Chapter I

The Problem and its Background

This chapter deals with the background of the study, statement of the problem, research
questions, scope and limitation of the study.

Introduction

In this 21st century world or commonly known as the “digital era” technology has become
the knowledge highway in different countries. Integration of technology in various fields
nowadays has gone through advancement and innovations that improved our society and
changed our way of living and thinking.

According to Collins dictionary, ICT refers to activities or studies involving computers

and other electronic devices. ICT is an abbreviation for Information and Communication
Technology it comes from the acronym IT and CT which refers to the methods of storing,
manipulating, and communicating information.

ICT in education refers to the use of technology in the teaching and learning process.
Since technology offers enormous tools for enhancing teaching and learning, it has the capacity
to provide active environment for teachers and students in daily classroom. Technology in the
classroom creates new ways of learning experiences when used properly, but the process of
adapting ICT is not a single step, but is an ongoing and continuous step that fully supports
teaching and learning information resources (Young 2003). In the study of Rosdy 2015 it was
stated that students learn better within technology-based environment, other than that, the issue
of ICT integration in schools specifically in the classroom is vital.

Due to the fact that we cannot get away with the truth that almost all of the subjects are
learned effectively in a technology based classrooms, integrating ICT in educational curriculum

1
should be taken in a great consideration. However, Computers and technology does not act as
replacing tools for quality teachers, but instead they are considered as an add-on supplements
needed for the better teaching and learning.

On the other hand, infrastructure and facility of ICT is then needed to succeed in the ICT
integration. A key factor in use of ICT is sufficient computer labs and ICT equipment. This is to
ensure that students and teachers have an easy access to ICT tools whenever needed (Hennessy,
Ruthven, & Brindley, 2005). On the contrary, lack of adequate ICT equipment and internet
access results to problems that schools are facing. Also, in most schools, technical difficulties
sought to become a major problem and a source of frustration for students and teachers in the
process of teaching and learning (Ghavifekr et. al 2012). Furthermore, if there are lack of
technical assistance and no repair on it, teachers and students are not be able to use the computer
temporarily. In addition, the effect is that they will be discouraged from using computers because
of the fear in equipment failure. The study of Turel and Johnson’s study 2012, revealed that
technical problems become a major barrier for the users. These problems include low
connectivity, virus attack, and printer not functioning.

Moreover, teachers’ as well as students’ readiness and skills in using ICT are playing
essential role in the use of ICT in education

Statement of the Problem

The main purpose of this study is to analyze the effectiveness of ICT integration in
teaching-learning process. Specifically, this is an attempt to answer the following:

1. What are the students’ level of computer knowledge and skills?

2. What are the effects of integrating ICT in the classroom?

3. What are the factors that affect ICT integration in SINHS?

2
Significance of the Study

The researchers aim to develop and contribute a broaden knowledge and idea about the
efficacy of ICT integration for the improvement of teaching-learning process. The result of this
study will immensely benefit the following:

The students, this study will help them to be aware regarding the importance of ICT
knowledge as a 21st century learner. It will also give them more information on how ICT in
education will work.

The teacher, this study will awaken them about the rapid change in educational tools. It
will made them realize that as a teacher, they should be more open in embracing changes
especially in integrating technology in their classrooms.

The administrators, this study will help them identify the lacks of the school when it
comes to facilities needed for effective ICT integration in education, as well as the training that
they shoul conduct for the development of the teachers.

Scope and Limitation of the Study

The main purpose of this study is to analyze the effectiveness of ICT integration in the
classroom. Specifically, this study is an attempt to identify; (I) the level of students competencies
in using technology in classroom (II) the effectiveness of ICT integration form teaching and
learning, and (III) the factors that the factors that affect ICT integration in SINHS.

The respondents of this study are 45 Grade 10 students of SINHS that are selected
randomly by the researchers regardless of their gender, age, and sections.

This study only focuses on the views and perspectives of the Grade 10 and not the views
and perspectives of the teachers, and other school personnel.

3
Location of the Study

This study was conducted in San Ildefonso National High School (SINHS) located at
Pobacion, San Ildefonso, Bulacan during the school year 2018-20019.

The school was established on the year 2000 since then; it was managed by DepEd, and
funded by the government.

The researchers chose the school for the conduct of the study since they were assigned as
practice teachers on the said school.

Figure 1. Entrance of SINHS School

4
 Chapter II

Methodology

This chapter presents information on the research methodology and sampling procedure
which were utilized by the researchers. The research design employed, the sampling procedure,
data gathering techniques, and the data analysis were also discussed in this chapter

Research Design

The researchers select the most appropriate research strategy based on the thesis
statement. The main concern of this study is to determine the efficacy of ICT integration to the
teaching and learning process in SINHS.

To realize this, the researchers used a mixed methodology which was consisted of both
qualitative and quantitative research methods. In qualitative aspect, descriptive research design
will be employed. It typically concerned with describing problem and its solution. It is more
specific and purposive study. According to Burns and Grove (2003), descriptive research is
designed to provide a picture of a situation as it naturally happens. In the quantitative aspect, the
researchers use a Likert Scale questionnaire as a tool for collecting data needed to the study.
Likert-type or frequency scales use fixed choice response formats and are designed to measure
attitudes or opinions (Burns, & Grove, 2003). These ordinal scales measure levels of
agreement/disagreement. Therefore, the questionnaire was distributed to obtain the data from the
respondents.

The researcher’s adopt and modified the questionnaire on the findings of a previous study
conducted by Ghavifekr & Athirah in regard with the effectiveness of ICT integration for
students in learning and effective elements of ICT integration in public school in Kuala Lumpur.

5
Data Gathering Technique

The researchers used survey questionnaire as an instrument for collecting information

from the 45 Grade 10 students of SINHS that are selected randomly to guarantee the validity,
authenticity and reliability of all data, figures and other information.

Prior to the distribution of questionnaires the researchers followed the usual procedures in
conducting research. First, the researchers asked permission from the school principal to allow
them to administer questionnaires addressed to the Junior High School teachers of SINHS.

Upon approval, the researchers started the distribution of questionnaires to the target
respondents.

During the survey, the researchers also used photography as tool for data collection.
Photographs are used for documentation purposes to serve as an evidence on the survey process
between the researchers and the respondents.

Sampling Procedure

The researchers used simple random sampling technique in selecting the number of
respondents. Simple random sampling, as a type of probability sampling technique, is the basic
sampling technique where we select a group of subjects (a sample) for study from a larger group
(a population). Each individual is chosen entirely by chance and each member of the population
has an equal chance of being included in the sample. Every possible sample of a given size has
the same chance of selection. (McColl, 2011).

Data Analysis Scheme

The data gathered using Likert Scale questionnaire by the researchers were treated
accordingly using descriptive statistics and interpreted using inferential statistics.

6
 According to Web Center for Researchers Method, inferential statistics are use if you are
trying to reach conclusions that extend beyond the immediate data alone. For instance, we use
inferential statistics to try to infer from the sample data what the population might think. Or, we
use inferential statistics to make judgments of the probability that an observed difference
between groups is a dependable one or one that might have happened by chance in this study.
Thus, we use inferential statistics to make inferences from our data to more general conditions;
we use descriptive statistics simply to describe what's going on in our data.

The researchers used descriptive statistics to tabulate and get the percentage of the data
they gathered.

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 Chapter III

Results and Discussion

The findings of this research will give the output needed by the researchers to answer the
research questions. The findings are done according to the sections in the questionnaire and
inferential analysis is used to interpret the data gathered.

Table 1. Students’ ICT Skills and Knowledge

ITEMS

FREQUENCY AND PERCENTAGE

I know computers and its functions. 7 22 13 2 1
(15.6%) (48.9%) (33.3%) (4.4%) (2.2%)

I repair my own computer 0 4 12 8 21

(0%) ((8.9%) (26.7%) (17.8%) (46.7%)
I install software on my own 3 12 14 10 7
(6.7%) (26.7%) (31.1%) (22.2%) (15.6%)
I search information from the internet 4 18 17 3 5
(8.9%) (40%) (37.8%) (6.7%) (11.1%)
I use the computer to create presentations 6 13 9 5 12
(13.3%) (33.3%) (20%) (11.1%) (26.7%)
I have knowledge in programming. 3 9 17 7 9
(6.7%) (20%) (37.8%) (15.6%) (20%)
I can construct a learning website 2 6 17 6 11
(4.4%) (13.3%) (37.8%) (13.3%) 24.4%)
I always use the computer in my classroom 0 6 7 9 22
(0%) (13.3%) (15.6%) (20%) (48.9%)
I always look for the latest additional 9 20 11 3 1
information through the internet (20%) (44.4%) (24.4%) (6.7%) (2.2%)
I use the internet for my personal use. 13 21 6 0 4
(33.3%) (46.7%) (13.3%) (0%) (8.9%)

8
 Information and communication technology (ICT) became an important part of our
society. Using technology to search and organize information, to present this information in
various forms (i.e. document (essay), poster, diagram, presentation, documentary film, etc)
became essential skills for students and employees (Krausz-Princz, 2006).

With that, the results in this table shows that the students knew the basics about computer
like what is expected such as its functions that gather 49.8% of their answers, 26.7% of the
respondents agreed that they can install software on their own, also, 13.3% said that they are
using computers in preparing their school presentations, and 44.4% said that they are always
look for the latest additional information through the internet, they are also using internet for
their personal use.

However, the more advanced use of ICT is not yet mastered by the respondents since
37.8% of them said that they are not sure if they have knowledge on programming, hence, they
are uncertain if they can construct a learning website.

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 Table 2. Effectiveness of ICT Integration

ITEMS

FREQUENCY AND PERCENTAGE

ICT allows students’ to be more creative and 18 24 3 0 0
imaginative. (40%) (53.3 %) (6.7%) (0%) (0%)
The use of ICT promotes active and 8 24 8 2 0
engaging lesson for students’ best learning (17.8 %) (53.3 %) (17.8% (4.4 %) (0%)
experience )
The use of ICT encourages students to 10 20 12 1 3
communicate more with their classmates. (22.2 %) (44. 4 (26.7 (2.2 %) (6.7 %)
%) %)
The use of ICT increases students’ 7 24 11 1 2
confidence to participate actively in the class (15.6 %) (53.3 %) (24.4 (2.2 %) (4.4%)
%)
I think students learn more effectively with 10 25 8 1 1
the use of ICT. (22.2 %) (55.6%) (17.8 (2.2%) (2.2 %)
%)
The use of technology in the classroom will 6 16 19 4 0
results in student’s neglecting important (13.3 %) (35.6 %) (42.2% (8.9%) (0%)
traditional learning resources (e.g. books )
The integration of technology in the 4 16 15 8 0
classroom could reduce the number of (8.9%) (15.6%) (33.3% (17.8% (0%)
teachers employed in the future. ) )
The use of technology is only effective if 3 25 12 3 1
there are available computer units in the (6.7%) (55.6%) (26.7% (6.7%) (2.2%)
school that the students can access. )
Technology limits the creativity of the 9 17 14 3 1
students (20%) (17.8%) (31.1% (6.7%) (2.2%)
)
The use of technology in the classroom 6 9 12 7 11
allows the students to access malicious sites. (13.3 %) (20%) (26.7% (15.6% (24.4 %)
) )

According to the study conducted by Costley (2015), Technology has a positive impact
on student learning. It causes students to be more engaged; thus, students often retain more
information. It provides meaningful learning experiences and hands-on learning opportunities
that can be integrated into all school curricular areas, including mathematics, 3 reading, science,

10
and social studies as well as other academic subjects. It gives students opportunities to
collaborate with their peers resulting in learning from each other.

From the data obtained, the factors mentioned by Costley are combined and leads to a
positive impact of ICT on student learning and motivation since the respondents agreed that ICT
allows students’ to be more creative and imaginative, the use of ICT promotes active and
engaging lesson for students’ best learning experience, and the use of ICT increases students’
confidence to participate actively in the class. These three items shared 53.3% of the
respondents’ answers. Aside from that, the respondents also agreed that students learn more
effectively with the use of ICT which collects 55.6% of their answers.

However, the respondents strongly believe that the use of technology is only effective if
there are available computer units in the school that the students can access, and 55.6% of the
respondents also believed that the use of technology in the classroom will results in student’s
neglecting important traditional learning resources (e.g. books), but 33.3% of them are not yet
sure if the integration of technology in the classroom could reduce the number of teachers
employed in the future.

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 Table 3. Factors Affecting ICT Integration in SINHS

ITEMS

FREQUENCY AND PERCENTAGE

The ICT facilities in my school are well- 9 29 4 1 3

functioning and can be used. (20%) (64.4%) (8.9%) (2.2 %) (6.7%)
The technical supports are provided if students 5 28 9 4 0
and teachers are faced with difficulties (11.5%) (62.2%) (20%) (8.9%) (0%)
Little access to ICT prevents us from using it in 3 17 24 1 0
teaching-learning process. (6.7%) (37.8%) (53.3 %) (2.2 %) (0%)
Lacking of support from the school top 7 17 15 2 3
management discourages the students from using (15.6%) (37.8%) (33.3%) (4.4%) (6.7%)
ICT.
Teaching time are not enough for our teachers to 3 18 20 1 3
use the ICT for teaching and learning purposes. (6.7%) (40%) (44. 4 %) (2.2 %) (6.7%)
There is enough training and professional 5 15 16 2 1
development provided for our teachers about ICT (11.5%) (33.3%) (15.6%) (2.2 %) (2.2 %)
use in teaching.
All ICT tools in my school are used by teachers 2 9 19 4 6
and students. (4.4%) (20%) (42.2%) (8.9%) (13.3 %)
Students are given more time to learn and be 4 27 10 4 0
comfortable with the use of ICT in teaching- (8.9%) (60%) (22.2 %) (8.9%) (0%)
learning process.
There is computer lab in my school in which I can 19 10 13 3 0
watch educational videos. (42.2%) (22.2 %) (33.3%) (6.7%) (0%)
Students are given the freedom to design their 16 17 11 1 0
own learning with the help of the ICT. (35.6%) (37.8%) (24.4 %) (2.2 %) (0%)

From the data provided in Table 3 about the factors affecting ICT integration in SINHS,
the respondents agreed that SINHS is now ready to integrate ICT and technology in their
classrooms because the facilities are well functioning and can be used which shown the highest
percentage of 64.4%.

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 On the other hand, lacking of support from the school top management discourages the
students from using ICT which gets the second to the highest percentage of 62.2%, but despite
that, the difficulties faced by the students and teachers in using ICT in their classrooms are
addressed by giving a technical support for them because 33.3% of the respondents testify that
there is enough training and professional development provided for their teachers about ICT use
in teaching. Teachers should model the use of technology in support of the curriculum so that
children can see the appropriate use of technology and benefit from exposure to more advanced
applications that they will use independently when they are older (DePasquale, McNamara, &
Murphy, 2003).

As a result for that, students are given more time to learn and be comfortable with the use
of ICT in teaching-learning process even though their teaching and learning time are not enough.

13
 Chapter IV

Findings, Conclusions, and Recommendations

This chapter includes the findings of the study that serve as the bases for conclusions, and
recommendations.

Findings

The result of this study shows that technology based-teaching and learning process
creates a positive impact to the performance of the students. This is because, using ICT tools and
equipment will prepare an active learning environment that is more interesting and effective for
both teachers and students.

Moreover, this study proved that students learn more effectively with the use of ICT as
lesson designed are more engaging and interesting. The participants agreed that integrating ICT
can foster students’ learning.

On the other hand, some issues and flaws are also identified such as the support given by
the school in using ICT discourages the students from using it resulting to the low level of
students’ skills and knowledge in ICT which in not strong enough to build a foundation that
might help them in a more advanced use of technology.

Conclusion

To sum it up, the use of ICT especially in teaching and learning is must be given time to
learn and explore it and we have to face the “trial-and error” phase before we became completely
comfortable in using it. However, the very first stage of ICT implementation must be effective to
make sure that, teachers and students are able to make the best use of it. Thus, preparations

14
should be at its finest and to make it possible, top support from the school’s management will be
a great help.

Finally, ICT integration in both private and public schools should be taken into
consideration since the changes that is taking place nowadays is driven by advanced technology
and communication devices that should be available to students wherever they are either at
school or home and ICT integration in schools will result in a huge success that will benefits
both teachers and students.

In addition, the need for students to be literate and have good skills and knowledge in
using ICT is desired to meet the demand of the 21st century skills.

Recommendations

The issues and challenges of ICT integration should be discussed in-depth to know
further the barriers that students and teachers are facing in using ICT in their daily classrooms in
schools. Also, rather than just focusing in views and perspectives of the Grade 10 students, it is
best if this study can be conducted in grade levels in SINHS as well as the teaching staff. This is
because other students from different grade level might have different opinion about ICT
implementation, and the teachers’ knowledge and skills of ICT play a vital role in the efficient
and successful use of technology in the classrooms.

Other than that, it is highly recommended for comparison studies about ICT integration in
teaching and learning to be done between public and private schools. It would be exciting to see
the findings between the effectiveness of ICT integration in public and private schools.

15
 LITERATURE CITED

Burns, N. & Grove, S.K. 2003. Understanding =research. 3rd ed. Philadelphia: Saunders
Company.

Collins English dictionary. (1994). Glasgow: HarperCollins Publishers.

Costley.,K. (2014), The Positive Effects of Technology on Teaching and Student Learning
 Retrieved from: https://files.eric.ed.gov/fulltext/ED554557.pdf

DePasquale, R., McNamara, E., & Murphy, K. (2003). Meaningful connections: Using
technology in primary classrooms. Young Children on the Web
 Retrieved from:
http://journal.naeyc.org/btj/200311/techinprimaryclassrooms.pdf

Ghavifekr, S., Afshari, M., & Amla Salleh. (2012). Management strategies for E-Learning
system as the core component of systemic change: A qualitative analysis. Life Science
Journal, 9(3), 2190-2196.
‘

Hennessy, S., Ruthven, K. and Brindley, S. (2005).Teacher perspectives on integrating ICT

into subject teaching: commitment, constraints, caution and change. Journal of
Curriculum Studies, 37 (2), 155-192
 Retrieved from:
http://www.tandfonline.com/doi/abs/10.1080/0022027032000276961)
Accessed on 24th February, 2012

Krausz-Princz,. (2010), CREATING PRESENTATIONS ON ICT CLASSES

 Retrieved from: http://dppd.ubbcluj.ro/adn/article_3_1_7.pdf.

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McColl, J. (2011 Teaching English Writing. London: MacMillan.

Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT
integration in schools. International Journal of Research in Education and Science
(IJRES), 1(2), 175-191.

Türel, Y. K., & Johnson, T. E. (2012). Teachers' Belief and Use of Interactive Whiteboards

for Teaching and Learning. Educational Technology & Society, 15(1), 381–394.

 Retrieved from: http://www.sciepub.com/reference/141506

Young, S. C. (2003). Integrating ICT into second language education in a vocational high
school. Journal of Computers Assisted Learning, 19, 447-461.

17
APPENDICES

18
The respondents from Grade 10 while answering the questionnaire. 19
Tabulating and encoding of the data gathered from the respondents.

20