Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Technology for Education, Employment, Entrepreneurs, and Economic

Development (Tech4ED) Project evolved  from the Philippine Community eCenter

Program,  is a national digital inclusion initiative establishing e-Center that provides

critical e-government and  (Information Communication Technology) ICT-enabled

services in  communities with minimal or no access to information and government

services. This initiative aims to establish sustainable Tech4ED Centers nationwide as

a delivery channel for relevant ICT-enabled services and content for socio-economic

development of unserved and underserved communities towards improved quality of

(1st-Sem-Tech4ED-Newsletter.pdf ).

The implementation aims to boost digital progress among the population

where it was settled and fully implemented. It compromises ICT-enabled services

offered by the project such as access to government services, digital literacy trainings

and online contents, learning modules on Alternative Learning System, Science and

Technology, and skills training (1st-Sem-Tech4ED-Newsletter.pdf).

Background of the Study

In year 2015, International Telecommunications Union reported only 20% of

households in the Philippines are with Computer and only 26% of Households are

with internet connection thru its annual release “Measuring the Information Society”.

1
Further, according to State of the Broadband Report in the same year by the same

international union, Philippines ranked 106th out of 191 Countries, with 39.7%

internet penetration rate (Tech4ED NewsLetter Vol.1 Issue.1,2017) .

The Department of Information and Communications Technology (DICT)

sealed partnership with the Department of Science and Technology-Science and

Technology Information Institute (DOST-STII) to foster Science and Technology

content of STARBOOKS project in the Tech4ED centers nationwide. DICT-Tech4ED

Project Manager Maria Teresa M. Camba and DOST-STII STARBOOKS Director

Richard Burgos formalized the partnership through the signing of the Memorandum

of Agreement during DOST-STII’s 30th anniversary celebration last February 27,

2017 at the Manila Hotel. Science and Technology Academic and Research-Based

Openly Operated Kiosk Station or STARBOOKS is the country’s first digital science

library developed by DOST-STII. It contains educational materials on Science and

Technology, mathematics and livelihood contents which can be accessed without

internet connection (Tech4ED NewsLetter Vol.1 Issue.1 (2017).

Tech4ED centers also offers digital literacy and skills training courses to equip

the people with knowledge on Information Technology and to enhance their skills and

competency needed for employment. This initiative intends to open job opportunities,

especially to the underprivileged communities and to help them improve their

standards of living (1st-Sem-Tech4ED-Newsletter.pdf).

The establishment of the Tech4ED center has advanced ICT literacy and skills

training among the users through the various contents available in the platform and

utilizing the centers as hub for informal training on ICT and communication skills

(Tech4ED NewsLetter Vol.1 Issue.1 (2017).

2
Objectives

This study is conducted with the following objectives:

1. To identify the profile of the respondents as to: Age, Gender, STARBOOK

User or Not and Times Rendered at the Computer Laboratory and Library.

2. To study the Perceptions of Junior High School Grade 10 students

regarding the Implementation of Tech4ED Program based on the

following dimensions such as the Computer Laboratory or the School’s

Library, Instructional Materials, and the Teachers and;

3. To generate possible suggestion/s or improvement/s which can enhance its

efficiency and effectiveness as well as to extend its existence among the

population.

Conceptual Framework

This research involved the socio-demographic profile of the respondents in

terms of age, gender, identification as a Starbook user or not, and times rendered at

the computer laboratory and library. The process on how the Perceptions of Grade 10

Junior High School students regarding Tech4ED Program implementation gathered

through a survey questionnaire is also included from which data analysis and

interpretation will be executed unbiased. The outcome will be the gathered perception

of the Grade 10 Junior High School students regarding Tech4Ed Program

implementation and possible suggestion/s or improvement/s that can enhance the

performance of Tech4ED Program implementation as perceived by the Grade 10

Junior High School Students.

3
 INPUT PROCESS OUTPUT

Profile of the Gathering the Perception of the Grade

participants: Perceptions of the 10 Junior High School
Age participants through students regarding
Gender survey questionnaire Tech4Ed Program
STARBOOK User or Analysis of data Implementation
Not Interpretation of Data Possible recommendation
Times rendered at the or improvement/s can
computer laboratory and enhance the performance
library. of Tech4Ed Program
Perception of Grade 10 Implementation as
Junior High School perceived by the Grade
students regarding 10 Junior High School
Tech4ED Program Students
Implementation
regarding the following:
Computer Laboratory
Instructional Materials
Teachers

FEEDBACK

Fig. 1 Paradigm of the Study

4
Statement of the Problem

This research aimed to study the perceptions on the Implementation of

Tech4ED Program of Grade 10 Junior High School students in Divisoria High

School. Further, it sought to answer the following:

1. The profile of the participants according to:

1.1 Age

1.2 Gender

1.3 STARBOOK User or Not

1.4 Times rendered at the computer laboratory and library.

2. How Tech4ED Program Implementation is being perceived by the Junior High

School students based on the following dimensions:

2.1 Computer Laboratory/Library

2.2 Instructional Materials

2.3 Teachers

3. What possible recommendation or improvement/s can enhance the

performance of Tech4ED Program Implementation as perceived by the Junior

High School Students?

Scope and Delimitation

This study was focused on the perceptions on Implementation of Tech4ED

Program of the Junior High School students. Researchers delimit the respondents of

the study to Junior High School primarily the Grade 10 learners of Divisoria High

School for the school year 2017-2018.

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Significance of the Study

The researchers viewed that the following benefits may be derived from this

study:

The Students. This study served as an assessment tool to determine the

students’ perception on the implementation of Tech4Ed which will enable the school

to know the strengths and weaknesses of the program. Students acquired e-learning

demands to address the education divide.

To the parents. This research enlightened the parents’ perceptions of ICT-

enabled services because parents play a vital role on a child’s development.

The teachers. Teachers recognized the areas need for improvement in the

performance of Tech4ED Program Implementation which connotes a must for more

conducive learning.

The school. School is a setting where Tech4ED Program is made available. It

is proper for them to be involved. This research showed the administrators and policy

makers that the Tech4ED Program Implementation will promote digital literacy and

digital inclusion in the locality and creating support initiatives for this population is

just as important as assisting other diverse groups of students to success towards a

better life.

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Definition of Terms

Implementation. It is a specified set of activities designed to put into practice an

activity or program of known dimensions.

Junior High School. A school intermediate between elementary school and senior

high school and it usually includes grades 7 to 10.

Perceived. It is the action where you aware of something through senses.

Perception. It is the process by which people translate sensory impressions

into coherent and unified view of the world around them.

Program. It is a set of related measures or activities with a particular

long-term aim.

STARBOOKS. Science and Technology Academic and Research-Based

Openly Operated Kiosk Station

Student. Someone who is a student of a particular subject is interested in

the subject and spends time learning about it.

Tech4ED. Tech4ED stands for Technology for Education, gain

Employment, train Entrepreneurs towards Economic

Development

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Local Literature

The Program and Its Implications

Technology Empowerment for Education, Employment, Entrepreneurship and

Economic Development also known as the Tech4ED project aims to provide ICT

enabled services in the community to bridge digital and education divide in the

‘unserved and underserved’ communities (Tech4ED Newsletter Vol.1 Issue No.1, 8 ).

It is a project of the Department of Science and Technology DOST-ICT Office

that aims to harness ICT to enable, empower and transform society creating an

inclusive, integrated and equitable countryside, through providing opportunities for

employment and empowering entrepreneurs. Its mission is simple– To harness the

power of ICT in society towards creating a progressive countryside in 42,000

Tech4ED centers nationwide. By giving the marginalized access to digital

opportunities, Tech4ED will now make it possible for hundreds and thousands of

people to start businesses, get education, gain employment and take their first steps

towards improving their families’ well-being, through a single ICT portal in a single

center. (https://tech4edcenters.wordpress.com/what-is-tech4ed/).

Tech4ED Newsletter Vol.1 Issue No.1 enumerates the following services

offered by the Tech4ED Program;

eGovServ provides links to online government services and application forms

such as: Bureau of Internal Revenue, National Bureau of Investigation (NBI)

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Clearance, Department of Trade and Industry Registration, Pag-IBIG Fund,

department of Foreign Affairs, Philhealth, Government Service Insurance System,

Social Security System, NSO Birth Certificate, Land, Transportation Office, Land

Registration Authority, PAGASA;

eAssist aims to empower special sectors through access to necessary skills training

content in answer to specific Industry needs: ICT for Digital Literacy-upgrade digital

competencies for employment or entrepreneurial opportunities, ICT for Financial

Literacy-learn how to save, spend, and invest money, ICT for Career Development-

develop the competencies relevant to a particular industry for higher grade jobs, ICT

for Entrepreneurs-learn how to start a business and utilize ICT to expand market

reach;

eEduSkills delivers e-learning on demand to address the education divide:

Alternative Learning System (ALS)- delivers interactive lessons to help out-of-school

youth and adults in attaining a high school diploma, Learning English Application for

Pinoys (LEAP)-Improves English communication skills in preparation for IT-BPM

industry, Skills Training- To acquire skills and competencies to start a small business

or get employment, Values and Character Formation- Enable people to uphold

Traditional Values and how to behave as a “Netizen”, RotarE-Library- Online library

to access various books;

eAgri provides contents and services on agriculture technologies for farmers

and fisher folks: eFarming- Online farm and business adviser, PhilRice MOET App-

Mobile app that helps farmers compute the fertilizer requirements and predict rice

yield, Pinoy Rice/Rice Knowledge Bank/Rice Data and Information Portal- Provides

data on rice production techniques, agricultural technologies, and best farming

9
practices, Rice Crop Manager- Management guideline for lowland rice crop, Rice

Doctor- Diagnostics and management tool for rice crop problems, Rice Text Center-

SMS-based helpdesk and customer support for Filipino farmers;

eMarketPlace Provides greater market reach beyond the entrepreneurs’

community for exponential economic growth and opportunities: oneStore- An online

shop for local products from DOST-assisted micro, small and medium enterprise;

Other Services and Contents: (RIS) Rural Impact Sourcing- Promotes

Employment or Entrepreneurship through Online Jobs, eHealth- Online catalogue of

online health resource, Starbooks- Library of digitalized science and technology

resources.

The Tech4ED Project in City of Santiago

The City of Santiago, Isabela has signed a Memorandum of Understanding

(MOU) with the Department of Science and Technology Information and

Communications Technology Office (DOST-ICTO) eSociety division to promote the

use of Information and Communications Technology (ICT) in local communities

through the Tech4ED Project (http://dict.gov.ph/tech4ed-project-to-boost-digital-

progress-in-santiago-city-isabela/).

The MOU embodied the cooperation between the DOST-ICTO eSociety

Division and the local government of Santiago City, Isabela to establish Tech4ED

centers in its barangays and public schools to promote digital literacy and digital

inclusion in the locality. The event was the first MOU signing in Region 2

(http://dict.gov.ph/tech4ed-project-to-boost-digital-progress-in-santiago-city-isabela/).

10
 This partnership of Department of Science and Technology Information &

Communications Technology and the City of Santiago, Isabela is a testament of the

commitment to practicing good governance and executing inclusive economic growth

in their area. From the provision for accessible education, and more entrepreneurship

opportunities for their people through these Tech4ED Centers, the LGU of Isabela has

demonstrated what a progressive countryside means (http://dict.gov.ph/tech4ed-

project-to-boost-digital-progress-in-santiago-city-isabela/).

Meanwhile, Santiago City Mayor Tan committed to establish 37 Tech4ED

Centers in all its barangays and 41 Tech4ED centers in DepEd Public schools. The 37

Tech4ED centers in barangays will be launched in Abra, Mabalatungan, Balintocatoc,

Baluarte, Bannawag Norte, Batal, Buenavista, Cabulay, Calao East, Calao West,

Calaocan, Villa Gonzaga, Centro East, Centro West, Divisoria, Dubinan East,

Dubinan West, Luna, Mabini, Malvar, Nabbuan, Naggasican, Patul, Plaridel, Rizal,

Rosario, Sagana, Salvador, San Andreas, San Isidro, San Jose, Sinili, Sinsayon, Santa

Rosa, Victory Norte, Victory Sur, Villasis (http://dict.gov.ph/tech4ed-project-to-

boost-digital-progress-in-santiago-city-isabela/).

The Tech4ED Project Nationwide Status

The Tech4ED Project rocketed to 764 new centers launched nationwide in the

first semester of 2017, completing 109% of its target centers this year. New centers

established from January to June comprised 99% of the total number of centers

launched from January to December 2016. To date, 1,628 Tech4ED centers are

operating nationwide to bring government and Information and Communications

Technology (ICT) services to the public (Tech4ED Newsletter Vol.1 Issue No.1).

11
Below shows the 2016-June 2017 Accomplishments as documented and verified by

the Tech4ED Project Management Office.

Source: Tech4ED Newsletter Vol.1 Issue No. 1 No.1

Related Studies

Foreign Studies

ICT Integration in Education

Fu (2013) describes Information and Communication Technology (ICT)

includes computers, the Internet, and electronic delivery systems such as radios,

televisions, and projectors among others, and is widely used in today’s education

12
field. ICT inclusion brings more opportunities and making works a lot easier and

faster and introducing technological development that is highly possible as time

passes by.

Fu (2013) also added as ICT is being applied successfully in instruction,

learning, and assessment. ICT is considered a powerful tool for educational change

and reform. However, Lowther, et al. (2008) considered the number of previous

studies have shown that an appropriate use of ICT can raise educational quality and

connect learning to real-life situations. Fu (2013) relates that as time goes by, they

will have to expect and be willing to seek out new sources of knowledge. Skills in

using ICT will be an indispensable prerequisite for these learners.

Castro and Alemán (2011) have written that ICT tends to expand access to

education and through ICT, learning can occur any time and anywhere. Online course

materials, for example, can be accessible 24 hours a day, seven days a week.

Teleconferencing classrooms allow both learner and teacher to interact

simultaneously with ease and convenience. Based on ICT, learning and teaching no

longer depend exclusively on printed materials. Multiple resources are abundant on

the Internet, and knowledge can be acquired through video clips, audio sounds, and

visual presentation and so on. Current research has indicated that ICT assists in

transforming a teaching environment into a learner-centered one.

Lu, Hou and Huang (2010) also agreed that since learners are actively

involved in the learning processes in ICT classrooms, they are authorized by the

teacher to make decisions, plans, and so forth. Moreover, Fu (2013) conclude that ICT

provides both learners and instructors with more educational affordances and

possibilities.

13
 As Brush, Glazewski and Hew (2008) have stated, ICT is used as a tool for

students to discover learning topics, solve problems, and provide solutions to the

problems in the learning process. ICT makes knowledge acquisition more accessible,

and concepts in learning areas are understood while engaging students in the

application of ICT.

Castro and Alemán (2011) offer some explanation that students are now more

frequently engaged in the meaningful use of computers. They build new knowledge

through accessing, selecting, organizing, and interpreting information and data. Based

on learning through ICT, students are more capable of using information and data

from various sources, and critically assessing the quality of the learning materials.

Chai, Koh and Tsai (2010) also adds that ICT develops students’ new

understanding in their areas of learning and Fu (2013) elaborated that ICT provides

more creative solutions to different types of learning inquiries. For example, in a

reading class, e-books are commonly used in reading aloud activities. Learners can

access all types of texts from beginning to advanced levels with ease through

computers, laptops, personal digital assistants (PDAs), or iPads. More specifically,

these e-books may come with some reading applications, which offer a reading-aloud

interface, relevant vocabulary-building activities, games related to reading skills and

vocabulary acquisition, and more. Therefore, ICT involves purpose designed

applications that provide innovative ways to meet a variety of learning needs.

McMahon’s study (2009) showed that there were statistically significant

correlations between studying with ICT and the acquisition of critical thinking skills.

A longer exposure in the ICT environment can foster students’ higher critical thinking

skills. Thus, schools are strongly advised to integrate technology across all of the

14
learning areas and among all learning levels. Where this is done, students are able to

apply technology to the attainment of higher levels of cognition within specific

learning contexts.

As Lowther et al. (2008) have stated that there are three important

characteristics are needed to develop good quality teaching and learning with ICT:

autonomy, capability, and creativity. Autonomy means that students take control of

their learning through their use of ICT. In this way, they become more capable of

working by themselves and with others. Teachers can also authorize students to

complete certain tasks with peers or in groups. Through collaborative learning with

ICT, the students have more opportunity to build the new knowledge onto their

background knowledge, and become more confident to take risks and learn from their

mistakes.

Further, Serhan (2009) concluded that ICT fosters autonomy by allowing

educators to create their own material, thus providing more control over course

content than is possible in a traditional classroom setting. With regard to capability,

once students are more confident in learning processes, they can develop the

capability to apply and transfer knowledge while using new technology with

efficiency and effectiveness. For example, in an ESL listening and speaking class,

students may be asked to practice their pronunciation using an online audio

dictionary. They are required not only to listen to the native pronunciation from the

dictionary, but also to learn the definitions and examples of a new vocabulary item.

They then have to make a recording of their own pronunciation and provide examples

of how this new word is used in context. Before completing this task, they have to

know which browser to use in order to search a suitable online audio dictionary. They

will have to browse several online dictionaries, and select the one that best meets their

15
learning needs. In addition, finding good software to record their voice is another

prerequisite for these learners. Therefore, the whole learning process enriches

students’ learning skills and broadens their knowledge beyond what they already

know. By using ICT, students’ creativity can be optimized. They may discover new

multimedia tools and create materials in the styles readily available to them through

games (Gee 2007, 2011), CDs, and television. With a combination of students’

autonomy, capability, and creativity, the use of ICT can improve both teaching and

learning quality.

a. Barriers And Solutions: Student Perspective

Fu (2013), “although the advantages of using ICT in the classroom have been

demonstrated in previous research, barriers or challenges associated with its use still

exist” the appearance of modern requirement in acquiring standardized education in

new era. Whelan (2008) found out that these challenges can be solved by providing

more authentic group- and problem-based learning activities, and adequate learning

support. Subsequently, he identified more barriers from the student perspective,

including: subpar technical skills that reduce access to ICT in classroom; an

insufficient number of academic advisors and lack of timely feedback from

instructors; and reduced interaction with peers and instructors.

Fu (2013) recommends the following strategies to facilitate the learning

process: more induction, orientation, and training for students; an increased emphasis

on the importance of instructor access and effective administration; and the expansion

of podcasting and online conferencing tools.

In general, capacity building, curriculum development, infrastructure, policy,

and government support are required in order to lower student barriers and improve

16
the effectiveness of ICT use in the classroom. In addition, Castro and Alemán (2011)

encourage students to acquire specific technical skills to facilitate learning in ICT

environment.

b. Barriers And Solutions: Teacher Perspective

Barriers to effective technology integration from a teacher perspective include:

low teacher expectations and a lack of clear goals for ICT use in schools (Al-Bataineh

et al. 2008); a lack of teacher collaboration and pedagogical support, as well as a lack

of experience among cooperating teachers (Ertmer and Otternbreit-Leftwich 2010);

insufficient time to master new software or integrate ICT during a class period

(Almekhlafi and Almeqdadi 2010); insufficient skills for managing teaching materials

(Frederick, Schweizer and Lowe 2006); low software competence and habitual ways

of conceptualizing what and how students should learn (Goktas, Yildirim and

Yildirim 2009); limited knowledge and experience of ICT in teaching contexts

(Honan 2008); a lack of specific knowledge about technology and how to combine it

with the existing pedagogical content knowledge to support student learning

(Hutchison and Reinking 2011); excessive focus on teaching technical or operational

skills rather than course content (Lim 2007); pressure to improve scores on national

examinations (Liu and Szabo 2009); A lack of recognition and encouragement of the

timely and effective use of ICT (Tezci 2011a); a lack of in-service training on the use

of ICT (Yildirim 2007); technical problems in the classroom (Yildirim 2007);

Classroom management with large class sizes (Tezci 2011a); a lack of motivation,

and technical and financial support (Liu and Szabo 2009); uncertainty about the

possible benefits of using ICT in the classroom (Yildirim 2007); and Lack of specific

and definite ideas about how integrating technology into instruction will improve

student learning (Al-Bataineh et al. 2008).

17
 Several strategies for dealing with these challenges have been suggested.

Schools are encouraged to: provide professional development activities related to

technology to update teachers’ skills and knowledge, and offer technical support when

needed (Al-Bataineh et al. 2008); support partnerships that help teachers share

effective technology practices and experiences (Ertmer and Otternbreit-Leftwich

2010); provide workshops that allow teachers to reflect upon effective strategies for

technology integration into instruction and unveil issues that are central to

understanding the process of technology integration into instruction (Almekhlafi and

Almeqdadi 2010); offer opportunities to virtually observe teachers who use

technology (Frederick, Schweizer and Lowe 2006); augment curricula with

technology -enhanced materials (Goktas, Yildirim and Yildirim 2009); provide

enough freedom for teachers in selecting and covering curriculum materials (Honan

2008); provide effective, timely, and continuous training to improve ICT skills and

manage a technology-rich classroom (Hutchison and Reinking 2011); encourage

positive attitudes about the significance of integrating ICT into instruction (Lim,

2007); and provide adequate technical support (Liu and Szabo 2009; Tezci 2011;

Yildirim 2007).

Technology should be used for more than just support of traditional teaching

methods (Tezci, 2011a). According to Tezci (2011a), teachers should learn not only

how to use technology to enhance traditional teaching or increase productivity, but

also should learn from a student centred perspective how ICT can be integrated into

classroom activities in order to promote student learning. This means that teachers

need to use ICT in more creative and productive ways in order to create more

engaging and rewarding activities and more effective lessons (Birch and Irvine 2009;

Honan 2008). Hence, Castro and Alemán (2011) suggested that teachers keep an open

18
mind about ICT integration in classroom. It is imperative that teachers learn new

teaching strategies to adapt to the new instruments when teaching with technology.

However, Yildirim (2007) found that teachers use ICT more frequently for the

preparation of hand outs and tests than to promote critical thinking. Similarly, Palak

and Walls (2009) found that teachers mainly use technology to support their existing

teaching approaches and rarely to foster student-centered learning. According to the

authors, one possible explanation is a lack of models for how to use technology to

facilitate learning, and limitations related to contextual factors such as class size and

student ability. Further, Brush, Glazewski and Hew (2008) found that pre-service

teacher preparation does not provide sufficient ICT knowledge to support technology-

based instruction, nor does it successfully demonstrate appropriate methods for

integrating technology within a curriculum. More training should be provided in pre-

service teachers’ curricula, and ICT skills must be applied in the classroom in order to

integrate effective technology strategies (Supon and Ruffini 2009). To help teachers

cope with these difficulties, Chen (2008) suggested that rather than only providing

education theories, ICT researchers should also document examples of how teachers

accomplish meaningful and effective technology integration to meet their pedagogical

goals and needs.

c. Barriers And Solutions: Administrative And ICT Infrastructure

Perspective

In addition to the challenges faced by both students and teachers in the use of

ICT, other obstacles also exist in terms of an administrative and ICT infrastructures.

Such barriers include: School inspectors focus more on the quantity of course content

and student test scores than on ICT usage (Yildirim 2007); a lack of appropriate

19
administrative support for the effective use of ICT (Lim 2007); administrative

mandates to improve examination results, which shifts the focus away from using ICT

to engage students in higher -order thinking activities (Goktas, Yildirim and Yildirim

2009); a lack of appropriate course content and instructional programs (Yildirim

2007); and a lack of appropriate hardware, software, and materials (Yildirim 2007).

To address these barriers, Yildirim (2007) suggested that schools need to

provide appropriate access to technology. Furthermore, schools and related

institutional systems need to employ new policies to involve teachers in the decision-

making and planning processes regarding ICT in their classrooms. Lim (2007)

conducted a qualitative study examining effective and ineffective ICT integration in

schools in order to provide tangible solutions. The results showed that the availability

of ICT tools, the establishment of disciplinary and educational principles and

procedures, as well as the division of labor among teachers, teaching assistants and

students are crucial elements to establishing a well -managed ICT-integrated class. By

emphasizing these elements, a learning process that is more likely to engage students

in higher-order thinking can be facilitated.

Ertmer and Otternbreit-Leftwich (2010) reviewed the existing literature on the

necessary elements to enable pre -service and in-service teachers to apply ICT as a

meaningful pedagogical tool. They recommended that schools provide teachers with

solid evidence supporting the positive impact of technology-based and student-

centered instruction on student learning and achievement on standardized tests. For

instance, schools can provide opportunities for pre-service teachers to observe a

variety of examples and models, which they can then apply with real learners. Schools

need to help pre-service teachers understand difficulties they may face when they

begin to use ICT in their classrooms, and present effective strategies for addressing

20
them. In sum, school leaders should ensure that teachers understand that the ultimate

objective of technology integration is to advance the teaching and learning process,

not replace it. Developing a pedagogical model requires a strong link between theory

and application in order to help teachers overcome the obstacles faced in technology

integration (Keengwe and Onchwari 2009).

d. Teacher Attitudes, Perceptions, And Confidence In ICT Use

Fu (2013) established in his research that internal variables greatly influence

how teachers integrate technology in the classroom. But which variable has the

strongest impact on ICT use and how internal variables are influenced by ICT

preparation programs are discussed below.

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

teachers who frequently integrate technology and work at technology-rich schools

shift their beliefs and practices toward a student-centered paradigm. The results

showed that their practices did not change; neither student-centered nor teacher-

centered beliefs are powerful predictors of practices. However, teachers’ attitudes

toward technology significantly predict teacher and student technology use, as well as

the use of a variety of instructional strategies (p < 0.05). Sang et al. (2010) focused on

the impact of Chinese student teachers’ gender, constructivist teaching beliefs,

teaching self-efficacy, computer self-efficacy, and computer attitudes on their

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

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

toward it.

In addition to the influence of teacher attitudes, Sang et al. (2010) further

indicated that preservice teachers with highly constructivist teaching beliefs have

21
stronger intentions to integrate technology into their future teaching practices.

Furthermore, Fu (2013) the more confident pre-service teachers were more capable of

and interested in using computers in real classrooms. Thus, although teachers’

attitudes towards ICT use were found to be the strongest predictor of technology

integration, the impact of their beliefs and confidence in using ICT should not be

disregarded either.

e. The Importance Of School Culture On ICT Use

Focusing on the importance of school culture for ICT integration, Pelgrum and

Law (2009) indicated that effective ICT integration depends on the perceptions and

vision of school leaders rather than teachers’ ICT skills. School culture has a

mediating role that influences teachers’ actions, beliefs, and attitudes (Chai, Hong and

Teo 2009 ). Therefore, in addition to the external and internal variables mentioned

previously, school culture also plays an important role in successful technology

integration (Tezci 2011b).

In order to explore teacher perceptions of school culture related to the level of

ICT usage, Tezci (2011a) examined Turkish teacher perceptions from both the

technical and motivational perspectives. Fu (2013) showed that the perceptions from

both perspectives were not positive, because the majority did not believe that it would

receive adequate technical and motivational support from the school. However, as the

school culture became more positive, the teachers’ ICT usage level increased.

Ward and Parr (2010) stated that teachers need to feel confident in their ability

to facilitate student learning with technology in order to integrate technology into

their classrooms. To achieve this goal, more professional development is required

with a focus on increasing teachers’ skills so that they are able to overcome

22
apprehensions associated with using technology. Further, new teaching approaches

and technical support should be offered by schools to allow them to retain control

while facilitating learning with computers. Overall, implementing effective teaching

with technology integration requires changes in teachers’ knowledge, beliefs, and

school culture (Ertmer and Otternbreit-Leftwich 2010).

f. Synopsis Of Previous Research On ICT Use In Education And Possible

Directions For Future Research

Among all the teaching methods and strategies, collaborative learning,

problem-based learning, and the constructivist approach are the most widely used

teaching strategies to deal with the challenges of ICT use (Whelan 2008). This

corresponds with the suggestion of Palak and Walls (2009), as well as Tezci (2011a),

that technology integration will not have the desired effect without student -centered

classroom practices. Fu (2013) concluded that ICT integration in education cannot be

implemented in isolation. When it is applied in combination with diverse teaching

methods and approaches, especially constructivist practices, learning outcomes may

be more successful. On this basis, Fu (2013) says future researchers are recommended

to undertake studies related to the benefits and challenges of a combination of ICT

and other student-centered approaches such as collaborative learning across all

learning areas.

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

teachers and scholars. In addition, schools should also provide some well-structured

learning support while integrating technology in their curriculum and instruction

(Whelan 2008).

23
 Previous research has indicated that both external and internal factors

influence ICT use in education (Al-Ruz and Khasawneh 2011 ; Lin, Wang and Lin

2012 ; Sang et al. 2011 ; Tezci 2011a). Among the external factors, the most common

are access to computers and software, insufficient time for course planning, and

inadequate technical and administrative support (Al-Ruz and Khasawneh 2011).

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

commonly cited in the existing literature (Al-Ruz and Khasawneh 2011; Chen 2008;

Lin, Wang and Lin 2012; Sang et al. 2011; Tezci 2011a). The research appears to

have identified all possible external and internal factors influencing ICT use (Al-Ruz

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

however, there has been meagre research into the possible relationships between

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

variables involved in ICT integration . Examining these relationships could not only

help teachers, students, and administrators understand the challenges of ICT use

better, it could also assist them in uncovering other solutions to overcome the existing

barriers based on the relationships among different variables (Fu, 2013).

More specifically, Chen (2008) has shown that there is no resonance between

teachers’ beliefs and their actual practice while integrating technology in the

classroom. While most of the previous studies focused more on the influence of

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

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

investigate the reciprocal relationship between teachers’ attitudes and beliefs and their

practice.

Fu (2013) reviews the existing literature that makes it apparent that ICT

integration is meditational and entails an evolving process, not a final product. To

24
achieve successful integration of technology requires an effort from three sides:

teachers, students, and school administrators. This critical review discusses the

current situations, barriers to, and solutions for ICT integration in the classroom.

Further, the possible gaps in the existing literature are shown above in order to

provide lucid directions for future research into ICT use.

Synthesis

Related literature shows the nationwide impact of the implementation of

Tech4ED project as created and implemented by the Department of Science and

Technology (DOST) in partnership with the different sectors of the government such

as the Department of Education (DepEd), Department of Labor and Employment

(DOLE), Department of Information and Communications Technology (DICT), Non-

Government Agencies, and other government sectors who shares the same goal with

the DOST. Where, DOST aims to bring the digital inclusion in any corner of the

Philippines and to develop Filipinos to be computer literate. The project consists of

different platforms and programs that could possibly bring a change and make a

difference in any aspects. Increase in economic stability, educational status, learning

capacity and practicing responsible ICT users. This information helps the readers to

understand the nature of the Implementation of Tech4ED Program.

Moreover, ICT integration in various aspects in life makes life more easier

way better than the late centuries and decades. In this era, the technological

development increased rapidly in aspects of learning. Students and teachers are

informed responsibly to the use of ICT-enabled skills in beneficial and positive way.

Many researchers claimed that there are barriers in integrating ICT in learning process

25
in such premises. However, studies had shown that there are solutions to break the

barriers that could make the implementation to be successfully implemented and well

regulated. ICT integration supplements the need for a progressive community and the

connectedness of the people. The impact of using ICT in education proves that the

Implementation of Tech4ED program is highly a need for acquiring ICT enabled

skills and services.

Chapter 3

METHODOLOGY

This chapter highlights the method of research, locale of the study,

subject/respondents of the study, sampling technique, and data gathering process,

statistical tool and treatment used.

Research Design

26
 The investigation utilized descriptive method which allows the researchers to

gather information about the present condition relative to the objectives of this study.

Locale of the Study

This study was conducted at Divisoria High School, Divisoria, Santiago City

bounded in the North by San Isidro, Isabela South by Cordon, Isabela, East by

Ramon, Isabela and West by Diffun, Quirino.

Respondents of the Study

Respondents for this study are the Grade 10 Junior High School Students of

Divisoria High School. The researchers used Simple Random Sampling procedure to

select the respondents. To measure the sample of this study, Slovin’s Formula was

used as shown as below:

n= N / 1+ Ne2

n= Total Sample

N= Population

e= Margin of Error

To obtain the total sample using the formula above the result can be seen as follow:

N= 185

e= 0.05 or 95 % confidence level

n= 185 / [1 + (185 x 0.052)]

n= 185 / 1 + 0.4625

27
n= 185 / 1.4625

n= 126

Out of 185 participants, there are 126 chosen participants using the Slovin’s

Formula. The Table 1 below shows the distribution of participants.

Table 1. Distribution of Respondents

GRADE 10
Name of Section Male Female
Aguinaldo 10 11
Bonifacio 10 11
Del Pilar 10 11
Luna 10 11
Mabini 10 11
Rizal 10 11
TOTAL 60 66
GRAND TOTAL 126

Instrumentation

The researchers used a survey questionnaire as the primary instrument in

gathering data. Researchers decided on question response format and this includes

closed questions. The respondents were asked to rate their responses based on the

perceptions on the implementation of Tech4ED. Their responses were numbered as

follow:

Table 2. Five-point Likert Scale

Scale Range Interpretation

5 4.50-5.00 Strongly Agree
4 3.50-4.49 Agree
3 2.50-3.49 Fairly Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

28
Data Gathering Procedure

1. Sample Selection

Researchers chose the Grade 10 students as the respondents of the study. On the

other hand, random sampling was used as the design in selecting the subject of the

study.

2. Obtaining Permission

A letter of permission to distribute questionnaire to the Grade 10 students was

presented and approved by the OIC and the personnel concerned.

3. Distribution of the Questionnaire

The set of survey questionnaire was distributed to the respondents. It was

retrieved right after the administration. Responses were recorded, analyzed and

interpreted by the researchers.

Statistical Treatment of Data

All data gathered by the researcher through the questionnaire was tallied,

tabulated, analyzed and interpreted accordingly. Statistical tools in the analysis and

interpretation of data were:

1. Frequency.

29
 2. Percentage. The formula was applied as follows:

f
%= ×100
N

Where:% = Percent

f = Frequency

N = Number of Cases

3. Mean. The formula was:

Formula:

X =∑ x
N

Where: X = Mean

∑ x = Sum of All Score

N = Number of Cases

4. Slovin’s Formula. The formula was:

Formula:

n= N / 1+ Ne2

n= Total Sample

N= Population

e= Margin of Error

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Part 1. Profile of the Respondents

The profile of the respondents is classified in terms of Age, Gender, Starbook

User or Not and the Times Rendered at the Computer Laboratory and Library.

30
1.1 Age. Table 3 presents the profile of respondents in terms of age.

Table 3. Profile of Respondents according to Age

Age Male Female Total

F % F % F %
14-15 25 19.84 31 24.60 56 44.44
16-17 35 27.78 32 25.40 67 53.17
18 and
0 0 3 2.38 3 2.38
above
Note: N=126

The result on Table 3 shows the age distribution of the participants as follows:

56 (44.44%) respondents are 14-15 years old, 67 (53.17 %) respondents are 16-17

years old and 3 (2.38%) are 18 years old and above. Therefore, mostly of the

participants are in the age bracket of 16-17 years old.

1.2 Gender. Table 4 presents the profile of respondents in terms of gender.

Table 4. Profile of Respondents according to Gender

Gender Frequency Percentage

Male 60 47.62
Female 66 52.38
Total 126 100
Note: N=126

As it can be observed from Table 4, 66 (52.38%) of the participants who filled

out the questionnaire are female, while 60 (47.62%) are male participants.

1.3 STARBOOK User or Not. Table 5 presents the profile of respondents in terms of

identification as STARBOOK User or not.

Table 5. Profile of Respondents according to identification of STARBOOK

User or Not

31
 Gender Yes No
F % F %
Male 15 11.90 45 35.71
Female 14 11.11 52 41.27
TOTAL 29 23 97 77
Note: N=126

As gleaned on this table, 97 (77%) respondents do not have a STARBOOK

account and 29 (23%) respondents claimed to have a STARBOOK account.

1.4 Times rendered at the computer laboratory and library. Table 6 presents the

profile of respondents in terms of the times being rendered at the school’s computer

laboratory and library.

Table 6. Profile of Respondents according to Times rendered at the computer

laboratory and library

Did Not Even

Gender During classes Free Time
Experience
F % F % F %
Male 17 13.49 24 19.05 19 15.08
Female 14 11.11 30 23.81 22 17.46
TOTAL 31 24.60 54 42.86 41 32.54
Note: N=126

Table 6 shows that 41 (32.54%) respondents admitted that they did not even

experience going to the computer laboratory or the library. However, 54 (42.86%)

respondents admitted that they visited or stayed at the school’s computer laboratory or

the library. There are 31 (24.60%) respondents admitted that they stay at computer

laboratory/ library during classes.

Part 2. Perceptions on Implementation of Tech4ED Program by the Junior High

School students

32
Table 7 shows the Perceptions on Implementation of Tech4ED Program by the Grade

10 Junior High School students according to Computer Laboratory/Library.

Table 7. Perceptions on Implementation of Tech4ed Program by the Grade 10

Junior High School students according to Computer Laboratory/Library

5 4 3 2 1 Mean Interpretation
Computer Laboratory/Library
1) The building of the computer
39 59 24 7 2 3.98 Agree
laboratory/library is furnished.
2) Mouse is functional. 28 69 20 5 4 3.88 Agree
3) Keyboards are functional. 30 61 30 4 1 3.98 Agree
4) Monitors are functional. 23 73 23 6 1 3.88 Agree
5) Tables are serviceable. 35 61 26 3 0 3.98 Agree
6) Chairs are serviceable. 35 59 26 4 2 3.99 Agree
7) The room is well-ventilated. 29 57 31 9 0 4.08 Agree
8) Items for advertising the
Tech4ED project are visible 27 64 28 5 2 3.86 Agree
within the vicinity.
9) Internet connectivity is
26 47 33 16 4 3.59 Agree
administered.
Note: N=126

As it can be observed from Table 7 based on the survey questionnaire with the

highest average score is 7, respectively. 7th item stating that “The room is well

ventilated” has an average of 4.08 with a mean interpretation of AGREE.

Again it can be observed from Table 7 based on the survey questionnaire with

the lowest average score is 9, respectively. 9 th item stating that “Internet connectivity

is administered” has an average of 3.59 with a mean interpretation of AGREE.

Table 8 shows the Perceptions on Implementation of Tech4ED Program by the Junior

High School students according to Instructional Materials.

Table 8. Perceptions on Implementation of Tech4ED Program by the Grade

10 Junior High School students according to Instructional Materials

33
 Mean
5 4 3 2 1 Mean
Interpretation
Instructional Materials
1) ICT books are made
27 52 33 8 6 3.68 Agree
available.
2) Manual for using Tech4Ed
19 52 21 16 0 3.15 Fairly Agree
Centers is made available.
3) Projector is usable. 23 60 32 9 2 3.73 Agree
4) LCD screens are available. 20 53 37 10 6 3.56 Agree
5) Sound paraphernalia is
21 63 35 4 3 3.75 Agree
available.
6) Traditional teaching aids
26 53 34 9 4 3.69 Agree
are still visible.
7) Electronic teaching devices
28 61 30 6 1 3.86 Agree
are applied.
Note: N= 126

Table 8 shows that the highest weighted mean is on statement number 7

“Electronic teaching devices are applied” that has an average of 3.86 with a mean

interpretation of AGREE.

It can also be observed from Table 8 that statement number 2 “Manual for

using Tech4Ed Centers is made available” has the lowest weighted mean with an

average of 3.15 and FAIRLY AGREE as its mean interpretation.

Table 9 shows the Perceptions on Implementation of Tech4ED Program by the Junior

High School Students according to Teachers.

Table 9. Perceptions on Implementation of Tech4ED Program by the Grade

10 Junior High School students according to Teachers

Mean
5 4 3 2 1 Mean
Interpretation
Teachers
1) Teachers are using modern-
contemporary teaching 48 61 15 1 1 4.22 Agree
strategy.
2) Approachable in sharing
30 65 24 6 1 3.92 Agree
his/her ICT skills
3) Capability to teach on hand 31 60 27 7 1 3.89 Agree

34
 lectures (how to use Google
engine etc.)
4) Teachers integrate Media
Information Literacy and
33 56 26 9 2 3.86 Agree
Empowerment
Technologies.
Note: N= 126

As it can be observed from Table 9 based on the survey questionnaire with the

highest average score is 1, respectively. 1st item stating that “Teachers are using

modern-contemporary teaching strategy.” has an average of 4.22 with a mean

interpretation of AGREE.

Again it can be observed from Table 9 based on the survey questionnaire with

the lowest average score is 4, respectively. 4th item stating that “Teachers integrate

Media Information Literacy and Empowerment Technologies” has an average of 3.86

with a mean interpretation of AGREE.

Table 10 shows the Summary table of the Perceptions on Implementation of Tech4ED

Program by the Junior High School students.

Table 10. Summary table of the Perceptions on Implementation of Tech4ED

Program by the Grade 10 Junior High School students

General Weighted
Major Dimensions Mean Interpretation
Mean
Computer Laboratory/ Library 3.91 Agree
Instructional Materials 3.63 Agree
Teachers 3.97 Agree

With this result, the researchers developed an impression that the

Implementation of the Tech4ED Program is agreeable according to the perception of

the Grade 10 students. As the Table 6 shows that the Grade 10 students agreed to the

35
kind of implementation that has been applied to the school with a mean average of

3.91 out of 5 in terms of the school’s computer laboratory and library. In other words,

the performance of the school’s computer laboratory and library reach the perceptions

of the Grade 10 students. This finding also influenced the result of the instructional

materials which has a mean average of 3.63 out of 5. This result indicates that the

materials being used in implementing the Tech4ED Program is agreeable and visible

to the Grade 10 respondents. Nevertheless, this finding could be attributed to the fact

that the teachers are the implementers of this program which garnered 3.97 out of 5,

the highest mean average of all the set dimensions. Hence, this result implies that the

respondents perceived an ICT enabled teacher.

Part 3. Possible Suggestion/s or Improvement/s can enhance the performance of

Tech4ED Program Implementation by the Junior High School students

Exposing the respondents on school’s library and computer laboratory may

affect the performance of a learner on how to behave in exposure of ICT integration

in education in its simplest form.

STARBOOK Users and teachers may encourage the non-users of

STARBOOK to join the existing numbers of users for easier access and widening the

knowledge on Tech4ED Program Implementation specifically on ICT integration.

The interpretation marked as an awakening call to improve the instructional

materials being applied as identified for having the lowest mean among all the set

dimensions that could affect the performance of the other dimensions to improve.

36
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusion and recommendation of the

study.

Summary of Findings

The study focused on the Perceptions on Implementation of Tech4ED

Program by the Junior High School students in Divisoria High School, Divisoria,

Santiago City for the school year 2017-2018.

37
 The study used the descriptive method of research applying the quantitative

approach. There are 126 Grade 10 students involved in this study. The researchers

utilized the survey questionnaire to gather the perceptions of the Grade 10 students

regarding the Implementation of Tech4ED Program. The collected data are

statistically treated using percentage and frequency distribution and mean.

The salient findings of the study are as follows:

1. Profile of the Respondent

1.1 Age. The age distribution of the participants mostly is ranging from 16-17

years old with 67 Grade 10 students (53.17%).

1.2 Gender. The number of the female participant outnumbered the male

participant by having 52.38% out of the Grade 10 respondents and the male has

47.62%.

1.3 STARBOOK User or Not. There are existing 77% or 97 out of 126 Grade

10 students who do not have a STARBOOK accounts.

1.4 Times rendered at the computer laboratory and library. There are 32.54%

or 41 out of the 126 Grade 10 students who admitted that they did not even experience

go to the computer laboratory or the library.

2. Perceptions on Implementation of Tech4ED Program by the Junior

High School students

The perception of the Grade 10 students agrees to the nature of

implementation of Tech4ED Program- Computer Laboratory/ Library (3.91),

Instructional Materials (3.63) and Teachers (3.97).

38
 3. Possible Suggestion/s or Improvement/S can enhance the performance

of Tech4ED Program Implementation by the Junior High School students

Exposing the respondents on school’s library and computer laboratory may

affect the performance of a learner on how to behave in exposure of ICT integration

in education in its simplest form.

STARBOOK Users and teachers may encourage the non-users of

STARBOOK to join the existing numbers of users for easier access and widening the

knowledge on Tech4ED Program Implementation specifically on ICT integration.

The interpretation marked as an awakening call to improve the instructional

materials being applied as identified for having the lowest mean among all the set

dimensions that could affect the performance of the other dimensions to improve.

Conclusions

Based on the findings, the researcher concluded the following:

1. Female participants are outnumbering the male participants in school’s

population for Grade 10 learners.

2. There are still high population of the Grade 10 students who do not have

STARBOOK Accounts.

3. The exposure of the respondents to the school’s library and computer

laboratory may affect their performance in delving with ICT enabled

skills.

4. The researchers developed an impression that the Implementation of the

Tech4ED Program is agreeable according to the perception of the Grade

39
 10 students. The performance of the school’s computer laboratory and

library reach the perceptions of the Grade 10 students. This finding also

influenced the result of the instructional materials, indicates that the

materials being used in implementing the Tech4ED Program is agreeable

and visible to the Grade 10 respondents. Nevertheless, this study also

implies that the respondents perceived an ICT enabled teacher.

Recommendations

Based on the findings and conclusions, the following are recommended:

1. Exposing the learners to Tech4ED programs frequently may help boost the

performance of the learners on both sexes and teachers as well.

2. Having a STARBOOK account once and for all may be a big help to easier

access and broadening knowledge on Tech4ED Program Implementation

specifically on ICT integration.

3. Digital inclusion implies that every student is familiar with the basic forms

and using properly ICT enabled skills that he/she has.

4. The interpretation of the set dimensions marked as an awakening call to

improve the instructional materials being applied, to increase the

performance of the teachers more, and to attain ICT enabled skills and

services for every learner.

5. Further research is allowed to replicate the focuses of this study since it is

qualitative study variables that are not included in this study may also

apply.

6. Researchers to disseminate the results of this study through publication to

local or national research journal and presentation in professional meeting,

seminar, fora, colloquium and other similar undertakings.

40
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45
 APPENDIX A
Letter to the Respondents

Republic of the Philippines

Department of Education
Region 02
Division of Santiago City
DIVISORIA HIGH SCHOOL
Divisoria, Santiago City

February 6, 2018

Divisoria High School

Divisoria, Santiago City

Respondents:

Greetings!

At present we are undertaking the study entitled, “PERCEPTIONS ON

IMPLEMENTATION OF TECH4ED PROGRAM AS PERCEIVED BY THE
JUNIOR HIGH SCHOOL STUDENTS” as a partial fulfillment of our requirement in
Practical Research II.

In view, hereof, we would like to request your assistance by accomplishing the attached
questionnaire. Your answer will provide much needed data in this study. We shall be very
46
grateful and shall deeply appreciate your cooperation and assistance extended to the
undersigned. And all information you will provide shall be treated confidential.

Very truly yours,

Drapeza, Erica M.
Ignacio, Denmark
Romacho, Quinie
Morillo, Jonalyn
Alviar, Vanessa
Garcia, Kristine May
Jose, Catherene Joy
Researchers

APPENDIX B
Request Letter to Conduct the Research

Republic of the Philippines

Department of Education
Region 02
Division of Santiago City
DIVISORIA HIGH SCHOOL
Divisoria, Santiago City

February 6, 2017

ELOISA L. DIZON, PhD.,

Principal III

Ma’am:

Greetings!

We, the students of Accountancy, Business and Management (ABM) Grade 12, would
like to ask your permission to allow as to proceed in our research paper entitled,
“PERCEPTIONS ON IMPLEMENTATION OF TECH4ED PROGRAM AS
PERCEIVED BY THE JUNIOR HIGH SCHOOL STUDENTS” as a partial
fulfillment of our requirement in Practical Research II.

In this regard, may we request the endorsement of your good office for the conduct of this
research.

Thank you.

47
Respectfully yours,

Erica M. Drapeza
Group Leader

Noted by:

Maria Aireen H. Ondo Aljake L. Sales Joel S. Domingo

Instructor Grade 12 Curriculum Chairman SHS Coordinator

Recommending Approval:

Merilyn C. Manango
Head Teacher V

Approved:

ELOISA L. DIZON Ph.D.

Principal III

48
 APPENDIX C
Survey Questionnaires

Republic of the Philippines

Department of Education
Region 02
Division of Santiago City
DIVISORIA HIGH SCHOOL
Divisoria, Santiago City

Perceptions On Implementation Of Tech4ed Program

As Perceived By The Junior High School Students

Name:_____________________________________________________________
Age: ___ 12-13yrs. Old ___14-15 yrs. Old ___16-17 yrs. Old ___18 yrs. Old & above
Civil Status: ___ Single ___Married ___Widow ___Separated/Divorced
Grade Level:__________________________________
Starbook User: ____ Yes ____ No
Times Rendered at the Computer Laboratory/Library:

_____ During classes ____ Free Time

***DIRECTION: Put a check mark on the corresponding rate you desired. PLEASE
ANSWER HONESTLY.

Corresponding Rate Corresponding Value

5 Strongly Agree
4 Agree
3 Fairly Agree
2 Disagree
1 Strongly Disagree

49
 5 4 3 2 1
Computer Laboratory/Library
10) The building of the computer laboratory/library is
furnished.
11) Mouse is functional.
12) Keyboards are functional.
13) Monitors are functional.
14) Tables are serviceable.
15) Chairs are serviceable.
16) The room is well-ventilated.
17) Items for advertising the Tech4ED project are visible
within the vicinity.
18) Internet connectivity is administered.
Instructional Materials
8) ICT books are made available.
9) Manual for using Tech4Ed Centers is made available.
10) Projector is usable.
11) LCD screens are available.
12) Sound paraphernalia is available.
13) Traditional teaching aids are still visible.
14) Electronic teaching devices are applied.
Teachers
5) Teachers are using modern-contemporary teaching
strategy.
6) Approachable in sharing his/her ICT skills
7) Capability to teach on hand lectures (how to use Google
engine)
8) Teachers integrate Media Information Literacy and
Empowerment Technologies.

50
 CURRICULUM VITAE

ALVIAR, VANESSA I.

#3311, Batal, Santiago City

CP#09974884002
vanessa@gmail.com

WORK EXPERIENCE/S
LGU OF SANTIAGO CITY Nov.13-Dec.11, 2017
WORK IMMERSIONIST, City Treasurer’s Office

CITY OF SANTIAGO June-May 2017

SPES (Special Program for Employment of the Student)

PROFESSIONAL DEVELOPMENT
 SPES( Special Program for the Employment of the Student)

Household Profiling Training

Northeastern College, VIillasis,Santiago City
May 2017

RESEARCH WORK
ONLINE GAMES ADDICTION
June-November, 2017
Ismael Muron
Benjamin Basconcillo
Kairie Sudkaren
Nerly Languido
Vanessa Alviar

51
 Catherine Jose
Diana Jose

EDUCATION
Divisoria High School, Senior High School 2016- 2018
Divisoria High School, Junior High School 2012- 2016
Batal Elementary School 2006- 2012

PERSONAL DATA
DATE OF BIRTH August 14, 1999
PLACE OF BIRTH Batal, Santiago City
LANGUAGE/s Iloco, Tagalog, English
MARITAL STATUS Singl

DRAPEZA, ERICA M.

#3310, Quezon, San Isidro, Isabela

CP#: 09752297342
drapezaerica@yahoo.com

PROFILE ACHIEVEMENTS

 Copyreading and Headline Writing Filipino

(RSPC Qualifier for 4 years)
 National Facilitator Accreditation Dare to Discover
 COMmunity Savings and Credit Association Trainer
 Most Outstanding YES-O Representative S.Y.2016-2017

WORK EXPERIENCE/S

LGU OF SANTIAGO CITY Nov.13-Dec.11, 2017

LIAISON OFFICER, Office of General Services Officer

6-13 GENERAL MERCHANDISE April– May 2014

SALES AGENT,Old Public Market, Santiago City
.
SOCIETIES/MEMBERSHIPS

 Student Supreme Government COMELEC 2017-2018

President
 DHS K-12 Pioneer Alumna Batch Organization S.Y. 2017-2018
President

52
  DHS JHS Batch Alumna President S.Y. 2015-2016
 Luzon Wide Children Federation 2017-2020
Technical Committee on Economic Development
 The Binder (Official Publication of Divisoria High School) 2014- 2018
News Editor
 Student Supreme Government SHS 2016-2017
Vice President
 Girls Scout of the Philippines 2015-2016
President

\
PROFESSIONAL DEVELOPMENT

 Campus Journalism (Seminar Workshop) 2007- up to the present

 Luzon Wide Children’s Congress December 2017
 Dare to Discover & Youth SNC Workshop June 5-9 2017
Sponsored by World Vision
 COMmunity Savings and Credit
Association Training April 19-20, 2017
(Training of Trainers) Sponsored by World Vision
 1st Division Youth Congress January 31, 2015

RESEARCH WORK

EXPECTATIONS VERSUS REALITY: PHYSICAL FACILITIES AND

INSTRUCTIONAL MATERIALS AS PERCEIVED
BY SENIOR HIGH SCHOOL TRANSFEREES June-November, 2017

Drapeza, Erica M.
Juan, Micaella Marie I.
Kidman, Aubrey Grale L.
Lorenzo, Gretchen T.
Maddumba, Nikka Mae B.
Tabuno, Charles P.

EDUCATION

Divisoria High School, Senior High School 2016- 2018

With Honors
Divisoria High School, Junior High School 2012- 2016
With Honors
Quezon Elementary School 2006- 2012
Graduated as the Class Valedictorian

PERSONAL DATA

53
DATE OF BIRTH June 6, 2001
PLACE OF BIRTH Maddela, Quirino
LANGUAGE/s Iloco, Tagalog, English
MARITAL STATUS Single

GARCIA, KRISTINE MAY L.

#3310, Patanad, San Isidro Isabela

CP#:09565789385
kmgarcia798@gmail.com

WORK EXPERIENCE/S
LGU OF SANTIAGO CITY Nov.13-Dec.11, 2017
WORK IMMERSIONIST, Office of the City Cooperatives Officers
.
SOCIETIES/MEMBERSHIPS
 WATCH (We advocate Time, Consciousness, and Honesty) 2017-
2018
Secretary

PROFESSIONAL DEVELOPMENT
 School Based Leadership Training August 2017
 Daring To Imagine March 2017

RESEARCH WORK
STUDY HABITS ON HOW TO STUDY BETTER Nov. - March 2017
Kelcy Tumabcao
John Eric De guzman
Kristine May Garcia
Richelou Mae Espiritu
Maria Luisa Frago

54
 Ruandrie Blanco
Katrina Jane Almieda
Jasmin Ayala
Lea Roselle Llobrera
Kesia Nieveras

EDUCATION
Divisoria High School, Senior High School 2017-2018
Luna National High School, Senior High School 2016-2017
Luna National High School, Junior High School 2012-2016
Darigayos Elementary School 2005-2012

PERSONAL DATA
DATE OF BIRTH January 19, 2000
PLACE OF BIRTH Darigayos, Luna, La Union
LANGUAGE/s Iloco, Tagalog, English
MARITAL STATUS Single

IGNACIO, DENMARK R.

#3311, Maligaya Batal, Santiago Ciy

CP#: 09757056643
ignacio_denmark@yahoo.com

WORK EXPERIENCE/S
LGU OF SANTIAGO CITY Nov.13-Dec.11, 2017
WORK IMMERSIONIST, City Permit and Licenses Inspection Office

SANTIAGO CITY April-May 2016

SPES (Special Program for Employment of the Student)
.
SOCIETIES/MEMBERSHIPS
 Supreme Student Government June 2016-2017
Grade 11 Representative
 Filipino Club June 2013-2014
Treasurer

RESEARCH WORK
STUDENT’S CAREER TRACK CHOICES June-November 2017
Erwin Jake Carreon
Mellinium Singson
Alfha Aliangan
Leanne Visaya

55
 Jewell Joyce Gatchalian
Denmark Ignacio

EDUCATION
Divisoria High School, Senior High School 2016-2018
Divisoria High School, Junior High School 2012-2016
Batal Elementary School 2006-2012

PERSONAL DATA
DATE OF BIRTH September 02, 1999
PLACE OF BIRTH Batal Santiago City
LANGUAGE/s Iloco, Tagalog, English
MARITAL STATUS Single

56
 JOSE, CATHRENE JOY C.

#3311, Paraiso, Batal, Santiago city

CP#09550932605
cjcastroyahoo.com

WORK EXPERIENCE/S
DIVISORIA HIGH SCHOOL, SANTIAGO CITY Nov.13-Dec.11, 2017
WORK IMMERSIONIST, Accounting Administration

RESEARCH WORK
ONLINE GAMES ADDICTION June-November 2017
Ismael Muron
Benjamin Basconcillo
Kairie Sudkaren
Nerly Languido
Vanessa Alviar
Catherine Jose
Diana Jose

EDUCATION
Divisoria High School, Senior High School 2016-2018
Divisoria High School, Junior High School 2012-2016
Batal Elementary School 2006-2012

PERSONAL DATA
DATE OF BIRTH October 5 1999
PLACE OF BIRTH Santiago city
LANGUAGE/s Iloco, Tagalog
MARITAL STATUS Single

57
 MORILLO, JONALYN V.

#3311, Mabini, Santiago City

CP#: 09365208942
morillojonalyn03@gmail.com

WORK EXPERIENCE/S
LGU OF SANTIAGO City Nov.13-Dec.11, 2017
WORK IMMERSIONIST, City Permits and License Inspection Office
(CPLIO)

PROFESSIONAL DEVELOPMENT
 School Based Leadership Training August 2017

RESEARCH WORK
EFFECTS OF WATTPAD ADDICTION June-November 2017
Torres, Cherry Mae
Bullicer, Shiella
Ebreo, Amelia
Morillo, Jonalyn
Noora, Judy Ann
Salanga, Cristy

EDUCATION
Divisoria High School, Senior High School 2016-2018
Divisoria High School, Junior High School 2012-2016
Mabini Elementary School 2006-2012

PERSONAL DATA
DATE OF BIRTH August 2, 1999
PLACE OF BIRTH Mabini Santigo, City
LANGUAGE/s Iloco, Tagalog, English
MARITAL STATUS Single

58
 ROMACHO, QUINIE U.

#3310, Ramos East, San Isidro, Isabela

CP#: 092612769676
romacho@gmail.com

WORK EXPERIENCE/S

LGU OF SANTIAGO CITY Nov.13-Dec.11, 2017

WORK IMMERSIONIST, City Treasurer’s Office

MUNICIPALITY OF SAN ISIDRO April-May 2016

SPES (Special Program for Employment of the Student)
.
SOCIETIES/MEMBERSHIPS
 Araling Panlipunan Club 2017-2018
President
 WATCH (We advocate Time, Consciousness, and Honesty) 2017-2018
Grade 12 Representative

PROFESSIONAL DEVELOPMENT
 School Based Leadership Training August 2017

RESEARCH WORK
MULTIPLE AFFILIATIONS IN SCHOOL ORGANIZATION
June-November 2017
De Guzman, Jenny Vee
Mendoza, Shaine Millen
Paciente, Kei Julianja
Pelero, Mary Grace
Romacho, Quinie
Sambrano, Christine Anne

EDUCATION
Divisoria High School, Senior High School 2016-2018
Divisoria High School, Junior High School 2012-2016
Ramos Elementary School 2006-2012

PERSONAL DATA
DATE OF BIRTH November 17, 2000
PLACE OF BIRTH Pasig City
MARITAL STATUS Single

59