Thesis Equinovocal

UNIVERSITY OF CALOOCAN CITY
College of Education
BSE Science
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
UNESCO (2005) defined ICT as “Information and communication technology”,
hence, it refers to technologies that provide access to information through
telecommunication. Thus, information communication technologies at present are influencing
every aspect of human life. Also, they played relevant functions in work places, business,
entertainment and education. Accordingly, Ratheeswari (2018) mentioned that many people
recognize ICTs as catalysts for change; change in working conditions, handling and
exchanging information, teaching methods, learning approaches, scientific research, and in
accessing information communication technologies.
Moreover, ICT influenced the field of education, Bingimas (2009) stated that
Information and Communication Technology is remarkably influencing every discipline
including education. He also said that the use of ICT has become a dominant driving force in
transforming education throughout the world, thus affecting every aspect of education from
teaching and learning to assessment and evaluation. Furthermore, Stack (2008) stated that
Information and communications technology (ICT) is an accepted element in all our lives and
it has a central role to play in education. Stack (2008), emphasized that ICT in education
concentrates on the potential impact of ICT on teaching and learning and on the procedures
that need to be adopted to ensure that the potential of ICT to enrich students’ learning
experience is successfully achieved. In addition, Suryani (2018) said that the development of
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ICT gradually blends with the traditional pedagogy where in the traditional black/whiteboard
become interactive boards and books or printed materials can be replaced by computers and
projector
However, there are barriers faced by the teachers in using ICT in classroom teaching
and learning. As reported by International Journal of Engineering Research and Technology
(2012), the significant barriers were inadequate computer in the classroom, low speed
internet, lack of motivation from both teacher and student's side to use ICT, lack of proper
training skills and etc.
Contrariwise, Holden, Ozok & Rada (2008); Balanskat, Blamire, & Refala (2006)
stated that there is a growing interest in the usage of ICT in teaching-learning process;
especially the integration of ICT has been amongst the most discussed topics in recent years.
Most of the researchers engaged in research about the usage of ICT in education and its
outcomes assert that ICT usage creates significant changes in the roles of teachers and
students. Despite of the increasing technology access, fostering teacher training, providing
technical and pedagogical support and stimulating the use of ICT, it is stated by Justus (2010)
that the usage of ICT into teaching and learning process is still very low. In addition, Lesgold
& Sung (2007) expressed that there are three problems regarding with the ICT usage in
schools: first, high expectations from teachers; second, teachers show little effort to use ICT
in classrooms; and third, there has been a little change regarding the usage of ICT in teachers'
teaching methods. They also showed that there are some teachers who are unable to benefit
from the use of ICT in the classroom and reflect this in their professional lives, especially in
instructional uses. Therefore, it is of particular importance to assess knowledge about the
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current usage of ICT to teachers and students in order to explore the use of ICT into teaching
and learning.
BACKGROUND OF THE STUDY
Currently, K to 12 curriculum is being utilized in the Philippine educational system.
In accordance with the R.A 10533 or also known as the Enhanced Basic Education Program
of 2012, there is an additional two (2) years in secondary education with a total of six (6)
years. The first four (4) years in secondary education is called junior high school while the
additional two (2) years is called senior high school. This is the time when the trend in the
usage of ICT has begun. Accordingly, Bakpo (2005) said that ICT can provide a significant
benefit in supporting learning. By using technology in teachers’ instruction, the students can
be active learners. Students will be aware of what information they need, why they need
it, and how they can get that information. The most important aspects in learning that we
want to achieve by using ICT are interactivity and communication.
ICT can provide a significant benefit in supporting learning. By using technology in
teachers’ instruction, the students can be active learners. They will be aware of what
information they need, why they need it, and how they can get that information. The
most important aspects in learning that we want to achieve by using ICT are interactivity and
communication (Brush, 2019). As mentioned by Uhomoibhi (2006), effective learning
happens when students are interactively engaged in learning tasks. Similarly, Rodriguez
(2002) said that by using technology to support students’ learning, there will be not only
human-technology interaction but also human-human interaction. As an example, Interactive
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learning context, for instance, allows the students to interact with teachers or other students
facilitated by technology.
Moreover, Borabo & Lucido (2012), explained that ICT becomes a significant
advancement in the field of education, but despite the benefits, we receive in using the
technology we forgot that we harm ourselves when we depend too much on technology.
Although integrating ICT in education has lots of benefits, it still requires too many expenses
especially in buying projectors, laptops, computers, and providing infrastructures such as
computer laboratory and many more, (Rodriguez, 2012). On the other hand, Phelps (2010)
stated that teachers will always be needed in education because ICT integration in education
will not replace teachers’ role. OECD (2013) added that just like school, which always be the
formal place for learning, teachers will always play vital role in teaching and learning
process.
Since, ICT is one of the trends in field of education specifically in Senior High School
the researchers conducted this study to assess the ICT usage in one of the Secondary Private
school in Bagumbong North Caloocan City. Where in this study aimed to answer the
following: what are the factors that affect the usage of ICT in teaching-learning process? In
what particular subjects can ICT be particularly utilized the most by the teachers? Thus, the
study aims to strengthen the usage of ICT in the teaching-learning process.
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STATEMENT OF THE PROBLEM
This study aimed to assess the ICT usage in Senior High Students and teachers in a
Secondary Private school in Bagumbong North Caloocan City.
Specifically, this study sought to answer the following:
1. What is the demographic profile of the respondents?
 Age
 Gender
 Grade Level
 Strand
2. What are the possible factors affecting the usage of ICT in the teaching-learning
process?
3. In what subject ICT is utilized?
CONCEPTUAL FRAMEWORK
The conceptual framework of this study was adapted from the IPO model as proposed
by Chigona et al. (2010). Their model shows the demographic profile of the respondents as
the input, then the distribution and retrieval of survey questionnaires to respondents as the
process, and the drawing out of conclusion from the data gathered as their output. Moreover,
as stated by Schembri (2012), the input-output-process (IPO) model is a useful graph that
identifies the inputs, outputs, and required processing task to transform inputs to outputs. The
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mode is sometimes configured to include any storage that might happen in the process as
well. The inputs represent the flow of data and materials into the process from the outside.
The processing steps include all tasks required to effect a transformation of the inputs. The
outputs are the data and materials flowing from the transformation process.
 Assessment of
 Profile of the Senior High
Senior High School students
School  Distribution and
retrieval of
Students
survey  Conclusion
 Factors questionnaires  Recommendation
affecting the  Statistical
usage of ICT treatment
 Subjects in  Interpretation
which ICT is and analysis of
being utilize data
Feedback
FIGURE1: Paradigm of the Study for Assessing the ICT Usage (Adapted from
IPO Model by Chigona et. al., 2010)
As shown in figure 1 above, the researchers gathered the demographic profile of the
respondents from the Senior High Students (Grade 11 and 12), factors affecting the usage of
ICT as perceived by the teachers and the subjects in which ICT is being utilized. These were
the inputs of the study. The researchers distributed the questionnaire to the respondents and
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retrieved it. Then the researchers applied the statistical tool and interpreted the data gathered.
These were the processes done by the researchers. After the interpretation of the gathered
data, the researchers formulated conclusion and proposed recommendations on how to
strengthen the usage of ICT particularly on the subjects they least applied ICT and
distinguished the factors affecting the usage of it in the teaching learning process. These were
the outputs of the study.
SIGNIFICANCE OF THE STUDY
The importance of this study is to inform the students, teachers, and school
administrators about the level of ICT usage in their school.
This study will mainly benefit the school where the respondents belong. The data
gathered by the researchers will inform the school administrators about the current state of
their school in terms: of ICT usage for them to strengthen or empower the use of ICT
especially to the subjects that ICT is not utilized and also to provide facilities and equipment.
Also, the findings of this study are beneficial to the students and teachers to be aware
of the factors affecting the usage of ICT.
SCOPE AND LIMITATIONS
This study is limited to senior high students and teachers of a private high
school in North Caloocan along Bagumbong. The researchers were particular to the Grades
11 and 12 in all strands. More specifically, this study focused on the assessment of ICT usage
in senior high students and teachers as well as the subjects where ICT is utilized.
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DEFINITION OF TERMS
For clear and comprehensive understanding of this study, the following terms
are defined and used within the context of the study:
 ICT (Information and Communication Technology) – According from
oxford dictionary the definition of ICT is the study or use of the system (especially computers
and telecommunication for storing, retrieving and sending information. In the study, ICT
means the equipment and facilities used in the teaching-learning process as instructional
material.
 Assessment- according to the Cambridge dictionary, assessment defined as the
act of judging or deciding the amount, value, quality, or importance of something, or the
judgment or decision that is made. Moreover, for the researchers, the assessment was used to
determine the degree of usage of ICT in the teaching-learning process.
 Senior High School- according to Collins dictionary, senior high school
defined as a school for young people between the ages of 14 and 18.
 ICT Usage – according to English-Definition Collins dictionary, ICT usage
defined as the act or manner of using ICT. In the study, ICT usage means the use of different
equipment and facilities as instructional materials.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDY
This chapter contains a review of the literature that has guided the researchers. It also
includes the review of research findings on ICT usage, factors affecting ICT usage and
subject matters were ICT was commonly utilize related to this study
Assessment
Verencio (2017) defined assessment as the process of collecting, recording and
utilizing information about something or someone. Across the globe, Information and
Communication Technology (ICT) is changing the way of our living. Especially, ICT has a
great impact on the field of Education. Today’s learners are growing up in a world that is
characterized by broad technological advancement and innovations.
As reported by Samuel (2010) ICT can strengthen teachers and learners, as well as
promote change and develop 21st century skills yet information to support these beliefs is
limited.
Furthermore, Brewer (2007) stated that ICT can facilitate lifelong learning through
activities such as project based learning and make learning at far distance possible through
online education. Therefore, there is an increasing demand on educational institutions to
implement ICT in the teaching-learning process.
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Senior High School
DepEd (2016) launched K to 12 program also called as P-12 in the basic education
curriculum as used all throughout the world that provides 13 years of education from
Kindergarten to Grade 12 of the Philippines. In addition, DepEd claimed that a 12-year
program is the best period for learning under primary education. It is also the recognized
standard for students and professionals globally; this is the main reason why the Philippines
were the last country adopting more than 10-year pre-university in Asia. More specifically,
the Philippines has 13 years of education from kindergarten to Grade 12 wherein all levels
are mandatory and free for all students, especially in public schools. On the other hand,
students who will proceed to Grades 11 and 12 in private schools will receive the voucher
program.
Furthermore, the K to 12 program provides career pathways and specializations from
junior high school to senior high school whereas grade 11 and grade 12 is the second part of
the secondary level in the Philippines. Moreover, students undergo electives classified into
three main categories namely academic, technical - vocation and entrepreneurship aside from
the core competencies (SEAMO INNOTECH, 2012).
Likewise, Hawsnetph (2016) clarified that the K to 12 basic education curricula is the
flagship program of the Department of Education in its goal to provide a curriculum that is
aligned to enhance 21st-century skills. The department also sought to create a basic education
curriculum that is capable of reaching the country’s aim to provide education for all.
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In addition, Brewer (2007) said that the K to 12 curriculum is appropriate since it will
help create a new institution that widens the scope of education services. Moreover, the new
curriculum will motivate institutions to improve their performance.
ICT usage
In line with Ziemba (2016) Information and Communication Technology in education
serves as the mode of education that uses information and communication technology to
assist and enhance the delivery of information. ICT encompasses digital technology, radio,
computers, television, and the internet. It is a handy tool for extending opportunities in
education whether formal or non-formal. It helps to create new teaching methodologies that
can boost the interest of the students. Also, it includes hardware and software, the computer
itself and different applications related to ICT.
The teacher’s use of ICT and continuous integration of technology into their daily
teaching and learning activities is dependent on some factors (Chigona, 2010). Also the same
study reported that the implementation of ICT is not that progressive because of the slow
adoption of the teachers as well as the students due to lack of ICT training, unequal access of
laboratories for sure educators and insufficient equipment that results to overcrowding of few
machines. Level accessibility and cost of equipment are the following: ICT training for
teachers, teachers and students interest in using ICT — the level of competency, the budget
for equipment and accessibility level in their region.
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Various Factors that Affect the ICT Usage
a. Personal Factors
As reported by Chigona, et al. (2010) low level of ICT literacy among the educators
was one of the factors that contributed to their limited use of technology. It appears that the
training was inadequate since many educators were still not skilled or confident enough to
use the technology. The learning potential of ICT is deprived as many teachers are still not
fully ICT-literate and do not use it in their teaching. Ayuba (2010) said that the teacher
should be encouraged to use technology and other devices in teaching to have a better
teaching and learning process. Governments and Institutions should also make available
facilities needed such as the internet in order to maximize the potential of these technologies.
Just as Mumtaz (2010) stated, there are different factors with regards to the use of ICT
namely; Experience with ICT, on-site support for teachers using technology, ICT specialist
teacher, computer availability and financial support.
On the other hand, Balanskat (2006) explained that there are factors that impede the
successful implementation of ICT in teaching which includes … teachers’ poor ICT
competence, low motivation and lack of confidence in using new technologies in teaching
which are significant determinants of their levels of engagement in ICT and reveal that such
teachers’ practice is not changing much when they used ICT. But now, there are recent
researches that the ICT already implemented in the classroom. Also, there are various
approaches that the teachers need in order to employ ICT in the classroom.
Additionally, Afshari, Abubakar, Abusamah, Foosayfooi & Wong (2009) made a
study on “Factors affecting teachers use of ICT.” Results were found that ICT
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implementation in schools shows that there are two main factors that affect teacher’s uptake
of ICT. These are manipulative and not – manipulative, school and teacher factors. A study
on the implementation of ICT in schools has also shown that these schools and teachers’
factors are the same. The success of the implementation of ICT is not upon the availability or
absence of one individual factor, but it is through a dynamic process involving a set of
interrelated factors. Teacher, education institutions, and programs must help teachers to
understand the new technologies that best used in the context of the culture, needs, and
economic conditions of their country.
Furthermore, a study “Barriers to the successful integration of ICT in teaching and
learning environments” were found that teachers have a strong desire for the integration of
ICT into education but they encountered many barriers to it. The significant barriers were
lack of confidence, lack of competence, and lack of access to resources. Since confidence,
competence and accessibility have been found to be critical components for technology
integration in schools, ICT resources including software and hardware, effective professional
development, sufficient time, and technical support need to be provided for teachers
(Abdullah, 2009).
On the other hand, some studies showed that teachers, experience in teaching do not
affect their use of technology (Niederhauser & Stoddart, 2001). But the majority of research
showed that teacher’s experience affects their use of ICT in classroom discussion (Li &
Wong, 2008; Goirdano, 2007; Hernandez-Ramos, 2005). In pursuant to Gorder (2008) a
teacher’s experience is a component influencing teacher’s integration of ICT. In her study,
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she exposed that the effective use of computer creates instruction in shaping the teacher-
perceived student needs.
A similar study conducted by Baek, Jong & Kim (2008) and U.S. National Centre for
Education Statistics (2000) were they stated that less experienced teachers probably integrate
technology in their teaching unlike with those who have more experienced teachers. Another
study in Central Visayas, focused on the little infusion of technology into the teaching
instruction of teachers in Region VII. The utilization of ICT as tools in understanding the
school’s vision-mission and objectives is starting to develop in Region VII. The teachers in
the said Region are utilizing the necessary tools of ICT, but they do not have the necessary
skills to integrate it into their lesson to improve the teaching and learning process. The needs
of teachers for increasing the level of ICT competency is in the vital state especially in the
idea of manipulating technology (De la Rama & Marcial, 2015).
As reported by Assan & Thomas (2012), the essential factor that motivates teacher’s
use of technology is sufficient seminars and training on the use of ICT tools in delivering the
lessons. The training should not only focus on necessary technology but also include training
on enhancing the pedagogical use of technology. These training would increase the teachers’
competence and confidence in integrating ICT in teaching. In addition, the teacher’s
confidence and their ICT competence was another essential factor that may improve a
teacher’s utility of technology in their teaching. If a teacher doesn’t have ICT skill, he/she
may not feel confident enough to use ICT in delivering lessons.
In addition, teacher’s attitude towards using ICT in delivering lessons would also
make the integration of technology more consistent; in other words, if the teacher’s believed
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in the advantages and educational benefits of using technology, this will motivate the teachers
to use ICT frequently (Bakar, 2007).
b. Environmental Factors
Elizabeth, Mukwa & Wanjala (2011) stated that few teachers are using ICTs to
manage the classroom and to integrate technology into several content areas. Professional
development options were varied." They were pointing out that most teachers use trial and
error, learned through course work taken at colleges or universities, and support others or
receive personal or expert support as an essential method of learning how to use Information
Communication Technologies.
Whereas, Johan & Rachmawati (2010) conducted ICT-based learning schools to
assess the challenges on implementation. Results say that ICT-based learning, the role of
teachers was significantly changed from transferring of knowledge into facilitating of
learning, from the primary source person to be a manager of learning. Another challenge is
also addressed to head teachers in encouraging teachers to implement ICT based learning in
order to improve students capabilities and skills.
Also, Moursund (2005) found that expenses of new technologies become a burden
even for developed countries and even when resources have been supplied, the utility of the
resources is not enough to create pedagogical change. According to Khalid Abdullah (2009),
teachers have a strong desire for the integration of ICT into education, but they encountered
many barriers to it.
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Likewise, Bingimas (2009) said that significant barrier is the lack of access to
resources. Accessibility has been found to be critical components for technology integration
in schools, ICT resources including software and hardware, effective professional
development, sufficient time and technical support need to be provided for teachers.
Similarly, Scrimshaw (2004) believed that, if teachers have their own laptop and
access to a computer, this will help them to integrate more ICT into their teaching, Moreover,
Abdullah, Abidin, Atan, Luan & Majid (2006) argued the supporting teachers through ICT
equipment such as laptop and projector, and the computer will encourage not only the
students but also teachers.
c. Social Factors
As stated by Dang (2010), teachers use ICT to prepare for lessons and to deliver those
lessons in class. Teachers search the internet; download relevant materials; design practice
activities with word processing; prepare presentations with Microsoft (MS) PowerPoint.
Email is used for the exchange of communication with other colleagues and/or students.
Correspondingly, Hernessey et al. (2005), claimed that policies on ICT both
encourage and limit teachers in integrating ICT into teaching and learning. School should
provide provisions of opportunities and expertise towards ICT integration into different
subject areas.
In addition, teachers also claimed that providing whole school policies on integrating
ICT towards curriculum is one of the factors that would support the effectiveness of ICT in
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the classroom. Furthermore, the principal’s attitude towards integrating ICT into the
teaching-learning process would be a great enabler (Forgasz, 2006).
d. Subject Matter as a Factor
As stated by Alharbi (2004) there are types of ICT that can be used for specific
subjects. In order to implement these conclusively, teachers must know the affordances and
how will they integrate it into their lesson objectives. Simulations, the internet, programming,
micro world, and real-time graphing are other types of ICT that can be used across some
phases of education. In terms of the subject matter, teachers who teach English are more
confident in the use of ICT while the Science teachers are more likely to use ICT in their
classroom. On the other hand, Mathematics teachers are less likely to be either confident in
use of ICT in their classroom are not valuable.
Science education uses ICT as tool application and learning through ICT in the tool
category is categorized as a treated set of available software that enables students to complete
tasks effectively. It uses word processing, spreadsheets, and Powerpoint and whiteboard in
explaining science model and science learning activities. In addition, ICT in learning can be
computer-assisted having any interactions between the computer systems and leaners which
are designed to help student learning, and one example of this is computer tutorial to support
scientific reasoning (Aksela, Juuti, Lavonen, & Meisalo, 2006).
Students significantly better understand science ideas when using ICT simulations
versus the use of traditional activities that lead to more understanding of science language
and science approach. However, in particular, this review has shown that the use of ICT
simulation needs to be carefully integrated into the teaching-learning process (Agbo, 2015).
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e. Teaching and Learning Process
Based from the study conducted by Kin, James and Ian (2005) teachers' incorporation
of ICT enhances the teaching and learning process in the classroom. This study centers on
establishing the effectiveness of a school-based, on-site, and on-going professional
development program which is administered in primary school in Hong Kong. There were
participatory actions and training sessions conducted by fellow teachers that share resources
and experiences in incorporating ICT in teaching. Teachers‟ incorporation of computers in
teaching was significantly increased in the first year of intervention but showed fluctuation in
the second year."
Whereas, Debra and Hayes (2005) which focuses on ICT and Learning exposed that
ICT is mostly integrated into the ways that reinforce the existing classroom practices. Their
conclusions were unsatisfying for both teachers and students because of the limited
availability and different functionality of ICT. So they conclude that teachers must develop
new approaches to teaching. Internet use, Technology Agency, and local educational
authorities showed the development of using the internet in schools but not the effects of ICT
on the teachers’ way of teaching and students’ accomplishment.
In agreement with Hanaa (2014), the integration of ICT in education cannot be done
with just one sit or one night. This requires careful planning. The thing that needs to keep in
mind is that technology charged and developed rapidly, the invention today may be gone
tomorrow, so the educational institution needs to plan the integration of ICT in their school
courses carefully; it must be plan not only by institution itself but also the other stakeholder
such as school faculty, programmer and students. Moreover, the interest of students in 21st
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century prefer the integration of ICT in their courses but the teachers from traditional are
having a hard time on including technology to their lesson aid, and they see technology as a
threat for their careers.
There is a need for organizing orientation and training program that will help both
teachers and students to overcome anxiety and misunderstanding in the integration of ICT
and it will also help them to build the existing capacities to carry out new tasks and
responsibilities. The integration of ICT benefits the students and teachers in terms of the
transition from using books to e-library and from classroom to e-learning. Anytime or
anywhere type of learning helps them to complete their task like assignments or projects
through online basis (Caesar & Teye 2011).
Overall, this chapter provides a review of literature involved with the ICT integration
in Education. Also, the topics included in this chapter discussed mostly about the factors
affecting the usage of ICT. Moreover, it helped the researchers to further examine the
relevant information gathered all throughout the study in accordance with the existing
findings of the studies included in this chapter.
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CHAPTER III
RESEARCH METHOD AND PROCEDURE
This chapter described the methodologies used in the study, respondents of the study,
data gathering process, data gathering instrument and the statistical tool used in the study.
Research Method
This study used a descriptive type of method that described and assess the level of
ICT usage in the teaching-learning process. In addition to Nageswara (2014), descriptive
study is one in which information is collected without changing the environment. It is used to
obtain information concerning the phenomena to describe “what exists” concerning variables
or conditions in a situation.
Also, Dulock (1993) said that the purpose of descriptive research is to describe a
systematically and accurately the facts and characteristics of a given population or area of
interest and provide an accurate portrayal or account or characteristics of a particular
individual, situation, or groups and the frequency with which certain phenomena occur. On
the other hand, Pearson (2010) also mentioned that the study will not involve changing or
modifying the situation, nor it is intended to detect a cause-effect relationship.
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Sampling Procedure
The respondents are chosen via purposive non-probability sampling technique or also
known as subjective sampling technique wherein the purposive of the study is to assess the
level of ICT usage and the subject where ICT utilized and the demographic profile of the
respondents.
Based on this method sample members are selected by the researcher’s knowledge
and expertise regarding the subject of the researcher (Freeman et al. 2007).
Respondents
The study included the whole population of Senior High School students and teachers
from a private school in Bagumbong North Caloocan City which is composed of 55 students
and 9 teachers. Table 1 shows the percentage and distribution of respondents.
Table 1: Frequency Distribution of Respondents
Respondents Frequency Percentage

Grade 11 21 32.81%
Grade 12 34 53.13%
Teachers 9 14.06%
Total 64 100 %
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Data Gathering Procedure
Based on the conceptual framework used in this study, below were the steps followed
in gathering the data needed.
I. Formulation of the survey questionnaires
II. Adaptation of part III of the survey questionnaires from the study of Chigona et al
(2010), the Factors Affecting ICT usage as Assessed By Teachers in One School
in Bagumbong North Caloocan City, specifically the Part III of their data
gathering instrument.
III. Requesting permission to conduct the study
IV. Requesting permission to the school Administrators
V. Disseminating the survey questionnaire to the respondent
VI. Collecting the retrieval of the survey questionnaire student form
Research Instrument
The researchers adapted a similar survey questionnaire as one of the data collection
instrument for this study from a study conducted by Chigona M (2010). The Senior High
School students and teachers were surveyed. More specifically, the questions were aimed at
eliciting relevant information concerning the implementation of ICT on Senior High School
students. Questions related to factors affecting the implementation of ICT and the integration
of ICT in the classroom.
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Data Gathering Instruments
The researchers used two data-gathering instruments in this study, and the instruments
are as follow:
1. The survey questionnaire entitled “Assessing ICT Usage Survey Questionnaire
Students Form” and “Assessing Factors Affecting ICT Usage Questionnaire Teachers
Form” which has three parts as shown below and proceeding page:
PART I. This part focused on the demographic profile of the respondents.
 Age
 Gender
 Strand
 Grade level
PART II. This is the actual assessment of ICT utilization in different subjects
as perceived by senior high school students in one school in Bagumbong
North Caloocan City.
PART III. This is the actual assessment of factors affecting ICT usage as
perceived by the senior high teachers in one school in Bagumbong North
Caloocan City. This was adapted from the work of Chigano et al. (2010), on
their work, Factors Affecting ICT Usage As Assessed By Teachers in One
School in Bagumbong North Caloocan City; particular was its research
instrument Part III: Recommendation for the Implementing of Factors
Affecting the Use of ICT for Teaching.
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The researchers used this part as the recommendations from the respondents
on how to implement the ICT. It consists of 6-statements, rate using a 5-point
Likert scale that measures how is the degree of agreement to a particular
attitude or statement. The researchers will rank the most number of responses
from one to six (1-6) among the chosen recommendations.
Level of choices:
1 – Never 0.01 – 1.0

2 – Seldom 1.01 – 2.0
3- Sometimes 2.01 – 3.0
4 – Often 3.01 – 4.0
5 – Always 4.01 – 5.0
The research instrument utilized by this study used 5-point Likert Scale where a three-
part survey questionnaire was administered to the respondents. This study administered two
(2) different type of survey questionnaire (Student Form and Teacher Form).
Statistical Tool
The following statistical tools were used by the researchers to measure and study
report summary data and can be used to draw inferences as it goes beyond descriptive
statistics.
1. Percentage – used to show the profile of the respondents.

P= ∗ 𝟏𝟎𝟎
𝒏
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Where:
P = percentage of certain numerical data symbolized by (%)
f = frequency of the respondents
n = total number of population
100 = constant
2. Mode – used to determine the most occurring subject that utilized ICT.
3. Weighted Mean – it is the average and computed by adding the values in the data set
divided by the number of observations in it (Rao and Richard, 2006). This will be employed
in this study to measure and to know the average of the respondents who make a response in
each item found on the Survey instruments.
WM = [(X1)W1 + (X2)W2 + (X3)W3 + … (Xn)Wn

N
Where:
WM = weighted mean
X1, X2, X3, Xn = number of people who selected the response 1, 2, 3,…n
W1, W2, W3, Wn = weighting of response 1, 2, 3,…n
N = total number of respondents
25
BSE Science
CHAPTER IV
ANALYSIS, PRESENTATION AND INTERPRETATION
This chapter presents the data gathered by the researchers as well for analysis,
interpretation, and presentation of the findings from this study obtained through the use of a
survey questionnaire. The gathered data were statistically analyzed and interpreted in the
context of the specific problems of the study. Tabular presentation of the data and the
information was affected to facilitate analysis and interpretation based on the inferences from
these tables.
Problem 1: What is the demographic profile of the respondents in terms of Age, Strand,
Grade level and Gender?
The data gathered was used to answer Problem no. 1 in terms of Age, Strand, Grade
level and Gender are presented and analyzed in the tabular form tables explicitly 2-5.
Table 2. Distribution of Respondents Based on Age
Age Number of Respondents Percentage

16 years old 14 25.45%
17 years old 23 41.82%
18 years old 7 12.72%
19 years old 8 14.54%
T 20 years old 3 5.45%
TOTAL 55 100%
26
BSE Science
Table 2 in previous page is divided into three columns: The first column represents
the age of the respondents, the second column represents the total frequency of age (16 years
old, 17 years old, 18 years old, 19 years old, and 20 years old) of the respondents, and the
third column represents the total percentage of each age.
Furthermore, Table 2 shows the profile of the respondents as to their age. There were
14 or 25.45% whose age is 16 years old, 23 or 41.82% whose age is 17 years old, 7 or
12.72% whose age is 18 years old, 8 or 14.54% whose age is 19 years old and 3 or 5.45%
whose age is 20 years old. From the table presented, most of the students are 17 years old and
while the least age of students is 20 years old.
Table 3: Distribution of Respondents Based on Gender
Gender Number of Respondent Percentage

Female 25 45.45%
Male 30 54.54%
TOTAL 55 100%
Table 3 is divided into three columns: The first column represents the gender of the
respondents the total frequency of male and female, and the third column represents the total
percentage of male and female. Also, the last row represents the total frequency and
percentage of the respondents.
Furthermore, Table 3 above shows the profile of the respondents as to their gender.
There was 30 male with a percentage of 54.54% and 25 female respondents taking 45.45%.
From the table presented, the percentage of the male is higher than the female respondents.
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BSE Science
Table 4. Distribution of Respondents in Terms of Grade Level
Grade level Number of Respondent Percentage

Grade 11 21 38.18%
Grade 12 34 61.82%
TOTAL 55 100%
Table 4 above is divided into three columns: the first column represents the grade
level of the respondents; the second column represents the number of the respondents.
Moreover, the third column represents the percentage of respondents in terms of grade level.
Moreover, Table 4 presents the distribution of respondents in terms of grade level.
There are 21 or 38.18% Grade 11 students and 34 or 61.82% Grade 12 students. From the
table presented, most of the students are Grade 12 students while the least are Grade 11
students.
Table 5. Distribution of Respondents in Terms of Strand
Strand Number of Respondents Percentage

ICT 20 36.36%
STEM 7 12.73%
ABM 4 7.27%
Home Economics 9 16.36%
TECH-VOC 2 3.64%
GAS 6 10.91%
HUMMS 7 12.13%
TOTAL 55 100%
Table 5 above shows the distribution of respondents in terms of the strand. Where in it
is divided into three columns; the first column represents the strand of the respondents, the
second column represents the frequency of strand by the respondents, and the third column
represents the percentage of the respondents according to their strand
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BSE Science
Moreover, Table 5 presents the distribution of the respondents as to strand. There are
20 students or 36.36% whose strand is ICT, 7 or 12.73% whose strand is STEM, 4 or 7.27%
whose strand is ABM, 9 or 16.36% whose strand is Home Economics, 2 or 3.64% whose
strand is TECH-VOC, 6 or 10.91% whose strand is GAS, and 7 or 12.13% whose strand is
HUMMS. From the table above, most of the students are from Information and
Communication Technology strand.
Problem 2: What are the possible factors affecting the usage of ICT in the teaching-learning
process?
The data gathered was used to answer Problem no.2 is presented, interpreted and
analyzed in the tabular form specifically table 6.
To interpret the data obtained on the previous page, the researchers used Likert scale
with the level of choices: 0.01-1.0 value interpreted as Never (N), 1.01-2.0 value interpreted
as Seldom(S), 2.01-3.0 value interpreted as Sometimes (SO), 3.01-4.0 value interpreted as
Often (O), and 4.01-5.0 value interpreted as Always (A).
Table 6 on the preceding page presents the assessment of the factors affecting ICT
usage as perceived by the teachers in one school in Bagumbong North Caloocan City S.Y
2017-2018. The indicators: I have attended ICT Training, and I am confident in using ICT in
teaching are interpreted as “Seldom” (S) with the same weighted mean of 2.89.
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BSE Science
Table 6. Assessing Factors of ICT Usage Teachers Questionnaire Form

Weighted Value
Indicators
Mean Interpreted
I have attended ICT Training 2.89 S
I am confident in using ICT in teaching 2.89 S
ICT help me improve as a teacher 4.56 A
I am capable of accessing and using technology in teaching
4.0 O
I allow my students to use ICT during their presentation,

4.0 O
report, etc.
I have the freedom to access technology 4.4 A
Do you think ICT will improve the teaching-learning process? 4.0 O
Is ICT helpful in the teaching-learning process? 4.22 A
I use ICT equipment in my daily discussion 4.0 O
The school supported the use of ICT in the teaching-learning
4.11 A
process
Legends: Never (N)=0.01-1.0, Seldom(S)= 1.01-2.0, Sometimes(SO)=2.01-3.0, Often(O)=3.01-4.0, Always(A)=4.01-5.0
While the indicators: I am capable of accessing and using technology in teaching, I
allow my students to use ICT during their presentation, report, etc., Do you think ICT will
improve the teaching-learning process? , and I use ICT equipment in my daily discussion are
interpreted as “Often” (O) with the same weighted mean of 4.0.
Lastly, the indicators: ICT help me improve as a teacher, I have the freedom to access
technology, Is ICT helpful in the teaching-learning process?, and The school supported the
use of ICT in the teaching-earning process are interpreted as “Always” (A) with a weighted
mean of
4.56, 4.4, 4.22, and 4.11 respectively.
30
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Problem 3: In what subject ICT is utilized?
The data gathered was used to answer Problem no. Three is presented and analyzed in
the tabular form specifically table 7 shown on the next page.
Table 7. The frequency of Subjects that Mostly Used ICT in Classroom Discussion
Subjects Frequency Percentage

Science 55 100%
English 34 61.82%
Filipino 9 16.36%
Math 3 5.45%
Social Science 49 89%
Table 7 divided into two columns: Then the first column represents the subjects and
the second column represents the total frequency of the subjects where ICT is utilized, and
the third column represents the percentage of the subjects.
Furthermore, there were 55 or 100% respondents who used ICT in Science, 49 or 89%
respondents who used ICT in Social Science, 34 or 61.82% respondents who used ICT in
English, 9 or 16.36% respondents who used ICT in Filipino and 3 or 5.45% respondents who
used ICT in Math. From the table presented, Science subject has the most number of
frequencies who utilized ICT and math has the least number of frequencies.
The tables shown in this chapter discussed the gathered data through the survey
questionnaire used by the researchers. Overall, the data gathered illustrates that the teachers
lack ICT trainings thus they feel unconfident to integrate ICT in teaching. On the other hand,
teachers mostly used ICT in teaching Science and least in teaching Mathematics.
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BSE Science
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATION
This chapter aims to summarize the study by presenting the findings, conclusion
based on the findings and the recommendations based on the findings and conclusion of the
study.
SUMMARY:
The main focus of this study is to assess the ICT usage as perceived by senior high
school students in one school in Bagumbong North Caloocan City.
Descriptive method was used in this study wherein the researchers administered a
survey questionnaire Assessing ICT Usage Survey Questionnaire Students Form to all senior
high school students and Assessing Factors Affecting ICT Usage Survey Questionnaire
Teachers Form to all teachers S.Y. 2017-2018 of a school in Bagumbong North Caloocan
City. The respondents were chosen via purposive, non-probability sampling technique which
also known as subjective sampling technique. Thus, this study utilized the whole population
of senior high which composed of 55 students.
The researchers used a five-point Likert scale where a three-part survey questionnaire
was administered to the respondents. Along with this survey questionnaire, includes one 5-
point scale of rating which is for the frequency ratings. Frequency rating was used under Part
32
BSE Science
III of the survey questionnaire. Weighted mean, percentage, and mode were used in the study
to treat the data gathered.
FINDINGS:
Inlined with the tabulated data from the table supported by the implication and
interpretation the following results arises based on the results obtained from the survey
questionnaires entitled “Assessing ICT Usage Survey Questionnaire Students Form
conducted by the researchers.
1. The percentage of male respondents is higher than the female respondents;
2. Age of the students mostly is 16 years old while the least age of the students is
twenty years old.
3. Most of the respondents came from the ICT strand while the least strand is
TechVoc.
4. The percentage of grade 12 students is higher than grade 11 students.
5. With the data obtained, the researchers found out that most of the teachers do not
have ICT training and not confident enough in integrating ICT in the teaching-
learning process.
6. Based on the data gathered, the researchers found out that the teachers have the
freedom to access the technology, found it helpful in the teaching-learning
process, and the school supported the use of ICT.
7. ICT is utilized most in science subject and least in math.
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BSE Science
CONCLUSION:
After the data have been gathered and with careful study, the researchers made the
following conclusions:
1. The age of the respondents ranges from 16 to 20 years old wherein the majority of the
respondent's ages 17 years old and most of them are males. ICT strand has the most
number of students enrolled, and lastly, there were 21 Grade 11 students and 34 Grade
12 students.
2. Most of the teachers do not have ICT training and not confident enough in integrating
ICT in the teaching-learning process.
3. Science and Technology related subjects involve the most usage of ICT in the
classroom discussion.
RECOMMENDATIONS
Based on the findings and conclusions of this study, the following recommendations
were considered by the researchers.
1. The researchers recommend that the school should provide training that will
improve the ICT skills of the teachers and to increase the confidence of the
teachers towards integrating ICT;
2. The school and teachers should strengthen ICT integration in Math related
subjects;
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BSE Science
3. For future related studies: the researchers recommend to assess the effects of
ICT integration in student`s performance; and
4. Use another type of research design aside from the descriptive method to
have an in-depth understanding in terms of ICT integration in the teaching-
learning process.
35
BSE Science
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APPENDICES
40
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APPENDIX A
September 7, 2017
DR. RAMONA A. PRADO
Dean, College of Education
Madam,
Warmest Greetings!
We, 3rd year Section A of Bachelor of Secondary Education Major in Biological Science Minor in
Physical Science, from the University of Caloocan City – Congressional Campus, would like to ask
your permission to allow us to conduct a study in 54 STUDENTS OF GRADE 11 AND GRADE 12
SENIOR HIGH SCHOOL AND 9 TEACHERS IN RIDGEWOOD SCHOOL OF CALOOCAN.
This is regarding our research topic entitled "ASSESSMENT OF ICT USAGE AS PERCEIVED
BY SENIOR HIGH SCHOOL STUDENTS AND TEACHERS IN ONE SCHOOL IN
BAGUMBONG NORTH CALOOCAN CITY,S.Y. 2017-2018".
We assure you that all information that will be provided outside our University will solely be used for
academic purposes only and will help benefit the afore-mentioned university. Please be assured that
all data will be treated with utmost confidentiality.
Your approval to conduct this study will be greatly appreciated. Thank you very much.
Respectfully yours,
Jhon Michael P. Agustin
Aldrin R. Etcoy
Denise Shaira B. Glee
Jackylyn C. Molinas
Meryll Jade B. Ponce
Louie Jay S. Servancia
Noted by:
Ms. Jaquelyn Basa

Research Adviser
Approved by:
Dr. Ramona A. Prado

Dean, College of Education
41
BSE Science
APPENDIX B
ASSESSING ICT USAGE SURVEY QUESTIONNAIRE (Students Form)
ASSESSMENT OF ICT USAGE AS PERCEIVED BY SENIOR HIGH SCHOOL STUDENTS

AND TEACHERS IN ONE SECONDARY SCHOOL IN BAGUMBONG NORTH
CALOOCAN CITY,S.Y. 2017-2018
The purpose of this study is to assess the ICT usage of senior high students and
teachers; perceived by all population of senior high students from one school in Bagumbong
North Caloocan City, together with the teachers as respondents. With this survey questions, it
will enables the researchers to describe the situation.
PART 1: DEMOGRAPIHIC PROFILE
Name (Optional): ________________ Age: ___________
Grade Level: _______________ Gender: _______________
Strand: __________________
42
BSE Science
APPENDIX C
PART II: ICT USAGE (SUBJECT MATTER)
Directions: Read the statement carefully and indicate your answer by putting a check mark
after the statement.
1. In what subject do ICT is utilized?
 Science
 English
 Filipino
 Mathematics
 Social Science
43
BSE Science
APPENDIX D
ASSESSING FACTORS AFFECTING ICT USAGE SURVEY QUESTIONNAIRE
(Teachers Form)
ASSESSMENT OF ICT USAGE AS PERCEIVED BY SENIOR HIGH SCHOOL STUDENTS

AND TEACHERS IN ONE SECONDARY SCHOOL IN BAGUMBONG NORTH
CALOOCAN CITY,S.Y. 2017-2018
Direction: Please read each statement carefully and indicate your answer by putting a check
mark after the statement.
Part III. FACTORS AFFECTING ICT USAGE
Level of choices:
5 – Always
4 – Often used
3- Sometimes
2 - Seldom
1 – Never
44
BSE Science
Indicators 5 4 3 2 1
I have attended ICT Training
I am confident in using ICT in teaching
ICT help me improve as a teacher
I am capable of accessing and using

technology in teaching
I allow my students to use ICT during their

presentation, report, etc.
I have the freedom to access technology
Do you think ICT will improve the teaching-

learning process?
Is ICT helpful in the teaching-learning

process?
I use ICT equipment in my daily discussion
The school supported the use of ICT in the

teaching-learning process
45
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CURRICULUM
VITAE
46
BSE Science
SERVANCIA, LOUIE JAY S.

1491 Mabuhay ST. Pangarap Village Caloocan City
0950207763
loulouservancia@gmail.com
CURRICULUM VITAE
Summary of Qualifications
This individual is hardworking, highly motivated and friendly.
Personal Data
Civil Status: Single

Age: 19 years old
Sex: Male
Birthdate: September 21, 1998
Birthplace: Caloocan City
Religion: Catholic
Citizenship: Filipino
Educational Background
Tertiary Bachelor of Secondary Education Major in Biological

Science
2015 - Present
Secondary Manuel Luis Quezon High School
2011 - 2015
Elementary Manuel Luis Quezon Elementary School

2005 – 2011
Seminars and Activities Attended

“I See-T in K-12 Education”
University of Caloocan City
July 26, 2017
“Uniting Elements into One”

47
BSE Science
July 21, 2017

“Tinkering Fundamentals: Integrating, Making Activities into STEM
Classroom”
October 6, 2016
“The 4’s Awaken: Enfolding the Four Pillars of Education”

September 15, 2016
“Science, Technology and Innovation: The Road to Smarter World”
July 26, 2016
“Avenues to Effective Teaching: Leadership, Laws, and Temperament”
October 15, 2015
“Building continuity without deviation towards unity and excellence”
Brgy. 173 Congressional Village, Caloocan City
August 1, 2015
Character References
April Llera
Cashier
SM Fairview
0948061639
I hereby certify that the above information is true and correct with the best of
my knowledge and beliefs.
Louie Jay S. Servancia

Signature
48
BSE Science
GLEE, DENISE SHAIRA B.

1283 Matahimik St. Pangarap Village Caloocan City
09567943112
gdeniseshaira@gmail.com
CURRICULUM VITAE
This individual is competent and has the following skills and characteristics:
computer literacy, good in speaking in English, hardworking, and friendly.
Personal Data

Age: 20 years old
Sex: Feale
Birthdate: April 13, 1998
Religion: Roman Catholic

Science
2015 – Present
2011 – 2015
Elementary Manuel Luis Quezon Elementary School

2005 – 2011

July 26, 2017
49
BSE Science

July 21, 2017
Classroom”
October 6, 2016

September 15, 2016
July 26, 2016
October 15, 2015
August 1, 2015
Raul Maglasang
Master Teacher/Working Abroad
Manuel Luis Quezon High School
+1870 317 4167
Denise Shaira B. Glee

Signature
50
BSE Science
PONCE, MERYLL JADE B.

Brgy. 180 Blk 22 Lot 6 Miramonte Park Subdivision, Caloocan City
09560830901
poncemerylljade@gmail.com
CURRICULUM VITAE
hardworking, persevering, friendly, highly motivated, computer literate, and Microsoft
literacy.
Personal Data

Age: 22 years old
Sex: Female
Birthdate: February 5, 1997
Birthplace: Tacloban City, Leyte
Religion: Born Again Christian

Science
2015 – Present
Secondary Leyte National High School
2009 – 2013
Elementary Bayanihan Elementary School

2003 – 2009

July 26, 2017
51
BSE Science

July 21, 2017
Classroom”
October 6, 2016

September 15, 2016
July 26, 2016
October 15, 2015
August 1, 2015
Aileene S.L. Marcelo

Science Teacher II
Bagong Silang High School
0933116636
Meryll Jade B. Ponce

Signature
52
BSE Science
AGUSTIN, JHON MICHAEL P.

Phase 3 Package 1 Block 10 Lot 15 Bagong Silang, Caloocan City
09309418278
Michael_zero7@yahoo.com
CURRICULUM VITAE
This individual is competent and possess the following skills and characteristics:
Hardworking, highly motivated, and good in singing.
Personal Data

Age: 22 years old
Sex: Male
Birthdate: September 16, 1995
Birthplace: Quezon City
Religion: Catholic

Science
2015 – Present
Secondary Tala High School
2010 – 2014
Elementary Bagong Silang Elementary School

2003 – 2009

July 26, 2017
53
BSE Science
July 21, 2017

Classroom”
October 6, 2016

September 15, 2016
July 26, 2016
October 15, 2015
August 1, 2015
Ronald Agustin
LTO Worker
09464042556
John Michael P. Agustin

Signature
54
BSE Science
ETCOY, ALDRIN R.
Brgy. 178 Ph. 6 Package 2B Blk 21 Lot 19 Caloocan City
0929686888
relatoresaldrin151@gmail.com
CURRICULUM VITAE
Computer literacy, leadership skills, and playing basketball.
Personal Data

Age: 19 years old
Sex: Male
Birthdate: December 12, 1998

Science
2015 – Present
2011 – 2015
Elementary Caloocan North Elementary School
2005 - 2011

July 26, 2017
55
BSE Science
July 21, 2017

Classroom”
October 6, 2016

September 15, 2016
July 26, 2016
October 15, 2015
August 1, 2015
Raul Maglasang
Master Teacher/Working Abroad
Manuel Luis Quezon High School
+1870 317 4167
Aldrin R. Etcoy
Signature
56
BSE Science
MOLINAS, JACKYLYN C.
Phase 8-A Pkg. 10 Blk. 148 Lot 23 Bagong Silang, Caloocan City
09320291469
Jaky_molinas@yahoo.com
CURRICULUM VITAE
Computer literacy, Microsoft literacy, good in dancing and singing.
Personal Data

Age: 21 years old
Sex: Female
Birthdate: October 27, 1997
Birthplace: Morning Breeze Caloocan City

Science
2015 – Present
Secondary Bagong Silang High School

2011 – 2015
Elementary Apolinario Mabini Elementary School
2005 – 2011

July 26, 2017
57
BSE Science
July 21, 2017

Classroom”
October 6, 2016

September 15, 2016
July 26, 2016
October 15, 2015
August 1, 2015
Yulo C. Pasquito
Factory Worker
8 VMN Orange Road, Potrero Malabon
09124892474
Jackylyn C. Molinas
Signature
58

Thesis Equinovocal

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UNIVERSITY OF CALOOCAN CITY

UNESCO (2005) defined ICT as “Information and communication technology”,

hence, it refers to technologies that provide access to information through

telecommunication. Thus, information communication technologies at present are influencing

exchanging information, teaching methods, learning approaches, scientific research, and in

accessing information communication technologies.

Information and Communication Technology is remarkably influencing every discipline

and learning. As reported by International Journal of Engineering Research and Technology

training skills and etc.

instructional uses. Therefore, it is of particular importance to assess knowledge about the

BACKGROUND OF THE STUDY

Currently, K to 12 curriculum is being utilized in the Philippine educational system.

want to achieve by using ICT are interactivity and communication.

ICT can provide a significant benefit in supporting learning. By using technology in

communication (Brush, 2019). As mentioned by Uhomoibhi (2006), effective learning

human-technology interaction but also human-human interaction. As an example, Interactive

especially in buying projectors, laptops, computers, and providing infrastructures such as

study aims to strengthen the usage of ICT in the teaching-learning process.

STATEMENT OF THE PROBLEM

Secondary Private school in Bagumbong North Caloocan City.

Specifically, this study sought to answer the following:

1. What is the demographic profile of the respondents?

3. In what subject ICT is utilized?

data, the researchers formulated conclusion and proposed recommendations on how to

the outputs of the study.

SIGNIFICANCE OF THE STUDY

administrators about the level of ICT usage in their school.

of the factors affecting the usage of ICT.

SCOPE AND LIMITATIONS

are defined and used within the context of the study:

 ICT (Information and Communication Technology) – According from

 Assessment- according to the Cambridge dictionary, assessment defined as the

determine the degree of usage of ICT in the teaching-learning process.

 Senior High School- according to Collins dictionary, senior high school

 ICT Usage – according to English-Definition Collins dictionary, ICT usage

equipment and facilities as instructional materials.

REVIEW OF RELATED LITERATURE AND RELATED STUDY

Verencio (2017) defined assessment as the process of collecting, recording and

characterized by broad technological advancement and innovations.

online education. Therefore, there is an increasing demand on educational institutions to

implement ICT in the teaching-learning process.

Senior High School

Kindergarten to Grade 12 of the Philippines. In addition, DepEd claimed that a 12-year

Furthermore, the K to 12 program provides career pathways and specializations from

the core competencies (SEAMO INNOTECH, 2012).

curriculum will motivate institutions to improve their performance.

In line with Ziemba (2016) Information and Communication Technology in education

itself and different applications related to ICT.

for equipment and accessibility level in their region.

Various Factors that Affect the ICT Usage

teacher, computer availability and financial support.

successful implementation of ICT in teaching which includes … teachers’ poor ICT

Additionally, Afshari, Abubakar, Abusamah, Foosayfooi & Wong (2009) made a

economic conditions of their country.

Furthermore, a study “Barriers to the successful integration of ICT in teaching and

Wong, 2008; Goirdano, 2007; Hernandez-Ramos, 2005). In pursuant to Gorder (2008) a

teacher’s experience is a component influencing teacher’s integration of ICT. In her study,

perceived student needs.

idea of manipulating technology (De la Rama & Marcial, 2015).

competence and confidence in integrating ICT in teaching. In addition, the teacher’s

may not feel confident enough to use ICT in delivering lessons.

to use ICT frequently (Bakar, 2007).

Whereas, Johan & Rachmawati (2010) conducted ICT-based learning schools to

teachers was significantly changed from transferring of knowledge into facilitating of