CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In this 21st century, technology has become the knowledge

transfer highway in most countries including the Philippines. Because of

this, schools and educational institutions alike need to consider ICT

integration in their curriculum (Ghavifekr, 2015). Watt (1980) states

that beliefs and attitudes play a fundamental role in the way that

teachers deal with ICT in the classroom.

ICT is one of the potential and powerful tools for extending

educational opportunities (UNESCO, 2015). Knowledge transferred

through the means of ICT tools were shown to be influential for both

formal and non-formal education (UNESCO, 2015). The major important

characteristic of ICT is the ability to transcend time and space (Tarus,

2015). The use of ICT tools makes possible asynchronous learning, or

learning characterized by a time lag between the delivery of instruction

and its reception by learners (Bornman, 2016). The importance of ICT

use in teaching and learning processes is largely expressed by online

course materials, where for example, teaching and learning can be

accessed 24 hours a day, or times without limitations (Tarus, 2015).

1
Besides, certain types of ICT tools, such as teleconferencing

technologies, help instruction to be received simultaneously by multiple

learners geographically dispersed (Muhametjanova & Cagiltay, 2016).

With the means of ICT tools, teachers, learners and many others who

will take the use of the tools no longer have to depend solely on printed

books and other materials in physical media housed in libraries

(Mukama, 2007). The Internet and the World Wide Web play a vital role

in disposing different types of learning materials to unlimited spaces

without any restriction of people and without any time constraints

(Tarus, 2015). The use of ICT tools is crucial to increase the quality

education largely in developing countries or in some developed countries

with limited and outdated library resources (UNESCO, 2003). Besides all

of these cited influences of ICT in education, it was also important in

facilitating communication between resource persons, mentors, experts,

researchers, professionals, business leaders, and peers all over the

world (Asongu & LeRoux,2017).

Teaching and learning are complex processes requiring multiple

tasks, efforts and flexibility of teachers and learners (Jaarsveldt &

Wessels, 2015). According to Stones (1966), teaching refers to

knowledge transfer while learning refers to changes that would be taken

2
into individuals’ behavior. The importance of ICT in teaching and

learning processes is undoubtedly because ICT may be looked as

“mediator or a bridge” among factors intervening in teaching and

learning (Vandeyar, 2015).

Teachers play a vital role in the teaching and learning process

(Alesandrini, 1981). The introduction of ICT in teaching and learning

processes has been very influential to teachers as ICT facilitates

teachers to share teaching resources (Jaarsveldt & Wessels, 2015);

expertise and advice (UNESCO, 2015; Tarus, 2015). ICT tools remove

the barrier and allow flexibility in what, how, when and where to carry

out all teaching and learning activities (AltınayGazi & Altınay-Aksal,

2017). Through ICTs applications, teachers’ skills, confidence and

enthusiasm are increased. ICT in education serves as a teachers’

powerful tool for easy planning and content preparation to be delivered

(Burkhardt, et al., 2003). From ICT’s applications, teachers are

benefiting from full access to up-to-date pupils and school data, anytime

and anywhere (Muhametjanova & Cagiltay, 2016; UNESCO, 2015).

3
Background of the Study

When schools were closed in most countries in March 2020

because of the COVID-19 pandemic, teachers had no other option but

to change their classrooms into online learning spaces. It was a critical

global incident. In research on identity and teacher training (Tripp,

1993; Butterfield et al., 2005; Monereo, 2010), a critical incident is an

unexpected situation that hinders the development of the planned

activity and that, by exceeding a certain emotional threshold, puts the

identity in crisis and obliges that teachers review their concepts,

strategies, and feelings. Thus, these incidents can become meaningful

resources for training and changing teaching and learning practices

because they allow us to review our deep beliefs (Monereo et al., 2015).

The critical global incident generated by the pandemic forced most

teachers to assume virtual teaching where they had to use digital

technologies, sometimes for the first time, to facilitate their students’

learning. The closure of schools as a consequence of COVID-19 led to

substantial changes in education with profound consequences. Today we

know that educational inequalities have widened (Dorn et al., 2020),

while students have suffered greater social and emotional imbalances

(Colao et al., 2020). In this context, families have also been more

4
involved in the school education of their children (Bubb and Jones,

2020). Moreover, concerning the objectives of this study, it has been

necessary to rethink the teaching strategies in the new virtual

classrooms.

This study focuses on Correlating the Perceived ICT Integration

in the Teaching and Learning Process of the Intermediate Public School

Teachers at Bagong Tanyag Elementary School Annex B.

Statement of the Problem:

This study deals with the Correlating the Perceived ICT Integration

in the Teaching and Learning Process of the Intermediate Public School

Teachers at Bagong Tanyag Elementary School Annex B.

Specifically, the study sought to answer the following

questions:

1. What are the perceptions of intermediate level public school

teachers towards ICT Integration in teaching?

2. What are the perceptions of intermediate level public school

teachers towards ICT Integration in learning?

5
3. What relationship exists between the perceived ICT integration in

teaching and learning?

4. Is there a significant relationship between the perceptions of

intermediate school teachers towards ICT integration in teaching and

learning?

Hypotheses

Hₒ = There is no significant relationship between the perceptions of

intermediate school teachers towards ICT integration in teaching and

learning.

Hₐ = There is a significant relationship between the perceptions of

intermediate school teachers towards ICT integration in teaching and

learning.

Significance of the Study

This research paper on Correlating the Perceived ICT Integration

in the Teaching and Learning Process of the Intermediate Public School

Teachers which will ultimately pave way in crafting of a proposed plan

for integrating the teaching and learning process during online classes

6
to enhance the quality of teaching in virtual world of intermediate

learners will be highly beneficial to the following:

Intermediate Teachers. Prepare to cope up with different

technology for using them in the classroom for making teaching learning

interesting. For effective implementation of certain student centric

methodologies such as project-based learning which puts the students

in the role of active research and technology becomes the appropriate

tool. ICT has enabled better and swifter communication; presentation of

ideas in a more effective and relevant way as studied by Baishakhi

Bhattacharjee and Kamal Deb (2016). Educators still persist to be one

of the essentials in the learning process A change in the role of a teacher

using ICTs to that of a facilitator does not counteract the need for

teachers to serve as references in the classrooms but rather the

conventional educator leadership skills and practices are still important

especially in terms of delivering the lesson plans and discussions.

Teachers can ascend the use of technology to accomplish current

elevation of career productivity, implement practical digital tools to

broaden teaching opportunities and increase collegial support. ICT

allows educators to upgrade their teaching methods and career learning.

7
 Students. The future workforce in generation ICT has a definite

and significant role in today’s society of learners and this learning is

reflected through the education that they receive. It is necessary that

the students continue to learn technology and communication skills as

they become the future digital citizens of this modern world whichever

field or career they prefer. Students must continue to learn and develop

their skills about the various operating systems installed in their

computer and other gadgets, learn to browse the Internet with different

net browsers such as Mozilla Firefox, Safari and the Internet Explorer

with caution and prudence and know how to manipulate the different

digital images and discover information and facts through various

resources available on the Internet; in doing so students will be able to

explore the current international issues and find solutions of real world

problems through the use of ICT programs.

School Administrators are also among the beneficiaries. Information and

Communications Technology has become an essential component in the

field of education, accordingly this alliance in school improvement and

betterment is not only for the purpose of teaching and learning among

the students and the educators, but also for educational management

utilization. ICT has become one of the most impressive and practical

8
aspects of school improvement and progress. It definitely plays a vital

role in improving and repairing the serviceable and functional

effectiveness of the school system. School administrators improve

various administrative tasks of schools through the use of ICT in terms

of employees’ and students’ record keeping such as digital

registration/enrollment, program and class scheduling, school’s

infrastructure and budgetary maintenance, online and electronic tuition

fee payments and parent collaboration and communications, electronic

- media communication among parents, students and teachers and

other school - assistive technologies.

Lastly, some Future Researchers may be benefited as well. The use of

ICT in the field of research is to intensify cognitive skills and help create

and analyze the information researchers have. They can critically

analyze their data and facts and manage the information they have at

hand and extend these findings until they have the necessary evidence

through the use of intensive information and communication skills.

Researchers also make use of ICT through the utilization of e-journals

and other data research programs that can help assist in terms of data

collection, data analysis and data communication. Research materials

and other literature can be digitally found using various internet

9
databases and search engines. Researchers can utilize specific topic

content and literature keywords since the use of internet search is

inexpensive and can be more productive and effective, thus they can

decide whether the facts and information are deserving and valuable in

their content. Management of digital literature through the utilization of

ICT can be well reviewed, reduce time wastage and be administered

effectively.

Theoretical Framework

This theoretical framework can be applied to the thesis,

Correlating the Perceived ICT Integration in the Teaching and Learning

Process of the Intermediate School Teachers. A number of reviews and

meta‐analysis focused on specific topics related to technology

acceptance in education have been conducted. The Technology

Acceptance Model (TAM) is the key model in understanding predictors

of human behaviour towards potential acceptance or rejection of the

technology.

According to John Paul Obillos Dela Rosa, The influence of

Information and Communication Technology (ICT) in developing ways

on how to better deliver instruction has been regarded as beneficial in

education. In language teaching, the use of ICT is an impactful

10
experience. Results revealed that the experienced language teacher had

more exposure to ICT use than the novice teacher. However, the novice

teacher makes use of more ICT-related materials and activities in her

language class. Both teachers also have positive views on the impact of

ICT on students’ overall learning and achievement. Moreover, the novice

teacher views ICT use as time-consuming and does call for a more

knowledgeable manipulation of technological devices.

Another key finding in this research is that lectures value the

contribution of learning technologies to student learning. Research

currently suggests that users attitudes and perceived usefulness of

technology are the key factors necessary in supporting the possible

integration of learning technologies into teaching The observations

reported here are consistent with outcomes of similar studies, noting

that attitude was a key factor in determining technology adoption

(Shiue, 2007; Teo, 2008, 2012; Taylor & Todd, 1995). Further, attitude,

behavioral controls, self-efficacy, perceived usefulness and intention to

use technology are key factors identified that are likely to influence

future adoption and integration of learning technologies into teaching.

In addition, related factors such as ease of use, knowledge, and

confidence in handling technologies were also viewed as important.

11
Similar to previous work, analysis of the data revealed that the majority

of respondents believed that the use of technology in teaching was

within their control, these results are in line with the literature (Ajzen &

Madden 1985).

Figure 1: The Technology Acceptance Model

Conceptual Framework

INPUT PROCESS OUTPUT

Identify the The researchers

Correlation of the
perceptions of conducted a survey
perceived ICT
intermediate level using questionnaire as
integration in teaching
teachers on ICT an instrument to identify
and learning of the
integration in teaching the perceptions of the
intermediate level
and learning. intermediate level
teachers at Bagong
Determine the teachers on ICT
Tanyag Elementary
relationship existed and integration in teaching
School Annex B in
its significance on the and learning.
Taguig City
perceived ICT The data that have
integrations of been gathered was
intermediate level tabulated and
teachers in teaching evaluated through the
and learning. use of appropriate
statistical treatments.
The results of the
computation were
tabulated, analyzed,
and interpreted.

Figure 2: Schematic Diagram of Conceptual Framework of the

Study

12
 The conceptual framework (Figure 2) illustrates the input,

process, and the output of the study. The figure shows the needed data

by the study which are the: (1) perceptions of the intermediate level

teachers on ICT integration in teaching and learning and (2) the

significant relationship between the perceptions of the intermediate

level teachers in ICT integration in teaching and learning.

Afterward, the process of the methodology will be done by the

researchers through distributing survey questionnaires in the google

forms to the corresponding respondents which were the intermediate

level teachers in Bagong Tanyag Elementary School Annex B in Taguig

City. After collecting the data, the researchers will be able to determine

the relationship between the variables of the study.

Lastly, after analyzing, evaluating, and interpreting the gathered

data and determining the significant relationship between the variables,

the researchers will be able to produce a study entitled: Correlating the

Perceived ICT Integration in the Teaching and Learning Process of the

Intermediate Public School Teachers at Bagong Tanyag Elementary

School.

13
Definition of Terms

The following terms are defined operationally for ease of

understanding of this study:

Information and Communication Technologies (ICT). ICT means

Information Communication Technology. It has three parts:

Information, Communication and Technology. Information is the

summarization of data. Technically data are raw facts and figures that

are processed into information. Communication is a process which

disseminates information and Knowledge .And Technology is a mode or

media through which information can be disseminated.

ICT integration. According to Aslan and Zhu (2016), technological

factors represent the perceived characteristics of ICT. The adoption and

integration of ICTs is largely governed by the way teachers perceive

ICTs and their ability to use them for teaching and learning activities

(Prendes, Gutiérrez and Martínez, 2018 and Suárez, Almerich, Orellana

and Díaz, 2018).

Teaching and Learning. Teaching and learning are complex processes

requiring multiple tasks, efforts and flexibility of teachers and learners

(Jaarsveldt & Wessels, 2015). According to Stones (1966), teaching

14
refers to knowledge transfer while learning refers to changes that would

be taken into individuals’ behavior.

Intermediate Teachers instruct elementary school students from ages

eight to 12 in various subjects. They develop lesson plans, grade class

assignments and homework, administer tests and assess students'

performance

Intermediate Learners/Students are intermediate stage, level, or

position is one that occurs between two other stages, levels, or positions

in between of (Grades 4,5,6)

15
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented a foreign and local literature and studies

that would be of great help in pursuing this study. This helped the

researchers and readers to have a better understanding and a wider

perspective on this investigation.

The studies cited and formulated in this chapter comprise of the

different concepts, ideas, projections, convictions experienced and

understanding of the study related to the ICT Integration in the

teaching and learning process. This chapter serves as the researcher’s

springboard in developing the study.

Local Literature and Studies

Guidelines for the use of ICT as part of the K12 curriculum have

been established by the Philippine Department of Education (DEPED).

These are: (1) technology must first be studied as an independent

subject and then used in other learning areas as an instrument for

learning to learn.; (2) the application of digital skills to other areas of

learning is a curriculum policy based on the principle that teaching and

learning should not be textbook-based and that educational processes

16
should benefit from technological advances, including the use of ICT in

teaching and learning, where applicable; and (3) an education

modernization program will provide schools with facilities, equipment,

materials and skills and introduce new learning and teaching systems

necessary to take advantage of recent technological developments

(Bonifacio, 2013).

The education system in developing countries like the Philippines

has changed rapidly with technological advances. With the

implementation of the K12 program, the integration of ICT into

education has improved, from basic education to enhancing the skills

that enable students of the 21st to provide a fuller and more proactive

environment for teaching and learning. ICT is a trend in education

systems around the world and is instrumental in helping students

learn. In light of this current educational trend, policy makers and

education officials underscore the need to reshape and rebuild

education systems around new educational paradigms so that teachers

and students can expand the knowledge and skills necessary for

research in the digital age. Most countries of the world are focusing on

approaches to integrate ICT in learning and teaching and to improve

the quality of education, with an emphasis on skills such as critical

17
thinking, decision-making and handling dynamic situations, teamwork

and effective communication (Anderson & Weert, 2002). Governments,

especially in developing countries, have sought to improve their

national education programs to integrate ICTs in education.

In the Philippine context, Correos (2014) assessed the computer

literacy of high school English teachers, the extent of the use of ICT in

teaching English, and the challenges that prevent language teachers

from learning English and integrating ICT in education. The results

showed that the teachers' ICT skills were moderate. The results

showed that there was only limited use of ICT in language teaching.

Feedback collected from the questionnaires showed that teachers faced

many challenges that demotivated them to use ICT in language

activities. Based on these results, it was recommended that teachers

receive intensive ICT-based training to equip them with knowledge

about ICT and its use in language teaching. It has also been suggested

that school administrations and stakeholders can seek interventions

that update ICT-based school resources for optimal use in teaching and

learning. More importantly, a broader school-level ICT development

plan could be implemented to ensure consistency in the

implementation of ICT in teaching-learning activities.

18
Regarding the use of social media, ICT-focused platforms, the study by

Valdez (2010) examined the use of social networking sites (SNS) as a

means of creating digital portfolios for a course in reading and writing.

in the Philippines. In addition to documenting the usefulness of digital

portfolios for developing students' writing skills, it also provides

information on using technology to improve language pedagogy.

Foreign Literature and Studies

Over the past decade, technology has been used in a variety of

ways and for a variety of purposes. As new technologies emerge, they

have often been replaced or used at the same time as previous

technologies, thus radically changing the nature of the use of

technology in classrooms. It is important to note that not all computer

use in schools during the decade focused on teaching basic computer

skills.

Most of the studies conducted in relation to the attitudes of

individuals towards the use of technology are based on the theory of

planned behavior (TBD) of Icek Ajzen. Attitude toward behavior,

subjective norm, and perceived behavioral control as primary

predictors (Ajzen, 1991). Ajzen (1991) argued that the attitudes of

19
individuals towards a behavior are influenced by their intention to

perform the behavior. He added that intentions capture the motivating

factors that influence a person's behavior. These factors include the

intensity and effort that an individual must exert to perform the

behavior. Other factors classified as collective factors include the

availability of necessary opportunities and resources. The subjective

norm as a second predictor of attitude towards technology is a social

factor, which refers to the perceived social pressure to adopt or not to

adopt the behavior (Ajzen, 1991). The availability of resources and

opportunities and the individual's self-efficacy or judgment of how he

or she can perform the actions necessary to cope with the potential

situation. The two predictors of individuals' attitudes towards

technology - attitudes towards behavior and perceived behavioral

control, given by Ajzen (1991) on his theory of planned behavior - were

examined in more detail in this study using the results of research.

related.

Technology will be more appreciated by its users if it is easier to

use. Alharbi and Drew (2014) conducted a study on the use of the

technology acceptance model that will understand the behavior in the

intention of educators with the use of learning management systems.

20
There is a significant positive correlation between teachers' attitudes

towards the use of the learning management system and the use of

technology as perceived by said teachers was revealed by Fathema,

Shannon, and Ross (2015). Learning at higher education institutions in

the United States of America using structural equation models, their

study shows that there is a strong positive correlation between

teachers' attitudes towards the use of the learning management

system and the use of technology as perceived by said teachers.

Existing studies show that users of technology appreciate best if

they are able to maximize the full potential of technology as a tool. For

example, Alharbi and Drew (2014) found in their study that the

perceived usefulness of technology has a significant moderate positive

correlation with teachers' attitudes towards the use of learning

management systems. Fathema et al. (2015) have a similar result in

their study, revealing the existence of a very strong positive correlation

between the perceived usefulness of the technology by the professors

and their attitude towards the technology. Elkaseh et al (2016) also

found in their study that the perceived usefulness of online learning

was anticipated by social media.

21
 The theory of engagement developed by Kearsley and

Shneiderman (1998) provides a framework on how to apply technology

in education as it best. They used their experiences as teachers in

online and distance learning environments as the basis for this theory.

Kearsley and Shneiderman (1998) argued that the fundamental

principle of the theory of engagement is that students participate

meaningfully in learning activities through interaction with others and

useful tasks with the use of technology. . Three components of theory

should be experienced by students as they are engaged in various

learning tasks. They said the related component emphasizes team

efforts and should involve students in communication, planning,

management, and social skills. The creative component should

stimulate students to get involved in problem-solving by focusing their

efforts on applying ideas in a specific context. Finally, Kearsley and

Shneiderman (1998) described the gift component as a value for

making useful contributions to learning, i.e. projects developed by

students must have a specific client. Kearsley and Shneiderman's

theory of implication (1998) provided a solid foundation for how

technology should be incorporated into education to make learning

more meaningful for students. However, existing studies reveal that

22
the application of the aforementioned theory has not fully materialized,

which has raised various concerns about how teachers are using

technology in their classrooms and its impact on the performance of

their students.

To enable students to learn to apply their computer skills in a

meaningful way, integration of technology is needed to use computers

more effectively and efficiently in general content areas, as defined by

Dockstader (1999). He added that he uses company-supported

software for real-world applications, so students learn to use

computers in inflexible, focused, and creative ways. Saettler (2004)

believed that technological integration is any systematized practical

knowledge, based on scientific experimentation or theory, which

improves a society's ability to produce goods and services and is

incorporated into manufacturing processes, skills, organization, or

machines. More than an outcome, integrating technology is a process

for Saettler. The use of images and written language to convey

information is already considered a technology. The more advanced

the technology, the more complex the culture. For Panda (2017),

technology involves the development of an applied assessment of

education and training systems and processes for all levels of education

23
and training. formal, non-formal, for adults, continuous and

permanent. He added that this also includes the use of a wide variety

of media ranging from audiovisual aids to current open-source software

and social networking tools. Saettler (2014) and Panda (2017)

understanding of the use of technology in education concerns a more

appropriate concept that associates technology with education, which

is educational technology. Here, teachers play a crucial role as

instructional designers.

As established in the literature, internal variables greatly

influence how teachers integrate technology in the classroom. But

which variable has the strongest impact on ICT use and how internal

variables are influenced by ICT preparation programs are discussed

below. Palak and Walls (2009) conducted a mixed study to investigate

whether teachers who frequently integrate technology and work at

technology-rich schools shift their beliefs and practices toward a

student-centered paradigm. The results showed that their practices did

not change; neither student-centered nor teacher-centered beliefs are

powerful predictors of practices. However, teachers’ attitudes toward

technology significantly predict teacher and student technology use, as

well as the use of a variety of instructional strategies (p < 0.05). Sang

24
et al. (2010) focused on the impact of Chinese student teachers’

gender, constructivist teaching beliefs, teaching self-efficacy,

computer self-efficacy, and computer attitudes on their prospective ICT

use. The findings confirmed the results of the study by Palak and Walls

(2009) that the strongest predictor of future ICT use were teachers’

attitudes toward it. In addition to the influence of teacher attitudes,

Sang et al. (2010) further indicated that preservice teachers with

highly constructivist teaching beliefs have stronger intentions to

integrate technology into their future teaching practices. Furthermore,

more confident pre-service teachers were more capable of and

interested in using computers in real classrooms. Thus, although

teachers’ attitudes towards ICT use were found to be the strongest

predictor of technology ICT in Education 119 integration, the impact of

their beliefs and confidence in using ICT should not be disregarded

either. Internal variables can partially explain the success of

technology integration in the classroom. However, the influence of

these variables may change after participation in technology

preparation courses or programs. Abbott and Faris (2000) examined

pre-service teachers’ attitudes toward the use of computers before and

after a semester-long technology literacy course. The results showed

25
that positive attitudes toward computers increased after the course

because of the instructional approaches, meaningful assignments

requiring technology, and supportive faculty. Thus, the authors claimed

that teacher education programs should teach preservice teachers not

only how to use hardware and software, but also how to incorporate

computers into their teaching strategies and activities. The authors

also noted that small groups and collaborative learning are the most

appropriate when introducing new hardware and software because

more advanced and experienced teachers can assist those who need

more technology learning support. 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 technology 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

26
technology availability, accessibility, professional 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

courses. The results of both studies indicate that after participating in

courses, pre-service teachers recognized the importance of technology

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. More specifically, Chai,

Koh and Tsai (2010) found that ICT courses with direct instruction on

the use of technological tools through the technology enhanced lesson

(TEL) 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. It is worth exploring how the ICT

preparation courses or programs change teachers’ intentions and

actions. Choy, Wong and Gao (2009) conducted a mixed study to

27
examine the intentions of pre-service teachers before and after a

technology preparation course. Their intentions were then compared

with their actions related to technology integration during their

teaching. Confirming previous results from Doering, Hughes and

Huffman (2003), the findings showed that their intentions became

significantly more positive (p < .05) as a result of increased

pedagogical knowledge. Nevertheless, these teachers were not able to

translate the positive intentions into actual teaching, largely due to

unfamiliar school environments. Based on these results, Choy, Wong

and Gao (2009) concluded that teacher education programs need to

increase awareness of the benefits of integrating technology into

student-centered learning approaches, and provide pedagogical

knowledge related to student-centered learning as well as technology

integration strategies. Beyond the impact of preparation courses on

teacher perceptions and attitudes, Vannatta and Beyerbach (2000)

reported increased proficiency in technology applications and

instructional 120 IJEDICT methods. They found a significant increase

(p < 0.01) in technology integration for both preservice and in-service

teachers after participation in a preparation course. After the course,

teachers were able to incorporate a constructivist view of technology

28
integration into their instruction in order to engage students in

meaningful learning. Qualitatively, the pre-service teachers reported

great benefits from the use of technology in the classroom after the

course. The study concluded that simply teaching basic ICT skills is

inadequate if teachers are to constructively integrate technology

constructively into their instruction. More emphasis should be placed

on advanced skills in teacher education programs in order to provide

teachers with authentic opportunities to experience and develop

lessons that integrate technology in a meaningful context. The findings

also encourage collaborative learning in technology-related

assignments

Synthesis and Relevance to the Study

The results of the literature review conducted as part of this study

reveal that teachers have different ways and that the integration of

technology as a teaching and learning tool in education varies.

The technology is used by teachers as an extension of traditional

teaching strategies for their respective subjects. PowerPoint facilitates

the presentation of data and is primarily used by teachers, while

software for how-to workshops for teachers is used less as found in Bang

and Luft's (2014) study of the use of technology. They recommended

29
redefining how technology should be used in science classrooms to

improve inquiry-based science teaching and learning. The findings of

DeCoito and Richardson's (2018) study of current practice and the

future direction of technology use by teachers are consistent with the

findings of Bang and Luft (2014). Qualitative data collected revealed

that 35% of teachers use technology for research, 29% for viewing and

presenting lessons, and only 17% for classroom interaction.

Additionally, they found that teachers trusted the content, pedagogy,

and technology, but viewed technology as a tool rather than an integral

part of the learning process. DeCoito and Richardson (2018)

recommended the provision of professional development that will serve

as a pathway for educators to learn the interdependence of technology,

pedagogy, and disciplinary content.

The use of technology by teachers as a learning tool for their

students appears to be a predominant concern even in contemporary

times. Ruggiero and Mong (2015), in their qualitative study to determine

teachers' experience with integrating technology into the classroom,

found that teachers used various technologies to facilitate their lessons

and that usage varies from teacher to teacher. They added that there

were teachers who set up routine tasks for their students using

30
technology, such as smart boards, and there were also those who

maintained communication with parents and staff members using

Internet resources. In addition, the results of the interview conducted

by Ruggiero and Mong (2015) revealed that teachers view the lack of

in-service training, the lack of available technology and the limited

curriculum as external obstacles to the effective integration of

technology in class.

The various definitions of technological integration in education

indicate that it is not just about the use of technological gadgets per se.

Instructional design is a prerequisite for making more efficient use of

technology in the learning process. Teachers as instructional designers

act as moderators between technology and students for appropriate use

of the latter.

In this study, technology integration refers to how teachers

integrate the use of technology into the teaching of their subject to make

learning more meaningful for students. As such, it concerns both the

use of technology as a teaching tool and as a learning tool.

Teachers' attitudes towards technology were found to be strongly

associated with their practice of integrating technology. However, it

does not fully define the degree to which teachers use technology in the

31
classroom. The underuse of technology remains a concern despite a

favorable attitude of teachers towards its use in the ass.

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 (Reid 2002). Among all the teaching methods

and strategies, collaborative learning, problem-based learning, and the

constructivist approach are the most widely used teaching strategies to

deal with the challenges of ICT use (Abbott and Faris 2000; Whelan

2008). 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. On this basis, future researchers are recommended

to undertake studies related to the benefits and challenges of a

combination of ICT and other student-centered approaches such as

collaborative learning across ICT in Education 121 all learning areas.

The findings may provide more tangible suggestions for the use of ICT

32
by teachers and scholars. In addition, schools should also provide some

well-structured learning support while integrating technology in their

curriculum and instruction (Whelan 2008). 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 (Staples, Pugach and Himes

2005). Previous research has indicated that both external and internal

factors influence ICT use in education (Al-Ruz and Khasawneh 2011;

Lin, Wang and Lin 2012; Sang et al. 2011; Tezci 2011a). Among the

external factors, the most common are access to computers and

software, insufficient time for course planning, and inadequate technical

and administrative support (Al-Ruz and Khasawneh 2011). Among the

internal factors, teachers’ attitude, confidence, and belief in ICT use are

commonly cited in the existing literature (Al-Ruz and Khasawneh 2011;

Chen 2008; Lin, Wang and Lin 2012; Sang et al. 2011; Tezci 2011a).

The research appears to have identified all possible external and internal

factors influencing ICT use (Al-Ruz and Khasawneh 2011; Lin, Wang and

Lin 2012; Sang et al. 2011; Tezci 2011a); however, there has been

meager research into the possible relationships between external and

33
internal variables, and how these relationships differ according to the

variables involved in ICT integration. Examining these relationships

could not only help teachers, students, and administrators understand

the challenges of ICT use better, it could also assist them in uncovering

other solutions to overcome the existing barriers based on the

relationships among different variables. More specifically, Chen (2008)

has shown that there is no resonance between teachers’ beliefs and their

actual practice while integrating technology in the classroom. While

most of the previous studies focused more on the influence of teachers’

attitudes and beliefs on actual practice (Chai, Koh and Tsai 2010; Palak

and Walls 2009; Sang et al. 2010; Serhan 2009), it has been rare for

any study to investigate the reciprocal relationship between teachers’

attitudes and beliefs and their practice. Another area to explore could

be whether the relationship differs between preservice teachers and in-

service teachers. What are their views about their beliefs and their

actual practice of ICT integration? Comparative studies would be

particularly applicable in examining this perspective. Additionally, few

previous studies have examined the challenges or barriers to ICT

integration from students, teachers, and administrative perspectives

with involvement of specific teaching strategies and activities. This is

34
also an area worth further investigation in future research. A review of

the existing literature makes it apparent that ICT integration is

mediational and entails an evolving process, not a final product. To

achieve successful integration of technology requires an effort from

three sides: teachers, students, and school administrators. This critical

review discusses the current situations, barriers to, and solutions for ICT

integration in the classroom. Further, the possible gaps in the existing

literature are shown above in order to provide lucid directions for future

research into ICT use.

35
 CHAPTER III

METHODOLOGY

This chapter presents the research design, research locale,

research instrument data gathering procedure, and the statistical

analysis of data which were used to determine the correlation of the

perceived ICT integration of intermediate school teachers in teaching

and learning process.

Research Design

The researchers used descriptive research design to know the

correlation between the perceived ICT integration of intermediate school

teachers in teaching and learning.

According to Calderon (2008), as referenced by Alberto et al

(2011), descriptive research design, often known as statistical research,

describes the features of the data and population or situation under

investigation. Frequencies, averages, and other statistical tools are

calculated using this research methodology.

The characteristics of this method were used as a tool to

determine the correlation between the perceived ICT integration of

intermediate school teachers in teaching and learning. This method is

36
used to gather information in order to test hypotheses and to answer

questions concerning the current status of the subject of the study.

Research Locale

The study was conducted at Bagong Tanyag Elementary School

Annex B. The school is located in Purok 11 South Daang Hari, Taguig

City, Metro Manila. This school was selected for knowing its efficiency

and accessibility amidst the pandemic among intermediate pupils. For

School Year 2020 - 2021, intermediate level has 60 pupils, DepEd

proposed a platform for Online Distance Learning and uses the books

for written activities. Every Monday is the retrieval of books in school to

be rendered by the parents by schedule to maintain Social Distancing.

As an addition, teachers use Zoom and google meet for the online class.

Some teachers make use of pre-recorded videos by the teacher.

Research Population and Sampling Technique

The researchers used purposive sampling in selecting the

respondents who would participate in the study.

Purposive sampling is a nonprobability sampling technique in

which the researchers rely on their own judgment when selecting the

respondents. In purposive sampling, the researchers reject the

37
individuals who do not fit in the purpose of the study. (Purposive

Sampling 101. [2021, May 20]. Alchemer.

https://www.alchemer.com/resources/blog/purposive-sampling-101/)

The researchers used purposive sampling technique to adhere

with the main purpose of this study, which is to correlate the perceived

ICT integration of intermediate level teachers in teaching and learning.

Thus, all the intermediate level teachers at the Bagong Tanyag

Elementary School Annex B, Taguig City were the respondents of the

study. The respondents were composed of twenty (20) teachers who are

handling the intermediate levels for the current school year 2021 - 2022.

Research Instrument

The researchers used survey questionnaires in conducting the

study. The questionnaire was constructed and developed based on the

researchers’ readings of previous published studies which are relevant

to the study.

The research instrument was adapted and modified from the study

of Ghavifekr and Rosdy (2015) on Teaching and Learning with

Technology: Effectiveness of ICT integration in school.

38
 The research questionnaire was divided into two parts according

to the perception of the teachers on ICT integration towards teaching

and learning. The instrument includes a total of thirty (20) Likert scale

type items ranging from 1 (strongly disagree) to 4 (strongly agree),

these questions will help the respondents determine the perceptions of

the respondents towards ICT integration in teaching and learning.

Data Gathering Procedure

In conducting the study, the following procedures were made: (1)

The researchers prepared and gave an approval letter addressed to the

principal of the chosen locale of the study. (2) After receiving the signed

copy of the approval letter, the research questionnaires were distributed

to the respondents using google form. (3) The researchers shared the

link of the form to the respondents for easy retrieval of the data. Specific

time was given in answering the questionnaires to ensure its reliability

and to avoid unnecessary disturbances in the ongoing online classes of

the respondents. (4) The completed survey that was answered by the

respondents was analyzed, tabulated and assessed by the researchers

to serve as the input and information for the study and for the needed

output.

39
Statistical Treatment

The following statistical computations were used in this study:

1. Weighted Mean. The weighted mean was used to assess the perception

of intermediate school teachers on ICT integration in teaching and

learning.

𝛴𝑥𝑊
𝑥𝑤 =
𝛴𝑥

Where: 𝑥𝑤 = weighted mean 𝛴𝑥 = sum of the data

𝛴𝑥𝑊 = sum of the data multiplied by the

corresponding weight

2. Pearson Product Moment Coefficient of Correlation. This statistical

treatment was used to measure the strength of association or the

correlation between the perception of intermediate school teachers on

ICT integration in teaching and learning.

𝑛𝛴𝑥𝑦 − (𝛴𝑥)(𝛴𝑦)
𝑟 =
√[𝑛𝛴𝑥 2 − (𝛴𝑥)2 ] [𝑛𝛴𝑦 2 − (𝛴𝑦)2

Where: x = first data

n = number of paired data

y = second data

40
3. T-test for the Significance of r. This statistical treatment will be done
after identifying the coefficient of correlation or the value of r to
determine if the computed value of r or the coefficient of correlation is
significant or not.

𝑛 − 2
𝑡 = 𝑟√
1 − 𝑟2

Where: t = t test for correlation coefficient

r = correlation coefficient
n = number of paired samples
df = n - 2

41
 CHAPTER IV

SUMMARY OF FINDINGS

This chapter presents the relevant findings drawn from

conducting the study.

The following are the major findings of the study:

1. What are the perceptions of intermediate school teachers towards

ICT Integration in teaching?

Table 1: Perceptions of the intermediate school teachers

towards ICT integration in teaching.

Perceptions of the
intermediate school Weighted Verbal
SD
teachers towards ICT Mean Interpretation
integration in teaching.

1. I find it easier to teach using

3.55 0.51 Strongly Agree
ICT.

2. I think that ICT supported

teaching makes learning 3.55 0.51 Strongly Agree
more effective.

3. The use of ICT helps

teachers to improve teaching 3.75 0.55 Strongly Agree
with more updated materials.

4. I think the use of ICT

improves the quality of 3.55 0.51 Strongly Agree
teaching.

42
5. I think the use of ICT helps
to prepare teaching 3.70 0.47 Strongly Agree
resources and materials.

6. I can still have an effective

teaching without the use of 3.45 0.83 Strongly Agree
ICT.

7. I think the use of ICT in Strongly

1.75 1.02
teaching is a waste of time. Disagree

8. I am confident that my
Strongly
students’ learn best without 2.30 1.08
Disagree
the help of ICT.

9. The classroom management

Strongly
is out of control if ICT is used 2.20 1.01
Disagree
in teaching.

Students’ makes no effort for

Strongly
their lesson if ICT is used in 2.20 1.01
Disagree
teaching.

GRAND WEIGHTED MEAN 3.00 Agree

Table 1 revealed that intermediate level teachers in Bagong

Tanyag Elementary School Annex B strongly agree that "The use of ICT

helps teachers to improve teaching with more updated materials" with

the highest weighted mean of 3.75. On the other hand, the teachers

strongly disagree that "The use of ICT in teaching is a waste of time" as

it got the lowest weighted mean of 1.75. As a whole, the teachers agree

on the perceptions about ICT integration in teaching with a grand

weighted mean of 3.10. In addition, the table also presented that the

43
 teachers' responses on "I think the use of ICT helps to prepare teaching

resources and materials" were the most consistent as its standard

deviation of 0.47 was the lowest among all variability. Meanwhile, the

teachers' responses on "I am confident that my students learn best

without the help of ICT" were the least consistent as it got the highest

standard deviation of 1.08.

Verbal Interpretation:

1.00 - 1.74 (Strongly Disagree)

1.75 - 2.49 (Disagree)

2.50 - 3.24 (Agree)

3.25 - 4.00 (Strongly Agree)

2. What are the perceptions of intermediate school teachers towards ICT

Integration in learning?

Table 2: Perceptions of the intermediate school teachers

towards ICT integration in learning.

Perceptions of the
intermediate school Weighted Verbal
SD
teachers towards ICT Mean Interpretation
integration in learning.

1. ICT allows students’ to be

more creative and 3.70 0.47 Strongly Agree
imaginative.

2. The use of ICT helps students 3.75 0.44 Strongly Agree

44
 to find related knowledge and
information for learning.

3. The use of ICT encourages

students to communicate 3.45 0.76 Strongly Agree
more with their classmates.

4. The use of ICT increases

students’ confidence to
3.20 0.83 Agree
participate actively in the
class.

5. I think students learn more

3.40 0.60 Strongly Agree
effectively with the use of ICT.

6. I think the use of ICT helps to

broaden students’ knowledge 3.65 0.49 Strongly Agree
paradigm.

7. I think the use of ICT helps to

improve students’ ability 3.30 0.73 Strongly Agree
specifically in reading, writing.

8. The students’ are more

behaved and under control 3.05 0.69 Agree
with the use of ICT.

9. The use of ICT enables

students’ to express their 3.15 0.67 Agree
ideas and thoughts better.

10. The use of ICT promotes

active and engaging lessons
3.50 0.61 Strongly Agree
for students’ best learning
experience.

GRAND WEIGHTED MEAN 3.42 Strongly

Agree

45
 Table 2 showed that intermediate level teachers in Bagong Tanyag

Elementary School Annex B strongly agree that "The use of ICT helps

students to find related knowledge and information for learning" with

the highest weighted mean of 3.75. On the other hand, the teachers

agree that "the students are more behaved and under control with the

use of ICT" as it got the lowest weighted mean of 3.05. As a whole, the

teachers strongly agree on the perceptions about ICT integration in

learning with a grand weighted mean of 3.42. In addition, the table also

presented that the teachers' responses on "The use of ICT helps

students to find related knowledge and information for learning" were

the most consistent as its standard deviation of 0.44 was the lowest

among all the variability. Meanwhile the teachers' responses on "The

use of ICT encourages students to communicate more with their

classmates" were the least consistent as it got the highest standard

deviation of 0.76.

Verbal Interpretation:

1.00 - 1.74 (Strongly Disagree)

1.75 - 2.49 (Disagree)

2.50 - 3.24 (Agree)

3.25 - 4.00 (Strongly Agree)

46
3. What relationship exists between the perceived ICT integration in

teaching and learning?

Table 3: Relationship that exists between the perceived ICT

integration in teaching and learning.

Terms Computer r value Interpretation of r

Relationship that
exists between the Negligible relationship
perceived ICT 0.15 or negligible
integration in teaching correlation
and learning.

Based on table 3, the relationship that exists between the

perceptions on the ICT integration in teaching and learning of the

intermediate level teachers was 0.15, interpreted as negligible

relationship.

The value of r and its interpretation

± 1 - Perfect relationship

± 0.91 - ± 0.99 - Very high relationship

± 0.71 - ± 0.90 - High relationship

± 0.41 - ± 0.70 - Marked or moderate relationship

± 0.21 - ± 0.40 - Low or slight relationship

± 0.01 - ± 0.20 - Negligible relationship

0 - No relationship

47
4. Is there a significant relationship between the perceptions of

intermediate school teachers towards ICT integration in teaching and

learning?

Table 4: Significant relationship between the perceptions of

intermediate school teachers towards ICT integration in

teaching and learning.

r t t
Variables Mn SD Interpretation Decision
value value critical

Perception
s on the
ICT
3.00 0.48
Integration
in Reject the
Teaching Negligible ± ± null
0.15
relationship 0.623 0.444 hypothesi
Perception s
s on the
ICT 3.42 0.50
Integration
in Learning

The table showed that the perceptions on the ICT integration in

learning of the intermediate level teachers of Bagong Tanyag

Elementary School Annex B with a mean score of 3.42 was higher than

their perceptions on the ICT integration in teaching with a mean score

of 3.00.

However, the perceptions on the ICT integration in teaching of the

intermediate level teachers was more consistent with a standard

48
deviation of 0.48 since it was lower than the standard deviation of the

perceptions on the ICT integration in learning which was 0.50.

The relationship that exists between the perceptions on the ICT

integration in teaching and learning of the intermediate level teachers

was 0.15, interpreted as negligible relationship.

There was a significant relationship that existed between the

perceptions on the ICT integration in teaching and learning of the

intermediate level teachers since the computed t value of ± 0.623 was

higher than the t critical value of ± 0.444 that led the researcher to

reject the null hypothesis using 5% level of significance.

49
 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion drawn and caters

recommendations about the study.

Conclusions

After the data had been gathered, computed, analyzed, and

evaluated, it can be concluded that there was an existing relationship

between the perceptions of the intermediate level teachers in Bagong

Tanyag Elementary School Annex B on the ICT integration in teaching

and learning. Although the correlation was interpreted as a negligible

relationship, still the result proved that it was significant and is

something to look into and address.

Recommendations

Based on the above findings and conclusions, the following

recommendations are offered:

50
1. The school administration must think of appropriate and effective

strategies that would greatly enhance the use of ICT integration in

teaching and learning as it can improve not just the performance of

the teachers and students but also the performance of the school.

2. Teachers should be fully aware on how to properly integrate ICT in

teaching as it will result in the betterment of the performance of their

students.

3. Other researchers can conduct further research on the relationship

between the ICT integration in teaching and learning using either

different grade level teachers or different research locales.

51
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61
 APPENDICES

APPENDIX A - Letter or Request

National Teachers College

School of Teacher Education
Graduate Studies

December 03, 2021

MR. RODEL MAGSINO

Principal I

Bagong tanyag Elementary School Annex B

REQUEST FOR PERMISSION TO CONDUCT STUDY IN SCHOOL

Dear Sir:

We are writing this letter to request permission to conduct a research

study at your institution, We are graduate students currently enrolled
in the Master’s Degree program in Education at National Teachers
College- Manila and we are in the process of writing our research paper
entitled “Correlating the Perceived ICT Integration in the
Teaching and Learning Process of the Intermediate Public
School Teachers at Bagong Tanyag Elementary School Annex B.”

We hope that the school administration will allow us to invite 20

selected Intermediate Teachers to anonymously complete a 20-item
online survey questionnaire.

62
The survey process should take no longer than 20 minutes. The survey
results will be pooled for the research study and will remain absolutely
confidential and anonymous. Should this study be published, only
pooled results will be documented. No costs will be incurred by either
your school/center or the individual participants.

Your approval to conduct this study will be greatly appreciated.

Sincerely,

Ira Marvy B. Descallar Mary Cathleen G. Diosana Mabel A. Javillo

Runel F. Lagrimas Ariel I. Mabilangan Maylene N. Marquez

Bernard C. Mugot Judith F. Pascua

Noted by:

Alvin Serrano PhD

Research Adviser

Approved by:

MR. RODEL MAGSINO

Principal

63
 APPENDIX B - Sample Questionnaire

Greetings in Peace!

We, the researchers from The National Teachers College under the
program of Master of Arts in Education, are conducting a research study
about “Correlating the Perceived ICT Integration in the Teaching and
Learning Process of the Intermediate Public School Teachers at Bagong
Tanyag Elementary School Annex B”. Your response will be highly
appreciated and we assure you that all information and data that we
gathered will be kept confidential. Thank you for your favorable
response.

Directions: Below are the perceptions on ICT integration in teaching and

learning. Read each statement carefully and rate according to the
following scales:

(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly

Disagree

I.Teachers’ Perceptions of ICT Integration in Teaching.

Item
Statement 4 3 2 1
Number

1 I find it easier to teach using

ICT.

2 I think that ICT supported

teaching makes learning
more effective.

3 The use of ICT helps

64
 teachers to improve
teaching with more updated
materials.

4 I think the use of ICT

improves the quality of
teaching.

5 I think the use of ICT helps

to prepare teaching
resources and materials.

6 I can still have an effective

teaching without the use of
ICT.

I think the use of ICT in

7
teaching is a waste of time.

I am confident that my
8 students’ learn best without
the help of ICT.

The classroom management

9 is out of control if ICT is
used in teaching.

Students’ makes no effort

10 for their lesson if ICT is used
in teaching.

II.Teachers’ Perceptions of ICT Integration in Learning.

Item
Statement 4 3 2 1
Number

1 ICT allows students’ to be

more creative and
imaginative.

65
2 The use of ICT helps
students to find related
knowledge and information
for learning.

3 The use of ICT encourages

students to communicate
more with their classmates.

4 The use of ICT increases

students’ confidence to
participate actively in the
class.

5 I think students learn more

effectively with the use of
ICT.

6 I think the use of ICT helps

to broaden students’
knowledge paradigm.

7 I think the use of ICT helps

to improve students’ ability
specifically in reading,
writing.

8 The students’ are more

behaved and under control
with the use of ICT.

9 The use of ICT enables

students’ to express their
ideas and thoughts better.

10 The use of ICT promotes

active and engaging lessons
for students’ best learning
experience.

66
APPENDIX C - Computations

Table 5: Computation on the perceptions of intermediate school

teachers towards ICT integration in teaching.

Problem 1 : What are the perceptions of intermediate school teachers towards ICT
integration in teaching?

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly

Agree

Item Weighted Standard Verbal

4 3 2 1 Total
Number Mean Deviation Interpretation

1 11 9 0 0 20 3.55 0.51 Strongly Agree

2 11 9 0 0 20 3.55 0.51 Strongly Agree

3 16 3 1 0 20 3.75 0.55 Strongly Agree

4 11 9 0 0 20 3.55 0.51 Strongly Agree

5 14 6 0 0 20 3.70 0.47 Strongly Agree

6 12 6 1 1 20 3.45 0.83 Strongly Agree

Strongly
7 2 2 5 11 20 1.75 1.02
Disagree

Strongly
8 4 3 8 5 20 2.30 1.08
Disagree

67
 Strongly
9 2 6 6 6 20 2.20 1.01
Disagree

Strongly
10 2 6 6 6 20 2.20 1.01
Disagree

GRAND WEIGHTED MEAN 3.00 Agree

Verbal Interpretation:

1.00 - 1.74 (Strongly Disagree)

1.75 - 2.49 (Disagree)

2.50 - 3.24 (Agree)

3.25 - 4.00 (Strongly Agree)

Table 6: Computation on the perceptions of intermediate school

teachers towards ICT integration in learning.

Problem 2: What are the perceptions of intermediate school teachers towards ICT
integration in learning?

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly

Agree

Item Weighted Standard Verbal

4 3 2 1 Total
Number Mean Deviation Interpretation

68
 1 14 6 0 0 20 3.70 0.47 Strongly Agree

2 15 5 0 0 20 3.75 0.44 Strongly Agree

3 12 5 3 0 20 3.45 0.76 Strongly Agree

4 8 9 2 1 20 3.20 0.83 Agree

5 9 10 1 0 20 3.40 0.60 Strongly Agree

6 13 7 0 0 20 3.65 0.49 Strongly Agree

7 9 8 3 0 20 3.30 0.73 Strongly Agree

8 5 11 4 0 20 3.05 0.69 Agree

9 6 11 3 0 20 3.15 0.67 Agree

10 11 8 1 0 20 3.50 0.61 Strongly Agree

GRAND WEIGHTED MEAN 3.42 Strongly Agree

Verbal Interpretation:

1.00 - 1.74 (Strongly Disagree)

1.75 - 2.49 (Disagree)

2.50 - 3.24 (Agree)

3.25 - 4.00 (Strongly Agree)

69
Table 7: Data for computing the correlation and its significance.

Perceptions on the ICT Integration Perceptions on the ICT

Respondent
in Teaching Integration in Learning

1 3.20 3.30

2 3.00 3.90

3 2.60 2.50

4 2.60 2.80

5 3.50 4.00

6 4.00 4.00

7 2.10 3.80

8 2.80 3.50

9 2.90 2.90

10 3.10 2.50

11 2.90 3.70

12 3.20 2.90

13 3.00 3.90

14 2.80 3.30

70
 15 3.20 4.00

16 2.50 4.00

17 4.00 3.30

18 2.40 3.50

19 3.40 3.40

20 2.80 3.10

MN 3.00 3.42

SD 0.48 0.50

Table 8: Computation on the relationship that exists between the

perceptions of intermediate school teachers towards ICT integration in

teaching and learning.

Problem 3:What relationship exists between the perceptions of intermediate school

teachers towards ICT integration in teaching and learning?

Perceptions on the
Perceptions on the ICT
ICT Integration in
Integration in Teaching
Learning

Perceptions on the ICT

1
Integration in Teaching

71
 Perceptions on the ICT
0.145376556372842 1
Integration in Learning

Pearson r value: 0.15

Negligible relationship or negligible

Interpretation of r:
correlation

The value of r and its interpretation

± 1 - Perfect relationship

± 0.91 - ± 0.99 - Very high relationship

± 0.71 - ± 0.90 - High relationship

± 0.41 - ± 0.70 - Marked or moderate relationship

± 0.21 - ± 0.40 - Low or slight relationship

± 0.01 - ± 0.20 - Negligible relationship

0 - No relationship

Table 9: Table for the decision rule in determining the significance of the

relationship that exists between the perceptions of intermediate school

teachers towards ICT integration in teaching and learning.

Representation of the
ρ = coefficient of correlation
variable:

Null Hypothesis (Ho): ρ = 0 (there is no significant relationship)

72
Alternative Hypothesis
ρ ≠ 0 (there is a siginificant relationship
(Ha):

alpha = 5% or 0.05

non-directional (2-tailed
tail test = test); t test for the
significance of r Decision Rule: Reject the
null hypothesis if the
degree of freedom = 18 computed t value is higher
than 0.444 and lower than -
0.444 otherwise accept the
number of pairs = 20
null hypothesis.

Tabular Value = ± 0.444

Computed t value = ± 0.623

73
APPENDIX D - Curriculum Vitae

CURRICULUM VITAE

Personal Information

Name : Ira Marvy B. Descallar

Address : 61 Little Tagaytay St.,
Marulas, Valenzuela City
Date of Birth : August 17, 1995
Civil Status : Single

Educational Attainment

Tertiary : Pamantasan ng Lungsod ng Valenzuela,

April 2016
Bachelor of Secondary Education Major in
Mathematics
Vice President - Group of Aspiring Mathematics
Educators (2015 - 2016)
Varsity Player, Basketball Women’s Division (2012 –
2014)

Secondary : Caloocan High School, April 2012

Engineering and Science Education Program (ESEP)
1st Runner-up - Science Investigatory Project
Division Level (2011)
MTAP Contestant (2008 - 2012)

Primary : Gregoria De Jesus Elementary School –

Caloocan, April 2008
Valedictorian

74
 Vice President Noli De Castro Outstanding Student of
the Year (2008)
President - Supreme Student Council (2007 - 2008)
MTAP Contestant (2005 - 2008)
Editor-in-Chief of Campus Newspaper (2007 - 2008)

Caruhatan West Elementary School –

Valenzuela, April 2005
4th Honorable Mention
Eligibility
Licensure Examination for Teachers (LET)
Secondary Level Major in Mathematics
Professional Regulation Commission (PRC)
November, 2017

Suken Test
4th Kyu
The Mathematics Institute of Japan
November, 2019

Work Experiences

June 2016 to present Subject Teacher (Mathematics and Robotics)

Philippine Cultural College - Caloocan
175 8th Ave. Ext., Grace Park, Caloocan City

June 2017 to present School Based Coach/Trainer (Mathematics)

MTAP
Ateneo Mathematics Society: Sipnayan
Thailand International Mathematical Olympiad
(TIMO)
Southeast Asian Mathematical Olympiad
(SEAMO)

75
 Hongkong International Mathematical
Olympiad (HKIMO)

Trainings and Seminars Attended

July 15, 2021 RoboTek Teacher’s Training: Innovators 1

-5
TechFactors, Inc.
Online Training

July 13, 2021 Promoting Student Engagement in

Distance Learning
Phoenix Publishing House
Online Seminar

July 12, 2021 Educational Technology for Teachers

Philippine Cultural College - Caloocan
Online Seminar

July 7, 2021 TekTeach LMS

TechFactors, Inc.
Online Training

February 27, 2021 How to Effectively Sustain Distance

Learning and Self-Care
Phoenix & Sibs Publishing House
Online Seminar

January 23, 2021 AECON 2021: Education Heroes’ Summit

Rex Education
Online Seminar

December 5, 2020 Leading Your School Towards Cost-

Effective Distance Learning

76
 Phoenix Publishing House
Online Seminar

June 25, 2020 Solutions to Education Challenges with

Moral and Innovative Leadership
Global Peace Foundation Philippines
Online Seminar

May 31, 2020 Teaching the Gen Z Reader and Writer

Through Online Technology Tools
Rex Bookstore
Online Seminar

May 29, 2020 Keeping Student Engaged: Building Strong

Student/Teacher Connections in a Remote
Learning Environment
Microsoft Educator Center
Online Seminar

May 25, 2020 Staying Connected with Remote Learning

Through Microsoft Teams and Office 365
Microsoft Educator Center
Online Seminar

May 9, 2020 Gear Up for the New Normal: Distance

Learning Using TekTeach LMS
TechFactors Inc.
Online Seminar

February 8, 2020 Robotics Discovery Workshop

Alexan School of Technology, Inc.
AST Bldg., Quiapo, Manila

December 7, 2019 DIWA Innovation Workshop for Educators

77
 DIWA Innovation in Education
Lourdes School of Mandaluyong, Mandaluyong
City

September 28, 2019 ARDUINO Robotics Digital Signals

Sprytech Solutions
The Yellow Pod Coworking and Collaboration
Hub, Manila

September 26, 2019 MIND MATTERS: A Talk ABout Mental

Health and Well-Being
Philippine Cultural College - Office of Students’
Affairs
Philippine Cultural College - Caloocan,
Caloocan City

May 30, 2019 Robotek: Makeblock Neuron and Mbot

TechFactors inc.
Philippine Cultural College - Caloocan,
Caloocan City

May 24, 2019 Post Millennial Learners: Modern

Pedagogy for Modern Learning
DIWA Innovation in Education
Philippine Cultural College - Caloocan,
Caloocan City

May 22, 2019 Transforming Education with Moral and

Innovative Leadership
Global Peace Foundation
Philippine Cultural College - Caloocan,
Caloocan City

September 26, 2018 Optimizing Team Performance, The

Character and Creativity Way

78
 Global Peace Foundation
Philippine Cultural College - Caloocan,
Caloocan City

July 14, 2018 Teach Smarter: Talk Less, Listen More

Phoenix Publishing House
Philippine Cultural College - Caloocan,
Caloocan City

June 14, 2018 Technology Integration for Learning

DIWA Innovation in Education
Philippine Cultural College - Caloocan,
Caloocan City

February 14, 2018 Securing the Success of the Filipino Whole

Child in The 21st Century
Rex Bookstore
Novotel, Quezon City

February 6, 2018 The Continuing Professional Development

(CPD Act of 2016)
Center for Professional Advancement and
Continuing Education
Philippine Cultural College - Caloocan,
Caloocan City

September 30, 2017 Soft Skills for Basic Education Teachers

and Staff
Philippine Cultural College
Philippine Cultural College - Manila, Manila City

November 9, 2016 In-House Training - MS Excel

H&D Information Technology Inc.
Philippine Cultural College - Caloocan,
Caloocan City

79
October 28, 2016 Creating Tomorrow
Philippine Cultural College
Philippine Cultural College - Manila, Manila City

June 15, 2016 Teaching Strategies, Student Centered

Activities and Performance Tasks to Cater
K-12 Curriculum
Rex Bookstore
Philippine Cultural College - Caloocan,
Caloocan City

June 4, 2016 Performance Task as a Key Component in

K to 12 Evaluation
Phoenix Publishing House
Philippine Cultural College - Manila, Manila City

June 1, 2016 Character Education in School Setting

Brilliant Creations
Philippine Cultural College - Manila, Manila City

Speakership

March 22, 2018 Rising to the New Standards in Education:

Developing Professionalism, Skills, and
Attitudes Among 21st Century Educators
Pamantasan ng Lungsod ng Valenzuela

80
 CURRICULUM VITAE

Personal Information

Name : Mary Cathleen G. Diosana

Address : 13 Lincoln Bend PGEV
Maybunga Pasig City
Date of Birth : December 2, 1981
Civil Status : Married

Educational Attainment:

Graduate Studies: National Teachers’ College

Manila
January – present

Tertiary University of Santo Tomas

Espana, Manila
Bachelor of Science in Biology

Secondary and Primary St. John’s Academy

San Juan City

Eligibility

Licensure Examination for Teachers (LET)

Secondary Level – Science
Professional Regulations Commission (PRC) August 2004

Work experiences

Lourdes School of Mandaluyong

May 2013 to present

Don Bosco Technical College – Mandaluyong

May 2007 – April 2012

Pinecrest Learning Center, Inc.

May 2003 - March 2007

81
Recent Seminars Attended

November 11, 2021 Teaching Online: Synchronous Classes

Online Seminar

November 9, 2021 English for Science, Technology, and

Mathematics (eSTEM)
Online Seminar

June 2, 2021 Strategies for Communication in the

Classroom
Online Seminar

June 11, 2021 Enhancing Developmental Motivation to

Self – Paced/Autonomous Learning
Online Seminar

June 18, 2021 Parental Role Towards Effective Delivery

of Home – Based Education
Online Seminar

June 4, 2021 Work – Teach Balance among Working

Parents during Homeschool
Online Seminar

May 26, 2021 Improving English Communication Skills

Online Seminar

82
 CURRICULUM VITAE

Personal Information

Name : Mabel A. Javillo

Address : 21 Bonny Serrano St.,
Bagong Lipunan ng Crame
Quezon City
Date of Birth : April 21, 1996
Civil Status : Married

EDUCATIONAL ATTAINMENT:

Graduate Studies National Teachers College

Manila
September - Present

Jose Rizal University Graduate School

80 Shaw Blvd. Mandaluyong City
2018-2021

Vocational Manpower and Technical-Vocational

Training Center
Welfarville Compound Brgy. Addition Hills
Mandaluyong City
April 10, 2018 – July 14, 2018

Tertiary Jose Rizal University

Bachelor in Elementary Education
80 Shaw Boulevard Mandaluyong City
June 2013 – March 2017

Secondary San Juan National High School

P. Narciso St. San Juan City
June 2010 – March 2013

83
 Camp General Emilio Aguinaldo High
School
Cubao, Quezon City
June 2009 – March 2010

Primary San Juan Elementary School

N. Domingo St. San Juan City
June 2003 – March 2009

Eligibility:

Licensure Examination for Teachers (LET) Passer

Work experience:

Pedro P. Cruz Elementary School

Maria Clara St., Barangka Drive Mandaluyong City
2019 - present

Don Bosco Technical College Mandaluyong

Mandaluyong City
2017- January 2019

Awards:

Bronze Awardee, Selyo ng Kahusayan on

School-Based Campus Journalism
Schools Division Office of Mandaluyong
September 3, 2021

Cum Laude
Jose Rizal University
2016 - 2017

84
 Dean’s Lister
Jose Rizal University
2016 – 2017 (1st Semester)

SEMINARS ATTENDED:

November 17, 2021 Batch 2 TV/Video Lesson Production

DEPED NCR
Zoom Virtual Platform

October 29, 2021 Stream (OBS and Streamyard) and

Autocrat Pedagogy
Pedro P. Cruz Elementary School
Google Meet

October 21, 2021 Gender and Development (GAD) Seminar

for Teachers and
Non-Teaching Personnel
Pedro P. Cruz Elementary School
Google Meet

October 9, 2021 Teaching with Technology

Linkedin Learning

October 1, 2021 Creative Designs in Video Editing and

Poster Making using
Canva and Capcut Application
Pedro P. Cruz Elementary School
Google Meet

September 9, 2021 Management of Cash Advances for School

Maintenance and Other Operating
Expenses (MOOE) and Other Program
Funds
SDO Mandaluyong
Google Meet

85
 CURRICULUM VITAE

Personal Information

Name : Runel F. Lagrimas

Address : Blk 12A Lot 17 Job St.

Cielito Homes, Camarin,

Caloocan City

Date of Birth : June 21, 1991

Civil Status : Single

Educational Attainment

Tertiary University of the East- Recto, Manila, April 2012

Bachelor of Secondary Education Major in Physical

Education

Secondary Cielito Zamora High School – Annex II, March

2008

Primary Mystical Rose School of Caloocan, April 2004

Eligibility

Licensure Examination for Teachers (LET)

Secondary Level Major in MAPEH

Professional Regulation Commission (PRC)

November, 2013

86
Work Experiences

July 2018 to Present Subject Teacher

Physical Education and CLE

Claret School of Quezon City
Basketball Club Moderator

November 2016 to

February 2017 Volunteer Teacher (English and Sports)

Wat Chuk Krachoe School

293 Thanon Phanit, Na Mueang, Mueang
Chachoengsao District, Chachoengsao 24000,
Thailand

March to July 2017 Primary Teacher (Physical Education)

Norwich International School - Bangkok

Football Coach Primary

Football Asst. Coach Intermediate

233/131 Nusasiri Villages Rama 2 Road, Bang

Nam Chuet, Samut Sakhon, Muang,

Samut Sakhon

March 2017 to May 2017 Assistant Zone Director

Caloocan City Summer Sports Festival

Caloocan City – CGU – North Caloocan

87
March 2017 to May 2017 Coach and Trainer
Sports Training Enrichment Training
Program

June 2012 to April 2016 Subject Teacher

(MAPEH, CLE, and Araling Panlipunan)

Coro Consuelo Chorale Teacher Assign

Basketball Head Coach (High School –

Boys and Girls)

Volleyball Asst. Head Coach

(High School – Boys and Girls)

Dance Trope Head Coach (High School

and Elementary)

Athletics Head Coach

(High School Boys and Girls)

NPSAC – Head Coach BasketballGirls

Division Meet 2013

NPSAC – Asst. Coach Basketball Girls

Division Meet 2014

NPSAC – Asst. Head Coach High School

Division Meet 2014

College Instructor (Physical Education)

La Consolacion College Novaliches –

Deparo, Caloocan

88
Trainings and Seminars Attended

March 1-3, 2018 Prachinburi Disaster Risk Reduction Camp

Disaster Risk Reduction Center Prachinburi,

Thailand

Supervisory Training

January 4-8, 2020 Covid-19 Contact Tracing

John Hopkins University - Online Course

(COURSERA)

Online Training

January 4-8, 2020 Psychological First Aid

John Hopkins University - Online Course

(COURSERA)

Online Training

January 5, 2020 Mind Control: Managing Mental Health

During COVID -19

University of Toronto - Online Course

(COURSERA)

Online Training

January 8, 2021 Teaching Assistant

E-Learning College

Online Training

89
January 27, 2021 Sports Success from a 1st-world

Perspective

PSC – Sports Convention

Online Seminar

February 1, 2021 Michigan Sport-Related Concussion

Training Certification

Phoenix & Sibs Publishing House

Online Training

February 11, 2020 Grassroots Sports in the Country

PSC – Sports Convention

Online Seminar

February 18, 2020 The Value of Sports Marketing

PSC – Sports Convention

Online Seminar

March 18, 2021 High Performance Sports and Athletic

Success

PSC – Sports Convention

Online Seminar

March 4, 2021 Anti-Doping Efforts in the Philippines

Sports

PSC – Sports Convention

90
 Online Seminar

March 24, 2021 Learning How To Learn for Youth

Arizona State University - Coursera

Online Seminar

March 7, 2021 Hybrid Learning: A New Model for the Future

of Learning

Microsoft Educator Center

Online Seminar

March 8, 2021 Master Microsoft Teams for remote learning

Microsoft Educator Center

Online Seminar

March 8, 2021 Crafting a collaborative learning

environment with Class Teams

Microsoft Educator Center

Online Seminar

March 11, 2021 21st century learning design: Course1 –

introducing 21CLD

Microsoft Educator Center

Online Seminar

March 11, 2021 21st century learning design: Course 2 –

collaboration

91
 Microsoft Educator Center

Online Seminar

March 11, 2021 21st century learning design: Course 3 –

skilled communication

Microsoft Educator Center

Online Seminar

March 15, 2021 Skills for the Future, Voice, and

Collaboration
Microsoft Educator Center

Online Seminar

March 16, 2021 Hybrid Learning in the Primary Classroom

Microsoft Educator Center

Online Seminar

March 16, 2021 Hybrid Learning in the Intermediate

Classroom
Microsoft Educator Center

Online Seminar

March 16, 2021 Blended approaches for a modern learning

environment
Microsoft Educator Center

Online Seminar

92
 CURRICULUM VITAE

Personal Information

Name : Ariel I. Mabilangan

Address : 839 M.S.H. Loyola St.

Sampaloc Manila

Date of Birth : July 25, 1995

Civil Status : Single

Educational Attainment

Tertiary : Samar State University Paranas- Campus,

March 2017

Bachelor of Elementary Education

Supreme Student Council- Senator 2016-201

Secondary : Cobol National High School April 2013

San Carlos City Pangasinan

Primary : Ignacio Elementary School April 2009

San Carlos City Pangasinan

Eligibility:

Licensure Examination for Teachers (LET)

General Education Level

Professional Regulation Commission (PRC)

September, 2019

93
Work Experience:

Feb 2019 to present National Teachers College

Subject Teacher (Mathematics, Science

and Mapeh

Seminars Attended:

June 2- July 9, 2021 T3 : Train-The-Teacher Program

National Teachers College

May 24, 2021 Tackling the Philippine Learning

Crisis Together
National Teachers College

June 1, 2021 Blended Learning 101: From Fully

Online to Limited
Face-to-Face and Tips in Transitioning
from Online Distance Learning to Blended
Learning
Silliman University Via Zoom

July 3, 2021 Basic Accounting for Non-Accounting

Professionals
BMPA Accounting Consultancy
Online Seminar
July 10,2021 General Accounting Practice for Non-
Government Schools

94
 BMPA Accounting Consultancy Via Google Meet

July 17, 2021 General Accounting for Government-

Funded Schools
BMPA Accounting Consultancy Via Google Meet

July 24, 2021 Budget Management in Public Education

Sector
BMPA Accounting Consultancy Via Google Meet

July 31, 2021 Financial Management in the Public

Education
BMPA Accounting Consultancy Via Google Meet

95
 CURRICULUM VITAE

Personal Information

Name : Maylene N. Marquez

Address : 330 Medel Extn. Zone 3-B
Central Signal Village,
Taguig City
Date of Birth : May 12, 1982
Civil Status : Married

Educational Attainment

Graduate Studies
: The National Teachers College
Manila
September - Present
Master of Arts in Education -
Major in Early Childhood Education

Tertiary : The Fisher Valley College, Inc. March 2020

Taguig City
Bachelor of Elementary Education
Student Leadership Awardee
Academic Excellence Awardee
Dean’s Lister

Rizal Technological University, March 2004

Mandaluyong City
Bachelor of Science in Electronics and
Communications Engineering
Student Leadership Awardee

96
Secondary : Signal Village National High School, March 1999
Taguig City

Primary : EM’S Signal Village Elementary School,

March 1995
Taguig City

Work Experiences

August to present Subject Teacher

Mathematics, English, ESP, and MAPEH)
St. Ives School, Inc.
408 Severina Subd., Bagumbayan, Taguig

June 2005 to 2007 Customer Service Representative

Q-Interaction Philippines
Makati City

June 2003 to 2004 HR Staff

Smart Telecommunications Company
Makati City

Coaching Recognition

October 25, 2021 Wakelet Certified Coach

Wakelet International

October 5, 2021 Edpuzzle Certified Coach

Edpuzzle Pilipinas

September 16, 2021 Google Certified Educator

Google

August 19, 2021 Microsoft Innovative Educator

Microsoft

97
Trainings and Seminars Attended

October 13, 2021 Engaged and Connected

Edpuzzle
Online Training

Speakership

October 16, 2021 Learning Amidst the New Challenges in

the New Normal
The Fisher Valley College

98
CURRICULUM VITAE

99
 CURRICULUM VITAE

Personal Information

Name : Judith F. Pascua

Address : #54 Block 9 Purok 10 Extension
South Daang Hari, Taguig City
Date of Birth : October 15, 1983
Civil Status : Married

Educational Attainment

Tertiary : Cagayan State University, March 2004

Bachelor of Elementary Education Major in
Mathematics

Secondary : San Vicente Institute, March 2000

6th Honorable Mention

Primary : Solana North Central School, March 1996

3rd Honorable Mention

Eligibility
Licensure Examination for Teachers (LET) Passer
Professional Regulation Commission (PRC)
November, 2004

Work Experiences

January 2006 to present Subject Teacher/Adviser

(Mathematics and ESP)

100
 Bagong Tanyag Elementary School Annex B
Purok 11 South Daang Hari, Taguig City

January 2006 to present

School Based Trainer (Journalism)
Sports Writing (English/Filipino Category)
8th Placer Sports Writing Division Level
Sept.10-11, 2019

3rh Placer Sports Writing Division Level

Sept.13, .18-19, 2018

9th Placer Balitang Isports Division Level

Oct. 13-16. 2017

7th Placer Sports Writing Division Level

Nov.4-7, 2013

5th Placer Sports Writing Contest District Level

Sept. 14, 2013

3rd Placer Balitang Isports District Level

Sept. 14, 2013

3rd Placer Sports Writing Contest District Level

Nov. 8, 2006

January 2010 to present

School Mathematics Coordinator
Organized Math Program and Activities

Supervised Pupils During Math Month

Celebration
Train Pupils in Selected Categories

101
 Facilitator in MTAP DEPED Math Challenge
Feb. 16-17, 2017

3rd Placer Division Math Quest Poster Making

March 22, 2016

3rd Placer Division Math Quest Problem Solving

March 22, 2016

Facilitator in MTAP DEPED Math Challenge

Feb. 4, 2016

3rd Placer Division Math Quest Poster Making

January 20, 2016

Facilitator in District Quest for the Best in Math

Jan. 18, 2016

3rd Placer Team Category District MTAP

Jan. 14, 2016

January 2010 to present

School Alternative Learning System
Coordinator
Train Pupils in Selected Categories

1st Placer Slogan Contest Division Literacy

Sept. 22, 2018

3rd Placer Poster Making Contest Division

Literacy
Sept. 22, 2018

102
Trainings and Seminars Attended

August 30 - Sept, 3, 2021 Virtual In-Service Training for

Teachers
DepEd
Online Training

October 21, 2020 Fundamental Training in D2L

Brightspace LMS
CAL/DepEd TAPAT
Online Training

August 8, 15, 22, 2020 Webinar Series on Making

Mathematics Engaging in The New
Normal
MTAP of the Philippines, Inc.
Online Training

August 12-14, 2020 School Based INSET

Bagong Tanyag Elementary School
Annex B
Online Training

July 8, 2020 Tulong Eskwela Quick Start Training

AHA Learning Center/DepEd TAPAT
Online Training

103