1

CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The modern educational curriculum has been greatly influenced by the

standard of advance technological platforms. For the past decade it has been

in-stilled that basic computer-literacy should be equipped on the 21 st century

learners, in preparation for the future and the well-anticipated global

competence. Prior to this is the knowledge of every student to use technology

and its platforms properly to accelerate the standard of education in relevance

to the imposing of the new curriculum. The forefront of this is the mastery of

the students in efficient researching for information and the prowess in

consolidating them in proper concision as per executed by both the learner

and the educator. More-so, regardless of this there are still a staggering

number of schools in the Philippines that does not regulate the usage of

educational technology even with the implementation of the K-12 curriculum.

That is why there is a great deal of knowing the efficacy and development of a

certain school based on their perception towards the inclusion of information

and communication technology (ICT) in the teaching and learning process

whether it may be beneficial or not.

According to Savvidis (2016), it is important to emphasize and

acknowledge that students are already interested and incorporated in using

technology and its affiliation, this form may elaborate opportunities for the
 2

schools and the teachers to benefit from integrating some kinds and

classifications of technology in the classroom and to make the teaching –

learning process more effective and productive. This simply inflicts that it is

part of the vitality to presume the basic skills and know-hows of every learner

and teacher as for the proficiency of teaching and learning process.

In elaboration, Stosic (2015) asserts that educational technology has

three domains: (1) technology as a tutor, (2) technology as a teaching tool,

and (3) technology as learning tool. Even so, this proves that there is a

certain benefit in mobilizing the classroom process through the inclusion of

ICT even in the midst of particular loopholes and management issues. Bates

(2016) inserted a 2013 poll done in the United States by Harris Interactive

stating that there are 86% of teachers think it is important and absolutely

essential to use Educational Technology (EdTech). Meanwhile, 96% thinks

Educational Technology increases student-learning engagement. This

statistical rate has been one of the foundation to the why and wherefore there

is a remarkable importance of having some emphasis of the freewill to use

technology in schools for a better and profound classroom discussions.

Moreover, it is important to have the idea of those who are in the

classrooms and having to know their own insights of using educational

technology. It is vital to balance the outcomes of using such means for a

better revision and management of the implementation of K-12 curriculum

nationwide. The development of such technology in the educational process

is one of the prime factors that will lead to a much more sustainable
 3

Philippines in the future. In relation to that are the grounds of the

implementation of the K-12 curriculum - producing international competent

students in the future imparting with the vast influence of globalization and

info-tech interconnection.

This study is in goal to identify the rate of development and efficiency

of the inclusion of technology in the teaching and learning process. More

specifically it is in target to the effectiveness of Information and

Communication Technology (ICT) as perceived by the teachers of Medellin

National High School who are in the front row to the high standards of the

senior high school competence.

Theoretical Background

This study is anchored with theories that would support its reliability.

These specific theories are well-hailed and vindicated that would serve as the

solid foundation on having technology as an educational aid in the teaching

and learning process. Moreover, these theories tap into the students’ process

and development of learning that branches out to their point of interest, ethics

in studying and learning behavior. The two main theory that was used as the

prime anchor of the inclusion of information and communication technology in

the teaching and learning process are the following:

Constructivist Theory. Constructivism of Jerome Bruner (1966)

states that the learning is a process in which a student/ learner formulates

and constructs new abstraction and notion basing on their past/current

 4

knowledge and manipulation on a certain thing or a certain aid one of which is

entailing the use and inclusion of educational technology. The learner

pertains, classifies and transforms information that’s gathered , builds

structured hypotheses, and makes decisions, depending and basing on the

cognitive format to do so. Cognitive structure such as the use and

construction of schema and mental models gives meaning and systematic

organization to experiences and allows the individual to go deeper than the

already known knowledge (Bruner,1966).

The Influence Theory. A theory formulated by Kim Issroff and Eileen

Scanlon (2002) is a theory that supports the theory of constructivist and

relating it to the inclusion of technology in the teaching and learning process.

It is a refined theory out from the known cognitive concepts in the learning

theory which uses the constructivism as its fundamentals. In this theory there

has been a proliferation of groups and departments which to support effective

teaching and learning within higher education, many with an emphasis on the

use of technology and this had caused to a gigantic acceleration in the

number of people entwined in the practice of including information and

communication technology in the teaching and learning process. Then on, it is

considered it to be a novelty to attest how influences from the constituent

regulations have guided practice in educational technology. In specific, they

will look here at the idea of educational technology as actively applied

educational science and art, and to how theories in these regulations are

used.
 5

They will look at influences from education, artificial intelligence in

education (AIED) and human computer(robotics) interaction ( Issroff and

Scanlon 2002).

In the Influence Theory, there is an emphasized use of technology in

learning which at some points is called Artificial Intelligence in Education. The

arena of Artificial Intelligence in Education has an vital role to play. AIED

gives, and will continue to give, theoretical evaluation of the teaching and

learning process within a context but in a wider range. Further to that it will

develop assessment in methodologies that are more likely to be accurately

reflective to the educational value incorporated with the experience I the

teaching and learning. It will also deliver a profound computer-based systems

and frameworks to which can be used in real teaching and learning scenarios,

(Brna, Ohlsson and Pain 1993).

In connection this refined Influence Theory anchors on the principles

that was then constructed by the Constructivism Theory. These principles

iterate the following: (1) Teaching instructions must deal and connect with the

students’ experiences and that will make them interested in learning. (2) Aids

and instructions should be well-structured and constructed so it will be easily

understood by the learners. (3) Instruction must be formed and schemed to

cater discoveries and fill loopholes or at some points going beyond the

needed knowledge. Furthermore, Bruner (1966) asserts that any theory that

deals with instruction should address four in-stilled pace: (1) natural behavior
 6

towards learning, (2) the ways and means of a certain aid should be well

constructed that is ready and easy to apprehend by the learners, (3) should

deal and be on the most systematic of instructional designs (4) the nature of

having rules and regulations as well as rewards and punishments to bracket

limitation.

THEORETICAL FRAMEWORK

Effectiveness of Information and

Communication Technology on the Teaching-
Learning Process as perceived by the Teachers
Medellin National High School

Constructivist Theory by Influence Theory by Kim

Jerome Bruner (1966) Issroff and Eileen Scanlon
(2002)

ICT Integration

Action Plan
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FIGURE 1. Theoretical framework of the study

Related Literature

Advantages and disadvantages of technology in classrooms.

Technology has been the prime factor that defined the modern era and

paved the way in mobilizing the 21st century learners. It is vital to understand

and dissect the outcomes of using this in the learning process whether it is

good or bad. The known advantages of technology are: (1) promotes

independent learning in students, (2) prepares students for the future,

(3) has the potential to lower textbook and tuition prices , and, (4)

Encourages development of new teaching methods contradict the validity

of technology usage in the classroom some of which ar. Meanwhile there are

the ever-present disadvantages such ad: (1) results in a lack of interest in

studying, (2) makes students vulnerable to potential pitfalls, (3) raise

instructional challenges, (4) can diminish overall value of in-person

education. (Lombardo,2018). This can simply mean that technology should

be held in proper modulation, although technology for a fact can harness our

skills but if it is left without proper direction then it might pave to its misusage.

That is why there is the significant role of the teachers in pertaining

technology in class discussions. Teachers will continue to be the most

important aspect of a student’s education because they teach and technology

 8

does not. The use of technology in the classroom can bring advantages to a

learner’s education but can also bring disadvantages (Cleaver,2011).

Teachers competence and literacy in technology. Technology plays

a massive role in every workplace nowadays, more likely those who are

computer and information literate are given the frontier of every occupation

available. In the new curriculum, teaching is not an exception, every educator

is expected to act upon their works in optimum as possible and that includes

the upgrade of their knowledge in technology. Blackwell (2018), asserts that

in relevance to her belief that teachers in academe should be familiar of

technology, the National Council of Teachers in English states that because

technology is rapidly increasing it causes for the world’s perplexity and for

things in society to be incomprehensible, the 21 st century demands that a

literate person possess wide range of competencies in technological literacy.

These literacies – from searching and reading online newspapers to engaging

in virtual-digital class platforms – are various, vital and moldable. Like those in

the past, they are connected-in with particular histories, life possibilities and

social patterns of a sole individual or even in groups. This inflicts that the

effectiveness of the inclusion of technology in classes requires the utmost

knowledge and proficiency of the teacher towards it. It is for the reason that

using technology must be in the format of active classroom participation and

only if the literacy and competence of those who teaches are profound then it

will become an active “teaching-learning” process. From the known

technology literacy a teacher or educator can elaborate his/her knowledge

 9

and skills in digital platform. Thus, it makes sense to presume that the more

digitally literate our teachers are, the more they’ll retain these acquired skills

in the classroom, which will in turn build a strong sense of digital identities in

our students. Some importance to why digital literacy are essential for the 21 st

century teachers are the following: (1) they can go beyond searching on

digital platforms such as Google, (2) In relation to digital identity, a teacher

can discuss about the proliferation of academic plagiarism (copyright law) and

the inevitability of Cyberbullying, (3) they can contribute in breaking down

internet stratifications (4)expanding methods and in-stilled conceptions of the

digital world, (5) can contibute in making cultural and platform decisions

towards the learners, and, (6) there sdjurstion could help enhance the

technology (Levy,2018)

The vitality of technology in the 21st century learners. In

the new millennium it has already been presumed that technology will sky-

rocket as the indication of changes in our means of living, including to that is

the development in education. The amassed number of technology

possession in classes is considered as the denominator that gives the alibi of

invalidating the usage of technology in the teaching and learning process, but

simply that is not the case. According to Lokesh (2013), technology can be

used to enhance critical thinking and critical literacy skills, evaluating the

legitimacy and accuracy of online content is the central part of the 21 st century

education. He added that on another point the use of technology and social

media allows to share ideas. Digital media can be the of medium at the push
 10

of a button which can give students the voice when they wouldn’t otherwise

have been heard. In a simple notation the new century and the advancement

of technology does not only serve the progress of trade and industries but

also it had a great innovation in the building of the new standard of education.

In a retrospect, those who belonged at this time are more likely to be

technologically involved and has since then been accustomed with its aid.

Above all, due to the undeniable strength of instant intercommunication,

technology and its platform has served as the bearer and keeper of all

knowledge, thus, it serves as the new means of a wider and easier

exploration and searching device to the new century learners. The 21 st

century learners are highly connected and demand fast access to new and

higher knowledge. More-so, they have the capability to engage themselves in

learning at a whole and total new level. With the obvious fact that the world is

now literally at the sake of their fingertips, modern learners need particular

teachers and administrators to re-envision and refine the key role of

technology in the teaching and learning process (Blair,2012).

The school regulation in using technology. On a side note, it is

common that there are disadvantages in counter to the benefits that we are

getting out from using technology in classroom. There is a great deal of

having a constructed protocol and regulation in using technology as an

educational aid to prevent students from using it in the other way around such

as the rampant cases of cyberbullying and pornographic searches. Lokesh

(2013) affirmed that it is important for young people to understand the morals
 11

and ethics of using online content as you would have seen in the news there

are many instances of bullying online and the key reason for this is the

anonymity of the internet. Schools should teach about the responsibility and

accountability in the use of technology in classroom and beyond. This

redirects to the essential importance of education in the world where

technology is fast apprehended. It is vital for schools not just to intensify the

efficient using of educational technology but also to educate the 21 st learners

on how to be information, technology and digital literates all at once. The

already constructive management of the school towards the inclusion of

technology in classroom will give the learners the insights on how to use

technology and information that are driven out in its devices and platform

wisely and legitimately. This will serve as the boundary of the researches of

the learners out from the never-ending information that is technically offered

in the world web and other basic technological platforms. Through

technology in education, it can pave a viable path for more generations to

come, the best thing to do is search a convenient balance between taking

privilege of the technology that’s offered first-hand and being able to have a

person to person teaching that will the center of education, Delateur (2017).

Related Studies

There are many studies that serve as the solid foundation that

supports the goal of this research. The like of which are those that iterates the

need of the inclusion of technology in education due to the inevitable changes

in the environment especially now that we are in the womb of modernity in

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terms of state-of-the-art sciences. In relation, Moursund (2002) states in his

study that our educational system is a massive institution deeply rooted in the

history and traditions of our nation, and thus, it is slow to change. It was not

designed to deal with the rapid and continued pace of change in educational

technology. The result is that many students are not getting an education that

adequately prepares them for adult life in the Information Age. Many teachers

are working with archaic facilities where students learn archaic curriculum.

Parents are frustrated that their children are not learning in an environment

that is as technologically rich as their own work environments. Leaders in

business and government have expressed concern that our educational

system is failing to meet the needs of commerce and the nation. With these is

the highlighted fact of including educational technology in every school at any

standard. The said slow change is also the why and wherefore there is a slow

coping in our society and incompetency in all aspects of what is now referred

to as globalization.

In relevance to that, it is highly and globally encouraged that every

learner should have the first-hand experience of learning with the aid of

technology since it is already proliferated in every basic thing that we do. As

for the Philippines, the K-12 curriculum that was hammered in 2012 was

derived from a long series of evaluation and observation in acquisition to the

knowledge of some of those well-hailed studies in the United States.

According to Brown (2011) in which she anchored the statistical values of her

studies from the North Central Regional Educational Laboratory claiming that
 13

technological advances and a decrease in the expense of technology derived

the outcome in nearly ninety-three of the percentage in public schools in the

United States having the penetration to the Internet connection, and a

considerable increase in educational programs that engage technology into

the curriculum. Then on, it is foreseen that it is in the power of the

stakeholders to allow the realization of technology in every schools teaching

and learning process. The wider the number and range of school that has the

privilege of having the accessibility of technology the more literate the mass

number of learners will become and this will cause to the gradual adoption of

using technology in finding new methods in both teaching and learning. To

that, it should be looked at points wherein we strip stratifications of the

technological privileges in public and private schools.

On the other hand, there are studies that were conducted in the

Philippines that also tapped the perception of the students towards the free

and formal inclusion of technology as educational materials in the teaching-

learning process. The viewpoints of this perceptions commonly addresses

that the use of Information and Communication Technology (ICT) in teaching

and learning has become very common these days. Accessibility to

information amplify the apprehensiveness of students, help them in increasing

critical thinking and profound creativity in learning assignment, provide vast

access to subject material and immerse them in adopting strategies which

can help in maximizing the quality of learning (Gorra, 2016). The process of

learning can be enhanced if learners have the accessibility to latest

 14

knowledge on topics, can anatomize the data vastly by pre-dominating it on

computers through visual displays and studies with the information to

efficiently interaction their outcomes and conclusions using the specialized

tools (Carbonilla and Bhati,2016). The said study that was conducted in

Surigao found that regardless of the inconvenience of pertaining a wide-

spread dissemination of technology in education in the developing countries

the underlined fact that technology in the teaching and learning process will

enhance the standard of the curriculum and of education, as a whole. In

addition, although the unintended consequences that is brought by the

misusage of the said technological aids will be attained and will cause

interruption on learning, everyone especially the teachers are held credible in

bearing the responsibility to properly regulate and administer the functions

and uses of technology in the domain of the classroom. Which means that the

stake of not being able to cope up with world competence should be given a

high regard and attention over the ever-present negativity on the possible

effects of misusing technology at school.

The quality education that the learners will have in the inclusion of

technology is perceived as a high standard in correlation with the new

curriculum. Setting educational qualifications is an essential and effective

learning tool because they express vivid expectations of what the student

should know and be able to do. For our country, the standards are a frequent

reference tool and furnish a defined framework for national experimentation.

 15

In schools, these qualifications provide a focus for evolving new means to

classify and arrange curriculum content, instructional programs and

evaluation plans. In part to the teachers, the said qualifications will lend them

help to construct the curriculum, instruction and assessment in accordance to

what is important to learn (Steiner, 2000). This simply directs the standards of

the teaching and learning process must rightfully adopt the standard of those

in the mainstream. With technology’s rapid development, educators should

find ways to integrate technology in the learning process. Information-

Communication Technology must not stir the ways of education, rather,

instead it is the goals and needs that must drive its use in classroom. Aiming

for holistic growth for students is a critical factor in internalizing the gap to

develop educational technology in the curriculum standards for all schools in

the country (Bonifacio,2013).

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THE PROBLEM

Statement of the Problem

This study aims to assess the effectiveness of the inclusion of

Information and Communication Technology to the teaching and learning

process as perceived by the Teachers of Medellin National High School as

bases for ICT integration action plan.

Specifically, it was in goal to answer the following:

1. How effective is information and communication technology to the

following:

1.1 Communication;

1.2 Research; and

1.3 Productivity?
 17

2. To what extent is technology helpful to the following:

2.1 Instructional comprehension;

2.2 Acquisition of higher knowledge; and

2.3 Effective class interaction?

3. Based with the research findings, what ICT integration action plan can

be proposed?

Significance of the Study

This research could assist in assessing the effectiveness of the

inclusion of Information and Communication Technology to the teaching and

learning process as perceived by the teachers of Medellin National High

School Moreover, the said outcomes of this study will be significantly

helpful to the following:

Department of Education. This research undertaking will give a vital

information to the agency to review the curriculum of the Junior High School

to align with the competency of the Senior High School.

School Administrators. They are the institution that are vindicated to

regulate and abide rules to be implemented with the outcomes of this study,

they will be enlightened to have the proper implementation for the inclusion of
 18

information and communication technology in the teaching and learning

process with the basic of its advantages and disadvantages.

Teachers. They will be given a wide range of idea on how to make the

most of their class progress with the use of technology in teaching process.

They will also be guided with the precautions of using technology so that far-

fetched platforms in the differences digital platforms will be avoid and the

inclusion of it will be properly regulated.

Students. They will be given the elaborate opportunity to use

technology in efficient class comprehension and participation from basic using

of technology in reports to more complex researchers. More to this they will

be fully equipped to be equally competent with the demands of the new

curriculum.

Researcher. She can fill the gap with the problem she is trying to

resolve. More to that is the acquiring of higher knowledge of such particular

issue in hopes to resolve the issue every percent at Medellin NHS.

Future Researchers. They can use this research as are instilled crane

to support further studies about the said matter or any problem correlating

with this research problem.

RESEARCH METHODOLOGY
 19

This part discusses the research design, environment, participants,

instrument, procedure, statistical treatment of the study.

Research Design

This study employs a descriptive-normative survey design. The survey

technique, otherwise known as normative survey, is a fact-finding study with

adequate and accurate interpretation. It is used to gather the perception of

the Teachers on the effectiveness of the inclusion of information and

communication technology in the teaching-learning process, then such data

will be analyzed, organized, and interpreted.

Research Environment

This study will be conducted at Medellin National High School located

at Barangay Poblacion, Medellin, Cebu which is along the highway and is

accessible for all curriculum stakeholders. This is in the Northwest part of

Cebu province. There are approximately more than 1,500 students in this

institution and 47 teachers. The location can be seen in figure 2.

Research Participants

In this research, the researcher will choose the entire teaching

personnel of Medellin National High School because they have first-hand

experiences in using ICT in the teaching-learning process.

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Table 1

Distribution of Respondents

Respondents Population Percentage

Teachers 47 100%

Research Instrument

The main instruments for this study was a self-designed questionnaire

on the students’ perception towards the effectiveness of the inclusion of

information and communication technology in the teaching and learning

process. It is composed of three questions which answers the helpfulness,

and importance of the said integration and utilization.

 21

Figure 3. Location Map of the Research Environment

Research Procedure

In the commencement of the gathering of data, the researcher will ask

permission from the school principal of the school to conduct the study

through transmittal letter. The researcher will then proceed with the gathering

of data.

Before the questionnaires will be given to the respondents of the study,

they will be informed about the title and purpose of this study. Then, the

respondents will be given at least 10 - 15 minutes to answer the survey

questionnaire.

In tabulating the data, the researcher will provide the accurate, precise,

and detailed interpretations of the collected numerical data and are supported

with the identified theories and concepts from previously conducted research
 22

studies. In such a way that the researcher will be able to justify the data and

be able to provide the statistical information about the study.

Statistical Treatment of Data

The statistical treatment will proceed right after all the needed

data. The statistical tools that the researchers employed were the following:

weighted mean and general weighted mean.

Weighted Mean. This will be used to determine the extent to what the

respondents have rated the independent variables based on the rating scale.

The formula in getting the weighted mean is as follows:

Σ fw
WM=
N

where,
WM = weighted mean
f= frequency of the responses
w= weight in the rating scale
N = number of respondents

Average Weighted Mean. This will be used in determining the general

description of the given variables/factors. The formula in getting the average

weighted mean is as follows:

Σ WM
AWM=
N
Where,
AWM = Average weighted mean
 23

WM = weighted mean

N = total number of variables

Scoring Procedure

Table 2

Scoring System on the Effectiveness of the Inclusion of Information and

Communication Technology to the teaching and learning process as
perceived by the Teachers of Medellin National High School,
S.Y. 2020-2021
Weight Category/Scale Verbal Description
4 3.26 - 4.00 Very Effective
3 2.51 - 3.25 Effective
2 1.76 - 2.50 Slightly Effective
1 1.00 - 1.75 Not Effective
Table 3

Level of Significance

Weight Category/Scale Verbal Description

4 3.26 - 4.00 Very Significant
3 2.51 - 3.25 Significant
2 1.76 - 2.50 Slightly Significant
1 1.00 - 1.75 Not Significant

DEFINITION OF TERMS

To make this research easily understood for those who come across to

it, the researchers include some definition of terms which will enable them to

have a clearer understanding of the problems he/she seeks to answer. The

following are some of the words being operationally defined:

 24

Acquisition of higher knowledge. It is an important part of the

process of increasing absorptive capacity and the way to bring in new

knowledge to a student’s and also to the teachers.

Communication. Learning and the acquisition of learning as well as in

mentoring is vital when communication is at its prime. This pertains to the

capacity to send-process- receive a particular piece of data. In which case is

relevant for understanding and fully internalizing an input to bring out a proper

output.

Effective class interaction. It is a practice that enhances the

development of the two very important language skills which are, speaking

and listening among the learners it helps the learner to be competent enough

to think critically and share their view among their peers.

Information and Communication Technology. This refers to a

discipline that utilizes technology such as audio-video materials.

Instructional comprehension. The purpose of reading is

comprehension, getting a meaning from a written text. A major goal of reading

instructional comprehension is to help students to develop the knowledge,

skills, and experiences. It also requires collaboration with other professionals

and shared responsibility for student success.

Productivity. The main aim of teaching and learning process is having

to produce as much outputs in correlation to the inputs that was being fed, in

a manner that this outputs will circulate as inputs and to be cycled so on and
 25

so forth. This is an act of having to accomplish products in a specific time. In

relation, technology is in goal to produce as much data that is need for any

types of educational gathering.

Research. Technology is mostly relevant as it is mobilized through its

effectiveness towards vast research. All of which are brought by its capacity

to hold and in-store organized data and information. This simply iterates in

finding facts out from what was already been discovered.

Teaching and learning process. Teaching and learning process

these are important processes for the student achievement. It is a continuous

process that promote teacher’s teaching skills, master a new knowledge,

develop new proficiency which in turn, help to improve the student’s learning.
 26

BIBLIOGRAPHY
 27

Bibliography

Bates, A. W. (2016). Teaching in a Digital Age: Guidelines for Designing

Teaching and Learning. Vancouver BC: Tony Bates Associates. Ltd.
ISBN: 978-0-9952692-0-0.

Blackwell, K. (2018). The Importance of Teaching Technology to Teachers.

Dallas Texas, USA.

Blair, N. (2012). Technology Integration for the 21 st Century Learners.

Alexandra, VA. National Association of Elementary School Principals.

Bonifacio, A. (2013). Developing Information Communication Technology

(ICT) Curriculum Standards for K-12 Schools in the Philippines. Manila,
Philippines. University of the Philippines, College of Education.

Brna, P., Ohlsson, S. And Pain, H. (1993) (Eds.) Artificial Intelligence in

Education. Association for the Advancement of Computers in Education,
Charlottesville, USA.

Brown, J. M. (2011). Inclusion of Technology in Education and Effective

Learning. Gonzaga University.
 28

Bruner, J. (1966). The use of Constructivism in the Learning Behaviour.

Northern Colorado, USA. American International Journal of Contemporary
Research.

Carbonilla, V., Bhati S., (2016). Students’ Perception in having Technology in

the Classrooms. University of Wollongong.

Cleaver, S. (2011). Technology in the Classroom: Helpful or Harmful?

Retrieved January 20, 2019 from Education.com:
http://www.education.com/magazine/article/effective-technology-teaching-
child-

Delateur, W. (2017). The Vitality of Technology in Higher Standard Education.

Manchester, UK. John Wiley and Sons, Incorporated.

Gorra, V. C. (2016). Students’ Perception on use of Technology in the

Classroom at Higher Education Institutions in Philippines. Surigao City,
Philippines. Surigao State College of Technology.

Issroff, K. and Scanlon, E. (2000). Educational Technology: The Influence

Theory. Journal of Interactive Media in Education 2002 (6) ISSN: 1365-
893x.

Levy, L. A. (2018). Seven Reasons Why Digital Literacy is Important for

Teachers. South California USA. University of Southern California.

Lokesh, U. (2013). Technology and its Role in 21 st Century Education.

Bengaluru, India. EdTech Review Incorporated.

Lombardo, L. (2018), Genetic use restriction technologies: A Review.

Atienza, Italy. University of Basilicata.

Moursund, D. G. (2002). Free-based Learning: Using Information Technology.

Washington, United States. Retrieved January 29, 2019 from:
http://darkwing.uoregon.edu/-moursund/dave/index.html
 29

Savvidis, P. (2016). Top 6 Benefits of using Technology in Classroom.

London UK. American Polly Publishing.

Steiner, J. (2000). Why Have a Standards-Based Curriculum and What are

the Implications for the Teaching-Learning-Assessment Process?
Retrieved February 10, 2019 from:
http://www.etni.org.il/red/etinews/issue4/whystandard.html

Stosic, L. (2015). The Importance of Educational Technology in Teaching.

Aleksinac, Serbia. International Journal of Cognitive Research in Science.
 30

APPENDICES

Appendix A

TRANSMITTAL LETTER

May 26, 2021

Mrs. Elisabeth Arreglo

School Principal II
Medellin National High School
Poblacion, Medellin, Cebu

Ma’am:

I am a Post-Graduate Student of Felipe R. Verallo College taking up

Master of Arts in Education major in Management and Supervision. I am
currently completing my research paper entitled, “Effectiveness of the
Inclusion of Information and Communication Technology to the Teaching-
Learning Process of Medellin National High School, Academic Year 2020-
2021”. In this connection, I would like to respectfully ask your approval to
 31

allow me to conduct my research study to the selected students of Medellin

National High School, Poblacion, Medellin, Daanbantayan, Cebu

Rest assured, the data gathered will be treated with utmost confidentiality.
Your approval is highly appreciated.

Respectfully yours,

The Researcher

Appendix B

TRANSMITTAL LETTER

May 26, 2021

Dear Teacher,

I am a Post-Graduate Student of Felipe R. Verallo College taking up

Master of Arts in Education major in Management and Supervision. I am
currently completing my research paper entitled, “Effectiveness of the
Inclusion of Information and Communication Technology to the Teaching-
Learning Process of Medellin National High School, Academic Year 2020-
2021”. In this connection, I would like to respectfully ask your approval to
allow me to conduct my research study to you as my respondent.

Rest assured, the data gathered will be treated with utmost confidentiality.
Your approval is highly appreciated.
 32

Respectfully yours,

The Researcher

Appendix C

RESEARCH QUESTIONNAIRE

NAME (Optional):

OBJECTIVE: This survey is for the researchers to determine the

perception of the Teachers of Medellin National High School of the
Effectiveness of the Inclusion of Information and Communication
Technology in the Teaching and Learning Process.

General Instructions: Simply put a check mark on the cell that’s given a
value of 4-1 points basing on your views towards the questions
provided. Any other figures will be invalidated.

1.1 COMMUNICATION

VERY EFFECTI SLIGHTLY NOT

EFFECTI VE EFFECTIV EFFECTI
VE E VE
 33

(4) (3) (2) (1)

1. Is technology effective
to you in terms of
class recitation?
2 How effective is
technology to you in
terms in communicating
with your classmates
during collaborative
tasks?
3 To what extent is
technology effective to
you in your group
brainstorming?
4 To what level of
effectiveness does
technology help you
towards your individual
class presentation/
reporting?

1.2 RESEARCH

VERY EFFECTI SLIGHTLY NOT

EFFECTI VE EFFECTIV EFFECTI
VE E VE
(4) (3) (2) (1)
5 Is the presence of
technological search
drives such as Google
important to you in
searching your
assignments/home
works?
6 How effective is
technology to you in
points of acquiring deeper
knowledge about a
certain lesson?
7 At what rate is technology
effective to you in
gathering data and
 34

information that is beyond

what you already know?
8 Is technology effective to
you in terms of verifying
facts and classifying it
from falsity?

1.3 PRODUCTIVITY

VERY EFFECTI SLIGHTLY NOT

EFFECTI VE EFFECTIV EFFECTI
VE E VE
(4) (3) (2) (1)
9 How effective is
technology to you in
finishing all your tasks
and outputs
10 Is technology effective to
you in terms of meeting
deadlines of your
assigned tasks and class
paper works?
11 At what scale of
effectiveness is
technology helpful to you
in your generation of
ideas whether in an
individual or collaborative
task?
12 How is technology
effective to you in the
concision of your study
time?

II. INSTRUCTIONAL COMPREHENSION

VERY SIGNIFIC SLIGHTLY NOT

SIGNIFIC ANT SIGNIFICA SIGNIFIC
ANT NT ANT
(4) (3) (2) (1)
2. Does technology help
you in your
understanding towards
teacher’s instructions or
discussion?
 35

3. Is technology significant
to you in terms of your
comprehension towards
the general objectives of
a certain task given to
you?
4. Is the usage of
technology as
instructional aids and
representations such as
Microsoft offices and
downloaded audio-
visuals helpful to you in
understanding a certain
lesson easily?

2.2 ACQUISITION OF HIGHER KNOWLDEGE

VERY SIGNIFIC SLIGHTLY NOT

SIGNIFIC ANT SIGNIFICA SIGNIFIC
ANT NT ANT
(4) (3) (2) (1)
5. Do you find technology
significant in terms of
elaborating a certain
report topic that is
assigned to you?
6. How is technology
significant to you in the
easiness of acquiring a
deeper knowledge
towards a certain
lesson?
7. At what extent does
technology help you in
getting all the facts you
need in a systematic
way?

2.3 EFFECTIVE CLASS INTERACTION

 36

VERY SIGNIFIC SLIGHTLY NOT

SIGNIFIC ANT SIGNIFICA SIGNIFIC
ANT NT ANT
(4) (3) (2) (1)
8. How significant is
technology to you in
boosting your capacity to
openly share your
thoughts in class?
9. Do you find technology
helpful to you in properly
presenting all the
information needed for
the report discussion
assigned to you
10. Is technology helpful to
you in your active
interaction with your
teacher in terms of
raising/answering
questions and oral
recitations during class?