Efficacy of ICT in Teaching Science 1

INTRODUCTION

If every teacher is given the privilege to be trained in order to become digitally

literate to use ICT, these programs will surely lead to students’ higher order thinking

skills, provide creative and individualized options to express their own understandings,

and prepare them to deal with ongoing technological changes in society particularly in

school.

According to (UNESCO, 2003), this past few years, there are studies and even

reports that emphasized the potential benefits and possible opportunities that they can

acquire through the information and communication technologies (ICT) for improving the

quality of education in every school institution. The ICT is considered as a major way in

order to build and sharpen the knowledge of the society and a tool for school educational

level that will provide a new way of thinking and redesign the school systems and

processes, to attain the goal of quality education for all.

It is difficult to effectively integrate the technology into learning systems.

Technologies are not similar in potential and use and their proper implementation

depends on how they are applied. Therefore, it is necessary to conduct a profound

analysis, understanding of the potential technologies, as well as their appropriateness in

terms of relevance, responsiveness, effectiveness, flexibility, sensitivity to context, and

fit-for-purpose. The use of the technologies does not intend to replace teachers who are

still the main facilitator inside the classroom, but a big help to enrich, enhance and add

value to traditional educational institutions, delivery systems and instructional materials.

However, there should be a redefinition in educational programs and the role of teachers

in terms of training and teaching, new skill competencies and new skills in using the ICT
 Efficacy of ICT in Teaching Science 2

when it integrates into education systems. This can be used as a tool to enhance learning

outcomes, provide skills and competence, opportunities for lifelong learning, vocational

education, prepare for work or create opportunities for work, and can enhance

productivity (Swart, 2005).

 Efficacy of ICT in Teaching Science 3

STATEMENTS OF THE PROBLEM

This study aimed to determine the Efficacy of ICT in teaching Science to the

academic performance of Grade Seven Students in Polomolok Creek Integrated School.

Specifically, this study sought answers to the following questions:

1. What is the profile of elementary pupils in Polomolok Creek integrated school in

terms of:

1.1. Age;

1.2. Sex and;

1.3. Socio-economic background?

2. What is the academic performance in Science of the elementary pupils in PCIS

using ICT based method?

3. What is the extent of ICT usage in teaching Science in terms of;

3.1. Availability of materials;

3.2. Learning facilities and;

3.3. Subject teacher?

4. Is there a significant relationship between the use of ICT and the students’

academic performance?
 Efficacy of ICT in Teaching Science 4

SCOPE AND DELIMITATION

This research focused on the Efficacy of ICT in teaching Science to the academic

performance of Grade Seven Students in Polomolok Creek Integrated School. The

respondents of this study are fifty (50) random grade seven students from Polomolok

Integrated School. This is to determine if there’s a significant relationship between the

use of ICT and the academic performance of the students. The time frame of the study is

limited only for the school year 2018-2019.

 Efficacy of ICT in Teaching Science 5

SIGNIFICANCE OF THE STUDY

The findings of the study are beneficial to the following:

Government of the Philippines. The result of the study will allow the

law implementing bodies to develop laws that might support the use of ICT in all

public schools in the Philippines.

Department of Education. The result of the study can be beneficial to the

department of education to determine the pros and cons of using ICT as medium

of instruction in class.

School’s Division Office. The findings of the study will allow the division

office to know the necessary actions they need to establish in order to assess the

dos and don’ts in using ICT in schools.

School heads. This study can be used in assessing the common problems

in using ICT and how they can solve it for the better use of the educational

institution where they belong.

Institution. This study can be used in assessing the technical needs and

trainings needed in teaching using ICT.

Teachers. The findings of the study will allow them to know the positive

as well as the negative sides of using the ICT in their teaching practice.

Students. This study will help them become aware of the benefits as well

as the challenges in using the ICT as a tool for teaching and learning process.

Parents. The result of the study can assess the parents about the support

they can provide to their children in relation with the use of ICT.
 Efficacy of ICT in Teaching Science 6

Researcher. This study will be a significant endeavor in determining the

efficacy of ICT in teaching Science to the academic performance of the students.

Other researchers. In order for them to acquire relevant information

about the pros and cons of using ICT in the teaching and learning process.

DEFINITION OF TERMS
 Efficacy of ICT in Teaching Science 7

This is intended to assist the readers in understanding commonly used terms and

concepts. It includes general words and phrases defined within the context of how they

apply it in the social and behavioral sciences.

Academic Performance. Refers to the grades obtained by the learners.

The extent to which a student, teacher or institution has achieved their short or long-

term educational goals.

Age. It tells something about how long you are living.

Availability of Materials. Indicates whether the sources for learning are available or not.

Means capable of being used or the extent to which resources are available to meet

the project's needs.

The length of an existence extending from the beginning to any given time.

Learning Facilities. A facility such as building that is built for learning purposes.

A facility within a school, staffed by a specialist, containing several information

sources.

Sex. Indicates the masculinity and femininity of a person.

Two major forms individuals that occur in many species and that are distinguished

respectively as female or male especially on the basis of their reproductive organs

and structure.

Socio-Economic Background. Refers to the social status of the learners.

Relates to a combination of an individual’s income, occupation and social

background.
 Efficacy of ICT in Teaching Science 8

Subject Teacher. A teacher that handles a particular subject.

A person who helps others to acquire knowledge, competence or virtue.

CONCEPTUAL FRAMEWORK
 Efficacy of ICT in Teaching Science 9

Independent Variable Dependent Variable

Students’ Academic
Efficacy of ICT Performance

terms

Figure 1. Conceptual Paradigm

This study determines the Efficacy of ICT in teaching Science to the academic

performance of Grade Seven Students in Polomolok Creek Integrated School. The

 Efficacy of ICT in Teaching Science 10

independent variables are the effects of ICT which are presumed to have effect on the

dependent variable which is the students’ academic performance.

HYPOTHESIS

There is no significant relationship between the use of ICT in teaching Science

and the academic performance of the grade seven students in Polomolok Creek Integrated

School.
 Efficacy of ICT in Teaching Science 11

THEORITICAL FRAMEWORK
 Efficacy of ICT in Teaching Science 12

REVIEW OF RELATED LITERATUE

According to infoDev, a program conducted by the World Bank, ICTs enable the

teachers and learners to upgrade change and advance the development of ‘21st century

skills and potentials, there are data which support this claim but not enough and still

limited. Many believe both in private and public sectors that the use of ICTs will provide

empowerment to the teachers and learners, transfigure the way of teaching and learning

processes from being authoritative to learner-centered, and the outcome of this new

approach will result to a positive effect for the learning gains of students, more

opportunities for the development and creativity of the learners will open in terms of

problem-solving skills, informational reasoning skills, communication skills and other

higher-order thinking skills. However, there are still very limited data to support this

claim.

On a general view, there is an unclear appropriate ages to introduce ICT for

students. The appropriate ages for introducing computers to students are still being

argued. The only thing clear is that certain uses are more or less appropriate, given

student ages and abilities. There are some research cautions emerging against the

widespread use at younger ages (Trucano, 2005).

In a study conducted in South Africa, both male and female students said that they

have access to social networks and support, the only thing that is different is the strategy

how they use it. The females look for help to their family members while males solve

problems using ICTs on their own. There is also not enough institutional support in using

ICTs according to females.

 Efficacy of ICT in Teaching Science 13

In accessing the technological resource, it comes to that there is an equal

opportunity for both genders. This statement is according to Johnson (Johnson 2005)

who also notes that motivation and access were equal among boys and girls thus

creating equal opportunities for use. However despite this equity of access differences in

use are still apparent in some contexts (Brown & Czerniewicz, 2009).

As early as the year 1960s, there are already educational deprivations take place

that have been found in some educational researches. There’s a latest explanation model

that leads to possible adjustment problems at school because of contradiction between the

social environment of the students and the features and requirements of the school

context. An example for this classic model is Bourdieu’s theory of cultural capital

(Bourdieu, 1966, 1986; Bourdieu and Passeron, 1970), which has often bring about the

explained distinctions in educational achievement of students from weak social

backgrounds (de Graaf et al., 2000; Katsillis and Rubinson, 1990) and of immigrant or

ethnic minority students (Duquet et al., 2006; Roscigno and Ainsworth-Darnell, 1999).

He states that learners enter school with different levels of cultural background and

cultural know-how, based on their social origin. He also presents the notion of cultural

capital as: a theoretical hypothesis which makes it possible to explain the unequal

scholastic achievement of children coming from the different social classes in relation to

their academic success (Tondeur et al., 2010).

In this modern day where mostly everything relies on technology, the use of ICT

is very significant way in providing opportunities for both teachers and learners. As the

world turns into information age, they are able to work progressively and updated to the
 Efficacy of ICT in Teaching Science 14

current way of teaching and learning process. However, there are still issues that hinders

the teachers to integrate their teaching practice to ICT. ( Salehi and Salehi, 2012).

Lack of technical support and maintenance is one of the main hindrances to the

advancement of ICT in schools. Without the good technical support in the classroom and

to the entire school resources, teachers will have a hard time to overcome the possible

problems that might occur and will prevent them from using ICT as their teaching tool

(Bingimlas, 2009;Salehi and Salehi). A school with limited access and resources can be

in great challenge that will limit and delay the initiative of the instructors to use the ICT

in class. It needs to be planned carefully the implementation and the use of ICT. There

should be enough support provided in terms of facilities, trainings and even the software

that are necessary in technology teaching –learning process (Tiwari & Singh, 2018;

Salehi & Salehi, 2012).

According to the findings of (Toprakci, 2006), he discovered that adequate and

appropriate training for teachers in using ICT would result to a productive outcome to the

teaching and learning process.

In teaching Science subject, ICT has an effect on in two models of a science

curriculum are one based on empirical science and one on a model of scientific

reasoning. Computer assisted way of learning is still the most ideal tool to enhance and to

connect knowledge with skills in science education.

According to (McFarlane & Sakellariou, 2002), the role of ICT in science

education is very important. Where investigative science plays a central part, there are

applications of ICT, which can both support real life scenarios and some, which can even
 Efficacy of ICT in Teaching Science 15

replace it, providing a virtual system to investigate using the same principles as in the

laboratory.

At this age, teachers who handle Science subjects are encouraged to design their

learning activities that promote the use of ICT in order for them to give opportunities to

their students in terms of conducting research and analyze information from multimedia

resources; synthesize, create, report, collaborate, and communicate results with peers and

their communities; and investigate problems using simulations (McFarlane &

Sakellariou, 2002).
 Efficacy of ICT in Teaching Science 16

METHODOLOGY

This chapter presents the research design and methodology of the study which

includes respondents of the study, research locale, the research instrument procedure as

well as the statistical treatment.

Research Design

The correlative research design was used to investigate, determine and describe

the study. This study dealt on the efficacy of ICT in teaching Science to the academic

performance of Grade Seven Students in Polomolok Creek Integrated School.

Locale of the study

The study was conducted at Polomolok Creek Integrated School, Brgy.

Magsaysay, Polomolok, South Cotabato

Respondents of the Study

The respondents of the study were fifty (50) grade seven students of Polomolok

Creek Integrated School in class of A.Y. 2018-2019. The

Instrumentation

The researcher will pick and distributes questionnaires to fifty random grade

seven students in Polomolok Creek Integrated School. The GWA of those who will be

chosen will also be gathered along with the permission of the PCIS school head.

Sampling Techniques
 Efficacy of ICT in Teaching Science 17

A random sampling procedure will be used for selecting the participants in this

study. This technique was employed to ensure a fairly equal representation of the

variables for the study.

Data Gathering Procedure

Since the researchers used a correlative research design. They applied the

following steps:

1. The researchers secure a printed permission letter to conduct this study.

2. The letter was addressed to the school head of Polomolok Creek Integrated

School to conduct this study.

3. The researchers selected fifty (50) grade seven students randomly to secure them

as respondents of the study.

4. The questionnaires were then administered and distributed personally to the

respondents.

5. The researchers collected the questionnaires from the respondents.

6. The responses were weighted, tabulated, analyzed and interpreted.

Statistical tool

The researchers utilized the weighted mean, frequency and percentage distribution

to answer problems 1 and 2. Multiple regressions were used to determine the significant

relationship of the two problems.

 Efficacy of ICT in Teaching Science 18

REFFERENCES

Trucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington,

DC: infoDev / World Bank.

Brown, Cheryl & Czerniewicz, Laura. (2009). Making sense of Gender and ICTs in

Education: Exploring theoretical explanations for complex findings. Proceedings

of the International Conference on e-Learning, ICEL. 2009.

Tondeur, Jo & Sinnaeve, I & Van Houtte, Mieke & van Braak, Johan. (2010). ICT as

cultural capital: The relationship between socioeconomic status and the

computer-use profile of young people. New Media. 13. 151-168.

Salehi, Hadi & Salehi, Zeinab. (2012). Challenges for Using ICT in Education:

Teachers’ Insights. International Journal of e-Education, e-Business, e-

Management and e-Learning. 2. 40-43.

McFarlane, Angela & Sakellariou, Silvestra. (2002). The role of ICT in science

education. Cambridge Journal of Education. 32. 219-232.

10.1080/03057640220147568.
 Efficacy of ICT in Teaching Science 19

Appendix A

Permission Letter

Department of Education
Region XII
Division of South Cotabato
Polomolok Creek Integrated School
Barangay Magsaysay, Polomolok, South Cotabato

April 30, 2019

Reden F. Fajagutana, HT-I

School Head
Polomolok Creek Integrated School
Polomolok, South Cotabato

Sir:

Greetings!

I, Robert Kier T. Tomaro is presently conducting a research study entitled “EFFICACY OF

ICT IN TEACHING SCIENCE TO THE ACADEMIC PERFORMANCE OF
GRADE SEVEN STUDENTS IN POLOMOLOK CREEK INTEGRATED
SCHOOL.” This is a requirement for our subject in graduate school Methods of Research (MR).

In connection with this, we would like to ask permission from your good office to allow us to
administer our questionnaire in pursuit to this study. Rest assured that the data gathered will be
treated confidentially and will be used solely for this research.

We are looking forward for your positive response.

Respectfully yours,

ROBERT KIER T. TOMARO

Noted by:

AARON CARLO C. DECENDARIO, RN, MAN, MIC

Adviser
 Efficacy of ICT in Teaching Science 20

Appendix B

Sample Questionnaire

Directions: Please provide honest answers to the given items. Rate how regular you

encounter the following situations/equipments by checking the appropriate number that

corresponds to your choice using the scale below. Your utmost cooperation is

appreciated.

Age: _______ Parental Income (Per Month): _______

Sex: _______

WPA:_________

Legends:

5 – Always 4 – Oftentimes 3 – Sometimes 2 – Seldom 1 – Never

Availability of Materials 5 4 3 2 1

1. Functional Computers
2. School Projectors
3. Room with LED T.V
4. Speakers
5. Printers

Learning Facilities 5 4 3 2 1

1. Internet connection
2. Audio Visual room
3. Use of simulation room
4. Use of ICT room
 Efficacy of ICT in Teaching Science 21

5. Use Speech room

Subject Teacher 5 4 3 2 1

1. Knows how to use gadgets ex. laptop & projector

2. Undergo ICT seminars
3. Regular use of laptops
4. Integrates lessons to ICT
5. Let The students do hands-on training
 Efficacy of ICT in Teaching Science 22

Appendix C

Letter to the Respondents

Department of Education
Region XII
Division of South Cotabato
Polomolok Creek Integrated School
Barangay Magsaysay, Polomolok, South Cotabato

Dear Respondents:

The Researchers would like to determine the Efficacy of ICT in teaching Science
to the academic performance of Grade Seven Students in Polomolok Creek Integrated
School.
Furthermore, your participation in the study by answering the questionnaire is truly
necessary. Rest assured that the data gathered will be treated confidentially.

We are hoping for your consideration on this matter.

Very truly yours,

ROBERT KIER T. TOMARO

Researcher

Noted by:

AARON CARLO C. DECENDARIO, RN, MAN, MIC

Adviser

Approved by:

REDEN F. FAJAGUTANA HT-I

School Head