AN ASSESSMENT TO TEACHER’S ICT INTEGRATION IN THE

CURRICULUM IN DIFFUN DISTRICT 02

An

APPLIED RESEARCH

Presented to the

SCHOOLS DIVISION RESEARCH COMMITTEE

Schools Division of Quirino

Cabarroguis

Presented by:
MELVIN E. CARIÑO
S.Y. 2018-2019
 Abstract
The use of ICT in daily life of teachers plays significant role. It facilitates
works and make daily teaching routine of teachers easier. This study was conducted in
Diffun District II in school year 2019-2020 to assess the teachers level of competence
in the use of ICT along basic operation, productivity software, internet surfing and
multimedia using a standardize questionnaire. Respondents of the study are the
teachers of Diffun District II. Profile of the respondents as to age and number of years
in teaching were taken into consideration. In this study, it reveals that there is a need
for the teachers to enhance their level of competence based on the results. The study
also reveals significant difference along basic operation and productivity software.
Thus, enhancement of ICT skills of the teachers in Diffun District II is needed.
 Acknowledgement
The researcher wishes to express his sincerest gratitude and appreciation to all

the people who were in one way or another helped in the completion of this work.

Dr. Flordeliza C. Gecobe, Schools Division Superintendent, for her words of

encouragement to all educators in the division;

Dr. Whilmar P. Villanueva, SDO Quirino Research Focal Person, for his

unending encouragement and technical assistance provided anytime needed;

Dr. Sebastian S. Ignacio, District Supervisor, for the suggestions and trust that

made this study to happen;

Mrs. Edna C. Marges, Cluster Head, for sharing her ideas in order to make this

piece of work more meaningful;

Dr. Miguel U. Nicolas Jr, District Research Coordinator, for his help and

willingness to share his expertise in coming up with a meaningful research;

Mr. Roderick A. Tadeja, District Statistician, for his willingness to help and

provide technical assistance along statistics;

The School heads and Teachers of Diffun District II for technical support;

Grateful acknowledgement is extended to all his friends, Angelito C.

Cabauatan, Rusquis S. Zonio and Roderick A. Tadeja for the company and support;

To Janice Cariño, his loving wife, for her love, motivation and pieces of

advice;

His sons, MJ and Vince, the source of endless motivation to move, discover

and learn;

Above all, the ALMIGHTY GOD, for His countless blessings and wisdom

and for giving the researcher confidence and good health.

The Author
 I. Introduction of the Research

A. Rationale

The use of Information and Communication Technology (ICT) in instruction

is not new and many innovations were made for its development. ICT has the power

to increase motivation and learner engagement and helps to develop life-long learning

skills.

Caluza et. al. (2017) stated that as a powerful educational tool, ICT can

facilitate the transformation of school education. But to make this happen it is vital to

bring about the changes to the mind set and culture among teachers, administrators,

parents and students; the way in which the curriculum is designed and delivered and

how students are currently assessed. Thus, harnessing ICT continues be an important

challenge to educators.

The Philippine Government has shown serious commitment to ICT in

education by announcing a series of initiatives to apply ICT in teaching and learning.

Necessary trainings are being delivered to hone the knowledge and skills of the

teachers and assistance for facilities and equipment are reachable upon request to the

different LGUs. This, in fact has lessened the burden of the teachers in speaking in

classes as lessons can be partially introduced by the media used.

There is no excuse therefore that teachers could not integrate ICT usage in

their lessons. However, there are still teachers who could not comply with this due to

their own reasons.

Elementary Schools in Diffun District II have ready ICT materials and

equipment in each classroom.

 In this study, the researcher would like to assess the Teacher’s ICT Integration

in the Curriculum in Diffun District 02 as a basis in the write-up of a guidebook for

ICT usage.

II. Literature Review

This presents the literature and researches which are related to this study.

Readings were gathered to serve as background information to the study.

White (2010) stated that use of ICT has changed our conventional ways of

learning and proposes the need to rethink education in terms of a more current

context.

Al-Qahtani & Higgins (2012) elucidated that the expansion of technology across a

wide range of areas including educational institutions, schools and universities came

with the main intention of improving the teaching and learning environment.

Underwood (2006) provides evidence that many teachers use ICT to support

innovative pedagogy. Therefore, ICT can improve teaching by enhancing an already

practiced knowledge and introducing new ways of teaching and learning. Preparing

lessons using the Internet, providing multimedia presentations, film viewing for

literature classes, and interactive games to introduce grammar lessons, are just only

few of the possibilities that ICT could offer for a language class. However, not all

teachers could access these resources. Further, many of them choose not to engage

with it for certain reasons.

Salehi & Salehi (2012) vidently said that on the ICT experiences of Iranian

language teachers, it was found that majority of them stated that they never use ICT in

the 44 IJEDICT classroom or they prefer to use it very little despite the confidence

they have about the integration of ICT in education in general. Most of the
respondents of the said study are experienced teachers; hence, just like the data

provided by the experienced language teacher in the present study, ICT is of less

utility in their language classes.

Zakaria, Watson & Edwards (2010) conducted their research on the use of Web

2.0 technology by Malaysian students. The general opinion gathered about the

integration of Web 2.0 tools into learning was positive. Result showed that students

preferred using e-mail to disseminate and share digital contents. Similarly it was also

found that for finding information related to education, students prefer to use search

engines instead of asking friends or teachers.

Voogt & Pelgrum (2005) supported the idea that curriculum needs to be reformed

for students to develop competencies that will help them survive in this 21st century.

What we may consider as an important ICT learning tool today, might be seen as

outdated in some few years to come. Consequently, we have to open our minds and

move along with the technological changes the world is currently experiencing.

Wanjala, Elizabeth. K and Mukwa (2011) found that few teachers are using ICTs

to manage the classroom and to integrate technology into several of the content areas.

Professional development options were varied. They pointed out the most teachers use

trial and error, learn through course work taken at colleges or universities, and support

others or receive personal or expert support as significant methods of learning how to

use Information Communication Technologies.

Rachmawati and Johancynthia (2010) conducted on ICT based learning schools to

assess the challenges on implementation. Results indicated that ICT based learning

the role of teachers were significantly changed from transferring of knowledge into

facilitating of learning, from a main source person to be a manager of learning. Other

challenge is also addressed to head teachers in encouraging teachers to implement

ICT based learning in order to improve students capability and skills.

Visvanathan (2010) conducted a predictive study on secondary schools to examine

the educator’s pedagogy influencing the effective use of computers for teaching

purposes in classrooms in South Africa. Results revealed that educator pedagogies

were the highest predictors on the use of computers in the classroom. Although the

quantitative analyses for educator support, training and attitude were the lowest

predictors on the use of computers, the qualitative analysis, nevertheless, found

sufficient support for it.

Rosnaini and Ismail (2010) examined the “Impact of training and experience in

using ICT on in-service teachers‟ basic ICT literacy”. The study found that majority

of the teachers had moderate basic ICT knowledge and skills, and perceived ICT

positively. Formal ICT training and ICT experience influence the teachers‟

knowledge, skills and attitude. Therefore, teachers especially the older ones and

normally with more teaching experience need to be identified, and provided with

specially designed training programs, in various forms of ICT courses and workshops.

Khalid (2007) investigated some of the factors that influence teachers’ integration

of computer technology among English language teachers. As a case study, it

involved thirteen English language teachers from five primary schools in Satok area

in Kuching, Malaysia. Interviews and observations were also conducted. Findings

revealed that 77% of the teacher-respondents were not integrating computing for

teaching. As such, lack of training and time factors are the main reasons for not

integrating computer technology in teaching and learning.

Kolbakova’s (2014) research study aimed at reviewing findings carried out among

English teachers from Estonia and others across Europe and Asia. The study further
identified the relations to ICT use when teaching ordinary students and students with

language differences. It was found out that even though preferences of teachers are

generally similar, differences still exist on the choice of ICT tools, ICT-related tasks,

and activities between the respondents from Estonia and others from Europe and Asia.

Finally, it was revealed that teachers from the aforesaid research locales make use of

the same ICT-related materials when teaching ordinary students and students with

language differences.

In the Philippine context, Correos (2014) assessed the secondary school English

language teachers’ ICT literacy, the extent of ICT utilization in English language

teaching, and the challenges that prevent language teachers from integrating ICT in

teaching. The results revealed that the teachers’ ICT literacy was moderate. The

findings provided evidence that there was only a limited use of ICT in language

teaching. Feedback gathered from questionnaires showed that teachers faced many

challenges that demotivate them from using ICT in language activities. Based on

these findings, it was recommended the teachers must be provided with intensive

ICT-based trainings to equip them with knowledge of ICT and its utilization in

language teaching. It was further suggested that school administrators as well as

stakeholders may look for interventions to upgrade school’s ICT-based resources for

its optimum use in teaching and learning. Most importantly, a larger school-wide ICT

development plan may be implemented to ensure coherence of ICT implementation in

the teaching-learning activities.

Valdez (2010) investigated the use of social networking sites (SNSs) as a means

to create digital portfolios for an academic reading and writing class in a tertiary-level

institution in the Philippines. Aside from documenting the advantages of digital

portfolios on the development of students’ writing skills, it also provides inputs on the
use of technology towards improving language pedagogy. The results 40 IJEDICT of

the study bring in ideas for further research, highlighting the use of technology in

language teaching.

Sipacio (2014) identified the challenges faced by language instructors on the

implementation of EPortfolio via Facebook in a Philippine university. The researcher

made use of participatory development framework. Data were taken from the

interviews and feedback forms of participants from the department chair and

project/program committee, implementers/teachers, and students were subjected to

content analysis. Results revealed that students were strongly apprehended to publish

their writings online, while the teachers’ resistance towards the use of Facebook as an

educational tool was dominant among their responses. Some of the challenges

perceived by both groups of respondents include the potential threat of academic

dishonesty and identity theft in the virtual space. It was therefore recommended that

participatory mechanisms be adopted in the university to meet the demands of evFB.

The studies made in lieu of the need to explore the ways, advantages, and challenges

met by both teachers and students on the integration of ICT in language education at

large reveal a common ground wherein researchers proved that ICT-integration

provides learners with richer language.

Ramos (2010) expressed that Schools in the Philippines are moving towards

increased ICT-integration even though they encounter many difficulties in doing these

practices. Current social conditions and existing practices may facilitate and impede

ICT-integration practices.

Rodrigo (2015) concluded in her study that Developing countries such as the

Philippines are committed to infusing schools with ICT. There is great faith that these

technologies will improve teaching and learning, and consequently afford these
countries a greater stake in today's knowledge society. Consequently, the Philippine

government and the private sector have initiated programs to provide schools with

computer hardware and software, Internet connectivity, and teacher training.

However, considerable gaps still exist in ICT program implementations. There is a

lack of data on schools’ use of ICT. Hence, there is little basis for policy formulation.

There is a lack of coordination between public and private sector efforts, and within

ICT programs themselves. This leads to wasted time, money, and human resources.

Finally, there is a need for further teacher training in both computer literacy and ICT

integration in the curriculum. These gaps must be sufficiently addressed before ICT

can have a significant impact on teaching and learning in Philippine schools.

Placido and Lachica (2015) found out that in order for ICT integration in

classroom communication to work, traditional classroom teaching properly integrated

with modern technology will lead to a better teaching and learning process. The

strengths of utilizing ICTs should be combined with that of the traditional approaches

in teaching and learning. It can also be implied that there should be a good balance of

combining these for improved classroom communication.

III. Research Questions

This study aimed to assess the Teacher’s ICT Integration in the Curriculum in

Diffun District 02.

Specifically, it answered the following questions:

1. What is the profile of the respondents according to:

1.1. Age;

1.2. Number of Years in Service;

 2. What is the perceived level of competency of the teachers in the use of

ICT along?

2.1. Basic Operation;

2.2. Productivity Software;

2.3. Internet Surfing; and

2.4. Multimedia?

3. Is there a significant difference in the perceived level of competency of the

teachers in the use of ICT when grouped according to profile along:

3.1. Basic operation;

3.2. Productivity Software;

3.3. Internet Surfing; and

3.4. Multimedia?

IV. Scope and Limitations

This study is limited only to elementary teachers teaching in Diffun II District in

the School Year 2019-2020.

The information needed will be gathered using a modified adopted Likert scale

questionnaire. All information and conclusions drawn from this study were obtained

only to this particular group of teachers.

 V. Research Methodology

a. Sampling

The research employed the purposive sampling technique by considering all

the teachers assigned in different schools, however, the teachers who were not

available and could not be interviewed after exerting efforts to locate them were

excluded from the list of respondents. The G – Power will be used to come up with

the number of respondents in the study. Below is the list of the respondents.

Table 1. List of Schools and Respondents in each school

Number of Number of
School
Teachers Respondents
1. Aklan Village Elementary School 7 2
2. Ammogaoen Elementary School 5 1
3. Baguio Village Elementary School 7 2
4. Balagbag Elementary School 8 2
5. Bikibik Elementary School 7 2
6. Cajel Elementary School 7 2
7. Campamento Elementary School 7 2
8. Cupianan Primary School 2 1
9. Diffun West Central School 14 4
10. Don Faustino Pagaduan Primary School 2 1
11. Don Mariano Perez Elementary School 2 1
12. Doña Imelda Elementary School 5 1
13. Dumanisi Integrated School 8 2
14. Guinagat Elementary School 4 1
15. Ifugao Village Integrated School 7 2
16. Liwanag Primary School 3 1
17. Liwayway Elementary School 14 4
18. Luttuad Elementary School 9 2
19. Macate Elementary School 4 1
20. Magsaysay Elementary School 7 2
21. Pamungyen Elementary School 4 1
22. Pimentel Elementary School 7 2
23. Pallutan Elementary School 3 1
24. Rafael Palma Elementary School 5 1
25. Ricarte Norte Elementary School 8 2
26. Ricarte Sur Elementary School 5 1
27. San Pascual Elementary School 7 2
28. Sitio Eden Elementary School 3 1
29. Turayok Elementary School 3 1
TOTAL 174 45
 b. Data Collection

The research used a modified adopted questionnaire which main tool was a

Likert Scale.

The questionnaire has three (3) parts. The first part of the questionnaire is a

checklist designed to gather information about the profile of the respondents

particularly to age, number of years teaching. The second part is the Likert Scale to

determine the frequency of using ICT in the classroom and perceived level of

competence in the use of ICT along basic operations, productivity software, internet

surfing and multimedia.

c. Ethical Issues

Approval of this research shall be sought first to the proper authority. Data to

be gathered from the answered survey form of the Division of Quirino teachers as the

respondents of this study will be treated with foremost confidentiality.

d. Plan for Data Analysis

The researcher will study the data gathered from the answered survey form of

the Division of Quirino teachers to come up with a comprehensive assessment, the

following statistical tools will be employed:

For the analysis of the data, the following statistics were used.

1. Frequency Count and Percentage. These will be used used to describe the

profile of the respondents.

2. Means. This will be used to describe the level of competence in using ICT

as perceived by the respondents.

 3. T- test. This will be used to determine the existence of significant

differences on the level of competence in using ICT when respondents are grouped

with any two variables.

4. ANOVA - This will be used to determine the existence of significant

differences on the level of competence in using ICT when respondents are grouped by

any three or more variables.

VI. Discussion of Results & Recommendations

Results and findings of the study are presented in this chapter. It will provide

information along profile of the respondents as to sex and age. Moreover, the level of

competency of the respondents as to basic operation, productivity software, internet

surfing and multimedia was revealed. Finally, the test of significance is also presented

in this chapter.

Discussion of Results

A. Profile of the Respondents

Table 2. Frequency and Percent Distribution of Respondents when they are grouped
by Profile.

Profile Specifics Frequency Percent

Male 9 20.0
Sex
Female 36 80.0
23-29 8 17.8
Age Groups
30-36 15 33.3
37-43 14 31.1
mean=36.33
44-50 8 17.8
N=45

The table shows the profile of the respondents as to sex and age. Results show

that majority of the respondents are females with 36 or 80 percent of the total
respondents while there are only 9 or 20 percent males. As to age, the mean age of the

respondents is 36.33. There are 15 or 33.3 percent respondents that belongs to 30 to

36 years, followed by 14 or 31.1 percent under 37 to 43 years old while 8 respondents

are from 23 to 29 years old and another 8 from 44 to 50 years old.

Findings reveal that majority of the respondents are females and are at mid-

30s.

These findings are always true in the Department of Education, majority of the

teaching force are females.

B. Level of Competency Along Basic Operation

Table 3. Respondents’ Perceived Level of Competency on ICT along Basic Operation

Task Mean Description
1. Create, save, copy & delete files; move or copy 3.44 Very Competent
files; create folders and move files between folders
2. Print an entire document, selected pages, and/or 3.56 Very Competent
current page within a document
3. Cut, paste, and copy information within and 3.51 Very Competent
between documents
4. Troubleshooting: I know the things to check if my 1.98 Less Competent
computer doesn’t turn on
5. I can use anti-virus software to check my machine 2.24 Less Competent
for viruses
Mean 2.96 Competent
Legend: 3.26 – 4.00 Very Competent (VC)
2.51 – 3.25 Competent (C)
1.76 – 2.50 Less Competent (LC)
1.00 – 1.75 Not Competent (NC)

The table parades the respondents’ perceived level of competency on ICT

along basic operation. Results show that the respondents are “very competent” as to

the following statements “Create, save, copy & delete files; move or copy files; create

folders and move files between folders,” “Print an entire document, selected pages,
and/or current page within a document” and “Cut, paste, and copy information within

and between documents” with a mean of 3.44, 3.56 and 3.51 respectively. However,

respondents show that they are less competent along the statements “I can use anti-

virus software to check my machine for viruses” with a mean of 2.24 and

“Troubleshooting: I know the things to check if my computer doesn’t turn on” with

the least mean of 1.98.

The grand mean shows that respondents are “competent” in ICT along Basic

Operation with a mean of 2.96. Findings reveal that troubleshooting of laptop has the

least mean.

C. Level of Competency in ICT Along Productivity Software

Table 4. Respondents’ perceived level of competency on ICT along Productivity

Software
Task Mean Description
1. Word processors (MS Word): Use word processor 3.04 Competent
functions to format text (colors & styles), check
spelling/grammar
2. Word processors (MS Word): Use advanced features 2.51 Competent
of word processor (headers/footers, tables, insert
pictures)
3. Spreadsheets (MS Excel): Use the basic functions of a 3.07 Competent
spreadsheet to create column headings and enter data
4. Spreadsheets (MS Excel): Use advanced features of a 2.20 Less
spreadsheet (e.g. use formulas, sort data, Competent
charts/graphs)
5. Presentation (MS PowerPoint): Create a presentation 3.04 Competent
using predefined templates
6. Presentation(MS PowerPoint):: Create a presentation 2.24 Less
with graphics, transitions, animation, and hyperlinks Competent
7. Classroom management: Use an electronic/computer 3.33 Very
grade book (E class-record) Competent
Mean 2.79 Competent
Legend: 3.26 – 4.00 Very Competent (VC)
2.51 – 3.25 Competent (C)
1.76 – 2.50 Less Competent (LC)
1.00 – 1.75 Not Competent (NC)
 Respondents’ perceived level of competency on ICT along productivity

software reveals in this table. It shows that only in this statement “Classroom

management: Use an electronic/computer grade book (E class-record)” that got 3.33

or “very competent.” Respondents rated “competent” on the statements “Word

processors (MS Word): Use word processor functions to format text (colors & styles),

check spelling/grammar,” “Word processors (MS Word): Use advanced features of

word processor (headers/footers, tables, insert pictures),” “Spreadsheets (MS Excel):

Use the basic functions of a spreadsheet to create column headings and enter data”

and “Presentation (MS PowerPoint): Create a presentation using predefined

templates” with mean of 3.04, 2.51, 3.07 and 3.04 respectively. Along the statements

“Spreadsheets (MS Excel): Use advanced features of a spreadsheet (e.g. use formulas,

sort data, charts/graphs)” and “Presentation (MS PowerPoint): Create a presentation

with graphics, transitions, animation, and hyperlinks” the respondents rated

themselves as “Less Competent.”

The grand mean reveals that the perceived level of competency in ICT along

productivity software is “competent” with a grand mean of 2.79. This means that the

respondents still needs to improve their level of competencies specially along the

statements with “less competent” ratings.

 D. Level of Competency in ICT Along Internet Surfing

Table 5. Respondents’ Perceived level of competency on ICT along Internet Surfing

Task Mean Description
1. Navigate the WWW using a web browser (e.g. 3.04 Competent
Internet Explorer, Safari, FireFox, Google Chrome,
AOL)
2. Using more advanced features of a web browser (e.g. 3.04 Competent
creating, organizing, and using bookmarks; opening
multiple windows; using reload/refresh and stop
buttons)
3. Use a search engine (e.g. Yahoo, Google) to search 2.82 Competent
for information on the web
4. Download files from the internet. (pictures, videos, 2.09 Less Competent
etc)
5. Create E-mail account via Yahoo mail or Google Mail 2.31 Less Competent
6. Compose and Send Email via Yahoo Mail and Google 2.42 Less Competent
Mail
Mean 2.63 Competent
Legend: 3.26 – 4.00 Very Competent (VC)
2.51 – 3.25 Competent (C)
1.76 – 2.50 Less Competent (LC)
1.00 – 1.75 Not Competent (NC)

The level of competent in ICT along Internet surfing is shown in this table.

The respondents reveal that they are “less competent” in the following statements:

“Download files from the internet. (pictures, videos, etc)” with 2.09 mean “Create E-

mail account via Yahoo mail or Google Mail” with 2.31 and “Compose and Send

Email via Yahoo Mail and Google Mail” with 2.42 mean. While the following

statements “Navigate the WWW using a web browser (e.g. Internet Explorer, Safari,

FireFox, Google Chrome, AOL),” “Using more advanced features of a web browser

(e.g. creating, organizing, and using bookmarks; opening multiple windows; using

reload/refresh and stop buttons” and “Use a search engine (e.g. Yahoo, Google) to

search for information on the web” were rated “Less competent” with 2.09, 2.31 and

2.42 means respectively.

 The grand mean is 2.63 or “competent.” This means that the level of the

respondents along internet surfing is at competent. Respondents also need to enhance

this level along ICT.

E. Level of Competency in ICT along Multimedia

Table 6. Perceived level of competency on ICT along Multimedia

Task Mean Description
1. Drawing/Painting: Create simple shapes (lines, 3.00 Competent
circles, squares) with drawing programs (e.g. Word,
PowerPoint)
2. Digital Images: Import a digital image (e.g. clip art, 2.71 Competent
photograph) into a document
3. Digital Images: Use various tools (e.g. digital camera, 2.82 Competent
scanner) to capture a digital image
4. Use photo editing tools (e.g. Photoshop, Photo 2.11 Less Competent
Deluxe) to manipulate a digital image
5. Desktop Publishing: Use desktop publishing software 2.29 Less Competent
(e.g. Publisher, PageMaker) to create a newsletter,
pamphlet, or award certificate
Grand Mean 2.59 Competent
Legend: 3.26 – 4.00 Very Competent (VC)
2.51 – 3.25 Competent (C)
1.76 – 2.50 Less Competent (LC)
1.00 – 1.75 Not Competent (NC)

The table parades the level of competence in ICT along multimedia. The

results show that along “Drawing/Painting: Create simple shapes (lines, circles,

squares) with drawing programs (e.g. Word, PowerPoint),” “Digital Images: Import a

digital image (e.g. clip art, photograph) into a document” and “Digital Images: Use

various tools (e.g. digital camera, scanner) to capture a digital image” got ratings of

3.00, 2.71 and 2.82 respectively are rated as “competent.” While they rated “less

competent along the statements “Use photo editing tools (e.g. Photoshop, Photo

Deluxe) to manipulate a digital image” with a mean 2.11 and “Desktop Publishing:

Use desktop publishing software (e.g. Publisher, PageMaker) to create a newsletter,

pamphlet, or award certificate” with a mean of 2.29.

 The grand mean of 2.59 or “competent” shows their overall perceived level of

competence. Internet surfing is an essential skill for every teacher, thus, it is also a

need to enhance this area.

F. Significant Difference on Perceived Level of Competence in ICT along

Basic Operation when Grouped by Profile (Age, No. of Years in Service)

Table 7. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Basic Operation when grouped by Age

Statements F Sig. Decision

1. Create, save, copy & delete files; move or
copy files; create folders and move files .971 .415 Accept Ho
between folders
2. Print an entire document, selected pages,
3.605 .021 Reject Ho
and/or current page within a document
3. Cut, paste, and copy information within and
1.347 .273 Accept Ho
between documents
4. Troubleshooting: I know the things to check Accept Ho
if my computer doesn’t turn on .237 .870
5. I can use anti-virus software to check my
4.820 .006 Reject Ho
machine for viruses
p-value of .05 and below are significant and above .05 are not significant

It is shown in the results of ANOVA that there are significant differences on

the respondents perceived level of competence in ICT along Basic Operations when

grouped by age along “Print an entire document, selected pages, and/or current page

within a document” and “I can use anti-virus software to check my machine for

viruses.” This means rejection of the null hypothesis stating there are no significant

differences on the on the perceived level of competence in ICT along basic operation

when grouped by age. It implies that age of the respondents affects their level of

competence along the tasks that shows significant difference.

Table 8. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Basic Operation when grouped by Numbers years in service

Statements F Sig. Decision

1. Create, save, copy & delete files; move or .408 .748 Accept Ho
 copy files; create folders and move files
between folders
2. Print an entire document, selected pages,
2.973 .043 Reject Ho
and/or current page within a document
3. Cut, paste, and copy information within and
1.196 .323 Accept Ho
between documents
4. Troubleshooting: I know the things to check
.799 .502 Accept Ho
if my computer doesn’t turn on
5. I can use anti-virus software to check my Accept Ho
machine for viruses .477 .700
p-value of .05 and below are significant and above .05 are not significant

It is shown in the results of ANOVA that there are significant differences on

the respondents perceived level of competence in ICT along Basic Operations when

grouped by number of years in service along “Print an entire document, selected

pages, and/or current page within a document.” This means rejection of the null

hypothesis stating there are no significant differences on the on the perceived level of

competence in ICT along basic operation when grouped by years in service. It implies

that number of years in service of the respondents affects their level of competence

along the task that shows significant difference.

G. Significant Difference on Perceived Level of Competence in ICT along

Productivity Software when Grouped by Profile (Age, No. of Years in

Service)

Table 9. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Productivity Software when grouped by Age
 Statements F Sig. Decision
1. Word processors (MS Word): Use word
processor functions to format text (colors .442 .724 Accept Ho
& styles), check spelling/grammar
2. Word processors (MS Word): Use
advanced features of word processor Accept Ho
.008 .999
(headers/footers, tables, insert pictures)
3. Spreadsheets (MS Excel): Use the basic
functions of a spreadsheet to create .624 .604 Accept Ho
column headings and enter data
4. Spreadsheets (MS Excel): Use advanced
features of a spreadsheet (e.g. use Accept Ho
1.205 .320
formulas, sort data, charts/graphs)
5. Presentation (MS PowerPoint): Create a
.442 .724 Accept Ho
presentation using predefined templates
6. Presentation(MS PowerPoint): Create a
presentation with graphics, transitions, .500 .684 Accept Ho
animation, and hyperlinks
7. Classroom management: Use an
electronic/computer grade book (E class- Accept Ho
.333 .801
record)
p-value of .05 and below are significant and above .05 are not significant

The ANOVA table shows that there are no significant differences on the

respondents along perceived level of competence in ICT along productivity software

when grouped by age. This means acceptance of the null hypothesis stating that there

are no significant differences on the on the perceived level of competence in ICT

along productivity software. It implies that age of the respondents does not affect their

level of competence in ICT along productivity software.

Table 10. ANOVA on the Perceived Level of Competence of the Teachers in the Use
of ICT along Productivity Software when grouped by years in service

Statements F Sig. Decision

1. Word processors (MS Word): Use word
processor functions to format text (colors & .153 .927 Accept Ho
styles), check spelling/grammar
2. Word processors (MS Word): Use advanced .093 .963 Accept Ho
features of word processor (headers/footers,
 tables, insert pictures)
3. Spreadsheets (MS Excel): Use the basic
functions of a spreadsheet to create column .860 .470 Accept Ho
headings and enter data
4. Spreadsheets (MS Excel): Use advanced
features of a spreadsheet (e.g. use formulas, 3.965 .014 Reject Ho
sort data, charts/graphs)
5. Presentation (MS PowerPoint): Create a
.153 .927 Accept Ho
presentation using predefined templates
6. Presentation(MS PowerPoint):: Create a
presentation with graphics, transitions, .436 .729 Accept Ho
animation, and hyperlinks
7. Classroom management: Use an Accept Ho
.098 .961
electronic/computer grade book (E class-record)
p-value of .05 and below are significant and above .05 are not significant

It is shown in the results of ANOVA that there are significant differences on

the respondents perceived level of competence in ICT along Productivity software

when grouped by number of years in service along “Spreadsheets (MS Excel): Use

advanced features of a spreadsheet (e.g. use formulas, sort data, charts/graphs).” This

means rejection of the null hypothesis stating there are no significant differences on

the on the perceived level of competence in ICT along productivity software when

grouped by years in service. It implies that number of years in service of the

respondents affects their level of competence along the task that shows significant

difference.

H. Significant Difference on Perceived Level of Competence in ICT along

Internet Surfing when Grouped by Profile (Age, No. of Years in Service)

Table 11. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Internet Surfing when grouped by Age

Statements F Sig. Decision

 1. Navigate the WWW using a web browser
(e.g. Internet Explorer, Safari, FireFox, .442 .724 Accept Ho
Google Chrome, AOL)
2. Using more advanced features of a web
browser (e.g. creating, organizing, and using Accept Ho
.442 .724
bookmarks; opening multiple windows;
using reload/refresh and stop buttons)
3. Use a search engine (e.g. Yahoo, Google) to
.911 .444 Accept Ho
search for information on the web
4. Download files from the internet. (pictures, Accept Ho
.345 .793
videos, etc)
5. Create E-mail account via Yahoo mail or
.549 .652 Accept Ho
Google Mail
6. Compose and Send Email via Yahoo Mail Accept Ho
2.251 .097
and Google Mail
p-value of .05 and below are significant and above .05 are not significant

The ANOVA table shows that there are no significant differences on the

respondents along perceived level of competence in ICT along Internet Surfing when

grouped by age. This means acceptance of the null hypothesis stating that there are no

significant differences on the on the perceived level of competence in ICT along

internet surfing. It implies that age of the respondents does not affect their level of

competence in ICT along surfing in the internet.

Table 12. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Internet Surfing when grouped by years in service

Statements F Sig. Decision

1. Navigate the WWW using a web browser
(e.g. Internet Explorer, Safari, FireFox, .153 .927 Accept Ho
Google Chrome, AOL)
2. Using more advanced features of a web .153 .927 Accept Ho
browser (e.g. creating, organizing, and using
 bookmarks; opening multiple windows;
using reload/refresh and stop buttons)
3. Use a search engine (e.g. Yahoo, Google) to
.346 .792 Accept Ho
search for information on the web
4. Download files from the internet. (pictures,
1.629 .198 Accept Ho
videos, etc)
5. Create E-mail account via Yahoo mail or
.314 .815 Accept Ho
Google Mail
6. Compose and Send Email via Yahoo Mail
.989 .408 Accept Ho
and Google Mail
p-value of .05 and below are significant and above .05 are not significant

The ANOVA table shows that there are no significant differences on the

respondents along perceived level of competence in ICT along Internet Surfing when

grouped by number of years in service. This means acceptance of the null hypothesis

stating that there are no significant differences on the on the perceived level of

competence in ICT along internet surfing. It implies that number of years in service of

the respondents does not affect their level of competence in ICT along surfing in the

internet.

I. Significant Difference on Perceived Level of Competence in ICT along

Multimedia when Grouped by Profile (Age, No. of Years in Service)

Table 13. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Multimedia when grouped by Age

Statements F Sig. Decision

1. Drawing/Painting: Create simple shapes
(lines, circles, squares) with drawing .376 .771 Accept Ho
programs (e.g. Word, PowerPoint)
 2. Digital Images: Import a digital image (e.g. Accept Ho
clip art, photograph) into a document 1.366 .267
3. Digital Images: Use various tools (e.g. digital
.911 .444 Accept Ho
camera, scanner) to capture a digital image
4. Use photo editing tools (e.g. Photoshop,
.345 .793 Accept Ho
Photo Deluxe) to manipulate a digital image
5. Desktop Publishing: Use desktop publishing
software (e.g. Publisher, PageMaker) to Accept Ho
create a newsletter, pamphlet, or award .549 .652
certificate
p-value of .05 and below are significant and above .05 are not significant

The ANOVA table shows that there are no significant differences on the

respondents along perceived level of competence in ICT along Multimedia when

grouped by age. This means acceptance of the null hypothesis stating that there are no

significant differences on the on the perceived level of competence in ICT along

multimedia. It implies that age of the respondents does not affect their level of

competence in ICT along multimedia.

Table 14. ANOVA on the Perceived Level of Competency of the Teachers in the Use
of ICT along Multimedia when grouped by years in service

Statements F Sig. Decision

1. Drawing/Painting: Create simple shapes
(lines, circles, squares) with drawing .213 .887 Accept Ho
programs (e.g. Word, PowerPoint)
2. Digital Images: Import a digital image (e.g. Accept Ho
clip art, photograph) into a document 1.750 .172
3. Digital Images: Use various tools (e.g. digital Accept Ho
camera, scanner) to capture a digital image .346 .792
4. Use photo editing tools (e.g. Photoshop, 1.629 .198 Accept Ho
 Photo Deluxe) to manipulate a digital image
5. Desktop Publishing: Use desktop publishing
software (e.g. Publisher, PageMaker) to create Accept Ho
.314 .815
a newsletter, pamphlet, or award certificate
p-value of .05 and below are significant and above .05 are not significant

The ANOVA table shows that there are no significant differences on the

respondents along perceived level of competence in ICT along Multimedia when

grouped by number of years in service. This means acceptance of the null hypothesis

stating that there are no significant differences on the on the perceived level of

competence in ICT along multimedia. It implies that number of years in service of the

respondents does not affect their level of competence in ICT along multimedia.

Recommendations

Based on the outcomes and implications of the study, the following are

recommended:

1. The level of competence in the use of ICT along Basic operation,

Productivity Software, Internet Surfing did not meet high rating. There is a

need to conduct learning and development to enhance teachers’ level of

competence.

2. Along basic operation, LAC sessions or learning and development need to

focus along printing of document and the use of anti-virus software. These

are essential skills that must know by every teacher.

3. Conduct LAC sessions or learning and development along spreadsheet.

This skill along productivity software is also useful for teachers.

4. District ICT coordinators should train school ICT coordinators to provide

technical assistance to all teachers in the district.

 VII. Dissemination and Advocacy Plans

Resources Impleme
Strategi Program
Activities Task Financial ntation
es s Physical Date
Dissemi Enhanci Disseminatio - Seek for Researcher, P April to
nantion ng the n of the approval in District 3000.00 June,
of the level of action the Division/ Supervisor, 2020
results compete research’s District to Teachers,
and Plan ncy of result present the Division
for teachers results of the Superintenden
Advoca in study. t
cy Diffun - Conduct
District district LAC
II sessions for
 all school
ICT
coordinators
- Join
colloqium to
present the
results of the
study.
- Join division
RICHER or
RBERC for
the
disseminatio
n of the
results of the
study.
- Craft a trifold
phamplets for
distribution
for other
school/
district
advocacy.

VIII. References

Al-Qahtani A. & Higgins, S.E. (2012) Effects of traditional,blended and e-learning

on students' achievement in higher education
Correos, C 2014, ‘Teachers’ ICT literacy and utilization in English Language
Teaching, ICT & Innovations in Education’, International Electronic
Journal, vol. 2, no. 1, pp. 1-25.
 dela Rosa, J.P. (2016) Experiences, perceptions and attitudes on ICT integration: A
case study among novice and experienced language teachers in the
Philippines
Khalid, NB 2007, The integration of ICT among English language (ESL) teachers in
primary schools in Satok Area in Kuching.
Kolbakova, F 2014, The use of ICT among the teachers of English in Estonia by
comparison with Europe and Asia.
Placido, L. and Lachica, F. (2015), Classroom Communication Aad ICT Integration:
Public High School Teachers’ Notions, Capiz City
Rachmawati and Johancynthia (2010), ), https://www.slideshare.net/Roan10379/
ICT-Education-in-the-Philippines
Rodrigo, M.T. (2015). Information and Communication Technology Use in
Philippine Public and Private Schools, Department of Information
Systems and Computer
Rosnaini and Ismail (2010), ), https://www.slideshare.net/Roan10379/ ict-education-
in-the-philippines
Salehi, H & Salehi, Z 2012, ‘Challenges for using ICT in education: Teachers’
insights’, India
Sipacio, PJF 2014, ‘Confronting challenges in implementing e-portfolio via
Facebook in a Philippine universityRamos (2010)
Underwood, AH 2006, Advantages of using ICT in learning-teaching processes.
http://edtechreview.in/tren
Valdez, PN 2010 ‘Reflections on using the digital portfolio in academic writing in a
Philippine university: Problems and possibilities’.
Visvanathan (2010), https://www.slideshare.net/Roan10379/ ICT-Education-in-the-
Philippines
Voogt J. IT and curriculum processes: Dilemmas and Challenges International
Handbook of Information Technology in Primary and Secondary
Education 
Wanjala, Elizabeth. K and Mukwa (2011), https://www.slideshare.net/Roan10379/
ICT-Education-in-the-Philippines
Zakaria, M. H., Watson, J. & Edwards, S. L. (2010). Investigating the use of Web 2.0
technology by Malaysian students. Multicultural Education &
Technology Journal 4(1): 17-2
 VIII. FINANCIAL REPORT

Item Unit Total

Activity Qty. Unit
Description/Particulars Cost Amount
Construction of Applied -Short bond paper(substance 1 Ream 250 250
20)
Research
-Printer ink Refill (Epson 1 set 1050 1050
L360)
-Transportation 500 500
Seeking Approval from -Transportation 500 500
Authorities
Sub-Total Php2, 300.00
Conduct of Survey - Bond Paper 1 Ream 250 250
 Sub-Total: Php250.00
Analysis and Interpretation - Printer Ink refill (EPSON 1 Set 1050 1050
L360)
-short bond paper(substance 1 ream 250 250
20)
Sub-Total: Php. 1, 300.00
Finalization and submission of -short bond paper(substance 1 Ream 250 250
the completed Action Research 20) 10 pc 6 60
to the DO for endorsement to -folder short 5 pc 80 400
the RO -rewritable CD with case 10 pc 2 20
-Transportation 1120 1120
Sub-Total: Php1850.00
Dissemination of the results of -Printer Ink refill ( set) 1 Set 900 900
the study - Bond paper (Short) 1 ream 250 250
Sub-Total: Php1, 150.00
Grand Total: Php5, 330.00