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Sitio Mata ES

Nayon ES

Abuyod NHS

San Juan ES

F.P. Felix MNHS

Enhancing the Relevance and Responsiveness of K to 12 Classes

Through Information and Communication Technology (ICT)

Integration

Objective:

To determine the effectiveness of ICT integration to quality of teaching-learning process and improvement of learning outcomes.

Decisions Made for this

Research Study

•Identification of critical competencies per learning area

ICT helps students focus on higher-level concept (Levin & Wadmany 2006

and McMahon 2009)

• Selection of schools based on the positive attitude of the school heads and teacher-researchers toward ICT integration in teaching

Teacher-related factors influence technology integration outcomes

(Sang et. al. 2011)

Findings of Related Studies

• Orientation and equipping on teaching tools that will enhance the learners’ competence and confidence in using ICT tools

The important characteristics are

needed to develop good quality teaching and

learning with ICT (Lowther et. al. 2008)

•Familiarization sessions on ICT tools for learners prior to the utilization in regular lessons

ICT technical skills of students considered as barriers in technology-

based learning (Fu 2013)

Decisions Made for this

Research Study

Findings of Related Studies

1. What is the profile of the respondents in terms of:

a. ICT skills; b. perceptions towards ICT; andc. students’ performance?

Mean Average,FGD and Mean

2. What ICT tools (softwares, applications, etc.) are effective in improving student performance?

Mean Average

3. What is the level of acceptance of the ICT tools (softwares, applications, etc.) introduced to the respondents in terms of content, learning activities and usefulness?

Mean Average

4. What are the facilitating and hindering factors in pursuing ICT integration in teaching?

FGD

5. Is there a significant difference on the level of engagement of learners who have no, limited or full exposure to ICT prior to the research study?

Two-way ANOVA

6. Is there a significant difference

between the performance of the

respondents in terms of pre-test and post-test results of the two groups?

T-test

Experimental Research Design

AusAid Computer Tablet

Modules

Mirosoft (MS) Office

Powerpoint

Active Inspire Software

EZCast App

Proshow Producer

Augment Google Earth

Web application

Laptop

Desktop Computer

Tablet Computer

Digital Light Processing

(DLP)

Smart TV

Miracast Dongle

Air Keyboard/Mouse

Multi-user mouse

ICT tools used in the research study

Average mean is within the range of 4.20-5.00.

Level of Acceptance of ICT Tools

Content Very Much Accepted

Learning Activities Very Much Accepted

Usefulness Very Useful

• The learners’ level of ICT skills

prior to the study is not a

determining factor to their class

performance in subjects taught

with ICT integration.

Sitio Mata ES

Nayon ES

Abuyod NHS

San Juan ES

F.P. Felix MNHS

“Explore”

“Explore”“Explore”

“Develop”

“Develop”

Source DF SS MS F P VI

Factors 1 0.431 0.431 17.010 0.000 Significant Difference

School 4 1.093 0.273 10.800 0.000 Significant Difference

Interaction 4 0.204 0.051 2.020 1.110No Significant

Difference

Error 40 1.012 0.035

Total 49 2.741

• Even learners with no or

limited exposure to ICT

can respond positively

on the use of ICT tools

or softwares for learning

• The level of engagement

of learners to lessons with

ICT integration is not an

indicator of the quality of

learning

• ICT integration in teaching can drastically improve learners’ performance

Sources of Data Mean SD dfP

value

Verbal

Interpretation

Control

Group

Pre-test 11.57 4.41

8 0.226

No

Significant

DifferencePost-test 14.98 3.80

Experimental

Group

Pre-test 11.95 4.83

8 0.030Significant

DifferencePost-test 19.44 4.10

0

5

10

15

20

25

Nayon ES Sitio Mata ES San Juan ES Abuyod NHS FP Felix MNHS

15.918.4

8.67 8.4 8.4

25

21.47

18.73

14

18

School Pre-test

School Post-test

School Pre-test and Post-test Results of the Experimental Groups

•Absence of ICT integration in engaging lessons facilitated by equipped teachers still limits learning outcomes

RECOMMENDATIONS

Development of localized ICT instructional materials

RECOMMENDATIONS

Capacity building program

ICT tools that work

Evaluating multimedia materialsProducing multimedia materials

RECOMMENDATIONS

Consideration of ICT integration to curriculum planning

RECOMMENDATIONS

Research study on the effect of ICT integration to teaching in averting absenteeism and drop-out incidence

RECOMMENDATIONS

Continuous advocacy program

Use of tablet computer providing access

to more comprehensive sources of

information for students;

Collaboration and teamwork among

teachers and students;

Mastery of the subject matter and ICT

competence of the teachers; and

Interactiveness of ICT tools.

FACILITATING FACTORS

Language used in some applications not user-friendly;

Tendency of the students to get distracted on otherfeatures of ICT tools;

Voluminous instructional materials

Unaligned multimedia materials to learning goals;

Technical malfunction/glitch; and

Time requirement in lesson preparation as this must

be prepared and reviewed by the school researchteam.

FACILITATING FACTORS

Research Proponents:Cherrylou D. de Mesa

OIC-Schools Division Superintendent, DepEd Cavite

Buddy Chester M. RepiaSenior Education Program Specialist of DepEd Rizal

Contributing Researchers from DepEd Rizal:

Lolita D. de Leon, Aniver M. Vergara, Lyndel R. David, Jinky S. Olfindo, Concepcion M. Aragoza, Lerma V.

Regalario, Virgilio Ayhon, Joseph P. Mendoza, Vidal S. Mendoza, Editha L. Bautista, Cristopher C. Midea