dr. manuel j grino memorial central school ict …2)/human_resource_(2… · city schools division...

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Republic of the Philippines Department of Education

Region XII City Schools Division of Tacurong

North Cluster DR. MANUEL J GRINO MEMORIAL CENTRAL SCHOOL

Grino, City of Tacurong

ICT INTEGRATION IN THE CLASSROOM, BARRIERS AND TECHNOLOGICAL SELF-EFFICACY AMONG TEACHERS OF CLUSTER NORTH, CITY

SCHOOLS DIVISION OF TACURONG: BASIS FOR ICT PROFESSIONAL DEVELOPMENT PROGRAM

A Research Funded Through Basic Education Research Fund

(BERF) 2016

ESTER M. EULLARAN, MT-I

Researcher

March 2018

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II. Abstract

EULLARAN, ESTER M. (2018). ICT Integration in the Classroom, Barriers and Technological Self-Efficacy Among Teachers of Cluster North, City Schools Division of Tacurong: Basis for ICT Professional Development Program. An Action Research. Basic Education Research Fund (BERF). Region XII, Koronadal, South Cotabato.

This study aimed to determine the teachers‟ extent of ICT integration in the

classrooms, their barriers encountered and its relationship to their technological self-

efficacy.

Specifically, it sought to describe the teachers‟ demographic profile in terms of age,

gender, present position and years in service; determine the extent of ICT integration

employed by teachers in the classrooms in terms of emerging, applying, infusing and

transforming; describe the teachers‟ level of technological self-efficacy; determine the

relationship between the teachers‟ ICT integration and technological self-efficacy; determine

the differences between the teachers‟ technological self-efficacy across profile; identify the

challenges encountered by teachers in using ICT in the classrooms; and propose an ICT

Professional Development Program based on the results of the study.

There were ninety-seven (97) teachers, head teachers and principals of North

Tacurong Cluster who were utilized as respondents of the study. Data were gathered

through a survey questionnaire for quantitative variables and interviews, observations,

guided questions and focus group discussion for qualitative variables. The statistical tools

used were frequency count, percentage, mean, weighted mean, t-test, ANOVA and Pearson

r.

Based on the results of the study, the following are the summary of the general

findings and conclusions. Majority of the teachers are 41 to 50 years old, female, Teacher I

in position; and are in the 10 years and below teaching experience. The teachers‟ extent of

ICT integration in the classrooms is moderate. The teachers‟ level of technological self-

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efficacy is described as highly efficient. There is a significant relationship between teachers‟

ICT integration and technological self-efficacy. There are significant differences existing

between the teachers‟ technological self-efficacy across profile: in terms of age and years in

service while as to the teachers‟ gender and present position, no significant differences were

posted.

The major problems encountered by teachers in integrating ICT in the classrooms

include their lack of knowledge and skills in manipulating ICT tools and facilities, insufficient

units in schools and the absence of internet connection. These problems rooted from the

inadequate ICT facilities, lack of trainings and seminars and the teachers‟ negative attitude

towards technology use. Teachers cope with these challenges by personal practice,

coaching and mentoring, and attending relevant trainings. Mechanisms employed by school

heads to cope with these problems include the conduct of relevant trainings and seminars,

provision of internet access and technical supervision.

Based on the summary of findings and conclusions of the study, the following

recommendations are put forward: School heads are enjoined to monitor their teachers‟

teaching-learning processes to ensure that ICT integration is utilized in the classrooms.

Teachers are encouraged to acquire additional skills and competencies related to ICT to

reach the very high level to be able to skillfully impart them to their pupils for maximum

learning to happen. Progress of teachers should be monitored to further enhance their ICT

integration for better educational outcomes and perform competitively with other institutions

of learning. School heads are encouraged to religiously analyze the training needs of their

teachers in schools so as to provide appropriate interventions to address the gaps in ICT

integration and enhance their technological self-efficacy. They are also motivated to

evaluate the status of their school‟s ICT readiness to be able to identify priority programs

and projects in support to the quest of producing technologically equipped graduates. An

ICT Professional Development Program is also proposed based on the results of the study.

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III. Acknowledgment

Along the journey of accomplishing this piece of work, significant persons were

involved whom the researcher is deeply indebted:

To SDS Leonardo M. Balala, CESE and ASDS Levi B. Butihen for the

encouragement to pursue this endeavor;

To the CID and SGOD chiefs and staff for the constant positive motivation;

To the Division Education Program Specialists for the moral support;

To the Cluster Leader, Rona L. Bred for the kind assistance and positive response to

the researcher‟s needs and requests;

To the school heads and teachers of Cluster North for the active participation,

involvement and cooperation in the process undertaken for the completion of the study;

To all researchers and BERF recipients of CSDT for the timely sharing of ideas and

suggestions which redound to the achievement of the objectives of the study;

To my family, relatives, circle of friends and loved ones for providing assistance

when the researcher needed them most;

To all my pupils for serving as my greatest inspiration; and finally

To Kristine and Joan for the unconditional love, unending support and undivided

trust.

Thank you!

Ester

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IV. Context and Rationale

Education never stops. Learning does not end. People learn in various ways.

Everyone learns anything from everything around him. What a learner learns becomes an

integral part of his lifelong skills. This learning continues to evolve in everyone‟s life and it

greatly affects the different aspects of one‟s life, regardless of age, race, religion, sex,

economic status and others. To learn is to become educated. Moreover, education is

regarded as the best weapon to combat poverty, injustice, vices, and crimes among other

social problems. The quality of education depends on the quality of teachers (Sahu, 2016).

Teachers need knowledge and skills in using technology to foster literacy (Belo,

McKenney, Voogt and Bradley, 2016). Teacher educators play an influential role in the chain

of improvement needed to address gaps in vocabulary and performance for some children,

(Ely, Pullen, Kennedy, Hirsch and Williams, 2014).

Fu, (2013) mentioned that the relevance on the use of information and

communication technology in education, specifically those which touched upon the merits of

ICT integration in schools, barriers encountered in the use of ICT, factors influencing

successful ICT integration, teachers‟ attitudes, perceptions and confidences in using ICT as

well as the importance of school culture in the use of ICT are of great value to research.

Accordingly, studying teacher enactment of an innovation helps educators

understand the process of effective spread of a curricular innovation to teachers who have

differing levels of content readiness, pedagogical orientations, teaching competency,

different student profiles, and professional development experiences (Looi, 2014).

However, the impact of the use of technology on language learning is controversial.

Some teachers and students may still prefer traditional language-teaching and – learning

styles despite ready access to technology and requirements from authorities (Yeung, Chen

and Li, 2015).

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With continuing advances in the digital world, a variety of technologies are becoming

easily accessible in the classroom. Although teachers may be using some of these

technologies in their daily lives, they may not know how to incorporate these devices to

support classroom learning (Musti-Rao, 2014).

This is substantiated by Naraian and Surabian (2014) who stated that even as

research continues to suggest the potential assistive technology for improving student

outcomes, it remains under-utilized in schools due to the fact that educators are

inadequately prepared to consider and implement the use of such technologies.

Teachers' different pedagogical orientations affected their instructions, especially

their ways of technology integration in the class, and their patterns of interactions with the

students (Looi, 2014).

These observations prompted the researcher to conduct a study to determine the

teachers‟ level of ICT integration employed in schools, the barriers they encountered in

using ICT and its relationship to their level of technological self-efficacy.

Literature Review

Information and Communication Technology (ICT) Integration

Information and Communication Technology (ICT) is the technology utilized by

teachers in the classroom teaching-learning processes. It may involve using computers for

showing something in the class, showcasing students‟ work on school-website, preparing

test papers, simulations, games, or students‟ assignments (Bhalla, 2013).

ICT Integration, on the other hand, refers to the extent to which information and

communication technologies have been adopted into the school environment and the

degree of impact on the school‟s organization and pedagogies. The level of integration is

determined by the interplay between infrastructure, teacher motivations, innovations and

development of e-pedagogies.

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The importance of information and communication technologies in the teaching and

learning process has been proven by many research studies to be an effective way of

supporting teaching and learning. Although many teachers do not use new technologies as

instructional tolls, some are integrating information and communication technologies

innovatively into their teaching (Cubukcuoglu, 2013).

Subsequently, Lim & Oakley (2013) emphasized that it is increasingly recognized by

researchers, governments and educators around the world that ICT presents many

opportunities for teaching and learning in elementary education. A lack of ICT in the

classroom may be seen as disadvantageous for children because without access to this,

they are denied opportunities to acquire some of the skills and attributes they need to

become full participants in an increasingly ICT mediated and globalised world (UNESCO,

2008). Even so, it needs to be acknowledged that having ICT in the primary curriculum and

classroom does not guarantee enhanced learning, and may represent little means of

reaching pre-existing, and perhaps inappropriate or outdated, ends (Adams, 2011).

Furthermore, ICT in education needs to be supported by appropriate policies at all

levels (Tondeur, van Keer, van Braak & Valcke, 2008) and effective professional

development for teachers (Lim, 2007) as cited by Lim, et al., (2013).

Looi (2014) concluded that studying teacher enactment of an innovation helps

people understand the process of effective spread of a curricular innovation to teachers who

have differing levels of content readiness, pedagogical orientations, teaching competency,

different student profiles, and professional development experiences.

For many Americans, access to computers and high-speed Internet connections has

never been more important. People use computers and the Internet to complete schoolwork,

locate jobs, watch movies, access healthcare information, and find relationships, to name

but a few of the ways that they have grown to rely on digital technologies (File and Ryan,

2014). Mobile devices such as laptops, personal digital assistants, and mobile phones have

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become a learning tool with great potential in both classrooms and outdoor learning (Sun,

Chang and Liu, 2016).

Teachers play a significant role in integrating ICT in schools, and motivated teachers

reflect higher levels of ICT use in their classroom (Uluyol & Sahin, 2014).

These findings are substantiated by Aesaert, Van Nijlen, Vanderlinde, Tondeur,

Devlieger & van Braak (2015) who investigated which pupil, classroom and school level

characteristics are related to primary school pupils' actual ICT competences in Belgium. The

results indicated that non-ICT related pupil characteristics are associated with differences in

primary school pupils' ICT competences, such as introjected regulation, controlling learning

style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also

indicated that parental ICT attitudes are related to primary school pupils' ICT competences.

With regard to the classroom level characteristics, educational use of ICT as an information

tool is significantly related to pupils' ICT competences.

This is further confirmed by Van Niekerk & Blignaut (2014) who concluded that the

demands of the twenty-first century require effective and sustainable use of Information

ICTs in education. In South Africa, however, various ICT strategies and initiatives have not

resulted in system-wide, sustainable ICT integration in schools. Although the roles of

principals are acknowledged in educational management, the question remains how

principals influence teachers' effective and sustainable integration of ICT through teacher

professional development (TPD).

In Cyprus, Mama & Hennessy (2013) examined the uses of educational technology

as echoed in teachers' beliefs and practices with ICT where ICT in education is still at an

early stage, and is premised on the argument that teachers' limited use of technology in the

classroom can be explained by the lack of incorporation of an effective pedagogy. Synthesis

of the findings led to the development of a typology depicting a relationship between beliefs

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and practices and adding knowledge about teacher response to the introduction of ICT in

schools.

Wong, Ab Rahim Bakar & Hamzah (2014) also investigated SMART schools in

Malaysia as to how teachers integrated ICT in their classroom and to ascertain the effect of

teachers‟ gender, computer ownership, and computer and Internet access to teachers‟

integration of ICT in the classroom. The integration of ICT in the classroom was done in

three ways: general instructional integration; teaching students to utilize technology; and

managing ICT integration. Overall, the mean for ICT integration was considered low (once a

month). Further, there is no statistically significant difference in ICT integration due to

gender and computer ownership. However, a significant difference of integration was

observed based on internet access. Finally, it was also found that there was a significant

relationship between ICT integration and computer access in schools.

Furthermore, Ferreira, Moreira, Pereira and Natercia (2015) agreed that over the

past few years, there has been a large investment in information and communication

technology in the teaching-learning process. They added that the students‟ motivation

increases when this technology is used, leading to greater participation, and, consequently,

better and faster acquisition of concepts or skills. Further, collaborative actions and

cooperation between student and student, student and teacher, and student and class are

increased when mobile devices are used in the classroom context.

In the Philippines, Gomez (2012) investigated the teachers‟ adherence to the use of

ICT for classroom instruction and its impact on the students‟ learning since it was noticed

that student teachers were found to have strong adherence to the use of ICT in teaching.

This analysis elucidated teacher educators‟ access to ICT, their intensity of use, their

training skills, and their confidence in using ICT. Results showed students‟ academic

performance generally improved with increased teachers‟ training skills. The intensive use of

ICT as a tool in teaching had posed a significant impact on the students‟ learn ing. The

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researcher recommended that teacher educators must sustain the use of ICT as an effective

strategy and continue to access the skills-based approach in the integration of ICT in

education.

Relatively, Gonzales (2015), attempted to find out the readiness of the Department of

Education and schools in the Philippines to adopt new technology for learning materials as

part of the basic education curriculum. The study provided e-learning framework that

determines the learning styles of students to improve their performances, as well as the

teachers. This also allowed the teachers to identify the preferred learning styles of students.

Consequently, teachers may have deeper understanding on how to adjust their teaching

strategies by preparing appropriate learning materials. Likewise, making students aware of

their learning styles; the strengths and weaknesses enables them to improve their learning

abilities and overcome their weaknesses. Giving students learning materials and exercises

that fit their desired methods makes learning less demanding for them (Gonzales, 2015).

This is in response to the statement of Ona, Ulit & Hanna (2012) that Philippines

today has been regarded as a perennial development laggard meaning, unable to achieve

sustained economic growth thus earning the label of an “antidevelopment state.” The

country faces numerous development challenges including recent and ongoing efforts to

break the antidevelopment cycle by harnessing information and communication

technologies (ICT).

As teachers face challenges in the classroom teaching-learning processes brought

about by the advent of recent technologies, they have to be technologically competent to be

able to cope with the pressing concerns relative to ICT integration in schools. The literatures

clearly show the relationship between ICT integration and students‟ performance in

classroom activities. As agents of constructive change in the society, teachers should keep

abreast with the recent innovations to competently transfer knowledge, skills and capabilities

to their learners. Their technological competence should be evaluated so that they could

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receive ample amount of support from school heads and expert peers to be able to function

effectively and efficiently in the schools where learners are active participants in the

teaching-learning processes and their function is to act as facilitators of life-long learning.

Barriers Encountered by Teachers in Using ICT




instructional tolls, some are integrating information and communication technologies

innovatively into their teaching.

On this end, Lin, et al., (2014) investigated barriers to the adoption of ICT for

teachers of Chinese as a foreign language (FL) in US universities. Based on their findings,

the most critical barriers to these CFL teachers‟ adoption of ICT were insufficient support

and insufficient time for developing technology-driven pedagogy and activities. This is in

consonance with the findings of Paquette (2014) that even though more and more people

are learning on the Web by using learning portals, information pages and interacting with

other people, but still with insufficient educational support.

Further, the study concluded that these issues were reflected in CFL teachers‟

unique subject expertise and workloads in existing universities‟ curricula and approaches to

instruction. In addition, age influences CFL teachers‟ confidence in their use of ICT for the

preparation of subject material and for teaching, gender influences their willingness to spend

time working on ICT (Lin, et al., 2014).

Likewise, Liu & Pange (2015) looked at the barriers to ICT integration in teaching

practices from the perspective of Chinese early childhood teachers in Mainland China. It

was found that a range of first-order barriers, which included lack of hardware (laptops,

notebooks, and computers), lack of teaching content and material, as well as lack of

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pedagogical models were perceived as main barriers by the teachers. However, several

second-order barriers, such as lack of teachers‟ interest, and lack of teachers‟ support

were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life”

was found to play an important role in determining the teachers‟ perceptions of barriers

both on the overall level and on the specific level.

In Turkey, Goktas, et al., (2013) revealed barriers encountered by Turkish primary

school teachers in the integration of ICT. The results indicated that „lack of hardware‟, „lack

of appropriate software materials‟, „limitations of hardware‟, „lack of in-service training‟, and

„lack of technical support‟ were the most important barriers. While, the highest ranked

enablers were „allocation of more budget‟, „allocation of specific units for peer support‟,

„allocation of support offices and personnel for teachers‟, and „offering higher quality pre-

service training for ICT‟. Other leading enablers were „supporting teachers to enable

effective ICT use‟, „having technology plans‟, „offering higher quality and more quantity of in-

service training‟, and „designing appropriate course content/instructional programs‟.

Hsu & Kuan (2013) also examined the factors that influence teachers‟ use of

Information ICT in Taiwan by using multilevel analysis. The results of this study found both

teacher-level and school-level factors contributing to the integration of ICT in the teaching

process. Among teacher level factors, teachers‟ beliefs and hours of training in the

previous year predicted ICT integration proficiency well. Among school level factors,

training hours and teachers‟ perceived school support are the most important factors that

impact ICT integration. School support is not only a significant factor at the school level

but also a strong predictor at the teacher level. In addition, important school level variables

included access to Internet connectivity, availability of projectors, and stability of

computers. These results highlight the importance of individual teachers and the role

schools play in ICT integration.

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In Bahrain, Razzak (2015) mentioned that the country‟s economy and the prosperity

of its citizens are, like elsewhere in the world, strongly correlated with ICT integration in

almost every life aspect. Further, ICT integration depends heavily on digital literacy, which

is the ability to make use of ICT in learning and work activities and which can be

understood more clearly by understanding the role of ICT in schools where preparation for

the 21st Century skills takes place.

Meanwhile, Unal & Ozturk (2012) analyzed the difficulties and obstacles faced by

teachers of social studies education while using ICT-based teaching equipment and

methods in their classes. According to the results of the study, the main barriers against the

use of ICT-based methods and equipment in teachers‟ instructional practices are lack of ICT

equipment in classrooms, lack of ICT-based teaching resources, the effect of traditional

approaches on teachers‟ practices, inadequacies regarding in-service teacher training and

lack of time.

Cognizant to this, Konstantinos, Andreas & Karakiza (2013) concluded that on one

hand, there is a considerable confusion among teachers with regard to their role and on the

other hand, there are several external and internal barriers to effective teaching with regards

to ICT. Buabeng-Andoh (2012) reviewed personal, institutional and technological factors

that encourage teachers‟ use of computer technology in teaching and learning processes

and found out that barriers to ICT integration include lack of teacher ICT skills; lack of

teacher confidence; lack of pedagogical teacher training; l lack of suitable educational

software; limited access to ICT; rigid structure of traditional education systems; restrictive

curricula, etc.

In the Philippines, Lorenzo (2016) found out that barriers to ICT integration in the

country, specifically in Tarlac Province include hardware failure, difficulty on the use of

software package, lack of follow-up on capability building, no available internet connection,

limited access to the laboratory, and lack of repair/maintenance of the equipment in the

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laboratory. Despite these problems, however, the iSchools Project was rated by the

teachers as very satisfactory in terms of project administration, project components, and

project delivery system. This implies that the project in general was effective in attaining its

objectives which is ICT integration in education and to bridge the digital divide among public

high school teachers.

The need of ICT integration in the classroom‟s teaching-learning processes is

evident as evidenced by the literatures presented. Moreover, teachers‟ technological

competence is an issue to tackle deeply. The digital divide among public school teachers in

the world and in the Philippines, alike needs a bridge to cross over. While novice teachers

enjoy the ease and comfort of utilizing ICT facilities and materials in their classroom

instruction, the older generation teachers feel this as a burden to learn to be able to impart

the skills and competencies to their pupils. Various considerations are put forward for

schools to effectively integrate ICT in the curricula.

Technological Self-Efficacy of Teachers

The art of teaching, if it is effective must be based on an adequate theory of learning.

Learning is an active process which takes place within an individual. For leaning to occur,

the learners must be so aroused that he not only initiate the learning activity but will persist

in it as well. Learning starts with the learners. Teacher needs to realize that the heart of

education is learning, that what the students do is essential, the teacher‟s role is to make

that learning possible. That is what measures teaching performance.

Technological Competence is the ability to create and use a particular field of

technology effectively, which is gained through extensive experimentation and learning in its

research, development and production (Fai & von Tunzelmann, 2001). It refers to the

effectiveness of the teacher in imparting knowledge, skills and competencies for learners‟

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mastery and application to real-life situations and other measures of performance

development through integration of ICT.

Teaching efficiency is always a variable used in researches. Many studies have been

conducted to determine significant relationships and differences with other variables which

may affect teacher‟s teaching efficiency. The quality of education depends on the quality of

teachers. Future teachers should have to be well equipped with latest knowledge of their

subjects as well as knowledge of the latest technologies to be used in the teaching-learning

process (Sahu, 2016).

Buabeng-Andoh (2012) stressed that global investment in ICT to improve teaching

and learning in schools has been initiated by many governments. Despite all these

investments on ICT infrastructure, equipment and professional development to improve

education in many countries, ICT adoption and integration in teaching and learning have

been limited. To develop students‟ twenty first century competencies, teachers need to

consider how technological pedagogical content knowledge (TPACK) can be applied

through design thinking processes (Koh, Chai, Benjamin & Hong, 2015).

Celik & Yesilyurt (2013) emphasized that attitude to technology, perceived computer

self-efficacy and computer anxieties are important predictors of teacher candidates' attitude

toward using computer supported education.

In agreement with these findings, Bamigboye, Bankole, Ajiboye & George (2013)

also mentioned that in Nigeria, teachers‟ attitude and competency towards the use of ICT

resources matter. The findings of their study revealed that majority of the lecturers have

positive attitude and competency towards the use of ICT resources in their lectures, and the

use of ICT in instruction enhance academic performance of students. They recommend that

university administration should provide more training in the area of ICT to its staff and

improve on regular and uninterrupted power supply to the campus

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Zhu, Wang, Cai and Engels (2013) investigated teachers‟ core competencies in

relation to their innovative teaching performance and found out that teachers‟ educational

competency, social competency and technological competency were positively related to

their innovative teaching performance and that a supportive relationship with colleagues is

important for teachers‟ innovative teaching performance.

Chang (2012) studied the relationship among principals‟ technological leadership,

teachers‟ technological literacy, and teaching effectiveness. The findings show that

principals‟ technological leadership improves teachers‟ technological literacy and directly

encourages teachers to integrate technology into their teaching. Furthermore, teachers‟

technological literacy directly affects their effectiveness. Principals‟ technological leadership

also makes teachers more effective and such leadership, as mediated by teachers‟

technological literacy, can affect teaching effectiveness. The results suggest that principals,

as technology leaders, must develop and implement a vision and technology plan for their

schools.

Professional training needs to address psychological factors, such as enhancing

teachers‟ self-concepts so that they feel confident in using a variety of technologies to

promote students language learning. By promoting their interest, and the value they attach

to using technologies, they would engage more in sustainable technology applications and

self-initiated further professional learning in that aspect (Yeung, et al., 2015).

However, Ibrahim (2016) noted that majority of teachers depend upon books as their

primary resource for preparing teaching materials. They also prefer to make use of

resources from internet and shared with students electronically. Further, an extensive

awareness is required among teachers about the ethical and usage policies of resources

taken from the internet. The study concluded that the dependency on internet for resources

will improve the effectiveness of the teaching process.

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In addition, Sipila (2014) investigated teachers‟ perceptions about how information

and communications technology (ICT) is being incorporated into teaching and learning, the

level of teachers‟ digital competence and what factors, in their opinions, might be hindering

the use of ICT in schools. Conclusions stated that teachers who have advanced ICT

competence use ICT frequently in education. Also, majority of teachers do not have the

means or knowledge to fully use ICT in promoting learning. Finally, there still are

contradictions between the formal structures of educational institutions and daily classroom

practices.

Accordingly, Huffman, Whetten & Huffman (2013) stated that gender roles,

specifically masculinity, are the source of difference in technology self-efficacy, and not

biological sex alone. Further, masculinity predicts technology self-efficacy above and

beyond what can be explained by other contributing factors such as previous computer

hassles and perceived structural technology support.

Teachers are acknowledged to be important socializing agents, affecting young

people`s experiences with digital technology, but it is still unclear how the mediation

practices of teachers are related to such intrinsic factors as teachers` beliefs about the

nature of learning, nature of technology, self-efficacy beliefs, and subject cultures.

Although technological challenges exist, the more pressing task at present is to

transcend the traditional testing paradigm and conceptually develop (e)Assessment

strategies that allow to more fully exploit the benefits of emerging technologies in order to

foster the development of 21st century skills (Redecker & Johannessen, 2013).


ICT for classroom instruction and its impact on the students‟ learning. The analysis

elucidated teacher educators‟ access to ICT, their training skills, their intensity of use, and

their confidence in using ICT. Results of the study showed that students‟ academic

performance generally improved with increased teachers‟ training skills. Also, significant

18

impact on the students‟ learning was posed with the intensive use of ICT as a tool in

teaching. The recommendations include for teacher educators to sustain the use and

continue to access the skills-based approach as a strategy in the integration of ICT in

education.

As teachers face challenges in the classroom teaching-learning processes brought

about by the advent of recent technologies, they have to be technologically competent to be

able to cope with the pressing concerns relative to ICT integration in schools. The literatures

clearly show the relationship between ICT integration and students‟ performance in

classroom activities. As agents of constructive change in the society, teachers should keep

abreast with the recent innovations to competently transfer knowledge, skills and capabilities

to their learners. Their technological competence should be evaluated so that they could

receive ample amount of support from school heads and expert peers to be able to function

effectively and efficiently in the schools where learners are active participants in the

teaching-learning processes and their function is to act as facilitators of life-long learning.

V. Innovation, Intervention, and Strategy

This study utilized quantitative and qualitative methods of research to deeply

understand the relationships between the level of ICT integration of teachers in the

classroom and their technological self-efficacy along with the barriers they encounter. A

modified survey questionnaire was utilized to determine the level of ICT integration,

technological efficacy and barriers teachers encounter in the classroom. Interviews, focus

group discussion, observation method and guided questions were also used to qualitatively

describe teachers‟ perceptions on ICT use, integration and efficacy. These strategies,

intervention and innovation helped the researcher in finding out answers to the questions of

this research.

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VI. Research Questions

This study aimed to determine the teachers‟ extent of ICT integration in the

classroom, their level of technological efficacy, the barriers they encountered in using ICT,

and the relationship between the variables in Cluster North of the City Schools Division of

Tacurong for the School Year 2017 – 2018.

Specifically, this study aimed to answer the following questions:

1. What is the demographic profile of teachers?

2. What is the teachers‟ extent of ICT integration in schools?

3. What is the level of technological self-efficacy of teachers?

4. Is there significant relationship between the extent of ICT integration and the level of

technological self-efficacy of teachers?

5. Is there significant difference in the technological self-efficacy of teachers across

profile?

6. What are the barriers encountered by teachers in integrating ICT in schools?

7. What ICT Professional Development Program can be proposed based on the results

of the study?

Scope and Limitation of the Study

This study was limited on the teachers‟ extent of ICT integration in the classroom, the

challenges they encountered in using them, their level of technological self-efficacy and the

relationship of the variables. The differences of teachers‟ self-efficacy levels across profile

were also tested. A professional development program was also proposed based on the

results of the study.

The respondents of the study involved all ninety-seven (97) elementary teachers who

were officially employed in the six (6) public elementary schools in North Tacurong Cluster,

Tacurong City, Sultan Kudarat for the School Year 2017 – 2018. Schools included were: Dr.

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Manuel J. Grino Memorial Central School, Abang-Suizo Elementary School, Buenaflor

Elementary School, Maria A. Montilla Memorial Elementary School, New Lagao Elementary

School, , and San Antonio Elementary School.

VII. Action Research Methods a. Participants and/or other Sources of Data and Information

The respondents of this study were selected through complete enumeration in as

much as all the ninety-seven (97) elementary teachers who were officially employed in the

six (6) public elementary schools in North Tacurong Cluster, City Schools Division of

Tacurong, Sultan Kudarat for the School Year 2017 – 2018 were utilized as samples.

b. Data Gathering Methods

Data used in this research were collected through questionnaires for quantitative

variables, and guided questionnaires and other related documents for qualitative variables.

Also, for qualitative variables, Focus Group Discussion (FGD), Face to Face Interview,

Observation, and Document Analysis were utilized.

The quantitative instrument consisted of four parts. The first part comprised the

demographic profile of the respondents. The second part was a questionnaire on the

teachers‟ extent of ICT integration in schools which consisted of twenty (20) items. The third

part pertained to the level of technological self-efficacy of teachers consisting of twenty-five

(25) items. Finally, the fourth part pertained to the barriers encountered by teachers in

integrating ICT in schools which was treated qualitatively.

The researcher prepared letters addressed to the heads of schools asking

permission to conduct the research. After the consent was given, the researcher

immediately began the administration of the research instruments particularly the survey

questionnaires. The researcher personally distributed the instrument to the teacher

21

respondents. The nature and purpose of the research were explained, too. Immediately after

the respondents finished answering the questionnaires, they were retrieved by the

researcher for statistical processes.

Issues of confidentiality and anonymity, right to conduct an investigation, and

securing free and informed consent from respondents were ethical issues to possibly

emanate in conducting this research since it measured teachers‟ technological self-efficacy.

However, these issues were prevented by properly citing concerned authorities and

concrete explanation of the benefits which were derived from the results of the study to the

targeted respondents.

The statistical treatments used in this study were as follows: For quantitative

analysis, mean, percentage, frequency distribution and weighted mean. For the significant

relationship of the variables, Pearson Product – Moment Correlation Coefficient was utilized.

For qualitative method, narrative analysis was used. All tests were done at 0.05 level of

significance.

VIII. Discussion of Results and Reflection

This part shows the results and the discussion of the study conducted. The data

were presented sequentially according to the order of the research problem.

Teachers’ Demographic Profile

The first research problem aimed to describe the teachers‟ demographic profile in

terms of their age, gender, present position and years in service.

22

Table 1

Demographic Profile of the Teachers

Profile Frequency Percentage

Age 61 and above 1 1.03%

51 – 60 30 30.93% 41 – 50 33 34.02% 31 – 40 26 26.80%

30 and below 7 7.22% Gender

Male 8 8.25% Female 89 91.75%

Present Position Principal 6 6.19%

Head Teacher 3 3.09% Master Teacher 9 9.28%

Teacher III 20 20.62% Teacher II 24 24.74% Teacher I 35 36.08%

Years in Service 41 and above 0 0.0%

31 – 40 23 23.71% 21 – 30 25 25.77% 11 – 20 21 21.65%

10 and below 28 28.87%

n=97

Table 1 shows the demographic profile of the teachers who are the respondents of

the study. As shown, 34.02% of the teachers are 41 – 50 years old. There are also 30.93%

who are 51 to 60 years old. This is followed by 26.80% who are 31 to 40 years old. Also,

7.22% are 30 years old and below while the remaining 1.03% are 61 years old and above.

Looking into their gender, 91.75% of the respondents are female while the remaining

8.25% are male.

As to the respondents‟ present position, 36.08% are Teacher I, 24.74% are Teacher

II, 20.62% are Teacher III, 9.28% are Master Teacher, 6.19% are Principal and the

remaining 3.09% are Head Teacher.

On their years in service, 28.87% are 10 years and below in service, 25.77% are 21

to 30 years in service, 2.71% are in 31 to 40 years in service while the remaining 21.65%

23

are in 11 to 20 years in service. None among the respondents have reached the 41 years

and above in service.

Teachers’ Extent of ICT Integration

The second research problem aimed to determine the teachers‟ extent of ICT

integration which is classified into four levels: emerging, applying, infusing, and

transforming.

Table 2A

Teachers’ Extent of ICT Integration (Emerging)

Indicators Mean Description

A. Emerging As a classroom teacher, I use ICT to…

1. browse/search the internet to collect information to prepare lessons

3.56

Very Great Extent

2. create blogs 2.38 Low Extent 3. use computer educational games 2.91 Moderate Extent 4. create a classroom situation by stimulating 2.98 Moderate Extent 5. compute grades using spreadsheet/Microsoft Excel 4.35 Very Great Extent

Mean 3.24 Moderate Extent

Table 2A presents the teachers extent of ICT integration in terms of Emerging.

The data show that the teachers used ICT to a Very Great extent in computing

grades using spreadsheet/Microsoft Excel (m=4.35); also, they browse/search the internet to

collect information to prepare lessons to a Very Great extent (m=3.56). However, they

create blogs only to a Low extent (m=2.38). The mean for this category is 3.24 described as

Moderate extent.

The result is parallel to the study of Majumdar (2015) which stated that in the

emerging phase are still firmly grounded in traditional, teacher-centered practice. The focus

is on the technical functions and uses of ICT and on the need for some knowledge and

representation of the impacts of ICT on the system as a whole.

In the Philippines, Ayao-ao (2014) also examined the emerging issues in the

utilization of weblogs in higher education and how these affect the performance of students.

24

The study yielded the following issues: (a) limited time and access to computer and Internet;

(b) tedious preparation, maintenance and management of blogs; (c) technological difficulties

of students; (d) low level of interaction among students; and (f) not used to online teaching.

Table 2B

Teachers’ Extent of ICT Integration (Applying)


B. Applying As a classroom teacher, I use ICT to…

1. post homework for my pupils on the website 2.17 Low Extent 2. conduct an activity using simulation process like Farmville, Cake Making, Cooking Tale

2.24

Low Extent

3. connect to Facebook, Instagram, etc. 3.28 Moderate Extent 4. communicate online with my pupils and their parents 2.15 Low Extent 5. introduce my lessons using video clips 2.63 Moderate Extent

Mean 2.49 Low Extent

Table 2B presents the teachers extent of ICT integration in terms of Applying.

As shown above, teachers had a Moderate extent in connecting to Facebook,

Instagram, etc. (m=3.28); they introduce lessons using video clips to a Moderate extent

(m=2.63). Though, they post home work for pupils on the website to a Low extent (m=2.17).

The mean for this group is 2.49 described as Low extent.

This finding is revealing that teachers gain confidence in a number of generics and

specialized ICT tools that can be applied to the teaching of their subject area. The

opportunity to apply ICT in all their teaching is often limited only by a lack of ready access to

ICT facilities and resources, which is why it is not fully integrated into all lessons for all

students (Majumdar, 2015).

In the Philippines, Sumande, Castolo & Comendador (2016) assessed the ICT needs

of the course specialists at Polytechnic University of the Philippines under Open University

System (PUP-OUS) which served as the basis in conducting training on the different

applications such as word processing, electronic spread sheet, presentation software,

YouTube and etc.

25

Table 2C presents the teachers extent of ICT integration in terms of Infusing.

Table 2C

Teachers’ Extent of ICT Integration (Infusing)


C. Infusing As a classroom teacher, I use ICT to… 1. upload instructional materials for sharing learning resources

2.57 Moderate Extent

2. look for online professional development opportunities such as SEAMEO

4.59 Very Great Extent

3. post information to a website to assist my pupils in their work

2.35 Low Extent

4. create instructional materials using computer 3.14 Moderate Extent 5. use ICT for in-service trainings, meetings & conferences



The data show that teachers had a Very Great Extent in looking for online

professional development opportunities such as SEAMEO (m=4.59); Moderate extent in

creating instructional materials using computer (m=3.14); they use for ICT in-service

trainings, meetings and conferences to a Moderate extent (m=2.86). However, they post

information to a website to a Low extent. The mean for this category is 3.10 described as

Moderate extent.

The results affirmed the findings of Majumdar (2015) that teachers fully integrate ICT

in all aspects of their professional lives to improve their own learning, as well as, the

learning of their students, Thus, they use ICT to manage not only the learning of their

students but also their own learning. They use ICT to assist all students to assess their own

learning in achieving specific personal projects. It becomes quite natural to collaborate with

other teachers in solving common problems and in sharing their teaching experiences with

others.

In the Philippines, Bonifacio (2013) agreed that integrating ICT into teaching and

learning has become great concern for many educators and developing standards is a

26

decision making process that will dictate how Filipino students acquire ICT concepts and

skills to help them achieve the greater benefits of learning.

Table 2D presents the teachers extent of ICT integration in terms of Transforming.

Table 2D

Teachers’ Extent of ICT Integration (Transforming)


D. Transforming As a classroom teacher, I use ICT to…

1. produce print-based products (e.g., newsletters, brochures, poster, books)


2. use digital technology like camera to capture objects for lesson emphasis


3. engage my pupils to type, save, and print using computers and printers

2.52 Low Extent

4. conduct my classes in the ICT room to immerse my students to the digital world


5. make a power point presentations using overhead projectors



As shown below, teachers had a Moderate extent in using digital technology like

camera to capture objects for lesson emphasis (m=3.35); they produce print-based products

(e.g., newsletters, brochures, poster, books) to a Moderate extent (m=3.21); Though, they

engage pupils to type, save and print using computers and printers to a Low extent

(m=2.52). The mean for this group is 2.84 described as Moderate extent.

Teachers and other staff members regard ICT as natural part of everyday life of the

institutions that they begin to look at the process of teaching and learning in new ways. The

emphasis changes from teacher-centered to learner-centered. Teachers, together with their

students, expect a continuously changing teaching methodology designed to meet individual

learning objectives (Majumdar, 2015).

27

In addition, Arinto (2016) admitted that rapid advances information and

communications technology in the digital age have brought about significant changes in the

practice of distance education (DE) worldwide.

In general, the teachers‟ extent of ICT integration obtained a mean of 2.75 described

as Moderate extent. This implies that the teachers have an average knowledge on the

different integrations of ICT in school.

Similarly, Rosa (2016) revealed that experience teacher had more exposure to ICT

use than the novice teacher. However, the novice teacher makes use of more ICT-related

materials and activities. Moreover, the novice teacher views ICT use as time-consuming and

does call for a more knowledgeable manipulation of technological devices. The experienced

teacher gives more favor to the advantages ICT contributes but views insufficiency of

resources and services like limited Internet access as detrimental to effective ICT

integration.

In Kenya, Chege (2014) said that computer training influences teachers‟ readiness

because training makes the teachers acquire more knowledge. The acquired knowledge

makes them more confident and competent.

Moreover, Gil-Flores, Rodriguez-Santero, & Torres-Gordillo (2017) stressed that the

availability of educational software, teacher ICT training, collaboration among teachers,

perceived self-efficacy, and teaching concepts influence classroom ICT use.

Teachers’ Level of Technological Self-Efficacy

The third research problem aimed at determining the level of technological self-

efficacy of teachers. Table 3 presents the results of this test.

28

Table 3

Teachers’ Level of Technological Self-Efficacy


I know how to… 1. start up and shut down the computer 4.55 Very Highly Efficient 2. identify and use icons, windows, and menus 3.74 Highly Efficient 3. save a document and place it inside folders 3.95 Highly Efficient 4. use printing options 3.82 Highly Efficient 5. copy document from hard disk to USB device and

vice-versa 3.66 Highly Efficient

6. create and name new folders 3.75 Highly Efficient 7. copy, delete and rename files 3.75 Highly Efficient 8. navigate into a network 3.32 Moderately Efficient 9. install software 2.95 Moderately Efficient 10. recognize different file types 3.47 Moderately Efficient 11. use emails for communication 3.00 Moderately Efficient 12. create favorites or bookmarks 2.86 Moderately Efficient 13. save images and texts 3.78 Highly Efficient 14. download/upload data from/to the internet 3.71 Highly Efficient 15. use different browsers (e.g., google, youtube,

facebook) 3.78 Highly Efficient

16. create a new document 3.71 Highly Efficient 17. format a document such as setting up margins,

page set-up, etc. 3.74 Highly Efficient

18. change fonts such as style and size 3.81 Highly Efficient 19. insert text, tables, graphs, symbols, etc. 3.55 Highly Efficient 20. insert images 3.50 Highly Efficient 21. create a slide show like a power point

presentation 3.13 Moderately Efficient

22. add animation and transitions 2.89 Moderately Efficient 23. apply/create sound and other effects 2.95 Moderately Efficient 24. insert hyperlinks 2.85 Moderately Efficient 25. print handouts 3.75 Highly Efficient

Overall Mean 3.52 Highly Efficient

n=97

The data show that the teachers are Very Highly efficient in starting up and shutting

down the computer (m=4.45); also, they are Highly Efficient in the following: they save a

document and place it inside folders (m=3.95); they use printing options (m=3.82); they

change fonts such as style and size to a (m=3.81); they save images (m=3.78). However,

they are Moderately Efficient in the following: they use emails for communication (m=3.00);

they install software and apply/create sound and other effects (m=2.95); they add animation

and transitions (m=2.89); they create favorites or bookmarks (m=2.86); and they insert

29

hyperlinks (m=2.85). The overall mean of the teachers level of technological self-efficacy is

3.52 described as Highly efficient.

This implies that the teachers are highly efficient in basic knowledge about computer

as shown in items number one, three, four, and thirteen. However, they are facing

challenges using computer due to the rapid changes in its software and application as

evidenced by the results in items number nine, twelve, and twenty-four.

Teachers’ ICT Integration and Technological Self-Efficacy

The fourth problem aimed to determine the significant relationship between the level

of ICT integration and the technological self-efficacy of teachers. Table 4 presents this

relationship.

Table 4

The Relationship between the ICT Integration and the Technological Self-Efficacy of Teachers

ICT Integration

Teachers’ Technological Self-Efficacy

Correlation Coefficient (r)

P - value Remarks

Emerging .488 .000 Significant

Applying .369 .000 Significant

Infusing .513 .000 Significant

Transforming .504 .000 Significant

The result of the correlation shows that emerging use of ICT has significant

relationship to teachers‟ technological self-efficacy. This is based on the correlation

coefficient of r = .488 and p-value of .000. This means that teachers tend to be more

competent in using computers when they compute grades using spreadsheet/Microsoft

Excel, browse/search the internet to collect information to prepare lessons, and use

computer educational games.

30

Moreover, the result of the correlation showed that applying use of ICT also has

significant relationship to teachers‟ technological self-efficacy. This is based on the

correlation coefficient of r = .369 and p-value of .000. This means that teachers tend to be

more competent in using computers when they use ICT to connect to Facebook, Instagram,

and others, to introduce their lessons using video clips, and communicate online with their

pupils and their parents.

Furthermore, the result of the correlation showed that infusing use of ICT also has



more competent in using computers when they use ICT to create instructional materials, to

look for online professional development opportunities, to use ICT for in-service trainings,

meetings & conferences, and look for online professional development opportunities such as

SEAMEO.

Finally, the result of the correlation showed that transforming use of ICT also has



more competent in using computers when they use digital technology, produce print-based

products, make a powerpoint presentations.

Zhu, Wang, Cai and Engels (2013) looked at teachers‟ core competencies in relation

to their innovative teaching performance and found out that teachers‟ educational

competency, social competency and technological competency were positively related to

their innovative teaching performance and that a supportive relationship with colleagues is

important for teachers‟ innovative teaching performance.


ICT for classroom instruction and its impact on the students‟ learning. The analysis

elucidated teacher educators‟ access to ICT, their training skills, their intensity to use, and

31

their confidence in using ICT. The study showed that students‟ academic performance

generally improved with increased teachers‟ training skills.

Teachers’ Technological Self-Efficacy Across Profile

The fifth problem aimed at determining the significant differences in the technological

self-efficacy of teachers across profile. Table 5A reveals the differences across age.

Table 5A

Difference in Technological Self-Efficacy of Teachers Across Age

Sum of Squares

df Mean Square

F P Remarks

Between 21.532 4 3.076 2.914 .008

with significant difference

Within 107.660 93 1.055

Total 129.92 97

The results of the ANOVA showed that there is a significant difference in the

technological self-efficacy of teachers belonging to different age groups. This is evidenced

by the F-value of 2.914 whose P-value is .008. This result further implies that teachers have

varying technological self-efficacy when classified according to age.

Similarly, Table 5B reveals the differences across age.

Table 5B

Difference in Technological Self-Efficacy of Teachers Across Gender

Gender

Mean t-value P-value Remarks

Male 3.71 1.814 .073 no significant difference Female 3.80

32

The result of the t-test revealed that there is no significant difference in the

technological self-efficacy of male and female teachers (t=1.814, p = .073). This implies that

male and female teachers are equally competent in the use of computers.

Moreover, Table 6C reveals the differences across position.

Table 5C

Difference in Technological Self-Efficacy of Teachers Across Position

Sum of Squares

df Mean Square

F P Remarks

Between 5.759 5 1.440 1.225 .305 no

significant difference

Within 123.433 92 1.176

Total 129.92 97

The result of the ANOVA showed that there is no significant difference in the

technological self-efficacy of teachers across position (F=1.225, p=.305). This means that a

teacher could be a Principal, Head Teacher, Master Teacher or plain Teacher 1, 2, 3, but

this does not affect their technological self-efficacy.

Furthermore, Table 5D reveals the differences in teachers‟ technological self-efficacy

across years in service.

Table 5D

Difference in Technological Self-Efficacy of Teachers Across Years in Service

Sum of Squares

df Mean Square

F P Remarks

Between 13.998 3 4.666 4.294 .007 With

significant difference

Within 115.194 94 1.087

Total 129.92 97

The result of the ANOVA showed that there is a significant difference in the

technological self-efficacy of teachers across years in service (F=4.294, p=.007). This

33

means that there is varying technological self-efficacy among teachers of different years in

service.

The quality of education depends on the quality of teachers. Future teachers should

have to be well equipped with the latest knowledge of their subjects as well as knowledge of

the latest technologies to be used in the teaching-learning process (Sahu, 2016).

In addition, Sipila (2014) concluded that teachers who have advanced ICT

competence use ICT frequently in education. Also, some teachers do not have the means or

knowledge to fully use ICT in promoting learning. Accordingly, there are still contradictions

between formal structures of educational institutions and daily classroom practices.

Barriers Encountered by Teachers

The sixth research problem aimed to determine the barriers encountered by teachers

in using ICT in schools in terms of knowledge, ICT facilities and access.

“The only permanent thing in this world is CHANGE”. This is one of the old adages

which emphasizes that change is inevitable as humans continue their quest towards

development and advancement. It also connotes that introducing change in a culture or

society is difficult as individuals are already used to do what they seem to find easy and

have varied experiences that made them cling to what they perceive is profitable,

comfortable, convenient and usual for them to accomplish.

One of the most significant objectives of this study is to unfold the challenges

encountered by teachers in using ICT in schools. It is projected that the stories they have

shared through observations, on one on one and focused group discussions and written

interview may find a great meaning in achieving the goals and objectives of schools in

integrating the use of ICT in the classroom teaching-learning processes.



34


instructional tools, some are integrating information and communication technologies

innovatively into their teaching (Cubukcuoglu, 2013).

In terms of Knowledge

A teacher cannot give what he doesn‟t have. He cannot teach what he doesn‟t know.

Hence a teacher needs to know how a computer operates, what are the functions of its

parts, how these parts work, what things can it perform, what are the limitations, what are its

capabilities.

Based on the data gathered through written interviews and focus group discussion

employed by the researcher, it was found out that majority of the teachers lack knowledge in

manipulating computers. Here are some excerpts of their responses.

“I don’t know how to use computer; I lack knowledge in operating and functions;

inexperience in manipulating computers” were the common problems encountered by the

teachers. One of the teacher said that “Asta subong naga mano-mano ako mag solve grade

kay indi ako kabalo maggamit sinang computer” (until now, she is still solving her grades

manually because she doesn‟t know how to operate computers). Also, a teacher admitted,

“Nahihirapan talaga ako basta computer na ang pag-uusapan kasi wala yan noong panahon

na nag-aaral kami” (she finds it difficult when the topic is about computers because it was

never part of their curriculum when they are still studying). Another teacher said that “Kahit

ilang beses pang ipukpok pa sa ulo ko ang computer na iyan ay hindi ko talaga alam iyan” (I

really don‟t know that computer even if you hit it on my head several times).

Teachers need knowledge and skills in using technology to foster literacy, Belo, et

al., (2016) conducted review to describe these kindergarten classrooms. The review

included studies on electronic books, computer-based training programs, technology rich

35

literacy curricula, assistive technology, and other education media and sources of

technology-rich literacy education.

Further, Ely, et al., (2014) emphasized that teacher educators play an influential role

in the chain of improvement needed to address gaps in vocabulary and performance for

some children. If created in careful accordance to design principles, multimedia, according

to them, can serve as a total tool to improve teachers‟ knowledge in this domain.

In the Philippines, Marcial, Fortich & Rendal, (2014) described the ICT skills

enhancement training among faculty members in the teacher education in the four province

of Central Visayas, Philippines. It aimed to enhance skills in ICT operations and concepts

using international and local ICT competency standards for teacher education.

In terms of ICT Facilities

Internet, email and other ICT facilities and devices are essential teaching- learning

tools. ICT facilities and devices improve communications and workflow, enhance productivity

and provide more flexibility for teachers seeking professional development opportunities and

fulfilling their work responsibilities.


employed by the researcher, it was found out that another problem of the teachers are

insufficient computer units and lack of financial resources. Here are some excerpts of their

responses.

“I do not have a personal computer to practice manipulating” admitted by some

teachers. “Lack of computer/laptop for every classroom” Teacher A added. Another teacher

stated that “that the number of computer units in our school is not enough to cater us all”.

Another teacher added that “he is financially constrained and cannot buy his own computer”.

36

Bhalla (2013) stated that developing countries have a responsibility not mere to

provide computers for schools, but also to foster a habit of infusing a variety of ways in

which computers can be integrated in teaching-learning amongst the end users of these

tools.

Mobile devices such as laptops, personal digital assistants, and mobile phones have

become a learning tool with great potential in both classrooms and outdoor learning (Sun,

Chang and Loi, 2016).

Furthermore, Ferreira, Moreira, Pereira and Natercia (2015) agreed that over the

past few years, there has been a large investment in information and communication

technology in the teaching-learning process where mobile technologies, including

smartphones and tablets emerge as an innovative tool associated with different methods

and strategies. They add that the students motivation increases when this technology is

used, leading to greater participation and better and faster acquisition of concepts or skills.

In terms of ICT Access

Access to computers and high-speed Internet connections has never been more

important. People use computers and the Internet to complete school work, locate jobs,

watch movies, and access healthcare information, among others.


employed by the researcher, it was found out that another problem the teachers

experienced was on poor or no internet connection. Here are some excerpts of their

responses.

“There is no internet connection in our school and neighboring areas” admitted by

some teachers. Teacher B added that “they didn’t have a WIFI in the school”. Some

teachers said that “the internet connection is very slow and oftentimes lagging”.

37

Similarly, Draper (2013) said that the increased accessibility of technology and

internet connections have enabled organizations to provide their workforces with the

opportunity to engage in distributed education.

Meanwhile, in Kenya, Tondeur, Krug, Bill, Smulders & Zhu (2015) explored the

introduction of ICT in Kenyan secondary schools. Specifically, it is a case study of four

schools with previous access to ICT. The professional development of program from which

data for this study were drawn was designed to support teachers learning to integrate ICT in

the curriculum.

Proposed ICT Professional Development Program

The final research problem aimed to propose an ICT Professional Development

Program based on the results of the study. As revealed in the findings, the level of ICT

integration in schools in North Tacurong Cluster was of Moderate Extent in the Emerging,

Transforming and Infusing Levels and Low Extent on Applying Level. Moreover, teachers

claimed that they were Highly Efficient in terms of their technological self-efficacy.

Furthermore, there was significant relationship between the teachers‟ extent of ICT

integration and their level of technological self-efficacy. Hence, when their levels of efficacy

were tested across profile, significant differences were noted when they were classified

according to age and number of years in service while no significant differences were

posted when they were classified according to gender and present position.

Hence, the ICT Professional Development Program below is proposed for SBLAC

and MPRE sessions (Table 6) based on the results of the study.

38

Table 6

Proposed ICT Professional Development Program

Objective Activity Persons Involved

Resources Needed

Expected Output

1. Identify teachers‟ technological self-efficacy level

Conduct TNA of all teachers relative to computer literacy

Teachers, school heads, guidance & ICT Coordinators

ICT Laboratory Laptops, Computers Internet Connection, Supplies

TNA Results

2. Determine the teacher‟s group as to Emerging, Applying, Transforming, Infusing

Conduct pre-assessment and group teachers according to their level of technological self-efficacy

Teachers, school heads, ICT experts & ICT Coordinator


Lists of Groups and Members

3. Set targets for the SBLAC/MPRE sessions including specific topics for training

Assign an ICT expert to lead and design an action plan for ICT training

Teachers, school heads, ICT experts & ICT Coordinator


Action Plan with Specific Topics and Number of Sessions Required

4. Train teachers based on their training needs/ levels

Conduct learning sessions with hands-on activities and assessments

Teachers. school heads, ICT experts & ICT Coordinator


Activity Sheets Outputs

5. Evaluate teachers‟ performance

Conduct post-assessment to determine teachers‟ technological self-efficacy



Performance

Ratings

6. Determine the teacher‟s group as to Emerging, Applying, Transforming, Infusing



Lists of Groups and Members

7. Assess the effectiveness of the ICT program

Conduct action research

School Heads, ICT Coordinator

Computer Internet Access Results of Pre-& Post Assessments

Action

Research

39

Summary of Findings, Conclusion and Recommendations

Based on the results of the study, the following are the summary of the general

findings, conclusions and recommendations.

Findings

The following are the general findings of the study:

Teachers‟ demographic profile revealed that majority of the teachers 34.02% are 41

to 50 years old; 91.75% of the teachers are female; 36.08% are Teacher I in position; and

28.87% are in their 10 years and below teaching experience;

The teachers‟ extent of ICT integration in the Emerging Level got the highest overall

mean rating of 3.24 and is described as Moderate Extent. Applying Level got the lowest

overall mean rating of 2.49 interpreted as Low Extent. Transforming and Infusing Levels

were described as Moderate Extent with the overall mean ratings of 2.84 and 3.10

respectively. The average mean for the teachers‟ extent of ICT Integration was 2.92

interpreted as Moderate Extent.

The teachers‟ level of technological self-efficacy got an overall mean rating of 3.52

interpreted as Highly Efficient.

The relationship existing between the teachers‟ ICT Integration and technological

self-efficacy, the computed r value for Emerging Level was +0.488, for the Applying Level

was +0.369, for the Infusing Level was +0.513, and for the Transforming Level was +0.504

with the P-value of 0.000 at 0.05 level of significance. There was significant relationship

between teachers‟ ICT integration and technological self-efficacy.

The difference existing between the teachers‟ technological self-efficacy across

profile, in terms of age, the F-value of 2.914 whose P-value was .008 indicated a significant

difference in the technological self-efficacy of teachers belonging to different age groups; as

to the teachers‟ gender, the t-value of 1.814 whose P-value was .073 indicated no significant

difference in the technological self-efficacy between male and female teachers; in terms of

40

position, the F-value of 1.225 whose P-value was .305 indicated no significant difference in

the technological self-efficacy of teachers across positions; and as to years in service, the F-

value of 4.294 whose P-value was .007 indicated significant difference in the technological

self-efficacy of teachers across years in service.

Based on the data gathered through face to face and written interviews employed by

the researcher, the major problems encountered by teachers in using ICT in teaching are

the lack of knowledge and skills, poor internet connection and insufficient computer units.

Conclusions

Based on the aforementioned general findings, the following conclusions are

formulated: Majority of the teachers are 41 to 50 years old, female, Teacher I in position;

and are in the 10 years and below teaching experience. The teachers‟ extent of ICT

integration in schools is moderate extent. The teachers‟ level of technological self-efficacy is

highly efficient. There is a significant relationship between teachers‟ ICT integration and

technological self-efficacy. The difference existing between the teachers‟ technological self-

efficacy across profile: in terms of age, there is a significant difference in the technological

self-efficacy of teachers belonging to different age groups; as to the teachers‟ gender, there

is no significant difference in the technological self-efficacy between male and female

teachers; in terms of position, there is no significant difference in the technological self-

efficacy of teachers across positions; and as to years in service, there is a significant

difference in the technological self-efficacy of teachers across years in service. The major

problems encountered by teachers in using ICT in teaching include their lack of knowledge

and skills in manipulating ICT tools and facilities, insufficient units in schools and the

absence of internet connection. These problems rooted from the inadequate ICT facilities,

lack of trainings and seminars and the teachers‟ negative attitude towards technology use.

Teachers cope with these challenges by personal practice, coaching and mentoring, and

41

attending relevant trainings. Mechanisms employed by school heads to cope with these

problems include the conduct of relevant trainings and seminars, provision of internet

access and technical supervision.

Recommendations

Based on the summary of findings and conclusions of the study, the following

recommendations are put forward: Since the teachers‟ extent of ICT integration in teaching

is moderate extent, school heads are enjoined to monitor their teachers‟ teaching-learning

processes to ensure that ICT integration is utilized in the classrooms. Since the level of

technological self-efficacy of teachers is high, they are encouraged to acquire additional

skills and competencies related to ICT to reach the very high level to be able to skillfully

impart them to their pupils for maximum learning to happen. Since ICT integration is

significantly related to technological self-efficacy of teachers, their progress should be

monitored to further enhance their ICT integration for better educational outcomes and

perform competitively with other institutions of learning. Since significant differences are

posted between teachers‟ technological self-efficacy and their age and years of teaching

experience, school heads are encouraged to religiously analyze the training needs of

teachers in schools so as to provide appropriate interventions to address these gaps in ICT

integration and self-efficacy. School heads are also motivated to evaluate the status of their

school‟s ICT readiness to be able to identify priority programs and projects in support to the

quest of producing technologically equipped graduates for the community, country, and

world.

IX. Action Plan

The results of this research will be utilized for presentation in Cluster MPRE,

research congress and conferences.

42

Action Plan for Implementation of Research Findings

Objective

Activity

Persons Involved

Resources

Needed

Time

Frame

Expected

Output/ MOVs

1. Disseminate research findings

Present research in the 6 schools of the

cluster

Cluster head, school heads & teachers

Overhead Projector, Snacks

June 2018

Presented research findings

2. Propose the designed ICT

Dev‟t. Program

Present the ICT Dev‟t. Program to

the cluster

Cluster head, school heads & teachers

Overhead Projector, Snacks

June 2018

Presented ICT Dev‟t Program

3. Implement the ICT Development

Program in the school/s within

the cluster

Provide each school a copy of the designed ICT

Development Program

Cluster head, school heads,

ICT Coordinators & teachers

ICT Lab., Laptops,

Computers, Internet

Connection

August- October

2018

Implemented the ICT Dev‟t.

Program in the school/s

4. Monitor the implementation of

the ICT Development

Program

Conduct monitoring and evaluation of

the implementation of the program in

school/s

Cluster head, school heads,

ICT Coordinators & teachers

Evaluation Tool/ Checklist, Supplies,

Meals, Transportation

August- October

2018

Monitoring Sheet

5. Assess the effectiveness of the ICT program

Conduct action

research

School

Heads, ICT Coordinator

Computer Internet Access Results of Pre-

& Post Assessments

MPRE 2018

Action Research

6. Submit action research

proposal for funding

Prepare research proposal for

funding in the Basic Education Research Fund

(BERF)

Researcher

Supplies, Printer Inks,

Laptop, Meals,

Transportation, Wi-Fi Load

June –

July 2018

Research Proposal

X. References

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46

XI. Financial Report

The following were the expenditures that had been incurred for the accomplishment

of the conduct of the study and for efficient dissemination of the findings.

#

Particulars

Amount

1

Wi-Fi and Communication Load

200.00

2

School Supplies (Bond Papers, Printer Inks, Ball

Pens and Other Related Materials)

6,278.00

3

Photocopying/Printing

500.00

4

Meals and Snacks

18,466.00

5

Transportation

4,600.00

Total

30,000.00

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