CHAPTER ONE

INTRODUCTION

Background of the Study

The internet is readily accessible with the use of ICT with its capability to house

an almost infinite amount of resources, it can offer diverse, accessible and useful

educational tools for students and teachers alike. As stated by Blurton, (2015) objects and

concepts that can be observed visually can be used to stimulate the minds of students for

effective learning. According to Hale and Lewis, attention is a critical factor in the

learning process. Optimal learning is achieved when the attention of a learner is caught,

this task is being done by ICT by providing visual aids.

As noted by Driscoll (1994), we can no longer consider learners as empty vessels

who wish to be filled, but active beings who seek meaning in things.

Taking all of that those into consideration, the Department of Education

(DepEd) has begun implementing and intensifying the use of ICT to further make the

process of learning itself efficient (Dar, 2017). ICTs are currently being used in education

to assist students to learn more effectively by providing teachers with access to a wide

range of new pedagogy (Flecknoe, 2010).

The researchers chose to study about this because ICT is deemed more of a

distraction than a useful tool to be used in learning in school. The ICT-integrated

materials may also have potential to help students in learning.

Statement of the Problem

This study sought to determine the Integration of Information and Communication

Technology (ICT) in making learning easier for Science, Technology, Engineering and

Mathematics (STEM) students in St. Albert the Great School (SAGS), School Year 2019-

2020.

More specifically, it would answer the following questions:

1. What are the ICT-Integrated learning materials often used in the classroom

by teachers for students’ use?

2. How does ICT-integrated learning materials make learning easier for the

students?

3. What are the advantages of ICT-integrated learning materials for the

students’ learning?

Significance of the Study

1. The students. The students will benefit from the study because they will

be aware of the positive effects of using ICT-integrated learning materials in teaching,

thus they will appreciate the use of these materials in their classroom discussions.

2. The teachers. The findings will assist the teachers in realizing the

possible potentials and advantages of ICT-integrated learning materials on the students’

performance.

3. The parents. The results of this study will enlighten the parents as it will

educate them the positive effects of ICT-integrated materials in the learning of their
children. It may help open their minds that ICT may help in developing their children’s

skills and knowledge.

4. The School. The school administration will be able to produce caliber 21st

century learners who are ready and equipped for higher learning. This study will also

generate suggestions to further improve the implementation of ICT-integrated materials

for students, parents and teachers.

5. The government. This paper will also benefit the government,

specifically the Department of Education (DepEd) and Commission on Higher Education

(CHED) as the findings of this study can help them realize the materials that are already

necessary for the students’ learning and at the same time create better ICT-integrated

materials and programs for the students’ consumption.

6. The future researchers. Future researchers will be able to use this as

basis for studies relevant to ICT-integration in an academic setting. They may also use it

to be able to generate innovations to optimize the process of learning.

Scope and Delimitation of the Study

This research is focused on how ICT-integrated learning materials make learning

easier for SAGS STEM students wherein the outcome of the surveys will be the basis to

create suggestions and recommendations to further improve the utilization of ICT within

the said academic institution. This research is delimited to study the effects of ICT to the

students in terms of their perceptions and attitudes towards learning with technology.

The only respondents of the researchers’ study are STEM students in SAGS who

are enrolled in the school year (S.Y.) 2019-2020.

Hypothesis

The researchers hypothesized that the use of ICT-integrated materials will make

learning easier and cause advantageous learning among the STEM students of St. Albert

the Great School.

Conceptual Framework

The researchers aimed to recognize how ICT-integrated materials make learning

easier by first determining the instructional materials that are most commonly used inside

the classroom, like PowerPoint presentations, e-books, smartphones, laptops, projectors,

televisions and tablets. They have analyzed how these instructional materials makes the

learning process easier and how effective these are when being applied inside the

classrooms. The researchers also looked for the advantages of utilizing ICT-integrated

learning materials inside the classroom.

 ICT-
Easier Advantages
Integrated
learning of ICT-
Materials/
process of Integrated
Instructional
the students Materials
Materials
Figure 1.0 Paradigm of the Research
Definition of Key Terms

1. Department of Education (DepEd)- The main governmental agency that

is responsible for ensuring access to the improvement of the quality of basic education.

2. Information and Communication Technology (ICT)- refers to

technologies that offers access to information available in cyberspace through

telecommunications. It is somewhat like Information Technology (IT), but specifically

encompasses communication technologies only. This includes the Internet, wireless

networks, cell phones, and other communication mediums.

3. Senior High School (SHS) - The newly established level of education in

the Philippines; a major amendment to the former system of education that does not

include additional two enrichment years post junior high school.

4. St. Albert the Great School (SAGS) - A private, nonsectarian school in

Malued District, Dagupan City, Pangasinan established on 1994.

5. Science, Technology, Engineering and Mathematics (STEM) - a strand

that will develop the students’ ability to evaluate simple to complex societal problems

and be responsive and active in the formulation of its solution through the application and

integration of scientific, technological, engineering, and mathematical concepts as it

prepares them to pursue college degrees that focuses on the enigma of the natural world

thereby leading them to become future scientists, technological analysts and experts,

engineers, mathematicians, programmers, and the like.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Instructional Materials

Instructional materials are any kind of materials including animate and

inanimate objects. Instructional materials help the teachers to achieve the desired learning

objectives. These are materials that can help the student understand the topic beyond

what is being literally said. It may give the students new knowledge about a certain topic.

(Muraina, 2015).

Instructional materials are also defined as resources that organize and support

instructions. It basically aims to have a proper and organized education to the students.

Teachers may use this as guidelines to support them to have proper and good quality of

teaching. (Remillard & Heck, 2014).

There are two types of instructional materials, the traditional resources and

graphic organizers. Traditional resources include any kind of books. These materials can

help introduce new concepts to the students, books have the most credible sources of

information but make sure that the lessons and topics are appropriate for the needs of the

students in education. Graphic organizers include any visual representation of

information, like videos and PowerPoint presentations. (Janovsky, 2018).

Instructional materials both in printed form and those of audio and visual types

are of fundamental importance to the success of teacher education programs. These

materials are used to help the teacher succeed in their goal to deliver good quality of

education. Modern learning demands that the necessary facilities, well qualified teachers,

suitable texts and instructional materials are available to achieve the aims and objectives
of teaching at all levels. Provision of these facilities and materials is of great importance

to enhance better and effective learning in schools. (Ralph, 1999).

Many schools around the world use instructional materials to have quality

education. They use different types of ICT tools to communicate, create and have good

source of information to ensure that the students will understand the lesson. (Blurton,

2000) The ICT tools become essential to the teaching-learning interaction, these tools

replace chalkboards with televisions. Students also use their smartphones to easily gather

information from different websites and sources.

Countries worldwide use different kinds of ICT tools that can help the students

have a broad and clearer understanding of the lesson. It includes the use of laptops that

allows a one-on-one interaction between a teacher and a student (Zuker & Light 2009).

This also includes tablets, a small personal computer with a touch screen, allowing the

students to easily access information from the internet and many useful applications can

also be downloaded in this device (Nirvi, 2011). Interactive whiteboards allow projected

computer images to be displayed, manipulated, dragged, clicked, or copied, these can be

displayed in a whiteboard by the use of projectors, allowing anybody to interact with the

image being displayed (Alsied & Pathan, 2015) Schools today also use e-books, these are

electronic devices that can download many books in digital form (Jung, Chan-Olmsted,

Park & Kim 2011). Last are flipped classrooms which involve lecture and practice at

home via computer-guided instruction and interactive learning activities in class (Bishop

& Verleger, 2013).

Easier learning process of the students

ICT supports information and knowledge sharing on a large scale. The classic

training model in education does not usually promote interactive learning. Knowledge

sharing and learning are increasingly recognized as being powerful contributors to the

development process, both of which are done easier with the use of ICT-integrated

learning materials.

New ICT’s overcome the barriers of distance and time, and significantly

improve the accessibility of information and knowledge. As a result, the sharing of

information and knowledge quickly and effectively becomes feasible. With this ICT can

offer potential learning opportunities to those previously excluded (Information and

Communications for Development: Global Trends and Policies, 2006).

According to Majumdar (2006), there are many ways ICT can make the process

of learning easier. This includes the following: 1) Students can explore and represent

information dynamically in many forms with the use of ICT- integrated materials. With

the use of graphic organizers and visual aids, representing even numerical data can be

easier to do on the students’ part. 2) This also enables students to effectively

communicate more complex ideas through the use of ICT-integrated materials. This

supports the first stated way on how ICT makes learning easier, which is about being able

to represent information and communicating it effectively to an audience as well. 3) ICT,

being versatile than any other medium allows students to have quick and easy access to

learning assistance when teachers fail to provide the needed assistance or guidance. Also,

ICTcan allow the student to have access on a variety of examples and information to
expound their ideas. A situational example of this would be a student searching the

internet for assistance in learning.

Through ICT, learners are capable to easily access data, ideas and information

from different sources through searching, locating, selecting, classifying and

authenticating material coming from a wide range of multimedia forms. Students are also

able to easily learn through ICT for it helps to extend data and information by processing,

manipulating, analyzing and publishing material in different multimedia forms; ICT also

transforms ideas and information into new or diverse forms by synthesizing, modeling,

simulating and innovating materials in many multimedia styles and formats; and through

ICT, learning is made easier for information is easily shared across local, national and

international networks by interacting electronically with others in actual and/or delayed

time.

Learners can easily express their personality, widen their imagination and it can

be utilized in levels of education and in all the aspects of learning. Beginning from

productivity tools to simulation and modeling, there are a variety of generic tools that

help learners to access, extend, transform and share information. The access to a vast

source of educational resources can integrate the curriculum objectives and make positive

effects to the learning of students. ICT makes learning easy for students by helping them

control their learning at their own place and convenience.

According to Jang (2015), ICT is proven to be convenient for content

collaboration type of interactions. With the use of Google Docs, Google Drive, and

Google Slides, collaborative work, which is common in many school-works, is made

easier and faster. Google Drive allows quick access to information to all those who are

given the links to the file, and the same can be done in Google Docs and Slides to avoid

the issue of creating multiple files.

Advantages of ICT-integrated learning materials

When used properly, ICTs are said to aid in expanding the reach of education,

strengthen the relevance of education to the increasingly technologically-dependent

workplace, and improve educational quality by helping make teaching and learning into

an engaging, interactive process connected to reality. 

Computers began to be used in schools in the early 1980s, and several scholars

suggest that ICT will be an important part of education for the next generation

(Bransford, Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001). Up‐to‐date

technology offers many ways of improving classroom teaching and learning (Ghavifekr

et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes (2001) stated that new

technologies have the potential to upkeep education across the curriculum and deliver

opportunities for efficient student‐teacher communication in ways not possible before. 

Many believe that using ICT tools make the students more focused on the lessons

and lead them to have critical thinking skills. ICT tools help them to better creative

thinking and understand the lessons faster and assist them in becoming more prepared in

the ongoing technological change in the society. (Goodwin, 2012)

According to Pano Savvidi (2016), ICT-integrated materials have benefits when

used inside the classroom with using it inside a classroom. It improves a student's

engagement in learning. When technology is integrated in a learning process, students

tend to be more active and cooperative because of the new experiences it brings.
Compared to the traditional way of teaching, students usually do not engage with learning

actively. 

Savvidi also stated that ICT- integrated materials improves knowledge retention,

given that the students are more active with the use of technology. Since they are

interested in what they are doing, they are expected to have a better knowledge retention. 

Technology is also useful for practicing skills that students can use on the 21st

century. Students can gain practical skills with modern learning that engages with solving

problems, critical thinking, developing forms of communication, leadership skills and

improving productivity. Also, the students will be technologically literate, they will be

able to assess and differentiate reliable sources from unreliable resources, manipulate the

internet wisely, and learn proper online etiquette.

 CHAPTER 3

METHODOLOGY

This chapter includes a description of the research design and its corresponding

method, an explanation of the process of analyzing and interpreting data, a description of

factors that may affect the results and the answers of the respondents, and the research

instruments used.

Research Design

This quantitative research study used a survey non-experimental method. The

researchers used survey questionnaires to collect data from the STEM students of SAGS.

The researchers had secondary data in the form of review of related literature as basis to

the survey questionnaires.

Research Locales

The research study was conducted within the campus of St. Albert the Great

School located in Malued District, Dagupan City. Specifically, inside the classrooms of

Senior High School Students in the STEM Strand.

Respondents

The respondents of the research study are the 100 students Senior High School

Students in the Science, Technology, Engineering and Mathematics Strand during the

School Year 2019-2020.

Research Instruments

The researchers used survey questionnaires as an instrument in gathering data.

The questionnaire consisted of three questions in line with the research problems. The
choices in the questions were based on the gathered data in the review of the related

literature.

Data Gathering Procedure

The researchers initially formulated questions that will be distributed as survey

questionnaires. After constructing the questions, the researchers made a letter to be

approved by the authorities headed by the Principal in order to conduct a survey within

the school premises. The survey was conducted in the 2nd week of August.

Before conducting the survey, the researchers asked permission from the teacher

scheduled in that particular time. The researchers briefed the students about the survey

questionnaire and its purpose, then they distributed the survey forms to the respondents.

The researchers also tended to all the clarifications that the respondents need.
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the study that was mathematically solved and

interpreted by the researchers. The results presented in bar graph and tables with

corresponding analysis and interpretation of the results.

100

90

80

70

60

50

40

30

20

10

0
Powerpoint Televisions Laptops Smartphones Tablets E-Books

FREQUENCY
Figure 2. The bar graph shows the instructional materials often used inside the classroom.

The result presents the results of the instructional materials often used inside the

classroom that was gathered from the STEM students of SAGS. It shows here that the

PowerPoint has accumulated the highest number of responses with 92 out of 100, which

means it is the most used instructional material used inside the classrooms. The choice

that has the least number of gathered response is the E-books which proves that it is the

least used instructional material inside the classrooms.

 PowerPoints are the most often used because they can serve as a prepared lesson

plan and a visual aid as well, making them used widely in almost any subject. Televisions

are where most presentations are projected to cater to a class of at least thirty. Laptops

second to the Smartphones when it comes to where PowerPoints are created, stored, or

downloaded. Smartphones are where most teachers store their PowerPoints that they use

to teach. Tablets are rarely used by teachers in classes to teach students. E-books go last

because there is not much any innovation in its aspect, it is just a textbook that is readily

available in a handheld device.

 5

4.5

3.5

2.5

1.5

0.5

0
Accessibility of Effective Data is Extended More Versatile Data is Easily Exploring
Information Communication and Trasnformed Medium Shared Information
of Ideas

Average Rank
Figure 3. The figure shows how the ICT- integrated tools make the learning process
easier regarding the said choices.

The result shows that ‘accessibility of information’ has accumulated the highest

average rank of 4.5 and an overall rank of 1. This proves that the students agree that the

accessibility of information is what makes their process of learning easier with the use of

ICT- integrated materials.

The Accessibility of information comes first because PowerPoint presentations

make information easier to access because it is compiled in one file. The Effective

communication of ideas comes and data is extended and transformed comes next because

PowerPoint presentations give the users a variety of ways to use it and how the data was

showed. Data is easily shared and more versatile medium ranks 4.5 because the internet

plays a role on how information is easily spread and the medium can be seen anywhere.

Students can explore information ranks last.

 4

3.5

2.5

1.5

0.5

0
More Active and Prepared on Gain Practical Skills More Focused in the Thinking
Cooperative Technological Lessons
Change

Average Rank

Figure 4. Presents the Advantages of ICT- integrated learning materials to the STEM
students of SAGS based on set choices.

According from the result, the choice ‘more active and cooperative’ has

accumulated the highest average rank of 3.4 and an overall rank of 1. It proves that ICT-

integrated materials effectively helps the students to be more active and cooperative

inside the classroom. While the choice ‘students have great creative thinking’, has

collected an average of 2.6 and an overall rank of 5 which verifies that most of the

students do not consider ICT- integrated materials in making them have great creative

thinking as an advantage.

Its ability to make students more active and cooperative ranks first because it

gives students new experiences, in which they will want to participate in, therefore

making them more active in class. Its ability to make students prepared on technological

changes ranks second because it is obvious that technology nowadays is rapidly

progressing, therefore students must keep up with the change to stay ICT-literate.

Students can gain practical skills ranks third because it allows them to deal with matters
that involve problem solving, critical thinking, and using newer forms of technology. Its

ability to make students more focused in the lessons ranks fourth because incorrect usage

can make it more of a distraction. Its ability to make the students have great creative

thinking ranks last because it may make them more reliant on the resources that are

readily available, instead of making something new out of them.

 CHAPTER 5

FINDINGS, CONCLUSIONS and RECOMMENDATIONS

Findings

According to the results that the researchers have interpreted, PowerPoint

presentations are the most used instructional material inside the classroom. According to

Janovsky (2018), there two types of instructional materials, these include the traditional

resources and the graphic materials, and PowerPoint is a type of a graphic material that

graphic organizers usually use visual presentations and PowerPoints. It was also said by

Ralph (1999) that provision of these facilities, make effective learning in school. It also

helps the teachers to deliver a good quality of education to the students.

An ICT- integrated tool is effective enough to make the students agree that one of

its most effective and experienced advantages is that it is accessible to get information.

Majumdar (2006) said that one of the many ways ICT make the process of learning easier

is the easy access of data and information through searching, locating, manipulating,

selecting and classifying in many multimedia forms. Students are capable of accessing

and sharing data across local, national, and international regions through electronic

devices like ICT materials. Accessibility does not come with only being easy to influence

and accessed, but it is also capable of being used easily by its availability.

According from the results shown in table 2, ICT- integrated materials make

students more active and cooperative which was also stated by Pano Savvidis (2016), that

technology improves the students’ interest in learning. Compared to the old way of

teaching and learning where in students do not participate attentively with activities

inside the classroom, technology is a big help in improving the process of learning of the
students. The use of technology excites them because of new experiences, making them

more active and cooperative during activities.

Conclusions

The statistical results prove that ICT is effective as an educational tool for it has

made life even more so learning, easier. ICTs, when appropriately used, complements a

teacher’s existing pedagogical philosophies making learning more comprehensive and

efficient. Having ICT as an educational tool has been a great motivation for learning as it

gives students and teachers an avenue to explore more new ideas which makes learning

more exciting. This makes the students indulge more in discussions and activities

necessary for their education. Aside from that integration of ICT as a tool for learning

has given positive effects for it allows self-paced learning. This allows students to select

what they would want to focus on and based on their perception, needs and positions

when it comes to learning. ICT is proven have positive effects in the learning of students

for it leads to remunerative abilities and skills for self-regulated learning. Lastly,

incorporating ICT in the classroom setting also boosts the confidence of learners since

having provided the ICT materials and being able to use them efficiently for their

learning, the students feel that they are given sufficient ways to expand their knowledge

and having the sense of being globally competitive.

The top ICT-integrated learning materials that are often utilized for students’ use

are PowerPoint presentations, televisions, laptops and smartphones. These materials have

been most the most efficient ICT tools for they are highly accessible.
 ICT-integration makes learning easier since it has made learning more

convenient. ICT-integration in education has shown positive effects in the learning of the

students for it offers more information than those in books and a variety of references to

choose from. ICT tools makes learning easier because it can be a great substitute to any

unavailable materials since what is needed can be searched and found in just a few clicks.

It also makes learning easier because through ICT teachers and students can

communicate effortlessly and are able to address mistakes or points in an instant. Lessons

are also taught in a creative and versatile way as the information can be analyzed and

transformed in different yet easy processes offered by ICT.

ICT-integrated learning will increase the capabilities of teachers to teach and the

capabilities students to learn, this way both will yield more positive results. The students

may have the ability to acquire higher grades for they have greater understanding of the

information being taught by their teachers. Both students and teachers will be able to

maximize their time in learning since they already know what they need to focus on. ICT

has positive effects in education, for it has created a bigger horizon of learning for

students. The immersive features of ICT has made students more cooperative and enjoy

learning. Furthermore, ICT enhances students’ critical and strategic thinking.

Recommendations

 The students. The students must know that the PowerPoint presentation is useful

for classes, and so they must use it properly. It is not meant to replace textbooks,

but it takes the information out of it and projects it visually, making an experience

out of it. The students must know that so they will use PowerPoint as visual aids.
 The teachers. Enhance their skills in relation to ICT and continue using ICT tools

as part of their instructional materials.

 The teachers. They must update their Microsoft PowerPoint applications to the

latest version to use all the features that makes it more interactive. Seminars on

how to make it more interactive are recommended as well.

 The parents. The parents must know the benefits of ICT so that they may provide

the bare minimum ICT materials like laptops and internet connection that their

children’s needs. They must also teach and guide them into responsibly using ICT

and managing their time while using ICT.

 The administration. The administration must provide financial support to the

teachers on updating their PowerPoint application since it can be somewhat

costly, but there is a lot of features that can be used by teachers to make their

presentations more interactive.

 The government. The DepEd must invest on the improvement of the ICT

integration in all schools and in the continuous trainings for the teachers regarding

the same.
 BIBILIOGRAPHY

Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL
classroom: Advantages and implications.’International Journal of English Language and
Translation Studies. 1(1).

Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the
research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta,
Georgia.

Blurton, C. 2000. New Directions of ICT-Use in Education. United National

Education Science and Culture Organization (UNESCO).

Blurton, C. 2000. UNESCO's World Communication and Information Report

1999.University of Hong Kong.
Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn:
brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy
Press.  
Dawes, L. (2001). What stops teachers using new technology? In M. Leask (Ed.),
Issues in Teaching using ICT (pp. 61‐79). London: Routledge. 

Flecknoe, Mervyn. 2010. ‘How can ICT Help us to Improve Education?’ pp. 271-
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Ghavifekr, S., Afshari, M., &Amla, S. (2012). Management strategies for E‐

Learning system as the core component of systemic change: A qualitative analysis. Life
Science Journal, 9(3), 2190‐2196.

Goodwin, N. (2010). ICT knowledge in the technology classroom - where to and

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Jang, Yeona. 2015. Convenience matters: A qualitative study on the impact of use
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Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book
reader awareness, interest, and intention to use.' New Media & Society. 14(2)
 Lefebvre, S., Deaudelin, D., & Loiselle, J. (2006), ICT implementation stages of
primary school teachers: The practices and conceptions of teaching and learning. Paper
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Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad

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Savvidis, Pano. 2016. Top 6 benefits of using technology in the classroom.
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APPENDICES
Appendix A

July 22, 2019

Mrs. Adelaida G. Carvajal

The Principal
St. Albert the Great School

Dear Madam:

We, the Grade 12 Science, Technology, Engineering and Mathematics students of

St. Albert the Great School are in partial fulfillment of the requirement in Practical
Research 3 for the study, “Integration of Information and Communication Technology
(ICT) in Making Learning Easier for Science, Technology, Engineering and Mathematics
(STEM) Students in St. Albert the Great School (SAGS), School Year 2019-2020”

We are humbly asking for your permission to conduct a survey to the Grade 11
and 12 STEM students of St. Albert the Great School during their free time.

We assure that all information will only be obliged for our research. We attach
our survey questionnaire for your reference.

Respectfully yours, Noted by:

Ellen Nicole D. Amado Annabelle Bamba V. Cua

Practical Research 3 Teacher

Trixy Joyce F. Carreon

Ma. Teodora J. Domingo
Academic Coordinator
ClairoleSahm B. Ferrer

Realyn C. Mejia
Christian Ray T. Matias SHS Assistant Prinicipal

Patricia Joyce C. Palaganas Approved:

Via Lyrra Mae F. Rangasa Mrs. Adelaida G. Carvajal

Prinicipal

Romel Adrian G. Romero

Appendix B

QUESTIONNAIRE
Name (Optional):_________________________________________________
Year & Section: ______________________

Instructions: Each question has its corresponding set of instructions. Read carefully
before you respond to a question. For any clarifications, ask the assigned researcher of
the said research paper present in your classroom.
Purpose: The purpose of this questionnaire is to determine the ICT-materials used in the
classroom, the ways it makes learning easier, and its advantages. The researchers who
have conducted this survey study will preserve the confidentiality of the survey forms
and will only use this to gauge the integration of Information and Communication
Technology (ICT) in making learning easier for Science, Technology, Engineering and
Mathematics (STEM) students in St. Albert the Great School (SAGS), School Year 2019-
2020.

1. What are the instructional materials often used in your classroom? (Check all
that you have used in the past week)
 PowerPoints  Tablets
 E-Books  Smart Phones
 Televisions  Laptops

2. How do ICT-Integrated tools make learning easier? Please rank your answer
from 1-6.
__Accessibility of information
__ Students can explore information
__ Effective communication of ideas
__ More versatile medium
__ Data is extended and transformed
__ Data is easily shared

3. What are the advantages of ICT-integrated learning materials for the students’
learning? Please rank your answer from 1-5.
__ Makes students more active and cooperative
__ Makes the students more focused on the lessons
__ Makes the students have great creative thinking
__ Makes the student prepared on technological change
__ Students can gain practical skills