CHAPTER 1

BACKGROUND OF THE STUDY

INTRODUCTION

Information and Communication Technologies (ICTs) are clearly of great

significance for education. The reconciliation of ICTs in general and teacher

education in particular is the need of the hour. The colossal advantages of ICT have

been very much reported by different specialists and scientists, for example, BECTA

(2004), Akudolu (2002), Sharp and Potter (2002) and Olibie (2003). Educating is

getting one of the most testing callings in our society where information is extending

quickly and a lot of it is accessible to understudies as well to the educators. As new

ideas of learning have developed, instructors are required to encourage learning and

make it important to every students as opposed to just simply give information and

aptitudes. Present day improvements of creative advances have given new potential

outcomes to showing callings and yet have put more requests on educators to figure

out how to utilize these new innovations in their instructing.

The pace of technological revolution and development of a knowledge society

changed the traditional role of the teacher. Customarily, the educator is the main

wellspring of information for the understudies. The impact of the internet in education

in the ongoing years fosters the vision of an open, worldwide, and flexible learning.

In the structure of this educational scene the role of the teacher is that of acting as a

guide and instrument to guarantee a complete learning process by means of cutting

the modern age advances and dealing with the student’s learning procedure by the

new instructional models set in newly created virtual conditions. The teacher will

have to develop competencies related to the learning settings that changes in

teaching and learning standards require. Authors such as Potter and Darbyshire
 2

(2005) and UNESCO (2004) are of the view that ICT competencies are concerned

with the ability to: realize when to apply or build up a specific ability in utilizing an ICT

resource, to know about the purposes behind utilizing ICT and its impact on both

users and context, and of having a basic, certain mentality and confident attitude to

learning with the innovation.

To make ICT-empowered educating and learning conditions, it is also

important to provide ICT training for teachers. Teachers need to know about ICT and

about what ICT can give. They additionally should have the option to fundamentally

assess and separate what (innovative) resource to utilize and whether one should be

used at all. They need to be able to understand conceptually and in pedagogically-

appropriate ways, how, where and why to use computer-related technologies. In this

way, obviously instructors need skills for fruitful, instructional utilization of ICT. Apart

from the strategy of the introduction of ICT, some disarray is found about ICT

competencies to be procured by teachers. It is very sad to say that in India, Teacher

Education Programs does exclude the ICT competencies to prepare the future

teachers. Through the program, the understudy teachers only know how to use

computers but not in the classroom with their students. To remember the above

issues, the researcher decided to know the opinion of the teacher educators on this

aspect. The two primary inquiries that are connected with the present investigation

were: (1) Bearing in mind the existing ICT poor school environments and the

vastness of ICT capabilities, what competencies are teachers expected to possess

for them to implement an ICT based curriculum and (2) what ICT-educational skills

should teacher preparation institutions aim to develop in teachers to ensure that

these teachers can help the nation to cross to the positive side of the computerized

separation and keep pace on the data superhighway.

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The study is limited to the improvement of ICT capabilities of teachers. This is

based on the fact that ICT competencies involve knowledge of skills, knowledge on

how and when to apply the aptitudes just as information on explanations to utilize the

specific ICT or the commitments of that ICT to the arrangement of issues.

As per Mishra and Koehler (2006) technological, pedagogical, and content

knowledge are essential for teachers for fruitful integration of ICT in education. The

analyst altogether contemplated the writing and casing out an ICT competency

model for instructors. For fruitful instructional utilization of ICT, four types of

competencies are required. These four competencies are- Technological

Competencies (TC), Pedagogical Competencies (PC), Didactical Competencies

(DC) and Social Competencies (SC).

Statement of the Problem

The main objective of this study was to determine the significant influence of

the attitude on the ompetence of students on the use of Information Communication

Technology among the students in Saint Francis Xavier College.

Specifically, this study aimed to attain the following objectives:

1. What is the level of teachers Attitude towards Technology in terms of;

1.1 interest in Technology

1.2 consequences of Technology

1.3 attitude towards Technology

1.4 teaching Technology

1.5 knowledge of Technology

2. What is the level of Teachers Competence on the use of ICT in terms of:

1.6 technological ICT Competencies

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1.7 pedagogical ICT Competencies

1.8 didactical ICT Competencies

1.9 social ICT Competencies

3. Is there a significant relationship between Attitude towards technology and

teacher competence on the use of ICT among the college teachers in all

department in Saint Francis Xavier College?

4. Which domain of Attitude towards technology significantly influence the

teachers’ competence on the use of ICT among the college teachers in Saint

Francis Xavier College?

Null Hypothesis

Ho1 There is no significant relationship between attitude and competence of

students om the use of

Ho2 There is no significant influence of attitude towards technology on

teacher competence on the use of ICT.

Theoretical Framework

A theory stated by Ajzen (2005) that the theory of planned behavior frames

the foundation for the current study. The theory attempts to predict and explain

human behavior in explicit settings. The theory of planned behavior has three

constructs proposed necessary to predict a behavioral outcome: attitudes, subjective

norms, and perceived behavioral control. Some research has promoted this theory

as a fitting system to concentrate participants' reactions on their attitudes toward

utilizing innovation (Sugar, Crawley and Fine, 2005).

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A theory stated by Potter and Darbyshire (2005) that teaching is becoming

one of the most testing callings in our society where knowledge is extending quickly

and much of it is accessible to students just as to teachers at the same. As new

ideas of learning have developed, teachers are expected to facilitate learning and

make it meaningful to individual learners as opposed to simply giving information and

abilities. Modern developments of innovative technologies have given new prospects

to teaching professions but at the same time have placed more demands on

teachers to learn how to utilize these new technologies in their teaching. The pace of

technological revolution and the emergence of a knowledge society changed the

traditional role of the teacher. Customarily, the teacher is the only source of

knowledge for the students. The effect of the internet in education in recent years

cultivates the vision of an open, worldwide and flexible learning. In the framework of

this educational landscape, the role of the teacher is that of acting as a guide and

instrument to guarantee a thorough learning process through the modern age

technologies and managing the student’s learning process by the new instructional

models set in newly created virtual environments. The teacher will have to develop

competencies related to the learning settings that changes in teaching and learning

standards require. Unesco 2004 in addition, the following are view that ICT

competencies are concerned with the ability to: know when to apply or develop a

particular skill in using ICT resource, to be aware of the reasons for using ICT and its

impact on both users and setting, and have critical and confident attitude to learning

with the technology.

These theories on the attitude towards technology and teachers’ competence

in the use of ICT gives increasingly additional information that the integration of

technology into learning activities is strongly influenced by teachers’ attitudes. If

 6

teachers’ have a positive attitude and beliefs that technology can be useful for

learning activities then they will integrate technology into learning activities and gives

learners’ meaningful learning.

Conceptual Framework

Independent Variable Dependent Variable

Attitude
Competence of Students on the use of
 Interest in Technology
Information Communication Technology
 Consequences of Technology  Technological ICT Competencies

 Attitude Towards Technology  Pedagogical ICT Competencies

 Teaching Technology  Didactical ICT Competencies

 Knowledge of Technology  Social ICT Competencies

Figure 1. Schematic Diagram

Figure 1 above shows the two variables of the study. The Independent

Variable is the Attitude towards Technology. It consists of 5 indicators and these are

interest in technology, consequences of technology, attitude towards technology,

teaching technology and knowledge of technology. Interest in technology means a

person who loves or has an interest and is being addicted in using it in a different

way. Consequences of technology is to distinguish between unanticipated and

undesired consequences in using technology. Attitude towards technology is to

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measure attitude towards the impact of technology. Teaching technology it is where

it includes the use of social media tools integrated within Learning Management

Systems( LMS) and to those who run more independently over the internet and

knowledge of technology means in which both teachers and students’ comes to

understand key concepts that underpin all technological development and the

resulting technological outcomes and also by gaining knowledge of materials used in

technological products, as of components and connections used in system which

students can bring greater understanding to their own technological practice and

decision making. While the dependent variable is the Teachers Competence for the

use of ICT which consists of four indicators and these are technological ICT

competencies, pedagogical ICT competencies, didactical ICT competencies, and

social ICT competencies. Technological ICT Competencies these competencies are

related with teachers’ knowledge and technical training that how to use and maintain

ICT equipment’s and software. These competencies involve the skills to operate

modern technologies such as- computer, Internet etc. Pedagogical competencies are

related with teachers’ instructional practices and knowledge of the curriculum and

requires that they develop applications within their disciplines that make effective use

of ICT to support and extend teaching and learning. This is a generic form of

knowledge that is involved in all issues of student learning, classroom management,

lesson-plan development and implementation and student evaluation. It includes

knowledge about techniques or methods to be used in the classroom; the nature of

the target audience; and strategies for evaluating student understanding. Didactical

ICT Competencies these competencies are related with subject knowledge of the

teacher that is to be learned or taught. Teachers must know and understand the

subjects that they teach, including knowledge of central facts, concepts, theories and
 8

procedures within a given field, knowledge of explanatory frameworks that organize

and connect ideas and knowledge of the rules of evidence and proof. Teachers must

also understand the nature of knowledge and inquiry in different fields. And social

ICT Competencies Social these are related to the understanding of teachers with

social and ethical issues surrounding ICT and apply that understanding in their

practice.

Scope and Delimitations of the Study

This study focus only on the attitude towards technology in terms of interest in

technology, consequences of technology, attitude towards technology, teaching

technology and knowledge of technology. And for the Teacher Competence on the

use of ICT in terms of technological ICT competencies, Pedagogical ICT

competencies, Didactical ICT Competencies and Social ICT competencies. It was

delimited only to the indicators stated above with respect to the observation of

attitude towards technology and the teachers competence on the use of ICT. The

collection of data was delimited to the accessible teacher competence utilize by the

use of ICT.

Significance of the Study

The following are the beneficial of the study:

School Administrators. This may help in administering teacher development

programs to enhance the competencies by the use of ICT towards teachers’ attitude

and will provide and improve more training in the area of ICT.
 9

The ICT Teachers. This study will help them to improve their knowledge and skills,

and to know what competency is best that will be used for the instructional purposes

regarding to the competencies by the use of ICT.

Guidance. They are the one to give advises and give you direct on how being

teacher competence.

IT Program head. This may help them to improve teachers development on using

towards technology.

Parents. They are the one to provide financial support and nurture their children

towards technology.

The Future Researchers. The outcome of the study is beneficial to the neither

present researchers or the future researchers. This study may be one of the basis

that a new theory in learning will arise.

Definition of Terms

For more understanding of this study the following terms are operationally

defined:

The Teacher Attitude- critical in determining how technology is use in a classroom.

Teacher must possess the right attitude towards technology of its application in

teaching and learning.

Educational technology- Any technology such as computers and other application

that can be used for educational purposes.

Teachers competence- Teaching is becoming one of the most challenging

professions in our society where knowledge is expanding rapidly and much of it is

available to students as well as teachers at the same time. As new concepts of

learning have evolved, teachers are expected to facilitate learning and make it
 10

meaningful to individual learners rather than just to provide knowledge and skills.

Modern developments of innovative technologies have provided new possibilities to

teaching professions but at the same time have placed more demands on teachers

to learn how to use these new technologies in their teaching.

REVIEW OF RELATED LITERATURE

This chapter will provide a review of the literature on the topic of teachers’

attitude towards technology followed by its indicators with the relationship of

teachers competence for the use of ICT on how competence strategies they will use.

Attitude towards technology.

The teacher is critical in determining how technology is used in a classroom.

As a result, teachers must possess the right attitude towards technology and its

application in teaching and learning. Yusuf and Balogun noted that scholars have

defined attitude as “one’s positive or negative judgment about a concrete subject”

(Yusuf and Balogun, 2011).

Interest in Technology. Teachers should model the use of technology in

support of the curriculum so that children can see the appropriate use of technology

and benefit from exposure to more advanced applications that they will use

independently when they are older (DePasquale, McNamara, & Murphy, 2003).

Technology can be used as a tool for establishing meaningful projects to engage

students in critical thinking and problem solving, and also technology can be used to

restructure and redesign the classroom to produce an environment that will promotes

the development of higher order thinking skills (Kurt, 2010). Technology also

increases students’ collaboration. Collaboration is a highly effective tool for learning

wherein students cooperatively works together to either create projects or they can
 11

learn from each other by reading the work of their peers (Keser, Huseyin, &Ozdamli,

2011).

Consequences of technology. ICT has the potential to increase access to

education and improve its relevance and quality. Tinio (2002) asserted that has the

tremendous impact on education in terms of acquisition and absorption of knowledge

to both teachers and students through the promotion of active learning, collaborative

and cooperative learning, creative learning, integrative learning and evaluative

learner.

Attitude towards Technology. Providing educational technology course for

pre-service teachers enables them to learn about technology integration before they

start their career (An, Wilder & Lim, 2011). Another reason for lack of technology

implementation is teachers’ negative belief and attitudes (anxiety) toward

technology. Several studies implied that teachers’ beliefs and attitudes are the

one of the most important constructs of technology integration (Andrew, 2007;

Kim, Kim, Lee, Spector & DeMeester, 2013). Technology anxiety is defined as an

attitude that is applicable to technology in various forms (Biggs & Moore, 1993). It is

also defined as a negative emotional state by an individual when he/she uses

technology or technology equipment (Bozionelos, 2001).

Teaching Technology. Using technology in education everyday more runs in

the growth and advancement; teaching technology is known as the implementation

of learning models (Murati, 2013).

Knowledge of Technology. Technological knowledge refers to the

knowledge about standard technologies and upper class technologies which are

used for education and instruction purposes (Koehler et al., 2007). This knowledge

of teachers is seen as the knowledge of understanding the technological knowledge,

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using appropriate technology, defining practical technologies, and constantly

adapting the changes in technology to the education and instruction environment

(Margerum-Leys & Marx, 2002). Pedagogical knowledge refers to the knowledge

about the methods and applications in relation to learning and teaching (Koehler et

al., 2007) Technological content knowledge is interested in the attitude in relation to

how technology and content influence and restrict each other. The use of different

technologies influences different learning by students (Margerum-Leys & Marx, 2002

Teachers Competence.

The requirements to a competency-based teacher education and include the

knowledge, skills and values a teacher-trainee must demonstrate for successful

completion of a teacher education programmer.

Technological competence. National Educational Technology Plan

recommends the need to have a common set of technology competencies

specifically for teacher educators who prepare teacher candidates to teach with

technology (U.S. Department of Education, Office of Educational Technology, 2017).

This study facilitated the co-creation of the Teacher Educator Technology

Competencies. The TETCs define the competencies (knowledge, skills, and

attitudes) all teacher educators need in order to support teacher candidates as they

prepare to become technology-using teachers. The TETCs shed light on the roles

and responsibilities of teacher educators who address technology within their

courses. A highly collaborative research approach was used to develop the TETCs

which involved the crowdsourcing of technology-related literature, a Delphi method

for expert feedback, and an open call for public comment. As a result, 12

competencies with related criteria were identified. The TETCs should be viewed as a
 13

first step in a larger reform effort to better address technology integration in teacher

preparation programs. The release of the TETCs provides future research

opportunities including, but not limited to, implications for course design, relevant

faculty development for teacher educators, and policy implications.

Pedagogical competence. The ability of teachers in managing learning that

includes the ability to plan a learning program, the ability to interact or manage the

learning process and the ability to perform an assessment (Akhyak, Idrus M and

Bakar, Y A 2013). Pedagogical competence consists of knowledge and skills which

is successful teaching relies on subject deep knowledge, linking theory and research

to teaching and learning, and simultaneously using knowledge and skills in a rational

context (Sahana A and E V 2015). Implementation of teacher pedagogical

competence can optimize the development of learners from the intellectual,

emotional and moral aspects (Akhyak, Idrus M and Bakar, Y A 2013). Pedagogical

competence is the ability and willingness to regularly apply attitudes, knowledge, and

skills that aim to encourage learning to create learning in the best way (Apelgren K

and Giertzswedish B 2010). Teacher pedagogical competence is the ability to

manage learning, which includes planning, implementation, and evaluation of

learning outcomes of learners (Rahman M 2014 J). Pedagogical competence is the

ability of a person to use a combination of tangible resources (such as instructional

materials and technology) and intangible resources (such as knowledge, skills, and

experience) coordinated and synergized (Madhavaram S and Laverie D A 2010).

Teachers with good pedagogical content knowledge can understand the difficulties

experienced by students in learning mathematics material so that students can

understand its structure and be avoided from its difficulty (Tsafe A K 2013). The
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effect of enhancing teacher pedagogical skills is generated gradually toward

students, whereas when teachers improve pedagogical skills, student achievement

will also increase (Marzano R J and Toth M D 2013).

The pedagogical use of ICTs consists of two main components, namely the

application of pedagogy and the use of it. Mishra (2008) refers to the importance of

having a sound technological pedagogical content knowledge (TPCK) to ensure the

effective integration of ICTs in schools. Pedagogy is an active method of teaching

with confidence using certain techniques, strategies and 2 technologies to attain

pedagogical goals within a specific environment, as well as assisting learners

through interaction and activity in the ongoing academic and social events of the

classroom (BlogSpot, 2008; Farlex, 2009: online; Martinet et al., 2001: 43-50). It is

also known as the study or scientific method of teaching where the teacher has to

acquire relevant pedagogical knowledge and techniques to be able to teach

competently and confidently (BlogSpot, 2008: online). Besides having adequate

pedagogical knowledge, teachers should be knowledgeable about the content of

their subject (content knowledge) as well. The pedagogical use of ICTs refers to the

methods and practices involved in using ICTs for teaching and learning processes

(Law et al., 2008e: 5). Pedagogy has a broad usage, for the purpose of this

investigation the ICT pedagogical practices of teachers relating to the methods,

techniques, and strategies of ICT use in classrooms (South Africa, 2002: 8).

Didactical Competencies. In which motivating students to use technology is

a necessary first step, but not sufficient when the aim is to develop didactic

competence. The professor has done a fantastic job of motivating the students and

showing them the possibilities in practice. However, the literature on didactics in

teaching emphasizes that it is also necessary to reflect upon your own practice and
 15

your own teaching in order to understand why you do the things you do and why

something works and some do not. Besides considering what, why and how in

teaching and learning, didactics need to reflect upon such issues as who should

learn, where they should learn and when they should learn (Jank and Meyer, 1997).

Social ICT Competencies. Related to the understanding of teachers with

social and ethical issues surrounding ICT, applying that understanding in their

practice and ICT redefines how people think and how people communicate. It brings

benefits and new possibilities as well as risks and new problems. In a world where

information and communication technology has come to define how people live and

work and has critically affected culture and values, it is important for us to review

ethical issues, as well as social responsibility, in the Asia-Pacific region (Sembok,

2003). ICT creates ethical issues because “it changes the instrumentation of human

action” (Johnson, 2001). Moreover, the ICT ethical issue is unique as it provides

“new species of traditional moral issues” (Johnson, 2001). Thus, it “raises serious

ethical questions for individuals and organizations” (Edewor, Ethics and Social

Issues Related to Information Communication Technology, 2011) like the academe.

Most importantly, teachers need to understand these issues. Several frameworks on

ICT social and ethical policies are available that define several issues and provide

guidelines. For example, the UNESCO’s Info-Ethics Programme, cited in (Sembok,

2003), promotes equality, justice, mutual respect, production, access, dissemination,

preservation, and use of information in the electronic environment. Also, the ISTE

National Educational Technology Standards for Teachers emphasize the need “to

promote and model digital citizenship and responsibility” (International Society for

Technology in Education (ISTE), 2016). The standard states that “teachers

understand local and global societal issues and responsibilities in an evolving digital
 16

culture and exhibit legal and ethical behavior in their professional practices”. It

focuses on advocating, addressing, promoting, and developing social and ethical ICT

responsibility. In the same way, the Philippines’ Commission on Information and

Communication Technology formulated in 2006 the National ICT Competency

Standard for Teachers, also known as NICS-Teachers (Commission on Information

and Communication Technology). One of the domains in the standard is social and

ethical competencies related to social, ethical, legal and human issues and

community linkage. Specifically, the standard emphasizes the following: 1)

understand and observe legal practices in the use of technology, 2) recognize and

practice ethical use of technology in both personal and professional levels, 3) plan,

model and promote a safe and sound technology-supported learning environment, 4)

facilitate equitable access to technology that addresses learning, social and cultural

diversity (Caicedo, Montes & Ochoa Angrino, 2013.

Simply having ICT in schools won't ensure their successful use. Regardless of

the quantity and quality of technology placed in classrooms, the way to how those

tools are used is the teacher; therefore teachers must have the competence and the

right attitude towards innovation (Kadel, 2005). Attitudes refer to one’s positive or

negative judgment about a concrete subject. Attitudes are controlled by the analysis

of the information regarding the result of an action and by the positive or negative

assessment of these outcomes (Ajzen & Fishbein, 2000). There is a common saying

that attitude determines altitude. Studies have built up close connections and

affinities between teachers’ attitude and their use of ICT.

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Synthesis

Teachers’ attitudes toward computer technologies are also related to

teachers’ computer competence. Attitudes affect teachers’ behaviors. Additionally,

they have a considerable effect on openness to new experiences, as well as on

reflecting and implementing change. Positive attitudes towards ICT, though too

limited, support their use in classes. The effectiveness of ICT investments can be

achieved with their effective application in the classroom as a part of the curriculum.

In this way, learner-based learning environments can be created.

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Chapter II

Methodology

This chapter explains and discusses research design, research locale,

respondents of the study, sampling procedure, research instruments, data gathering

procedure and the statistical tests.

Research Design

This study will utilize a non-experimental quantitative design using descriptive

correlation technique. Research question will mainly investigate the correlation

between two variables, this research is classified into descriptive research with

correlation method. Arikunto (2007) explains that descriptive research is the one that

is intended to gather some information regarding the trend found in the field. It

means that there is no administration and control in this kind of research.

Correlational research is a type of non- experimental research where the

researcher employs the data derived from pre-existing variables. There is no

manipulation of the variables in that type of research. Besides, a correlational

research is useful in a wide variety of studies. The most useful applications of

correlation are assessing relationship, where correlational research method used to

assess the relationship among two or more variables in a single group of subjects;

Assessing consistency, where correlational research can be used to measure

consistency 9or lack thereof) in a wide variety cases, Prediction, where correlation

can be predicted, for instance: if you find two variables are correlated, you can see

one variable to predict the other (Ary et.al, 2006).

This technique is essential to this study to determine the relationship between

attitude towards technology and teacher competencies for the use of Information
 19

Communication Technology. Knowing and analyzing the relationship of attitude

towards technology to the teacher educators’ views on the technological ICT

competencies, pedagogical ICT competencies, didactical ICT competencies, and

social ICT competencies that teachers need for instructional purpose that can help in

improving and can provide a better learning to the students.

Research Locale

The study will be conducted at Saint Francis Xavier College in San

Francisco, Agusan del Sur. San Francisco declared as one of the top competitive

municipalities out of 163 first class municipalities according to National

Competitiveness Council (NCC). San Francisco has approximately with a land area

of 151.56 sq. miles. It is also considered as the center of economy in the province of

Agusan del Sur and a half way route to bound Davao on the north, Agusan del Norte

on the east and Surigao on its west.Saint Francis Xavier College is a private

educational institution that offers tertiary education in the municipality of San

Francisco, Agusandel Sur. It is duly approved and recognized by the Commission on

Higher Education (CHED). It offers undergraduate programs in Information

Technology, Business Administration, Teacher Education and Criminal Justice

Education. It is founded in 1990 and offers baccalaureate degrees and technical-

vocational courses. SFXC aim to produce globally competitive students.

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Respondents of the Study

The respondents of this study are the faculty of Saint Francis Xavier College

in Barangay 5, San Francisco, Agusan del Sur with a population of 78 teachers

categorize in different department courses following of College of Business

Education, College of Basic Teacher Education, College of Justice Criminal

Education and College of Teacher Education.

Sampling Procedure

In this study the researcher will use a universal sampling in which the

respondents are general selected from the different department teachers of Saint

Francis Xavier College.

Research Instrument

The questionnaire was adapted and modified from the authors (Lisa

Incantalupo, David F. Treagust, Rekha Koul).The questionnaire will be used to

describe the teachers attitude towards technology among the different department

teachers of Saint Francis Xavier College. The following five (4) categories are

Interest in technology which has a twelve (12) items, Consequences of Technology

has seven (7) items, Attitude of Technology has nine (9) items, and Teaching

Technology that has twelve (12) items. The research instrument was based on the

Likert Scale presented on attitude towards technology and competency of students

on the use of ICT among the BEED Students from first year to third year college.

This survey questionnaire will be submitted to five (5) experts subject for content

verification and validation. The respondents will answer the given question based on

the Likert Scale: 5 – always; 4 – often; 3 – sometimes; 2 – seldom; and 1 if never. In

 21

order to describe the student-teachers on their attitude towards technology following

interpretation scale will be used. Data will be interpreted using the table below.

Scal Range Description Interpretation

e
5 4.20 – 5.00 Very high This means that teachers attitude towards technology is

manifested all the time.

4 3.40 – 4.19 High This means that teachers attitude towards technology is

manifested oftentimes.
3 2.60 – 3.39 Moderate This means that teachers attitude towards technology is

manifested sometimes.
2 1.80 – 2.59 Low This means that teachers attitude towards technology is

seldom manifested.
1 1.00 – 1.79 Very low This means that teachers attitude towards technology is

never manifested.

The questionnaire for the dependent variable was adapted and modified from

the author (Noushad Husain). The questionnaire will be used to describe the

teachers’ competence on the use of ICT among the different department teachers of

Saint Francis Xavier College. The following four (4) categories are the teacher

educator views on the technological ICT Competencies that has fifteen (15) items,

Pedagogical ICT competencies has twelve (12) items, didactical ICT competencies

has ten (10) items and social ICT competencies that has also ten (10) items that

teachers need for instructional purposes in a total of forty- seven (47) items.

In order to describe the perception of Teachers Competency for the use of ICT

among teachers by different department of Saint Francis Xavier College. The

following scale will be used.

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Scal Range Description Interpretation

e
5 4.20 – Very high This means that teachers competence for the use of ICT

5.00 are very commendable.

4 3.40 – High This means that teachers competence for the use of ICT

4.19 are oftentimes commendable.

3 2.60 – moderate This means that teachers competence for the use of ICT

3.39 are sometimes commendable.

2 1.80 – Low This means that teachers competence for the use of ICT is

2.59 less commendable.

1 1.00 – Very low This means that teachers competence for the use of ICT

1.79 are never commendable.

Data Gathering Procedure

The researcher secured permission to conduct from the registrar’s office of

EUP operations of Saint Francis Xavier College in Barangay 5, San Francisco,

Agusan del Sur. Upon approval, the researchers will personally administer the

questionnaires. The questionnaire will be collected, and data obtained will be

tabulated in tables and will be interpreted using weighted mean.

Statistical Test

The statistical data will be analyzed with the help of the following tools:

Mean. Mean is the preferred method with a very purpose of calculating the center of

the data set. This tool will be used to attain statement of the problem 1 and 2.
 23

Pearson R Product – moment Correlation Coefficient. This tool is used to see

whether there is a relationship between two variables. The said tool will be employed

to attain the third statement of the problem.

Regression Analysis. It attempts to model the influence between two variables by

fitting a linear equation to the observed data. This tool tests the fourth statement of

the problem of this study.

Furthermore, the degree of the relationship authored by Anesthesia and Analgesia

(February, 2018) was shown on the table below which was used to identify the level

of correlation between the independent and dependent variable.

Range of Correlational Coefficient Degree of Correlation

0.00-0.10 Negligible Correlation

0.10-0.39 Weak Correlation

0.40-0.69 Moderate Correlation

0.70-0.89 Strong Correlation

0.90-1.00 Very Strong Correlation

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