of 1 and a verbal interpretation of Never.

Additionally, with regards to the utilization of the ICT’s in teaching English, the

three teachers ranked their ICT skills as good because they think they still have lots of

things to know about ICT since they are only equipped with the basic skills in ICT while

the other one rated her ICT skills as strong since she has the mastery of using Microsoft

Offices and the Internet. This may imply that this teacher is confident in using ICT. This

can give an implication that this teacher is motivated to maintain her professional skills

through self-development.

Also, the school provides Genyo and faculty training on some applications to

develop the level of utilization of Information and Communication Technology at their

school. These trainings provide professional development in the use of Information and

Communication Technology in teaching on how to use a broad range of tools and

resources to best serve students.

However, there are some challenges they are experiencing in integrating

Information and Communication Technology into their teaching and those are poor

internet connection and not all students can easily understand the things that are given to

them. For instance, the teacher instructed them to create a blog in WordPress, some of

them don’t have any background. These cited challenges contribute to the level of
 69

utilization of ICT in teaching English. When there is poor internet connection, the

software applications will not be accessed. On the other hand, when the students are not

aware of the usage of ICTs, they wouldn’t be able to manipulate those.

This may imply that these cited challenges contribute to the level of utilization of

ICT in teaching English. When there is poor internet connection, the software

applications will not be accessed. The prepared activities in software application will be

not be used. Additionally, the online references will be not be used by the teachers to

elaborate the lessons. On the other hand, when the students are not aware of the usage of

ICTs, they would not be able to manipulate those and complete the tasks given.

Some of the teachers said that they utilized Information and Communication

Technology in the motivation part, presentation of the lesson, and enrichment and

reinforcement activities. This can give an implication that with the presence of ICT,

students’ attentions are caught easily; present the concepts in a modern way where the

students could relate in; and provide diverse activities.

Moreover, the other teacher mentioned the use of PowerPoint Presentation to

deliver her lessons and YouTube, when a video is necessary for a topic. Also, she used

the website, Genyo, to upload their lessons, quizzes, and homeworks. However, today,

the major challenge that the educators are facing will be to change the students’

disposition to PowerPoint into significant better learning and performance because

PowerPoint Presentations could only excite students by seeing images, colors and

animations.
 70

When the teachers were asked about the different activities they are providing for

the students to manipulate Information and Communication Technology in English, most

of them referred to the activities suggested by the website, Genyo. Also, they provide

group activities with the use of PowerPoint Presentations, cellphones, Yo-pad,

netbook/laptop, and television.

Moreover, one of the teachers highlighted the use of PowerPoint Presentations in

imitating the game called “4 pics 1 word” and “Deal or No deal” in the motivation part.

This may imply that with the use of ICT, teachers can provide interactive activities that

require cooperation and collaboration.

This may give an implication that teachers use ICT for presenting lessons and

providing activities for the students. Additionally, FAITH Catholic School is considered

as a school of technology. In line with this, Downes (2001) provided the four levels of

use of ICT in the classroom and FAITH Catholic School was ranked at the level 4 where

ICT is transformative at the system level leading to changes in the organizational and

structural features of schooling.

2. The effects of Information and Communication Technology in teaching

English at FAITH Catholic School.

When Information and Communication Technology is integrated into teaching

English, students’ reading skills revealed to be developed especially in understanding

written texts in the computer as ranked first out of all the descriptors with a mean of 3.45

and a verbal interpretation of Strongly Agree. This means digital-based reading helps

students’ interaction with texts. It was found out that the students’ interaction with the
 71

text in the computer increases because they can easily search the meanings of unfamiliar

words they encountered while reading. Moreover, students’ writing skills were developed

especially it helps them able to create brochures, newspapers, magazines and the like but

it was ranked least out of all the descriptors with a mean of 3.08 and a verbal

interpretation of Agree. This means that students learned to write different types of

writings. In was found out that with the help of ICT, students will learn to write different

types of writings. On the other hand, ICT can create tendencies for the students to

plagiarize the works of others therefore the value of creativity and originality will be

neglected.

Teachers Strongly Agree that ICT helps them grow in the teaching profession

with a composite mean of 3.6. ICT makes them more professional not only in English as

their subject matter but also in digital literacy, more interested in teaching English,

master their subject matter through using the available references in the internet, and

equipped them as a 21st century teacher. It was found out that ICT, being integrated in

teaching English, teachers are achieving two outcomes at the same time. Their knowledge

on their subject matter improves because of the available references in the internet and

their ICT skills are developed. Moreover, with the integration of ICT in teaching English,

it helps the teachers in assessment and evaluation but it is ranked least out of the five

general descriptors with a 3.05 and a verbal interpretation of Agree. They perceived that

ICT helps them to calculate and tabulate easier their students’ scores by using Excel,

evaluate their students’ works quicker (giving comments in their online outputs - e.g.

blogs and emails), give quizzes easier by conducting online quizzes (e.g. Genyo, Edmodo

and Schoology), conduct authentic assessments (e.g. recording, telephone conversation,

 72

and blogging), and collect their students’ outputs easier through creating online groups. It

was found out that ICT gives various authentic activities for assessing the students’

capability of using English as a medium of communication. For the reason that, the

Internet and the World Wide Web was able to provide supplemental language activities

which can help students with additional practice in specific areas of language learning.

Also, the ICT makes the work of the teachers easier in encoding grades.

3. The difference in assessments of the two groups of respondents as to the

effects of Information and Communication Technology in teaching English.

Between the assessments of the two groups of respondents on the effects of

Information and Communication Technology in teaching English, the null hypothesis is

accepted. There is no difference between the perceptions of the two groups of

respondents on the effects of Information and Communication Technology in teaching

English. Therefore, they have the same perception towards the effects of Information and

communication Technology in teaching English. This may give an implication that ICT

has significant effects on the students and teachers. It enables both the teachers and

students to practice English since the common language used in the internet is English. It

boosts their motivation to teach and learn English.

4. The relationship in the utilization of Information and Communication

Technology in teaching English and the academic performance of the selected

students in the second grading period.

 73

There is no significant relationship in the utilization of Information and

Communication Technology in teaching English and the academic performance in the

second grading period of the students.

Although FAITH Catholic School is at the level 4 of using ICT inside the

classroom still the effects of the integration of Information and Communication

Technology in teaching English are shallow because it was denoted that most of the time

teachers used computer in preparing, television in delivering, and Microsoft Office (it

was ranked third in the software applications next to Genyo and Google) in presenting the

lesson. This may imply the utilization of ICT in teaching English is not fully maximized

because the students are only motivated once they have seen presentations prepared by

the teacher. There is no construction of information at all.

However, the integration of ICT is not the only factor the affects the academic

performance of the students. There are still some factors that affect the students’

academic performance like: intellectual, learning, physical, mental, emotional and social,

teacher’s personality and environmental factors and ICT is just under environmental

factor. One of the factors that affect the efficiency of learning is the condition in which

learning takes place. This includes the classrooms, textbooks, equipment, school supplies,

and other instructional materials.

 74

CONCLUSIONS

The following are the conclusions drawn based on the findings of the study:

1. The utilization of Information and Communication Technology in teaching English at

FAITH Catholic School is seldom used as assessed generally by the two groups of

respondents. Furthermore, the television and computer are the mostly used technology in

teaching English since those technologies are present in all rooms at FAITH Catholic

School while the Google and Genyo are the mostly used software applications since

Google is the most common search engine and Genyo is already packed in the so called

‘Yo-Pad’ of the students.

The FAITH Catholic School is at the level 4 of using Information and

Communication Technology. The school also provides Genyo and faculty training on

some applications to develop the level of utilization of Information and Communication

Technology at their school.

However, there are some challenges they are experiencing in integrating

Information and Communication Technology into their teaching and those are poor

internet connection and all students are not aware of the usage of ICTs.

2. When Information and Communication Technology is integrated into teaching English,

students’ reading skills are developed especially in understanding written texts in the

computer. This means digital-based reading helps students’ interaction with texts.

Moreover, students’ writing skills were developed especially writing and creating

brochures, newspapers, magazines and the like. This means that students learned to write

different types of writings.

 75

On the other hand, ICT helps the teachers grow in the teaching profession. ICT

makes them more professional not only in English as their subject matter but also in

digital literacy, more interested in teaching English, master their subject matter through

using the available references in the internet, and equipped them as a 21st century

teacher. Moreover, with the integration of ICT in teaching English, it helps the teachers

in assessment and evaluation. They perceived that ICT helps them to calculate and

tabulate easier their students’ scores by using Excel, evaluate their students’ works

quicker (giving comments in their online outputs - e.g. blogs and emails), give

quizzes easier by conducting online quizzes (e.g. Genyo, Edmodo and Schoology),

conduct authentic assessments (e.g. recording, telephone conversation, and blogging),

and collect their students’ outputs easier through creating online groups.

3. There is no significant difference between the perceptions of the two groups of

respondents on the effects of Information and Communication Technology in teaching

English.

4. There is no significant relationship in the utilization of Information and

Communication Technology in teaching English and the academic performance in the

second grading period of the students. The ICT in teaching English is not fully

maximized. However, the integration of ICT is not the only factor that affects the

academic performance of the students. There are still some factors that affect the

students’ academic performance like: intellectual, learning, physical, mental, emotional

and social, teacher’s personality and environmental factors.

 76

RECOMMENDATIONS

On the context of the given summary, findings, and conclusions derived from the

study, the following recommendations are hereby suggested:

1. Since the FAITH Catholic School is at the Level 4 of using ICT in the classroom but

met some challenges in utilizing ICT, The heads and school administrators are advised to

conduct seminars for the faculty members to be fully developed the skills and awareness

in terms of ICT.

2. The teachers are encouraged to provide more activities in reading with the integration

of ICT. Moreover, students’ writing skills were developed especially writing and

creating brochures, newspapers, magazines and the like. Thus the teachers are

encouraged to indulge students to write different types of texts with the use of ICT.

On the other hand, ICT helps the teachers grow in the teaching profession. Thus,

the teachers are encouraged to be familiar on the new trends in education especially in

ICTs through attending seminars and trainings. Moreover, with the integration of ICT in

teaching English, it helps the teachers in assessment and evaluation. Hence, the teachers

acknowledge the help that ICT could offer in assessing and evaluating students’ learning.

Furthermore, the school library is encouraged to include relevant books on ICT

literacy in its collection development on a quarterly or yearly basis and the timetable

should be flexible for teachers to utilize such.

3. The teachers are persuaded to use ICT appropriately through maximizing the use of

ICT in teaching English.

 77

4. The teacher are encouraged not to use only PowerPoint Presentations in the lesson but

also to provide different activities that will engage students with the use of ICT.

Additionally, the heads and school administrators are encouraged to upgrade their

computer laboratory through setting appropriate ICTs which can be used in teaching

English. For instance, adding microphone in each computer for communication and

recording purposes. However, the integration of ICT is not the only factor that affects the

academic performance of the students. There are still some factors that affect the

students’ academic performance like: intellectual, learning, physical, mental, emotional

and social, teacher’s personality and environmental factors. Thus, teachers are also

advised to be mindful in the different factor that will affect the students’ academic

performance.
 78

REFERENNCES

BOOKS

Lucido, P. and Borabo, M. (1997). Educational Technology. Goodwill Trading Co., Inc.

Williams, M. (2000). Integrating Technology into Teaching and Learning: Concepts and

Applications: An ASIAN Pacific Perspective. Prentice Hall.

Clarke, A. (2006). Teaching Adults ICT Skills: Skill for Life. National Institute of Adult

Continuing Education.

Sharma, S. and Singh, P.P. (2005). E-Learning: New Trends and Innovations. Deep and

Deep Publications.

THESES

Noor-Ul-Amin, S. (2013). An Effective use of ICT for Education and Learning by

Drawing on Worldwide Knowledge, Research, and Experience: ICT as a Change Agent

for Education

Arnell, A. (2012). The use of ICT in the teaching of English Grammar: The views and

experiences of six teachers of Enlish in Sweden

Bonifacio, A. L. Developing Information Communication Technology (ICT) Curriculum

Standards for K-12 Schools in the Philippines

Youssef, A. B., & Dahmani, M. (2008). The Impact of ICT nn Student Performance in

Higher Education: Direct Effects, Indirect Effects and Organizational Change

 79

Science Research Unit, Institute of Education, University of London (2006). The

Effectiveness of Different ICTs in the Teaching and Learning of English (Written

Composition) for 5-16 Years Old

Ilomäki, L. (2008). The effects of ICT on school: teachers' and students' perspectives

Akinbode, J. O. (2008). The Impacts of Information Communication Technology (ICT)

on the Teaching and Learning of English as a Second Language in Nigerian Secondary

Schools. African Research Review

Xu, J. (2010). On the Problems and Strategies of Multimedia Technology in English

Teaching. Journal of Language Teaching and Research\

Phil, M. and Solanki S. (2012). Use of Technology in English Language Teaching and

Learning: An Analysis.

Yunus, Lubis, and Lin (2009). Language Learning via ICT: Uses, Challenges and Issues

Young, S. S. C. (2003). Integrating ICT into Second Language Education in a Vocational

High School. Journal of Computer Assisted Learning, 19(4), 447-461

Alharbi, E. (2014). A Study on the Use of ICT in Teaching in Secondary Schools in

Kuwait (Doctoral dissertation).

Assia, M. B. (2012). ICT and Reading: In the Technology-Enhanced Extensive Reading

Classroom. The Case of 1st Year EFL Students at Hassiba Ben-Bouali University of

Chlef (Algeria)
 80

Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The Use of

Information and Communication Technology (ICT) in Teaching ESL Writing Skills.

Kumar, S., & Tammelin, M. (2008). Integrating ICT into Language Learning and

Teaching

Tabatabaei, M., & Gui, Y (2011). The Impact of Technology on Teaching and Learning

Languages

Nomass, B. B. (2013). The Impact of Using Technology in Teaching English as a Second

Language. English Language and Literature Studies

Rodríguez, C. G. (2006). Educative Uses of the ICT, Technological Skills and Academic

Performance of the Venezuelan University Students (Barineses): A Causal Perspective.

Anudu, I. M. E. U. C. (2010). The Influence of Information and Communication

Technologies on Students’ Academic Performance.

Landicho, K. and Payo, Arvie (2013). The Impact of the Use of Technology in Education

in the Teaching of English Listening Skills to the Third Year Secondary Students of First

Asia Institute of Technology and Humanities A.Y. 2012-2013: A Basis for an Action

Plan

Cortez, D. and Flores, C. (2014). YoPad as a Tool for the Enhancement of Teaching

Mathematics Using Cooperative and Independent Learning: A Basis for Developing a

Module
 81

ELECTRONIC DATA

ICT in Education

http://www.deped-ne.net/?page=news&action=details&code01=AI12100001

Constructivism and Technology: Strategies for Increasing Student Learning Outcomes

http://www.nssa.us/journals/2007-29-1/2007-29-1-15.htm

ICTs in English

http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx

Examples of ICT applications that can be used in physical education

http://cw.routledge.com/textbooks/9780415561648/data/resources/Chapter-12-ICT-
applications.doc.

ICT (Information and Communications Technology)

http://www.ncca.ie/en/Curriculum_and_Assessment/ICT/

ICT - What is it?

http://www.tutor2u.net/business/ict/intro_what_is_ict.htm

Instructional Design

http://www.instructionaldesign.org/theories/constructivist.html

Leaning Theories ETC547 Spring 2011

https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theorist/david-
jonassen
 82

APPENDICES
 APPENDIX A
Letter of Request 83

February 23, 2015

ARNOLD CATAPANG
Principal, FAITH Catholic School
First Asia Institute of Technology and Humanities

Sir:

Greetings of Peace!

We, the Bachelor of Secondary Education students of First Asia Institute of Technology
and Humanities who are presently conducting a research entitled “The Effects of
Information and Communication Technology in Teaching English among Selected High
School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In relation with this, we have chosen your students to be our respondents. In this regard,
we would like to seek information from your good office so we can conduct our study
having the selected secondary students of First Asia Institute of Technology and
Humanities as our respondents.

Rest assured that the information will be gathered will be used solely for our thesis and
will be treated with full confidentiality.

Thank you and God bless.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval:

ANACLETA M. CABIGAO, Ph. D.

Thesis Adviser
 APPENDIX B 84
Letter to the Respondents

February 26, 2015

Dear Respondent,

Greetings of love and peace!

We, the undersigned Bachelor of Secondary Education students of First Asia Institute of
Technology and Humanities are presently conducting our research entitled “ The Effects
of Information and Communication Technology in Teaching English among Selected
High School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In connection to this, may we request your honest responds to the attached questionnaires
here with. This intends to gather information that would greatly enhance the quality of
this study.

We hope that this request will merit your favorable cooperation.

Thank you and more power.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval:

ANACLETA M. CABIGAO, Ph. D.

Thesis Adviser
 85

February 23, 2015

Sir/Madam:

Greetings of Peace!

We the Bachelor of Secondary Education students of First Asia Institute of Technology

and Humanities who are presently conducting a research entitled “The Effects of
Information and Communication Technology in Teaching English among Selected High
School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In relation to this, we would like to solicit your utmost valuable time through
accomplishing the questionnaires and participating to an interview we have prepared.
Please answer the items with your utmost honesty and rest assured that the information
gathered will be treated with high confidentiality and shall be used exclusively for the
purpose of the study.

Thank you and more power.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval: Approved:

ANACLETA M. CABIGAO, Ph. D. ARNOLD I. CATAPANG

Thesis Adviser Principal, FCS
 86

February 23, 2015

Sir/Madam:

Greetings of Peace!

We the Bachelor of Secondary Education students of First Asia Institute of Technology

and Humanities who are presently conducting a research entitled “The Effects of
Information and Communication Technology in Teaching English among Selected High
School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In relation to this, we have chosen your students to be our respondents. In this regard, we
would like to request the copies of the names of your students and their Second Grading
Period grades. This intends to gather information that would greatly enhance the quality
of this study.

Rest assured that the information that will be gathered will be used solely for our thesis
and will be treated with full confidentiality.

Thank you and God bless.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval: Approved:

ANACLETA M. CABIGAO, Ph. D. ARNOLD I. CATAPANG

Thesis Adviser Principal, FCS
 APPENDIX C 87
Letter of Statistician

February 23, 2015

GELYN ACAR
Instructor
First Asia Institute of Technology and Humanities

Ma’am:

Greetings of Peace!

We the Bachelor of Secondary Education students of First Asia Institute of Technology

and Humanities who are presently conducting a research entitled “The Effects of
Information and Communication Technology in Teaching English among Selected High
School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In this regard, we would like to solicit your most valuable participation in our research as
our statistician.

We hope for your most favorable response regarding this matter.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval:

ANACLETA M. CABIGAO, Ph. D.

Thesis Adviser
 APPENDIX D
88
Letter of Validators

January 26, 2015

ARNOLD CATAPANG
Principal, FAITH Catholic School
First Asia Institute of Technology and Humanities

Sir:

Greeting of Peace!

We, the undersigned Bachelor of Secondary Education students of First Asia Institute of
Technology and Humanities are presently conducting our research entitled “The Effects
of Information and Communication Technology in Teaching English among Selected
High School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In this regard, we would like to seek for your valuable participation in our study through
validating the attached self-constructed questionnaire.

We hope for your most favorable response regarding this matter.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval:

ANACLETA M. CABIGAO, Ph. D.

Thesis Adviser
 89

January 26, 2015

SHIRLEY SIMAN
Education of Program Supervisor, Science
DEPED, Division of Tanauan

Sir:

Greeting of Peace!

We, the undersigned Bachelor of Secondary Education students of First Asia Institute of
Technology and Humanities are presently conducting our research entitled “The Effects
of Information and Communication Technology in Teaching English among Selected
High School Students of FAITH Catholic School, Tanauan City, Batangas for A.Y. 2014-
2015”.

In this regard, we would like to seek for your valuable participation in our study through
validating the attached self-constructed questionnaire.

We hope for your most favorable response regarding this matter.

Very respectfully yours,

KRISTELLE M. JAWILI

LIEZEL C. MARQUESES

FREDDIE R. NUFABLE

Recommending approval:

ANACLETA M. CABIGAO, Ph. D.

Thesis Adviser
 APPENDIX E
90
QUESTIONNAIRE

FOR STUDENTS

Name:
Section:

Directions: Please tick (/) one box only for your answer.

Question:
How frequent do you use/experience the following technologies and software
applications in ENGLISH SUBJECT? (Check your answer.)
4-Always 3- Often 2-Seldom 1- Never

Technologies 4 3 2 1
Computer
Yo-pad
Cellphone
CD Player
DVD
Television
Projector
Voice recorder
Microphone / Lapel
Others:
Software Applications
Google
Genyo
Facebook
Twitter
Instagram
Skype
Edmodo
Schoology
Wordpress
Microsoft Office
-Word
-Power Point
-Publisher
-Excel
Slide share
YouTube
Gmail
Ymail
 91

FOR TEACHERS

Name:

Directions: Please tick (/) one box only for your answer.

Question:
How frequent do you use/experience the following technologies and software
applications in TEACHING ENGLISH? (Check your answer.)
4-Always 3- Often 2-Seldom 1- Never

Technologies 4 3 2 1
Computer
Yo-pad
Cellphone
CD Player
DVD
Television
Projector
Voice recorder
Microphone / Lapel
Others:
Software Applications
Google
Genyo
Facebook
Twitter
Instagram
Skype
Edmodo
Schoology
Wordpress
Microsoft Office
-Word
-Power Point
-Publisher
-Excel
Slide share
YouTube
Gmail
Ymail
 92

FOR STUDENTS

The Effects of Information and Communication Technology in Teaching English

among Selected High School Students of FAITH Catholic School, Tanauan City,
Batangas for A.Y. 2014-2015

Name: Gender:

Year and Section: Date:

Directions: Please tick (/) one box that indicates your answer in each statement below.
Be guided on the following scale.

4- Strongly Agree

3- Agree

2- Disagree

1-Strongly Disagree

ICT in learning English: 4 3 2 1

1. increases my motivation and interest in the subject
matter.
2. helps me to be more engaged in the tasks that my teacher
asks me to do.
3. helps me better understand complex or abstract concepts.
4. helps me practice English since English is the common
language on the Internet.
5. helps me to learn beyond textbooks.
6. helps me to access information every time and
everywhere .
7. helps me to develop my listening skills:
- listen attentively .
- able to distinguish sounds of words.
- able to comprehend the meaning of the words,
phrases or sentences heard.
- able to note details in selections listened to.
- able to identify the emotions of the speaker.
8. helps me to develop my speaking skills:
- respond to the information given.
 93

- able to pronounce words.

- able to communicate simultaneously.
- able to explain the concepts given.
- able to communicate with a wider group of people in
a range of forums (telephone, mobile phone and,
online conferencing raps).
9. helps me to develop my reading skills:
- able to understand written texts in the computer.
- able to develop my passion in reading through
reading literary works in electronic books.
- enriching my vocabulary through reading online
dictionaries.
- understand deeply the concepts through reading
researches.
- being updated to the current information locally,
nationally, and globally .
10. helps me to develop my writing skills:
- plan, draft, revise and edit my own and others’
writing using a word processor and other desktop
publishing packages.
- email for a range of communication purposes.
- able to create blogs to convey opinions and views for
certain issues.
- enriches my skills in grammar (spelling and
construction of sentences).
- able to create brochures, newspapers, magazines and
the likes.
11. helps me to be creative and innovative (e.g. making
presentations using Microsoft Office, image, sounds and
video editing, and etc.).
12. helps me to think critically by interpreting information
and draw conclusions.
13. helps me to be media and technology literate.
14. helps me to collaborate and cooperate effectively with
teams through group activities by using technology.
15. helps me to appreciate the literature through watching
movie-version of some great literary piece.
 94

FOR TEACHERS

The Effects of Information and Communication Technology in Teaching English

among Selected High School Students of FAITH Catholic School, Tanauan City,
Batangas for A.Y. 2014-2015

Name: Gender:

Year and Section: Date:

Directions: Please tick (/) one box that indicates your answer in each statement below.
Be guided on the following scale.

4- Strongly Agree

3- Agree

2- Disagree

1-Strongly Disagree

4 3 2 1
1. Using ICT in preparing lessons in English:
- makes it more easier.
- helps me to lessen my expenses in making visual
aids.
- helps me to gather ideas in providing my students
diverse activities.
- helps me to make my presentations more creative and
informative.
- provides me more references.
2. Using ICT in teaching English:
- helps me to execute well my lesson.
- helps me to manage the class properly because they
are interested in the lesson.
- helps me to integrate new strategies and techniques in
presenting the lesson.
- helps me to present the concepts in a modern way
where my students could relate in.
- helps my lesson to be fun and interesting.
3. Using ICT in my students’ performance:
 95

- enhances their 21st century skills (information and

digital literate, innovative and creative, collaborative,
communicative, and critical thinker).
- makes my students motivated in participating in
activities.
- develops their macroskills (listening, speaking,
reading, and writing skills).
- helps them to practice English since English is the
common language on the Internet.
- helps them to appreciate literature through watching
the movie-version of some great literary piece.
4. Using ICT in assessment and evaluation:
- helps me to calculate and tabulate easier my students’
scores by using Excel.
- helps me to evaluate my students’ works quicker (
giving comments in their online outputs - e.g. blogs
and emails)
- helps me to give quizzes easier by conducting online
quizzes (e.g. Edmodo and Schoology).
- helps me to conduct authentic assessments (e.g.
recording, telephone conversation, and blogging).
- helps me to collect my students’ outputs easier
through creating online groups.
5. Using ICT in my teaching profession:
- makes me feel more professional not only in English
as my subject matter but also in digital literacy.
- makes me more interested in teaching English.
- helps me more to master my subject matter through
using the available references in the internet.
- helps me to keep in pace with the changes brought by
the modern world.
- helps me to be equipped as a 21st century teacher.
 96

APPENDIX F
TALLIED DATA

Part 1

Question: (STUDENTS) Question: (TEACHERS)

How frequent do you use/experience
the following technologies and software
applications in ENGLISH SUBJECT?
(Check your answer.)
4-Always 3- Often 2-Seldom 1- Never
How frequent do you use/experience
the following technologies and software
applications in TEACHING ENGLISH?
(Check your answer.)
4-Always 3- Often 2-Seldom 1- Never

Electronic 4 3 2 1 Total Electronic 4 3 2 1 Total

Technologies Technologies
Computer 98 74 38 30 240 Computer 4 0 0 0 4
Yo-pad 50 101 64 25 240 Yo-pad 0 2 2 0 4
Cellphone 96 46 44 54 240 Cellphone 0 0 1 3 4
CD Player 14 31 86 109 240 CD Player 0 0 0 4 4
DVD 15 44 79 102 240 DVD 0 0 0 4 4
Television 128 73 23 16 240 Television 3 0 0 1 4
Projector 22 36 76 106 240 Projector 2 0 0 2 4
Voice recorder 8 34 84 114 240 Voice recorder 0 0 1 3 4
Microphone / Lapel 7 21 73 139 240 Microphone /Lapel 0 0 1 3 4
Others: Others:
Software Software
Applications Applications
Google 147 58 18 17 240 Google 4 0 0 0 4
Genyo 122 118 0 0 240 Genyo 2 2 0 0 4
Facebook 115 47 34 44 240 Facebook 0 0 1 3 4
Twitter 63 31 37 109 240 Twitter 0 0 0 4 4
Instagram 31 34 47 128 240 Instagram 0 0 0 4 4
Skype 25 34 59 122 240 Skype 0 0 0 4 4
Edmodo 4 13 34 189 240 Edmodo 0 0 0 4 4
Schoology 10 23 41 166 240 Schoology 0 0 0 4 4
Wordpress 19 33 54 134 240 Wordpress 0 0 1 3 4
Microsoft Office Microsoft Office
-Word 139 70 27 4 240 -Word 2 1 1 0 4
-Power Point 155 58 22 5 240 -Power Point 4 0 0 0 4
-Publisher 28 44 71 97 240 -Publisher 0 0 1 3 4
-Excel 37 49 78 76 240 -Excel 0 0 2 2 4
Slide share 44 39 64 93 240 Slide share 0 2 1 1 4
YouTube 104 44 41 51 240 YouTube 0 1 3 1 4
Gmail 61 47 67 65 240 Gmail 0 0 2 2 4
Ymail 43 46 67 84 240 Ymail 1 0 1 2 4
 97

FOR STUDENTS

Directions: Please tick (/) one box that indicates your answer in each statement below. Be
guided on the following scale.

4- Strongly Agree

3- Agree

2- Disagree

1-Strongly Disagree

ICT in learning English: 4 3 2 1

1. increases my motivation and interest in the subject matter. 60 167 10 3
2. helps me to be more engaged in the tasks that my teacher asks
69 160 8 3
me to do.
3. helps me better understand complex or abstract concepts. 77 144 15 4
4. helps me practice English since English is the common
117 109 11 3
language on the Internet.
5. helps me to learn beyond textbooks. 75 144 18 3
6. helps me to access information every time and everywhere . 102 118 17 3
7. helps me to develop my listening skills:
- listen attentively . 84 139 15 2
- able to distinguish sounds of words. 82 137 19 2
- able to comprehend the meaning of the words, phrases or
85 136 17 2
sentences heard.
- able to note details in selections listened to. 80 141 18 1
- able to identify the emotions of the speaker. 76 129 33 2
8. helps me to develop my speaking skills:
- respond to the information given. 89 130 19 2
- able to pronounce words. 104 122 13 1
- able to communicate simultaneously. 86 135 18 1
- able to explain the concepts given. 70 146 21 3
- able to communicate with a wider group of people in a
range of forums (telephone, mobile phone and, online 105 115 17 3
conferencing raps).
9. helps me to develop my reading skills:
- able to understand written texts in the computer. 120 108 12 0
- able to develop my passion in reading through reading
93 137 15 1
literary works in electronic books.
- enriching my vocabulary through reading online 105 115 18 2
 98

dictionaries.
- understand deeply the concepts through reading researches. 95 131 13 1
- being updated to the current information locally, nationally,
95 130 15 0
and globally .
10. helps me to develop my writing skills:
- plan, draft, revise and edit my own and others’ writing
using a word processor and other desktop publishing 77 141 20 2
packages.
- email for a range of communication purposes. 62 140 36 2
- able to create blogs to convey opinions and views for
55 130 50 5
certain issues.
- enriches my skills in grammar (spelling and construction of
109 108 21 2
sentences).
- able to create brochures, newspapers, magazines and the
72 121 40 7
likes.
11. helps me to be creative and innovative (e.g. making
presentations using Microsoft Office, image, sounds and video 111 108 17 4
editing, and etc.).
12. helps me to think critically by interpreting information and
93 121 25 1
draw conclusions.
13. helps me to be media and technology literate. 90 124 22 4
14. helps me to collaborate and cooperate effectively with teams
98 115 25 2
through group activities by using technology.
15. helps me to appreciate the literature through watching movie-
112 117 11 0
version of some great literary piece.
 99

FOR TEACHERS

Directions: Please tick (/) one box that indicates your answer in each statement below. Be
guided on the following scale.

4- Strongly Agree

3- Agree

2- Disagree

1-Strongly Disagree

4 3 2 1
1. Using ICT in preparing lessons in English:
- makes it more easier. 2 2 0 0
- helps me to lessen my expenses in making visual aids. 2 2 0 0
- helps me to gather ideas in providing my students diverse
2 2 0 0
activities.
- helps me to make my presentations more creative and
2 2 0 0
informative.
- provides me more references. 2 2 0 0
2. Using ICT in teaching English:
- helps me to execute well my lesson. 1 3 0 0
- helps me to manage the class properly because they are
1 3 0 0
interested in the lesson.
- helps me to integrate new strategies and techniques in
2 2 0 0
presenting the lesson.
- helps me to present the concepts in a modern way where
1 3 0 0
my students could relate in.
- helps my lesson to be fun and interesting. 2 2 0 0
3. Using ICT in my students’ performance:
- enhances their 21st century skills (information and digital
literate, innovative and creative, collaborative, 2 2 0 0
communicative, and critical thinker).
- makes my students motivated in participating in activities. 2 2 0 0
- develops their macroskills (listening, speaking, reading,
1 3 0 0
and writing skills).
- helps them to practice English since English is the common
2 2 0 0
language on the Internet.
- helps them to appreciate literature through watching the
3 1 0 0
movie-version of some great literary piece.
4. Using ICT in assessment and evaluation:
- helps me to calculate and tabulate easier my students’ 2 2 0 0
 100

scores by using Excel.

- helps me to evaluate my students’ works quicker ( giving
0 4 0 0
comments in their online outputs - e.g. blogs and emails)
- helps me to give quizzes easier by conducting online
0 3 1 0
quizzes (e.g. Edmodo and Schoology).
- helps me to conduct authentic assessments (e.g. recording,
0 4 0 0
telephone conversation, and blogging).
- helps me to collect my students’ outputs easier through
0 4 0 0
creating online groups.
5. Using ICT in my teaching profession:
- makes me feel more professional not only in English as my
2 2 0 0
subject matter but also in digital literacy.
- makes me more interested in teaching English. 1 3 0 0
- helps me more to master my subject matter through using
3 1 0 0
the available references in the internet.
- helps me to keep in pace with the changes brought by the
3 1 0 0
modern world.
- helps me to be equipped as a 21st century teacher. 3 1 0 0
 101

APPENDIX G

2nd GRADING GRADES OF GRADE 7 STUDENTS

2nd 2nd
Grade 7-St. Lorenzo (16) Grade 7-St. Francis (16)
Grading Grading
Student 1 80 Student 1 85
Student 2 89 Student 2 89
Student 3 75 Student 3 82
Student 4 88 Student 4 76
Student 5 87 Student 5 78
Student 6 93 Student 6 80
Student 7 84 Student 7 86
Student 8 79 Student 8 83
Student 9 80 Student 9 88
Student 10 86 Student 10 84
Student 11 90 Student 11 75
Student 12 90 Student 12 77
Student 13 92 Student 13 87
Student 14 85 Student 14 80
Student 15 84 Student 15 83
Student 16 87 Student 16 90
Grade 7-St. Dominic (16) Grade 7-St. Pedro (16)
Student 1 84 Student 1 78
Student 2 76 Student 2 75
Student 3 88 Student 3 81
Student 4 78 Student 4 76
Student 5 78 Student 5 85
Student 6 76 Student 6 82
Student 7 92 Student 7 76
Student 8 84 Student 8 89
Student 9 91 Student 9 80
Student 10 80 Student 10 87
Student 11 83 Student 11 87
Student 12 94 Student 12 90
Student 13 95 Student 13 92
Student 14 97 Student 14 84
Student 15 81 Student 15 89
Student 16 88 Student 16 91
 102

2nd GRADING GRADES OF GRADE 8 STUDENTS

2nd
Grade 8-St. John (15) 2nd Grading Grade 8-St. Luke (14)
Grading
Student 1 84 Student 1 95
Student 2 81 Student 2 79
Student 3 85 Student 3 91
Student 4 96 Student 4 87
Student 5 81 Student 5 91
Student 6 87 Student 6 81
Student 7 85 Student 7 94
Student 8 94 Student 8 93
Student 9 89 Student 9 89
Student 10 91 Student 10 91
Student 11 91 Student 11 93
Student 12 77 Student 12 89
Student 13 95 Student 13 92
Student 14 94 Student 14 96
Student 15 80
Grade 8-St. Luke (14) Grade 8-St. Matthew (14)
Student 1 95 Student 1 90
Student 2 79 Student 2 76
Student 3 91 Student 3 86
Student 4 87 Student 4 83
Student 5 91 Student 5 94
Student 6 81 Student 6 91
Student 7 94 Student 7 85
Student 8 93 Student 8 87
Student 9 89 Student 9 89
Student 10 91 Student 10 89
Student 11 93 Student 11 88
Student 12 89 Student 12 89
Student 13 92 Student 13 95
Student 14 96 Student 14 93
 103

2nd GRADING GRADES OF GRADE 9 STUDENTS

2nd
Grade 9-Isaiah (15) 2nd Grading Grade 9-Ezekiel (15)
Grading
Student 1 85 Student 1 79
Student 2 84 Student 2 77
Student 3 91 Student 3 77
Student 4 81 Student 4 81
Student 5 79 Student 5 89
Student 6 78 Student 6 84
Student 7 90 Student 7 79
Student 8 93 Student 8 77
Student 9 89 Student 9 91
Student 10 90 Student 10 90
Student 11 86 Student 11 95
Student 12 90 Student 12 81
Student 13 91 Student 13 94
Student 14 94 Student 14 87
Student 15 94 Student 15 88
Grade 9-Elijah (15) Grade 9-Jeremiah(16)
Student 1 86 Student 1 76
Student 2 83 Student 2 78
Student 3 78 Student 3 89
Student 4 73 Student 4 70
Student 5 92 Student 5 75
Student 6 85 Student 6 73
Student 7 83 Student 7 88
Student 8 92 Student 8 81
Student 9 89 Student 9 88
Student 10 89 Student 10 92
Student 11 87 Student 11 90
Student 12 92 Student 12 88
Student 13 84 Student 13 87
Student 14 93 Student 14 81
Student 15 85 Student 15 81
Student 16 90
 104

2nd GRADING GRADES OF FORTH YEAR STUDENTS

2nd
IV-St. Augustine (14) 2nd Grading IV-St. Gregory the Great (15)
Grading
Student 1 78 Student 1 89
Student 2 84 Student 2 87
Student 3 84 Student 3 88
Student 4 88 Student 4 80
Student 5 89 Student 5 74
Student 6 81 Student 6 92
Student 7 95 Student 7 82
Student 8 82 Student 8 87
Student 9 76 Student 9 85
Student 10 89 Student 10 88
Student 11 87 Student 11 82
Student 12 86 Student 12 84
Student 13 92 Student 13 85
Student 14 83 Student 14 83
Student 15 89
IV-St. Lawrence (14) IV-St. Jerome (15)
Student 1 84 Student 1 70
Student 2 79 Student 2 95
Student 3 91 Student 3 80
Student 4 82 Student 4 90
Student 5 78 Student 5 93
Student 6 80 Student 6 85
Student 7 87 Student 7 85
Student 8 87 Student 8 80
Student 9 84 Student 9 87
Student 10 87 Student 10 90
Student 11 91 Student 11 90
Student 12 85 Student 12 87
Student 13 85 Student 13 83
Student 14 84 Student 14 96
Student 15 93
 105

APPENDIX H

Sampling

Slovin’s Formula

𝑵
𝒏= 𝟏+𝑵𝒆𝟐

n – Number of sample

N – Number of population

e – Maximum error (level of significance = 0.05

Statistical Treatment

1. Weighted Mean

∑𝒘𝒙
𝑾𝑴 =
∑𝒘

WM – weighted mean

w – Weight

x – Score (frequency)
 106

2. Two – tailed Independent Test

𝑋̅1 − 𝑋̅2
𝑡= 𝑆𝑆 + 𝑆𝑆 1 1
√(𝑁 +1 𝑁 2 ) (𝑁 + 𝑁 )
1 2−2 1 2

Where:

2 (∑𝑋̅1 )2 2 (∑𝑋̅2 )2
𝑆𝑆1 = ∑𝑋̅1 − 𝑆𝑆2 = ∑𝑋̅2 −
𝑁1 𝑁2

3. Pearson – r

𝒏∑𝒙𝒚 − (∑𝒙)(∑𝒚)
𝒓=
√[𝒏(∑𝒙𝟐 ) − (∑𝒙)𝟐 ][𝒏(∑𝒚𝟐 ) − (∑𝒚)𝟐 ]

𝒏−𝟐
𝒕=𝒓√
𝟏 − 𝒓𝟐
 107

CURRICULUM VITAE

KRISTELLE M. JAWILI
#1567 Darasa, Tanauan City, Batangas
Mobile No. 0930-845-0963
Email address: jawilikristelle.3@gmail.com

PERSONAL DATA

NICKNAME : Tin / Telle

AGE : 18
DATE OF BIRTH : June 03, 1996
BIRTH PLACE : Darasa
GENDER : Female
NATIONALITY : Filipino
RELIGION : Roman Catholic
CIVIL STATUS : Single
HEIGHT : 5’1
WEIGHT : 45 kg.
FATHER : Estanislao Jawili
MOTHER : Ma. Gemma Jawili

EDUCATIONAL BACKGROUND

TERTIARY : First Asia Institute of Technology

and Humanities
COURSE : Bachelor of Secondary Education
YEARS ATTENDED : 2012 – present
SECONDARY : Bernardo Lirio Memorial National High
School
YEARS ATTENDED : 2008 – 2012
PRIMARY : Bernardo Lirio Memorial National High
School

YEARS ATTENDED : 2002 – 2008

 108

CURRICULUM VITAE

LIEZEL C. MARQUESES
#160 Leynes, Talisay, Batangas
Mobile No. 0930-639-5212
Email address: liezel.marqueses14@gmail.com

PERSONAL DATA

NICKNAME : Tita
AGE : 19
DATE OF BIRTH : January 14, 1996
BIRTH PLACE : Leynes, Talisay, Batangas
GENDER : Female
NATIONALITY : Filipino
RELIGION : Roman Catholic
CIVIL STATUS : Single
HEIGHT : 5’4
WEIGHT : 70 kg.
FATHER : Oscar Marqueses
MOTHER : Merla Marqueses

EDUCATIONAL BACKGROUND

TERTIARY : First Asia Institute of Technology

and Humanities
COURSE : Bachelor of Secondary Education
YEARS ATTENDED : 2012 – present
SECONDARY : Talisay, Polytechnic Institute
YEARS ATTENDED : 2008 – 2012
PRIMARY : Caloocan Elementary School
YEARS ATTENDED : 2002 – 2008
 102

CURRICULUM VITAE

FREDDIE R. NUFABLE
Blk. 10, Lot 57, Ramonita Homes, Darasa, Tanauan City, Batangas
Mobile No. 0929-150-4119
Email address: freddie.nufable9@gmail.com

PERSONAL DATA

NICKNAME : Fred
AGE : 19
DATE OF BIRTH : September 22, 1995
BIRTH PLACE : Negros Occidental
GENDER : Male
NATIONALITY : Filipino
RELIGION : Roman Catholic
CIVIL STATUS : Single
HEIGHT : 5’5
WEIGHT : 65 kg.
FATHER : Florentino Nufable
MOTHER : Gloria Nufable

EDUCATIONAL BACKGROUND

TERTIARY : First Asia Institute of Technology

and Humanities
COURSE : Bachelor of Secondary Education
YEARS ATTENDED : 2012 – present
SECONDARY : Bernardo Lirio Memorial National High
School
YEARS ATTENDED : 2008 – 2012
PRIMARY : Eusebio Lopez Integrated School
YEARS ATTENDED : 2002 – 2008