STATUS OF INFORMATION AND COMMUNICATION TECHNOLO

GY (ICT) PROGRAM AND NATIONAL ACHIEVEMENT TEST PER

FORMANCE OF SELECTED
PUBLIC ELEMENTARY SCHOOLS IN CLUSTER 2 AND 3 OF DIV
ISION OF LAGUNA
S.Y. 2011-2014
Respectfully presented
to the Faculty of
Graduate Studies and Applied Research
By:

RAINIEL VICTOR M. CRISOLOGO

Researcher, Teacher III
San Antonio Elem. School

Respectfully presented
to the Faculty of
Graduate Studies and Applied
Research
to:

LERMA P. BUENVINIDA, Ed. D

Major Adviser

ROSALINA V. BUNAL, Ed. D

Subject Specialist/Research Panelist

CONSORCIA S. TAN, Ed. D

Subject Specialist/Research Panelist

ROLANDO V. MANINGAS, Ph. D

Subject Statistician/Research Panelist

NESTOR M. DE VERA, Ph. D

President, LSPU-System

STATUS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

PROGRAM AND NATIONAL ACHIEVEMENT TEST PERFORMANCE
OF SELECTED PUBLIC ELEMENTARY SCHOOLS IN
CLUSTER 2 AND 3 IN THE DIVISION OF LAGUNA
S.Y. 2011-2014

RESEARCH PARADIGM
INDEPENDENT VARIABLES
Demographic Profile of
Teacher-Respondents
Age
Gender
Civil Status
Monthly Income
Educational Attainment
Length of Service
Position
No. of ICT Trainings
ICT Program Components
Teachers Level of ICT
Competencies
Technology Operations
Social and Ethical
Pedagogical
Professional
Adequacy of ICT Facilities
a Dep Ed. ICT
Readiness Checklist
ICT Integration in the
Curriculum

DEPENDENT VARIABLES

Schools ICT Level

Emerging
Progressing
Advance

National
Achievement
Test (NAT)
Performance

STATEMENT OF
THE PROBLEM

HYPOTHESES

STATISTICAL
TREATMENT

1. What is the
demographic
profile of the
teacherrespondents
in terms of :

1.1 Age

Percentage

FINDINGS
a large proportion is in
the age bracket 31 to
40. There are 417
teachers in (31 to 40)
age brackets. About
41.20% for age bracket
31 to 40. There are 268
in their (41 to 50), 191
are in their (20 to 30),
and 116 are in their (51
to 60) age brackets. On
the other hand, a small
proportion is at the
retiring age, only 20 are
ranged from 61 to 70
years old which is only
2.0%.

CONCLUSIONS

STATEMENT OF
THE PROBLEM

1.2 Gender

1.3 Civil Status

HYPOTHESES

STATISTICAL
TREATMENT

FINDINGS

Percentage

a small scale of the

respondents are male,
where of 1,012 only
103 are male at 10.2%,
in contrast, the female
respondents are
dominant which
comprised 89.8% with
a total of 909 out of
1,012.

Percentage

majority are Married,

comprising of 72.7% or
736 out of 1,012
teacher-respondents. It
is followed by Single
with 21.8% and Widow
with a 4.3%. There was
a small number of
Separated, with 1.1%
or 11 out of 1,012
teacher-respondents

CONCLUSIONS

STATEMENT OF
THE PROBLEM

1.4 Family
Monthly
Income

HYPOTHESES

STATISTICAL
TREATMENT

Percentage

FINDINGS

majority (65.2%) of the

families of the teacherrespondents had only P
10,001 P 20,000
monthly income
followed by those with
P 20,001- P 30,000
monthly income.
Income of other
families ranged from
less than P 10,000
(16.6%). Only thirteen
(13) respondents
(1.3%) had monthly
income from P 30,001
and above.

CONCLUSIONS

STATEMENT OF
THE PROBLEM

1.5 Educational

Attainment

HYPOTHESES

STATISTICAL
TREATMENT

Percentage

FINDINGS

majority of the
respondents are
Bachelors Degree holder
with 36.6 % or 370 are at
the prime years of their
service. Meanwhile,
those who earned more
than 20 Masters units
comprised 25% of the
respondents, while those
who have less than 20
Masters units is posted
at 15.9%. About 10.4% or
105 attained a Masters
Degree. On the other
hand, those who attained
Masters Degree with less
than 20 Doctoral units
reached 2.5% or 25
respondents. While at
least 8.1% of the
respondents also
attained Masters Degree
with more than 20
Doctoral units, a very
small proportion of them
gained Doctoral Degree
at 1.6% which constitutes
only 16 respondents.

CONCLUSIONS

STATEMENT OF
THE PROBLEM

1.6 Length of

Service

1.7 Position

HYPOTHESES

STATISTICAL
TREATMENT

FINDINGS

Percentage

To be specific, 558 or
about 55.1% are in the
service for 10 years.
Teachers who served
from 11 to 20 years
which comprised of
28.4% or 287 . Very
few at 29 or 2.8% are
in their 31 to 40 years
in service. Further, only
1 of them is in the
service for 40 years or
more which covers only
0.1%.

Percentage

Teacher I with 53.6%,

followed by Teacher III
with 20.7%, and 18%
belongs to Teacher II
position. 51 out or 5%
are Master Teacher I.
2.4% or 24 are Master
Teacher II and 0.4% or
4 are Head Teacher III.

CONCLUSIONS

STATEMENT OF
THE PROBLEM

1.8 Number of

ICT Related

HYPOTHESES

STATISTICAL
TREATMENT

Percentage

Trainings

2. What is the
level of ICT
competency
level of teachers
in selected
public schools?
2.1 social ethical

Mean and
Standard
Deviation

FINDINGS
almost 76.3% or 772
has only 1 to 3 times of
formal trainings on ICT,
140 or 13.8% have
reached 4 to 6 times,
and 56 or 5.5% have
undergone training on
ICT for 10 times or
more than. Only 4.3%
or 44 have undertaken
7 to 9 times of ICT
related trainings.

*social and ethical

domain posted a mean
percentage of 2.53
which is at proficient
level.

CONCLUSIONS

STATEMENT OF
THE PROBLEM

HYPOTHESES

STATISTICAL
TREATMENT

FINDINGS

2.2 technology
and operations
concept

Mean and
Standard
Deviation

*technology and
operations concepts
displayed a mean of
2.41 which is at basic
level.

2.3 pedagogical

Mean and
Standard
Deviation

*pedagogical domain

Mean and
Standard
Deviation

*professional domain
displayed a mean of
2.20 which is at basic
level.

2.4 professional

displayed a mean of
2.14 which is at basic
level.

CONCLUSIONS

STATEMENT OF
THE PROBLEM
3. What are the
mean percentage
scores of grade
six in the NAT for
four consecutive
years?

HYPOTHESES

STATISTICAL
TREATMENT
Mean
Percentage
Scores

FINDINGS

*among forty-two (42)

schools only four (4)
schools have reached
Moving-Towards-Mastery
(MTM). The school with
highest mps gained by C5
S4 (small school) with
75.82. *followed by C5 S3
(small school) with 69.05
mps and closely followed
by C5 B2 (big school) with
67.74 and C6 S1 (small
school) with 66.29 mps
**the lowest mps were
obtained by C6 S7 with
40.17 and C6 S8 with
40.72 which correspond to
(AVR) Average Mastery.

Overall, the National

Achievement Test
Performance of
selected clusters
reached at 55.05 mean
percentage scores or
Average (AVR) Level.

CONCLUSIONS

3. What are the mean percentage scores (MPS) of grade si

x in the NAT for four consecutive years?
Clustered Districts and
Schools
C5 B1
C5 B2
C5 B3
C5 B4
C6 B1
C6 B2
C6 B3
C6 B4
C6 B5
C7 B1
C7 B2
C7 B3
C7 B4
C8 B1
C8 B2
C8 B3
C8 B4

NAT VI Mean
Percentage Scores
(MPS)
60.91
67.64
54.70
58.28
60.06
57.63
43.35
44.32
45.97
47.77
50.92
57.41
51.08
43.31
49.72
58.26
52.42

Mastery Level
Descriptive Equivalent
Average
Moving-Towards-Mastery
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average

C5 S1
C5 S2
C5 S3
C5 S4
C5 S5
C5 S6
C6 S1
C6 S2
C6 S3
C6 S4
C6 S5
C6 S6
C6 S7
C6 S8
C7 S1
C7 S2
C7 S3
C7 S4
C7 S5
C7 S6
C7 S7
C8 S1
C8 S2
C8 S3
C8-S4
Overall

62.84
50.36
69.05
75.82
58.01
65.91
66.29
64.55
53.07
53.70
49.13
50.67
40.17
40.72
64.10
54.21
64.67
53.86
61.88
58.20
47.37
52.38
57.20
45.97
48.12
55.05

Average
Average
Moving-Towards-Mastery
Moving-Towards-Mastery
Average
Average
Moving-Towards-Mastery
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
Average
AVERAGE

STATEMENT OF
THE PROBLEM
4. What is the
status of Schools
ICT Program in
terms of:

HYPOTHESES

STATISTICAL
TREATMENT
Mean and
Standard
Deviation

FINDINGS

4.1 Teachers ICT

Competenc
e

*that the status of

Schools ICT Program
in selected clusters are
progressing in terms
of :
Teachers ICT
Competence with a
2.10 mean level

4.2 ICT
Infrastructure

ICT Infrastructure with

1.64 mean level

4.3 Curriculum
Integration

Curriculum Integration,
with 2.10 mean level
**the overall status of
Schools ICT among 42
schools are
progressing based on
the criteria for
readiness.

CONCLUSIONS

STATEMENT OF
THE PROBLEM
5. Is there a
significant
relationship
between the ICT
competency of
teachers and
NAT
performance?

HYPOTHESES
There is no
significant
relationship
between
teachers ICT
competency
skills and
schools NAT
performance.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

all indicators of ICT

Competency Skills of
teacher-respondents
were not significant
and does not affect
significantly the NAT
performance. Based on
the perception and
assessment
measurements, there is
no significant
relationship found
among the ICT
Competency Skills and
the NAT Performance.
Where p-values are
greater than 0.05 of
-0.051, 0.079, 0.329,
-0.687

There is no
significant
relationship
between the
respondents ICT
competency and
NAT
Performance.
Therefore it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted

STATEMENT OF
THE PROBLEM
6. Do the
following factors
singly or in
combination
predict the
performance in
the NAT in terms
of;

6.1 teacher
related factor

HYPOTHESES
There is no
significant
relationship
between teacher
related factors
and NAT
performance.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

teacher related factors

in terms of age(-0.207),
gender (0.094), family
income (-0.065), educ.
Attainment (-0.105),
length of service
(0.089) and position
(-0.219) were not
significant and does
not affect significantly
the NAT performance.
However, civil status
and number of ICT
trainings were found
significant with p values
of 0.022 and 0.048.
Based on the
perception
measurements, there is
no significant
relationship found
among the identified
teacher related factors
and NAT performance
with p value of 0.508.

There is no
significant
relationship
between teacher
related factor (in
terms of age,
gender, family
income, educ.
attainment and
position) and NAT
Performance.
Therefore, it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted and
partly upheld.

STATEMENT OF
THE PROBLEM
6.2 ICT
Competency level
of teachers

HYPOTHESES

There is no
significant
relationship
between
teachers ICT
competency
skills and
schools NAT
performance.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

all indicators of ICT

Competency Skills of
teacher-respondents
were not significant
and does not affect
significantly the NAT
performance. Based on
the perception and
assessment
measurements, there is
no significant
relationship found
among the ICT
Competency Skills and
the NAT Performance
singly or in
combination.
Where p-values are
greater than 0.05 of
-0.051, 0.079, 0.329,
-0.687

There is no
significant
relationship
between the
respondents ICT
competency and
NAT
Performance.
Therefore it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted

STATEMENT OF
THE PROBLEM
6.3 Schools ICT
Level

HYPOTHESES
There is no
significant
relationship
between
schools ICT
level and
schools NAT
performance.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

Schools ICT
components were not
significant and does
not affect significantly
the NAT performance.
Based on the
perception and
measurements, there is
no significant
relationship found
among the three
components between
Schools ICT Level and
the NAT Performance.
Where p-values are
greater than 0.05 of
-0.732, 0.101, and
0.052 (singly)
In combination where
the obtained p-values
are greater than 0.05.
(0.466, 0.426 and
0.203)

There is no
significant
relationship
between the
schools ICT level
and NAT
Performance.
Therefore it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted

STATEMENT OF
THE PROBLEM
7. Is there a
significant
relationship
between schools
ICT level singly or
in combination
and the NAT
performance?

HYPOTHESES
There is no
significant
relationship
between
schools ICT
level and
schools NAT
performance
singly or in
combination.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

Schools ICT
components were not
significant and does
not affect significantly
the NAT performance.
Based on the
perception and
measurements, there is
no significant
relationship found
among the three
components between
Schools ICT Level and
the NAT Performance.
Where p-values are
greater than 0.05 of
-0.732, 0.101, and
0.052 (singly)
In combination where
the obtained p-values
are greater than 0.05.
(0.466, 0.426 and
0.203)

There is no
significant
relationship
between the
schools ICT level
and NAT
Performance.
Therefore it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted

STATEMENT OF
THE PROBLEM
7. Is there a
significant
relationship
between schools
ICT level singly or
in combination
and the NAT
performance?

HYPOTHESES
There is no
significant
relationship
between
schools ICT
level and
schools NAT
performance
singly or in
combination.

STATISTICAL
TREATMENT
Pearson and
Correlation
Coefficient

FINDINGS

CONCLUSIONS

Schools ICT
components were not
significant and does
not affect significantly
the NAT performance.
Based on the
perception and
measurements, there is
no significant
relationship found
among the three
components between
Schools ICT Level and
the NAT Performance.
Where p-values are
greater than 0.05 of
-0.732, 0.101, and
0.052 (singly) While in
combination the
obtained p-values are
greater than 0.05.
(0.466, 0.426 and
0.203)

There is no
significant
relationship
between the
schools ICT level
and NAT
Performance.
Therefore it was
concluded that
the null
hypothesis
regarding the
cited variables is
accepted.

8. How can the schools manage the different barriers in th

e implementation of ICT Program?
1. Managing the Key Challenges in the Implementation of I
CT in
Education
. Although valuable lessons may be learned from best practices
around the world, there is no one formula for determining the
optimal level of ICT integration in the educational system. Sign
ificant challenges that policymakers and planners, educators,
education administrators, and other stakeholders need to con
sider include educational policy and planning, infrastructure, l
anguage and content, capacity building, and financing.
2. Management in terms of Policy and Planning
. This attempts to enhance and reform education through ICTs r
equire clear and specific objectives, guidelines and time-boun
d targets, the mobilization of required resources, and the polit
ical commitment at all levels to see the initiative through.

3. Management in terms of Infrastructure-Related Challe

nges

A countrys educational technology infrastructure sits o

n top of the national telecommunications and informat
ion infrastructure. Before any ICT-based programme is
launched, policymakers and planners must carefully co
nsider the following:
In the first place, are appropriate rooms or school buil
dings available to house the technology? In countries w
here there are many old school buildings, extensive ret
rofitting to ensure proper electrical wiring, heating/coo
ling and ventilation, and safety and security would be n
eeded.

 Policymakers should also look at the ubiquity of differe

nt types of ICT in the country in general, and in the educ
ational system (at all levels) in particular. For instance, a
basic requirement for computer-based or online learnin
g is access to computers in schools, communities, and h
ouseholds, as well as affordable Internet service.
In general, ICT use in education should follow use in soc
iety, not lead it. Education programs that use cutting-ed
ge technologies rarely achieve long term success:
It is cheaper, and easier, to introduce a form of technol
ogy into education, and keep it working, where educatio
n is riding on the back of large-scale developments by g
overnments or the private sector. Television works for e
ducation when it follows rather than precedes television
for entertainment; computers in schools can be maintai
ned once commercial and private use has expanded to t
he point where there is an established service industry.

9. What management plan can be developed to address th

e barriers in the effective implementation of ICT Program?
Schools Division of Laguna Proposed Three-Year ICT Manageme
nt
Development Plan
Rationale
The main objective of this study is to determine the status of ICT program, competen
cies of teachers, ICT capabilities of schools and its relationship to the National Achievemen
t Test. Based on the findings, it was found out that the ICT competencies of teachers in Clu
ster 2 and 3 of the Schools Division of Laguna are at the basic level only. It was also establi
shed that teachers sometimes use ICT for Computer Aided Instruction.
The ICT capabilities of schools is at progressing level and needs upgrading in all aspe
cts to provide adequate ICT facilities intended for teaching-learning process. Because of th
e foregoing premises and findings, it is deemed necessary to propose an ICT Management
and Development Plan for the Schools Division of Laguna to uplift the ICT competencies of
teachers and to enhance the ICT capabilities of schools. Hence, this proposed ICT Manage
ment Plan is crafted and modified to improve ICT competencies of teachers and integrate I
CT in schools for effective teaching and learning.

The researcher used an instrument to assess the basic ICT com

petencies of teachers in selected clusters of Division of Laguna along
with the ICT Competency Skills and Standards required by the Nation
al Information and Communication Technology Standards (NICS) by C
ommission of Information and Communication Technology. Four imp
ortant domains such as social and ethical, technology and operation c
oncepts, pedagogical, and professional were utilized to measure the I
CT competency level among the respondents.
Data on ICT capabilities of schools were also gathered from ea
ch school/district. Interview with key Division personnel were also con
ducted to come up with an ICT Management and Development Plan w
hich will be the proposed blueprint of the division in its policy on inte
gration of ICT.

Proposed Three-Year Management Plan for Effecti

ve Implementation of ICT Program

Recommendations
Review and develop ICT for Education Master Plan that will
provide clear plan of action with a shared single vision to achiev
e key priority education outcomes. The planning team should in
clude all possible mixtures of representations from various stak
eholders (most importantly, expertise from seasoned teachers
who have used ICT in their practice). The plan should continue t
o be implemented despite shifts in political leadership.
Increase financial investment at the national level for ICT inf
rastructure, professional development, and digital resources.
Set-up and configure ICT based on factors such: teaching an
d learning needs, technology maturity of teachers, population, a
mong others.
Standardize the year level where computer education subjec
t is being offered to avoid digital divide among schools. There s
hould be equitable distribution of ICT time and resources acros
s all learning areas not only on technology subject.

Schools have a vital role to play in helping today's child

ren understand how existing values, policies, and laws app
ly to a rapidly changing, technology-dependent world. To b
e effective in this role, educational policymakers must und
erstand the dilemmas and legal issues raised by the techn
ologies used in schools. They must set realistic policies tha
t comply with the law and that model ethical behavior for
all involved.
They must also educate teachers about important tech
nology ethics issues and must clearly communicate relate
d school policies to both faculty and students. Equally imp
ortant, by incorporating the study of technology ethics int
o the standard curriculum, schools can ensure the leaders
and decision makers of tomorrow will be equipped to mak
e the difficult ethical decisions they will undoubtedly face.

Thank you very much!!!