EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL

GENERAL SANTOS CITY

A Mini – Thesis
Presented to STI
The Faculty of STI Senior High School
General Santos City
________________________________

In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 1 and Statistic and Probability

________________________________
By

Cajes, Jaybert L.

Danial,

Gabi,Shane R.

Garayanala,Wayne B.

Infante,jhunrandel M.

Rama,Kynt Rynnl R.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the problem, the

significance of the study, and the scope and delimitation of the study.

Background of the Study

Integration of Information, Communication, and Technology (ICT) in education refers to

the use of computer based communication that incorporates into daily classroom instructional

process. In conjunction with preparing students for the current digital era, teachers are seen as

the key players in using ICT in their daily classrooms. This is due to the capability of ICT in

providing dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2012).

While, the aim of ICT integration is to improve and increase the quality, accessibility and cost-

efficiency of the delivery of instruction to students.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Process of adoption of ICT is not a single step, but it is ongoing and continuous steps that

fully support teaching and learning and information resources (Young, 2003). ICT integration in

education generally means technology-based teaching and learning process that closely relates to

the utilization of learning technologies in schools. Due to the fact that students are familiar with

technology and they will learn better within technology-based environment, the issue of ICT

integration in schools, specifically in the classroom is vital.

In addition, teachers’ readiness and skills in using ICT are playing essential role in the use

of ICT in education. Teachers need sufficient ICT skills to implement the technology and to have

high confident level to use it in a classroom setting. Besides, teachers require insight into the

pedagogical role of ICT, in order to use it meaningfully in their instructional process (Hennessy

et al., 2005).

This is because, the use of technology in education contributes a lot in the teaching

aspects in which the application of ICT will lead to effective learning with the help and supports

from ICT elements and components (Jamieson-Procter et al., 2013). Integration approach is

about implementing right use of ICT in particular subject area that involved complex concepts

and skills to improve student’s achievement and attainment. Besides, the review of curriculum is

also needed so that only related ICT resources and appropriate software will be installed for the

main aims and objectives of curriculum to be achieved.

According to Warwick and Kershner (2008) the significance and advantages of ICT

should be known by teachers in order to conduct a meaningful lesson with the use of ICT. As

what has been discussed, there are many factors to enable the use of ICT in classroom teaching

and learning. In addition, teachers’ readiness and skills in using ICT are playing essential role in

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

the use of ICT in education. Teachers need sufficient ICT skills to implement the technology and

to have high confident level to use it in a classroom setting.

Besides, teachers require insight into the pedagogical role of ICT, in order to use it

meaningfully in their instructional process (Hennessy et al., 2005). According to Winzenried,

Dalgarno and Tinkler (2010) teachers who have gone through ICT course are more effective in

teaching by using technology tools as opposed to those that have no experience in such training.

The main purpose of this study is to analyze the effectiveness of ICT integration in.

Specifically, The effect of ICT integration to the learning of Senior High ICT students STI Senior

High School General Santos City. STI is widely known ICT educational experts that increase

their knowledge about computers and enhance their performance skills in computers.

Statement of the problem

This study aimed to know the effectiveness of ICT integration in STI Senior High School

General Santos City among ICT students in STI General Santos City. Specifically, this study will

have sought answers the following questions:

1. What is the profile of the respondents in terms of?

 Age

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

 Gender

2. What are the effects of ICT integrated to your learning’s?

Significance of the Study

The significance of the study is to gather valuable data and gain understanding that will

serve as our basis of the of Effectiveness of ICT integration in STI Senior High School General

Santos City. The study was conducted with the hope that it would benefit the following as an

additional knowledge in the respective field of research:

Students This study is primarily important to the students, for it will give them

information about Effectiveness of ICT Integrated in STI General Santos City

Parents This study will help the parents to have enough knowledge about Effectiveness

of ICT Integration in STI General Santos City

Teachers The study benefits with the teachers by giving information’s and knowledge to

the students,

Researchers, this study will help them to know what is the effectiveness of ICT

Integration in STI General Santos City. This study will help them give idea and information to

their study.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Scope and Delimitation

This study was mainly concerned and limited only with the effectiveness of ICT integrated

among the ICT students of STI Senior High General Santos City. The study covers some

information about Effectiveness of ICT integration. The researcher is delimited to the boundaries

of the studies in terms of subjects, objectives, areas and the issue to which the research is

focused. The data presented and gathered were based from the information given by the

respondents composed of the students in any grade level and track of STI Senior High School

General Santos. The study was conducted in the second semester of the school year 2017-2018.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES AND CONCEPTUAL

FRAMEWORKS

This chapter presents the literature and studies relevant to presentation investigation.

Effectiveness of ICT Integrated Related Literature

According to (Reid 2002), ICT integration in education has its merits. Its use not only

changes the traditional ways of teaching, but also requires teachers to be more creative in

adapting and customizing their own teaching materials and strategies.

(Abbott and Faris 2000; Whelan 2008), among all the teaching methods and strategies,

collaborative learning, problem-based learning, and the artistic movement approach are the most

widely used teaching strategies to deal with the challenges of ICT use.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

This corresponds with the suggestion of Palak and Walls (2009), as well as Tezci (2011a),

that technology integration will not have the desired effect without student-centered classroom

practices. Therefore, ICT integration in education cannot be implemented in isolation. When it is

applied in combination with diverse teaching methods and approaches, especially constructivist

practices, learning outcomes may be more successful.

(Whelan 2008). In addition, schools should also provide some well-structured learning

support while integrating technology in their curriculum and instruction. Schools are also highly

recommended to offer their teachers workshops or training courses to improve their ICT skills

and prepare them to encounter possible challenges while integrating technology in order to

improve teachers’ professional development on ICT use.

More specifically, Chen (2008) has shown that there is no resonance between

teachers’ beliefs and their actual practice while integrating technology in the classroom.

RELATED STUDIES

Another similar study was conducted by Doering, Hughes and Huffman (2003), who analyzed

pre-service teachers’ perspectives regarding ICT in their future classrooms before and after

participation in a teacher preparation program. Prior to taking the preparation courses, teachers

were doubtful about the utility of ICT in the classroom, implying that they would closely

examine and consider ICT integration, rather than blindly incorporate it into their teaching

practices. After completing the courses, their doubt had transformed into more positive

sentiments. The teachers had a better understanding about ICT use in the classroom. Although

the teachers confronted other issues such as technology availability, accessibility, professional

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

support, and classroom management, their perceptions about technology’s role had changed.

They were more likely to believe that technology can assist in learning and to recognize its

importance.

Serhan (2009) and Chai, Koh and Tsai (2010) also investigated pre -service teachers’ beliefs

about the use of computer technology and the effectiveness of ICT integration. The results of

both studies indicate that after participating in courses, pre-service teachers recognized the

importance of ICT integration into their curricula and believed that ICT use would enhance

student learning. They felt that such courses prepared them to apply ICT in the future, and their

abilities to select, evaluate, and use a variety of technological resources improved.

Chai, Koh and Tsai (2010) found that ICT courses with direct instruction on the use of

technological tools through the technology enhanced lesson approach helped teachers learn how

to use technologies as supporting tools in order to enhance their teaching and student learning.

Consequently, the pre-service teachers viewed the preparation course favorably.

Conceptual Framework

The aim of the researchers is to determine the of Effectiveness of ICT Integration in General

Santos City Teaching and Readiness Skills is the independent variable while effects of ICT

integration is the dependent variable.

EFFECTIVENESS OF ICT
TEACHING AND 8 INTEGRATION IN STI GENERAL
READINESS SKILSS
SANTOS CITY
EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Independent Variable Dependent Variable

Figure 1. Conceptual Framework

Definition of Terms:

Integration. Conceptually the practice of uniting people from different races in an attempt
to give people equal rights. Merriam Webster Dictionary (2017). Operationally Integration is
the main topic of the study.

Senior High ICT Students. Conceptually, Senior High School Information Communication

Technology Students. Operationally, it is the main respondents of this research

STI. Conceptually, STI College General Santos campus, which known for the Largest Pioneer in

Senior High School. Operationally it is the main location of the research.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

CHAPTER III

METHODOLOGY

This chapter covers the research methodology. Research design, research locale, research

respondents, research instruments, research procedure and statistical treatment are also

described.

Research Design

This study will employ the quantitative research whereby the researchers will use

Descriptive Research that attempts to accumulate existing information and data regarding about

Effectiveness of ICT Integrated in STI General Santos City. This study is an experimental

research that attempts to establish cause and effect.

The figure below will show the entire concept of how this research will be conducted.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Thesis

Objectives of the study Research Methodology

Senior High School
ICT students
Determine the Usage Research Design

Jose Catolico Sr. Ave,

Research
General Santos City, Respondents
EFFECTIENESS OF ICT
INTEGRATED IN STI 9500 South Cotabato
GENERAL SANTOS Research Locale
CITY
Questionnaires
Research
Instruments

Figure 1. Research Diagram

Research Locale
The researchers conducted this study in STI College General Santos campus, which
known for the Largest Pioneer in Senior High School.

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Research Respondents
The data were collected from the respondents which compose of 40 Information
Communications and technology (ICT) students of STI Senior High School out of which are 20
students of the Grade 11 and 20 students of the Grade 12 are included on this study. The
researchers choose to use these respondents because they are related to the study and they have
knowledge in terms of the effectiveness of ICT integrated in STI senior high school General
Santos City. The respondents of this research have already gained experience and knowledge on
ICT integration.

Table 1

Grade FRQUENCY
Grade 11 20
Grade 12 20
TOTAL 40

Research Instrument
Questionnaire was used as the main instrument of the study is to determine the Effect of
online gaming to the health of the students ages 16-18 years. The designed question focused on
the effectiveness of ICT integrated The questionnaire was prepared by the researchers themselves
after doing a research and intensive reading from the internet and asking opinions from the ICT
students. The researchers initially distribute the survey questionnaire among the student’s ages
16-18 years in STI Senior High School General Santos. After the questionnaire gives back to the
researcher, the data were analyzed and interpreted. It was done through the use of percentage and
ranking.

Research Procedure
The researchers looked for necessary resources that could help them in their study. The
researchers did an intensive reading from the internet and asked opinion from the ICT students
from these, they were able to construct ideas and question necessary for the questionnaire. The

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

researcher gathered all of the ideas for this research. The researcher distributes the questionnaire
to the students of STI Senior High School. Retrieval of the questionnaire was done after the
respondents answered the survey questionnaire. The data were tallied, analyzed and interpreted
in accordance to items found in instruments.

Statistical Treatment
Percentage and ranking were used by the researchers to convert the numerical data
gathered from the questionnaire. Only tallying, getting of percentage, and getting of ranking
were the methods needed to come up with a conclusion on this study. Descriptive which include
basic summary of the data gathered was used to explain further results of the study. The
descriptive used frequency, percentage and ranking. These things would be explained further in
the following.

a. Frequency – pertains to the number of respondents that have the same answer in a
specific question
b. Percentage – used to determine the ratio of respondents that have same answers with
general number of respondents
c. Ranking – used to determine the order of the results according to their percentage.

REFERENCES LIST

Arnseth, H.C., & Hatlevik, O.E. (2010). Challenges in aligning pedagogical practices and pupils’

competencies with the Information Society’s demands: The case of Norway. In S. Mukerji & P.

Triphati (Eds.), Cases on technological adaptability and transnational learning: Issues and

challenges. Hershey: IGI global

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EFFECTIVENESS OF ICT INTEGRATION IN STI SENIOR HIGH SCHOOL
GENERAL SANTOS CITY

Abbott, J. A. and Faris, S. E., 2000. Integrating technology into preservice literacy instruction: A

survey of elementary education students’ attitudes toward computers, Journal of Research on

Computing in Education, vol. 33, pp.149-161.

Chai, C. S., Koh, J. H. L. and Tsai, C.-C., 2010. Facilitating preservice teachers’ development of

technological, pedagogical, and content knowledge (TPACK). Educational Technology and

Society, vol. 13, pp.63-73.

Chen, C. H., 2008. Why do teachers not practice what they believe regarding technology

integration? Journal of Educational Research, vol. 102, pp.65-75.

Doering, A., Hughes, J. and Huffman, D., 2003. Preservice teachers: Are we thinking with

technology? Journal of Research on Technology in Education, vol. 35, pp.342-361.

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek,

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Computing, 27(3), 26-35.

Reid, S., 2002. The integration of ICT into classroom teaching. Alberta Journal of Educational

Research, vol. 48, pp.30-46.

Serhan, D., 2009. Preparing preservice teachers for computer technology integration.

International Journal of Instructional Media, vol. 36, pp.439-447.

Palak, D. and Walls, R. T. 2009. Teachers’ beliefs and technology practices: A mixed-methods

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Young, S. C. (2003). Integrating ICT into second language education in a vocational high school.

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GENERAL SANTOS CITY

Warwick, P., & Kershner, R. (2008). Primary teachers’ understanding of the interactive

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Whelan, R., 2008. Use of ICT in education in the South Pacific: findings of the Pacific eLearning
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