UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY

IN TEACHING SCIENCE RELATIVE TO THE ACADEMIC PERFORMANCE

OF STUDENTS IN SECONDARY SCHOOLS IN AREA III: DIVISION OF
BATANGAS: BASIS FOR A PROPOSED ACTION PLAN

A Thesis Presented to
the Faculty of the Graduate School
TANAUAN INSTITUTE
Tanauan City

In Partial Fulfillment of the Requirements

for the Degree of Master of Arts in Education
Major in Educational Administration and Supervision
 APPROVAL SHEET

The thesis entitled “Utilization of Information and Communication Technology in

Teaching Science Relative to the Academic Performance of Students in Secondary

Schools in Area III: Division of Batangas: Basis for a Proposed Action Plan” has been

prepared and submitted by MINDA R. LAT, in partial fulfillment of the requirement for

the Degree of Master of Arts in Education, Major in Educational Administration and

Supervision, is hereby recommended for acceptance and approval for Pre-Oral

Examination.

VICTORIA B. BURGOS, Ed. D.

Adviser

Approved by the Committee on Pre-Oral Examination with the grade of _____________

THESIS COMMITTEE

CRISJEE B. SILVESTRE ED. D

CHAIRMAN

NELIA P. MANANGUIT Ed.D ATTY. KING GEORGE LEANDRO COLLANTES

MEMBER MEMBER

Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Education, Major in Educational Administration and Supervision.

NELIA P. MANANGUIT, Ed. D.

Dean of Graduate School
 ACKNOWLEDGEMENT

The researcher would like to acknowledge the following people who inspired and

helped in the preparation and completion of this research.

Dr. Nelson Sonny Perez Collantes, Chairman Emeritus of Tanauan, and Hon.

Ma. Theresa Collantes, Congresswoman of the 3rd District of Batangas for the

scholarship given to the researcher;

Dr. Nelia P. Mananguit, Dean of Graduate Studies for her invaluable

knowledge, time, effort, support and advice for the accomplishment of this study;

Dr. Victoria B. Burgos, her adviser for the encouragement and suggestions, for

her assistance and comments, time and effort she had given;

Dr. Librado DM Alcantara, Dr. Arlene M. De Castro, Dr. Victoria B.

Burgos, and Dr. Guillerma L. Bilog the validators, for their valuable suggestions and

comments;

Mr. Ronald V. Ramilo, her statistician in conducting reliability test, whose

expertise were invaluable in checking the accuracy and consistency of the this study;

Dr. Crisjee B. Silvestre, her panelist for intellectual comments and

recommendations;

Dr. Merthel M. Evardome, Schools Division Superintendent of the Division of

Batangas Province, for the time the researcher needed help and permission granted to

distribute the questionnaire in Area III Division of Batangas Province;

 Dr.Guillerma L. Bilog, District Supervisor of Sto. Tomas South for the

encouragement to pursue her masterate degree;

Mr. Florentino A. Lara, Principal I of San Jose National High school for their

understanding and consideration to work on this thesis;

The Administrators and teachers, in secondary schools in Area III for their

wholeheartedly cooperation and support;

Above all, to our Almighty God for being so good and gracious to her all

throughout the completion of this research.

M.R.L.
 DEDICATION

This research work is heartedly dedicated to her husband, MR. APOLO E. LAT, her

child PAULINE MAE R. LAT, her parents, MR. JOSEP. REDOR

and MRS. MARIA J. REDOR, her brothers and sister, nieces, nephew

and friends who helped and encouraged her to

continue studying and finish this work; and

above all to Almighty God for

His guidance on her

way to success.

M.R.L.
 TABLE OF CONTENTS

Page No.

PRELIMINARIES
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication v
Table of Contents vi
List of Tables vii
List of Figures viii
Abstract ix

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Conceptual Framework 4
Paradigm of the Study 7

Statement of the problem 8

Hypotheses 9
Scope and Delimitation of the Study 9
Significance of the Study 9
Definition of Terms 11

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

A. Related Literature
Foreign Literature 13
Local Literature 20
B. Related Studies
Foreign Studies 25
Local Studies 30
Synthesis 35

CHAPTER 3 RESEARCH METHODOLOGY AND PROCEDURES

Research Design 39
Respondents of the Study 39
Locale of the Study 41
Research Instrument 44
 Validity of the Instrument 44
Reliability of the Instrument 44
Data Gathering Procedure 45
Statistical Treatment of Data 46

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

On the Adequacy of the following Information and

Communication Technology Tools Used in Teaching
Science as Perceived by the teachers 48

Perception of the Teacher in the Utilization of Information

and Communication Technology in Teaching Science in
terms Motivating the Learners 50

Perception of the Teacher in the Utilization of Information

and Communication Technology in Teaching Science
in terms of Presentation of the Lesson 52

Perception of the Teacher in the Utilization of Information

and Communication Technology in Teaching Science
in terms of Forming Generalization 54

Perception of the Teacher in the Utilization of Information

and Communication Technology in Teaching Science
in terms of evaluating students 56

Non-Significant Difference on the Perception of the Teachers

in the Utilization of Information and Communication
Technology in Teaching Science 58

Academic Performance of High School Students in Science

based on School Form 5 (SF5) 59

Significant Relationship between the Perception of the

Teachers in the Utilization of Information and
Communication Technology in Teaching Science
and Students’ Academic Performance 60

Proposed Action Plan to Improve the Academic

Performance of the students 63

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

 RECOMMENDATIONS

Summary of Findings 64
Conclusions 67
Recommendations 68

BIBLIOGRAPHY

APPENDICES

A. Request letter to the Schools Division Superintendent

B. Request letter to the District Supervisor
C. Request letter to the School Heads
D. Questionnaire

CURRICULUM VITAE
 LIST OF TABLES

Table Title Page

No.

A Distribution of Respondents 41

1 Adequacy of the following Information and Communication 48

Technology Tools Used in Teaching Science as Perceived by
the Teachers

2.1 Perception of the Teacher in the Utilization of Information and 50

Communication Technology in Teaching Science in terms
of Motivating the Learners

2.2 Perception of the Teacher in the Utilization of Information and 52

Communication Technology in Teaching Science in terms
of Presentation of the Lesson

2.3 Perception of the Teacher in the Utilization of Information and 54

Communication Technology in Teaching Science in terms of
Forming Generalization

2.4 Perception of the Teacher in the Utilization of Information and 56

Communication Technology in Teaching Science in terms of
Evaluating the Students

3 Non-Significant Difference on the Perception of the Teachers 58

in the Utilization of Information and Communication Technology
in Teaching

4 Academic Performance of High School Students in Science 59

based on School Form 5 (SF5)

5 Significant Relationship between the Perception of the Teachers 60

in the Utilization of Information and Communication Technology
in Teaching Science and Students’ Academic Performance
6 Proposed Action Plan to Improve the Academic Performance 63
of the students

LIST OF FIGURES

Figure Title Page

1 Research Paradigm 7

2 Map of Area III in the Division of Batangas Province showing 43

where the schools used in the study is located.
 ABSTRACT

Title: UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY IN TEACHING SCIENCE RELATIVE TO THE
ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY
SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR A
PROPOSED ACTION PLAN

Researcher: MINDA R. LAT

Adviser: DR. VICTORIA B. BURGOS

School: Tanauan Institute, Tanauan City

Degree: Master of Arts in Education

Major in Educational Administration and Supervision

Date Started: August 2020

Date Finished: January 2022

Statement of the Problem

 This study assessed the perceptions of the Science teacher in the utilization of

information and communication technology in teaching Science and its effects to the

academic performance of the students in secondary schools in Area III, Division of

Batangas Province: Basis for a proposed action plan.

Specifically, it sought answers to the following questions:

1. How adequate are the following information and communication technology tools

used in teaching Science as perceived by the teachers?

1.1 Television;

1.2 LCD projector;

1.3 Mobile Phones;

1.4 Computer; and

1.5 Multi-media speaker?

2. What is the perception of the teacher in the utilization of information and

communication technology in teaching Science?

2.1 Motivating the learners;

2.2 Presentation of lesson;

2.3 Forming generalization; and

2.4 Evaluating the students?

3. Is there a significant difference on the perception of the teachers in the utilization

of information and communication technology in teaching science?

4. What is the academic performance of high school students in science based on

School Form 5 (SF5)?

 5. Is there a significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance?

6. Based on the result of the study, what action plan can be proposed?

Hypotheses

Based on the statement of the problem, the following hypotheses were formulated:

 There is no significant difference on the perception of the teachers in the

utilization of information and communication technology in teaching science.

 There is no significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance.

Research Design

The descriptive method of research was used to extract the answers to the specific

problems stated in this study through survey questionnaire.

Respondents of the Study

The respondents of this study were one hundred fifty-three (153) Science

teachers.

Statistical Treatment of Data

 The data obtained was presented in tabulated forms, analyzed, and interpreted

using different statistical treatment formulas: Weighted mean, t test and chi square.

Summary of Findings

Based on the outcome of this research study, the following conclusions have been

drawn: That the Information Communication and Technology tools used in teaching

science were much adequate. That the teachers were strongly agreed on the perceived

utilization of Information, Communication and Technology in teaching science. That all

the variables involved on the utilization of Information, Communication and Technology

do not have significant differences in teaching science. That the academic performance of

the students in science was very satisfactory. There is a significant relationship between

the perception of the teachers in the utilization of information and communication

technology in teaching Science and students’ academic performance. That based on the

findings of the study, a proposed action is necessary to improve the academic

performance of the students using the Information and Communication technology in

teaching science to heighten students’ academic performance.

With these findings the following recommendations are made by the researcher.

Teachers should attend advanced trainings and seminars focusing on the use of

information and communication technology in teaching Science to improve teaching and

learning in technological environment. Teachers should remember that lifelong learning

will help them adjust to unanticipated events in this technologically advanced world

changes. School heads should encourage teachers to step outside of their comfort zones

since they are the most essential players in the education system when it comes to
boosting student learning, which is critical to their future success. The efficacy of the

teaching and learning process can be increased by integrating the abilities of both

teachers and students, hence collaboration is actively encouraged. Teachers should have a

direct influence on student's learning and progress standard to achieve higher quality

education. Related studies should be conducted to confirm the results of this research.

Future researchers may also explore and include other variables to strengthen the validity

of this study.

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In this 21st century, the term “technology” is an important issue in many fields

including education. This is because technology has become the knowledge transfer

highway in most countries. Technology integration nowadays has gone through

innovations and transformed our society that has totally changed the way people think,

work and live. As part of this, schools and other educational institutions which are

supposed to prepare students to live in “a knowledge society” need to consider ICT

integration in their curriculum.

According to the Republic Act No. 10844, otherwise known as the “Department

of Information and Communications Technology Act of 2015”, which was signed in law

on 23 May 2016, DICT shall be the primary policy, planning, coordinating,

implementing, and administrative entity of the Executive Branch of the government that

will plan, develop, and promote the national ICT development agenda. Technology is the

technical means people use to improve their surroundings. People use technology to

improve their ability to do work. Classrooms around the world have implemented many

forms of technology to enhance student interest and achievement. Recent advancements

in technology have turned the world into a place where events can occur in one corner of

the globe that can affect the lives of others in another corner of the world. Advancements

in technology and the Internet have caused rapid changes in society that affect social,

economic, and educational changes. With this, attention has turned to the use of

technology in education to meet the needs of today’s ever-changing society. The use of

technology has become a priority for educators all over the world, particularly the interest

for improving the quality of learning and teaching, leading towards an educational

opportunity for all of those who are seeking to implement technology in their instruction.

The profound changes that mobile technologies have introduced into our world

had quite humble beginnings. It began as a simple two-way communication device and

has become a powerful social tool. Technology is also very important because it is being

used in all fields of life including education. The system of education which happens to

be the most important factor of development is under increasing pressure to use new

technologies to prepare our future generations for the knowledge and skills they will need

in future years. Our educational system is making efforts to employ a variety of

technology tools into all areas such as academic, administrative and research. Technology

is continuing to affect the academic transactions involving teaching, learning and

research. Use of mobile phones, televisions, computers, internet, and machines, all are
included in our day-to-day life. In fact, we are getting dependent on technology in our

instructions, communication, transportation, information surfing, entertainment and for

all kinds of necessities of life. The human mind can store only certain amount of

information and this limitation can be very frustrating to those students who constantly

seek new information to meet their level of curiosity. Inevitably, teachers need to adjust

their teaching techniques to follow those that involve the transfer of pedagogy from the

traditional approach to electronic (entirely online) or computer assisted classroom

(courses supported in anyway by computer technology) so that they can satisfy modern

students who might otherwise face problems of adapting to the requirements of the new

information age. This has led to the development of new technique of teaching and

learning in the era of globalization. Information and communication technologies (ICT)

have shaken the traditional teaching and learning approaches and have resulted in the

creation of new teaching and learning environments and instructional modalities for

educational community.

Computer literacy is defined as the knowledge and ability to use computer and

related technology efficiently, with the range of skills covering levels from elementary

use to programming and advance problem solving. Computer literacy can also refer to the

comfort level of someone that is using computer programs and other applications that are

associated with computers. Another valuable component of computer literacy knows how

computer works and operates. Having basic computer skills is a significant asset in the

developed countries. A successful integration of new technologies into teaching and

learning processes will inevitably require from teachers’ that they change their attitudes

and teaching paradigms. Such changes will oblige them to adapt new methodological
approaches, educational concepts, and management aspects - all of which will have to be

set in technology-rich environment. Furthermore, the researcher believes that the teacher

must be equipped not only with theories but also with skills. Teachers must only be

efficient but also effective. Effectiveness and efficiency of a teacher must go hand in

hand, and this could also be accounted for the instructional materials teachers use. In the

same way, teaching must be student centered. Teachers must only act as a facilitator. The

use of paper and pencil is not enough today. Teachers must know how to adapt

themselves with the new trends of technology. Every day, a teacher must use varied style

to arouse the interest of the learners and let them aim concepts and ideas. With this fast-

changing world, students become more interested in the use of technology. Thus,

integrating it to one’s subject could help in students’ learning, wide and broad

prerequisites of achieving and attaining classroom technological advancement. Teachers,

being the immediate medium of transferring knowledge and information to students

would be a great consideration in this study, for in their hands depend the attainment of

the Philippine education system’s vision on the modernization of basic Education

challenged by new and innovative approaches, it may be painful to some teachers to lost

grip from traditional teaching practices and strategies. In the other way, it may bring

awareness and confidence to other teachers who tends to open their minds and hearts in

embracing the demands of the advancing technology trends particularly on the attainment

of quality education through innovative instruction.

The researcher came up to determine the perception of the teacher school in the

utilization of information and communication technology in teaching science and its

effects to the academic performance of students in secondary schools in Area III,

Division of Batangas Province. She also aims to share what 21st-century skills teacher

should possess and to help other teachers to become competent and confident users who

can use the basic knowledge and skills acquired to assist them in their daily lives. This

study will also help teacher to adjust to the inevitable future changes in teaching using

ICT.

Conceptual Framework

CITATION Joshi (2015) emphasized that ICT in education is the need of the

hour. It has the potential to provide solution to many of the challenges higher education

faces today. The common fear that ICT shall replace a teacher is totally unfounded.

Realization now seems to be slowly dawning on the teaching community that ICT is

primarily to empower them and not to replace them. ICT is, therefore, not to be feared

but to be embraced to empower our future generations by providing them high quality

ICT- enabled education.

Today’s education is shaped to a very considerable degree by the kind of

instruction rendered by the classroom teacher. Quality education is the most obsessed

demand of the time and it is partially influenced by the knowledge competence and skills

possess by the mentors. As students engaged in the technology-centered classroom, they

learn from the interactivity and experiences therein. Students learn more, constructivists

hold, when they can construct the information for themselves, rather than hearing and

repeating it. Knowledge, therefore, is not transferred to them via a professor or teacher,

but rather through an experiential involvement in the acquisition of knowledge.

Technology-based classrooms and their integration serve the parameters of

constructivism well in more ways than simply the hands-on, student-centered approach.
In fact, the teachers and/or facilitators of said technology also engage in constructivism as

they pull on prior knowledge and experience. Due to the constructivist belief that prior

interactions shape future learning, the very facilitators of technology integration,

teachers, also bring a myriad of experiential lessons to the computer-based classroom

atmosphere. Furthermore, due to drawing understanding and conclusions based upon

prior environments and interactions, teachers may, even inadvertently, apply prior

experiences and attitudes toward a subject to the present setting. These beliefs and

attitudes held by the teacher then form a viewpoint which decides how the teacher feels,

implements, and utilizes certain in-class methods. In short, an understanding of

constructivism and how humans create meaning from prior experiences, in turn, shapes

the way teachers perceive and implement new tools such as technology in their

classrooms. Information and Communication Technology instructional materials

facilitate the acquisition of information facilitate attitudes and behavior change or skills

provide integrated experience and give learning opportunity to share.  Information and

Communication Technologies (ICTs) exemplified by the internet and interactive

multimedia are obviously an important focus for future education and need to be

effectively integrated into formal teaching and learning – especially in a teacher

education institution.

ICT can affect the delivery of education and enable wider access to the same. In

addition, it will increase flexibility so that learners can access the education regardless of

time and geographical barriers. It can influence the way students are taught and how they

learn. It would enable development of collaborative skills as well as knowledge creation

skills. This in turn would better prepare the learners for lifelong learning as well as to join
 the industry. It can improve the quality of learning and thus contribute to the economy.

The teacher who has the knowledge and skill of using ICT based equipment and devices

of teaching and instructional technology for goal-oriented teaching and learning can

develop the young, bright and well-equipped generation.

INPUT PROCESS OUTPUT

Adequacy of Information and

communication technology
tools used in teaching Non-significant difference
Science in terms of: Gathered review of related on the perceptions of
 Television; literature and studies. teachers in the utilization of
 LCD projector; information and
 Mobile Phones; communication technology
 Computer; and in teaching Science.
Formulation and validation
 Multi-media speaker?
of research questionnaires.

Perceptions of teachers in the

Testing reliability. Significant relationship
utilization of information and
communication technology in between the perception of
teaching Science in terms of: Distribution and retrieval of the teachers in the utilization
 Motivating the learners; data. of information and
 Presentation of lesson; communication technology
 Forming generalization; Application of the in teaching Science and
 UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY
IN TEACHING SCIENCE RELATIVE TO THE ACADEMIC PERFORMANCE OF
STUDENTS IN SECONDARY SCHOOLS IN AREA III: DIVISION OF
BATANGAS: BASIS FOR A PROPOSED ACTION PLAN

Figure 1. Research Paradigm

The input indicates the action to be determined. It includes the utilization of

information and communication technology relative in motivating the learners, presenting

the lesson, in forming generalization and in evaluating the learners. It also tries to

determine the adequacy of information and communication technology in using the

television, LCD projector, computer and multi-media speaker. And lastly, the level of the

student’s performance based on School Form 5 (SF).

The process represents gathered review of related literature and studies,

formulation and validation of research questionnaires, testing reliability, distribution and

retrieval of data and application of the appropriate statistical treatment on the data

gathered for analysis.

 The output represents the significant/non-significant difference on the perceptions

of teachers in the utilization of information and communication technology in teaching

Science. On the other hand, significant/non-significant significant relationship between

the perception of the teachers in the utilization of information and communication

technology in teaching Science and students’ academic performance. And also, the

proposed action plan.

Statement of the Problem

This study assessed the perceptions of the Science teacher in the utilization of

information and communication technology in teaching Science and its effects to the

academic performance of the students in secondary schools in Area III, Division of

Batangas Province: Basis for a proposed action plan.

Specifically, it sought answers to the following questions:

1. How adequate are the following information and communication technology tools used

in teaching Science as perceived by the teachers? WEIGHTED MEAN

1.1. Television;

1.2 LCD projector;

1.3 Mobile Phones;

 1.4 Computer; and

1.5 Multi-media speaker?

2. What is the perception of the teacher in the utilization of information and communication

technology in teaching Science? WIEGHTED MEAN

2.2 Motivating the learners;

2.3 Presentation of lesson;

2.4 Forming generalization; and

2.5 Evaluating the students?

3. Is there a significant difference on the perception of the teachers in the utilization of

information and communication technology in teaching science? T TEST ONE

TAILED

4. What is the academic performance of high school students in science based on School

Form 5 (SF5)? MEAN GROUPED OF DATA

5. Is there a significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance? CHI SQUARE

6. Based on the result of the study, what action plan can be proposed?

Hypotheses

Based on the statement of the problem, the following hypotheses were formulated:

 There is no significant difference on the perception of the teachers in the

utilization of information and communication technology in teaching science.

  There is no significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance.

Scope and Delimitation of the Study

This study focused on the perception of the teachers in utilization of information

and communication technology and the academic performance of the students in

secondary schools in Area III, Division of Batangas Province.

This investigation was limited to determine adequacy of information and

communication technology aided materials and the effectiveness of utilization of such

ICT equipment. Likewise, the relationship achieves from the variables consider with

students’ performance. All the data that were gathered which was used in forming the

answer to the different questions. They were subjected to statistical treatment in the

attempt to arrive at the desire result.

Significance of the Study

This study was beneficial to the following:

Administrators. It is expected that this study will provide valuable data in the

assessment of the performance of their institution in terms of students’ performance. The

information that can be derived can help the school administration to identify the possible

action to maintain the production of competitive graduates.

Teachers. The result of the study will give opportunity to gain a much deeper

insight and knowledge on the use of mobile technology as instructional materials in

instruction. In addition, the teacher may have gained a feeling of satisfaction for being
contributor in achieving the development goals through the wide use of technology and

full utilization in education resources.

Students. The result may gain knowledge in new concepts on how to manipulate

the different applications in your mobile phones. Students may enjoy while learning.

They may find teaching and learning process more interesting and meaningful.

Teacher Education Students. For them to be aware of the kind of further

training they need to adjust to the students learning needs and styles by using appropriate

mobile technology in their teaching methods when they are in the field of teaching.

Parents. They are eager to assist the outcome performance, growth and

development of their children and, this study may find the needs to explore their child on

the responsible use of technology.

Curriculum Planner. The findings may provide those ways on how to integrate

technology in teaching. They may also find ways on how to make teaching effective and

at the same time allows students to enhance their skills and talents.

Future Researchers. The results of the study can serve as their guide for their

research. The study is crucially significant, and its findings will probably continue to

impact future generations. Studies must be done to understand the significance of

utilization of information and communication technology in today’s classrooms and the

impact on the student engagement in learning activities in the Philippines as well as

globally. This may contribute in finding ways on how teaching can be more efficient an

effective.

Definition of Terms
 The following terms were defined conceptually and operationally to make the

study clear operationally and conceptually.

Action Plan. In this study, it is the outcome of implying the technology aided

materials as instructional materials in teaching.

Area 3. This is composed of 12 districts used as locale the study.

Digital Natives. It refers to most of today’s students, who have had access to

computers, tablets, smart phones, and the Internet their whole lives.

Division of Batangas. This is one of the Division in Region IV-A

CALABARZON where the schools used as respondents of the study.

Educational Technology. In this study, it uses as learning facilities and improves

the performance by creating, using and managing appropriate technological processes

and resources needed.

Computer Technology Resources. These are used as a general term referring to

any computer, internet-based resource that can be used in language instruction.

Information and Communication Technology (ICT). This refers to a package

learning system that uses technology as the instructional aide.

Performance. It is the oral response, participation, hands on activities and written

activities by the students to show their talents and knowledge.

Public Secondary Schools. The term refers to the population who are subjects or

respondents in this study.

School Form 5 (SF5). It relates to high school student’s' academic achievement.

Secondary School Teachers. It refers to all the secondary science teachers in

area 3 in the division of Batangas Province that are used as respondents of the study.
 Teacher’s Performance. In this research, it is the skills of the teacher on how

they utilize the mobile technology in teaching-learning process and the result of her

teaching.

Technology in the Classroom. It means the use of computers, the internet, or

other computer related techniques during traditional classroom based instructional

delivery.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter displays the foreign and local literature and studies which provides

information relative with the present study. This chapter represents a review and

summary of literature and studies related to the K to 12 curriculum effectiveness and

development, along with the conceptual framework, research hypothesis and operational

and conceptual definition of terms. It is basically intended as a resource material wherein

different related studies and references have been reviewed and compiled to supplement

and add information by the researcher.

A. Related Literature

Foreign Literature

The use of Information and Communication Technology (ICT) has become a

motivational instrument in advancing education across the globe. ICT can be understood

in different ways as it is being explained in different categories of life. The way ICT is

explained in educational fields may differ from the way it is explained in the field of

nursing or engineering. Thus, this section presents the holistic definitions of ICT within

the educational arena.

According to, Hutchison and Reinking (2011) attribute the description of ICT to

the digital forms of communication which are often referred to as the ICT which is

recognized in the mainstream of everyday literacy. For ICT to be an effective resource in

the classroom, teachers need to understand how to align technology to pedagogical

content. Although teachers’ beliefs and values are important to the success of any

classroom, these beliefs may not provide adequate motivation to deliver appropriate

technology embedded curriculum. CONNECTORS

Furthermore, Claro (2012) stressed that the use of ICT in education helps to

facilitate teaching and learning in the school settings. With the use of ICT in learning

environments. For example, students can take lessons remotely at anytime and anywhere

provided there is active internet connectivity.

Moreover, Ghaviferk et. al, (2012). Information and Communications Technology

(ICT) has gone through innovations and transformed our society that has totally changed
the way people think, work and live. As part of this, schools and other educational

institutions which are supposed to prepare students to live in “a knowledge society” need

to consider ICT integration in their curriculum.

Aside, Buabeng-Andoh, (2012). Stated that computers and technology are used in

a great many ways; they have become an important element of educational needs. It is

imperative for researchers to study the process of professional development for its

effectiveness for teachers integrating technology into the classroom, including training

sessions, teachers’ attitudes, and perceptions, and analyzing the variables and constructs.

However, Cavanaugh, (2012). He stressed that, in education, teachers are often

required to incorporate technology with their students in their classrooms. Yet weak

implementations of technological applications those is used in schools and indicate that

educators require effective training in technology enhanced classroom practices.

Presently, there is no one teacher training method for integrating technology to fit the

needs of every teacher, student, or school. The extant literature covered current practices

for incorporating technology in teacher training as well as how diverse styles of training

are applied in different school settings, such as for teachers who work in the K-12

classrooms and for prospective teachers in pre-service programs. Strategic Internet skills

utilize the Internet by developing an orientation toward a goal, taking the right action and

decision to meet the goal, and getting the benefit resulting from the goal. Using that

framework, evaluated the Internet skills of Dutch secondary students to test the

performance skills in both information and strategic Internet skills. It was found “Dutch

secondary students have much room for improvement” A wide variety of factors have
strong direct and indirect effects on successful technology integration. The literature

examined a wide variety of factors, including teacher variables.

Aside from that (Ritzhaupt 2012) found that the number of years teaching and

school level of professional development both had direct, significant effects on

technology use or integration at the classroom level and student use of technology. He

also found that teacher beliefs and computer availability had significant impacts on

technology integration.

Moreover, in Labbo and Place (2012) define technology integration as

“curriculum integration with the use of technology involves the infusion of technology as

a tool to enhance learning in a content area or a multidisciplinary setting”. For instance,

technology integration can be used for guided, virtual field trips, assigned web quests,

and “should occur in ways that research shows make the learning process deeper and

more enhancing”. Other activities could include creating electronic journals and

composing written assignments. Students conduct research on the Internet and use online

software programs and applications as well as licensed proprietary software programs to

accomplish various curriculum objectives. As a result, teachers must be ready to use a

variety of applications of technology with their students. Teacher readiness factors

included years of computer experience, gender, traditional teaching beliefs, and

constructivist teaching beliefs, general computer attitudes, and willingness to change.

These factors are particularly interesting because several of them could also be identified

as factors related to “teacher beliefs”.

According to Inan and Lowther (2012) had the second highest direct, significant

effect on classroom technology integration. They said that we should not be worried
about results but must be worried how much idea we could provide the students in our

classes. If the performance of students gets better, then without any doubt result becomes

good. In most of the countries the result does not matter much. The system of education

is focused to making students capable. The society in which our students must succeed

has become a global one, in large part due to technology. The time has come to produce

the students who can show their talent in any country they visit. The teachers should not

think of producing a rote learner who depends upon traditional tools rather he has to think

of making the student well verse in each and every mathematical problem he encounters.

Constructivist teaching and learning is an important element of studying technology

implementation.

Furthermore, Gilakjani , Lai-Mei, and Ismail (2013) suggested that when studying

technology use in constructivist classrooms, learning can be categorized into four

categories. The first is the lowest level, is not really constructivist learning, and is called

hypermedia learning, or tell me. The next category is observational learning or show me,

where students learn from an expert via technology. However, the student is still passive

in this phase. The next category is called self-explanation-based learning or let me

explain. This type of learning via technology takes a lot of time so it may not be efficient,

but it is effective. The last category is what technology-based constructivist classrooms

should strive for. The word “construct” is to build or make something. We always use

this word in our daily life. In the field of education, “construct” means to develop an idea

or a belief that is based on various pieces of evidence which are not always true. Many

theories/approaches have been introduced in teaching/learning field. The

“Constructivism” has also developed as a philosophy in different discipline. It has

become a strong means in teaching/learning approach. This point of view maintains that

people actively construct new knowledge as they interact with their environment.

Constructivist theory of learning believes that the knowledge can be developed within the

classroom, being participated in different activities, using different learning agents and

through different meaning making processes.

In addition, Knezek, (2015). The use of traditional media of schoolwork limits the

students’ view of the world, so curricula should include tools such as video, computer,

photographs, and sound to provide richer experiences. Therefore, the constructivist

theory was used as a lens through which teachers’ perceptions of their implementation of

mobile technology in a BYOD/BYOT program were analyzed.

However, Barcelona (2014) published a review of literature examining the current

state of education research and proposed that research supports the use of John Kotter’s

model as a guide for effectively facilitating transformative changes in K-12 schools. This

article also analyzed the K-12 school system in the State of Maine, suggesting that

successful curriculum reform involving integration of technology is taking place in that

state. Barcelona (2014) suggests that though John Kotter’s eight steps were not identified

as a guideline, the reforms in Maine have employed all of the elements in John Kotter’s

model.

Besides, Lloyd, (2012). The use of ICT, wherever it is possible in the classroom,

makes the teaching process more efficient and strengthens knowledge; there are claims

that ICT has the potential to enhance cognitive learning, develop problem solving and

higher-level thinking skills and extend physical and mental abilities. Some instructional

strategies typically used in constructivist learning environments include anchoring

learning in a real-world context; scaffolding the problem being addressed by providing

similar and/or contrasting cases for reference; and encouraging conversation,

collaboration, and research.

Incidentally, Bietenbeck, (2014). He suggests that a shift from traditional

instructional strategies (e.g. lecture) to more varied strategies (e.g. small group work) is

positively correlated with increases in creativity, reasoning skills, and other 21st century

skills that are not traditionally measured by standardized assessments Together, all of this

research indicates that carefully chosen instructional strategies are integral to the creation

of 21st century learning environments. Examinations of the teachers’ perceptions are

relevant to technology integration because discovering teachers’ needs relative to

technology gives them a line of communication that helps schools improve staff

development procedures.

Further, Abuhmaid, (2011). It found that personal influences affect how educators

use technology. He found that successful technology integration into the classroom is

dependent on teacher attitudes. Integrating technology into the classroom can be achieved

by developing projects that help teachers meet curriculum standards, cover content, and

implement school policies. To be successful, projects that use technology should have

clear, targeted teaching and learning outcomes that are consistent with the technology in

use that is, the use of the technology aligns with, or is compatible with instructional

practice. Examples of integrating technology into the curricula include teachers using

software and devices.

Meanwhile, Debele and Plevyak (2012) argued that learning outcomes can be

achieved with technological innovations, but educators should not try to achieve too
much through a single technology-assisted project where quantity supersedes quality.

Professional development is required for teachers to integrate technology into the

classroom; support is needed for effective integration involving the administration,

technology professionals, and educators. The literature revealed that there are different

approaches to training educators for integrating technology into the classroom; it was

there imperative for me to review how technology is used in schools and what types of

training educators find useful. In addition, research indicates that not all professional

development sessions are relevant to all teachers, which relates to the core purpose of this

study: to discover what educators are concerned about for the school system to provide

effective training.

In addition, Liu (2012) asserted that when barriers are identified and addressed,

teachers will be more likely to integrate technology in instruction. When teachers were

asked about their needs, it often resulted in better quality training sessions. The selection

criteria, of ICT tool/software, enable teachers to understand what tool is appropriate for

what lesson they teach. However, teachers’ intrinsic and extrinsic motivation towards the

use of specific ICT tool is one of the various factors that influence teachers’ decision to

select ICT tools for their lessons.

According to Cuban, (2012) the introduction of the television was one of the first

examples of mediated technology in the classroom. It was thought that this new

technology would not only enhance the teaching that was taking place, but also more

importantly, introduce new possibilities for learning that teachers were not able to

achieve. Nevertheless, studies at the time based on the results of standardized

achievement tests demonstrated that there were few ‘substantial’ differences in the
amount or quality of information being learned from incorporating the television into the

classroom as compared to traditional methods.

Local Literature

An excerpt from hub pages (2017) stated the following: The implementation of

the k to 12 education plans in the Philippine Basic education Curriculum is the key to our

nation’s development. Though the government will face many problems in the long run

of the implementation of the program, there really is a need to implement it because the

enhancement of the quality of our education is very urgent and critical. Implementation

of k to 12 enables students to get enough instructional time to do subject-related tasks

which make them more prepared and well-trained on that subject area. With the new

curriculum, senior high school students can choose a field that they are good and that

they are interested in. as a result, they will be equipped with the skills needed for a

specific job even without a college degree. At the age 18, the age when they graduate

from high school, they will be employable and competitive already. Finally, with k to 12,

Filipino graduates will be automatically recognized as professionals abroad because we

are following the International Education Standard as practiced by all nations. There will

be no need to study again and spend more money to quality to their standard. With this,

Filipino professionals who aspire to work abroad will not find hard time in getting jobs in

line with their chosen field and will be able to help their families more in the Philippines

as well as in the country’s economy with their remittances, property buying, and creation

of businesses.

According to Jacob, (2011), he pointed out that as educators, you are tasked with

developing the minds of your charges and preparing them for the challenges they will be
facing in the years to come. However, the country’s limited resources make it difficult to

maximize the students’ potential and the educators are faced with the quandary of making

education more meaningful to them, in the training; addressing on teachers’ participants

“as you embarked on this step towards enhancing your computer technology skills, you

are challenged to step up and make a difference. The power to chart the course of your

students’ destiny is in your hands”. As support to the country’s quest for quality and

competitive education, teaching standards by providing public high schools throughout

the country access to computer technology bundled with free intensive teachers training

and workshop on the use of computer for their instruction. This act of concern and

benevolence from various education stakeholders addresses the means of ushering the

Filipino students to the digital age.

In addition, Bonifacio (2013), believed that ICT must be used and taught in

powerful and meaningful ways. This may only be done through changing curricular

standards for ICT or as he calls it, a result-oriented paradigm shift. In the Philippine

context, Correos (2014) assessed the secondary school English language teachers’ ICT

literacy, the extent of ICT utilization in English language teaching, and the challenges

that prevent language teachers from integrating ICT in teaching. The results revealed that

the teachers’ ICT literacy was moderate. The findings provided evidence that there was

only a limited use of ICT in language teaching. Feedback gathered from questionnaires

showed that teachers faced many challenges that motivate them from using ICT in

language activities. Based on these findings, it was recommended the teachers must be

provided with intensive ICT-based trainings to equip them with knowledge of ICT and its

utilization in language teaching. It was further suggested that school administrators as

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

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

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

teaching- learning activities.

As justified by Clemente (2012) the effectiveness of using ICT requires the

availability of equipment, supplies of computers and their proper maintenance including

other accessories. They asserted that implementing ICT demands other resources, such as

computers, printers, multimedia projectors, scanners, etc., which are not available in all

educational institutions especially among public schools in the Philippines.

Moreover, Katigbak (2011) concluded that the use of teaching methods is

generally effective in teaching, bit its effectiveness depends much on the nature of the

learners. The difficulty of the lesson, the availability and adequacy of instructional

materials, the teachers’ professional qualities and the classroom climate. While

instructional materials facilitate, accelerate, and make learning experiences more

concrete, meaningful and enjoyable, the level of the students’ performance is still

affected by the effectiveness of the teacher and the teaching methods. It is measured

through varied teacher- made tests.

Also, Lopez (2015) points out that the integration and selection of ICT tools

depends on how well they (ICT) fit into the teaching and learning process as well as on

how easy it is to use such tools. He believes that the use of ICT is important in education

curriculum and that it can be used to solve educational problems. stated that there is a

clear distinction between educators who choose to use ICT resources to integrate

technology into curricula and those who deliver curriculum without any direct application
to the use of technology within the curriculum. Using ICT in the curriculum requires that

teachers develop knowledge of 14 technology, known as Technological-Pedagogical-

Content Knowledge.

According to Garcia, (2011) one of the biggest demands is the ability to connect

the technology used in classes to an integrated lesson plan. According to some of the

research out there, a teacher should make a concerted effort to selector use appropriate

technology to deal with the learning objectives and select appropriate follow up activities.

Teachers may select an ICT tool to use in teaching based on the specific instructions such

as online collaborative tasks with emphasis on teacher to student or student-student

interactions.

In addition, Colegado, (2015) states e-safety influences teachers’ selection criteria

for online materials making them to choose the type of materials that they feel safe to

use. He believes that the use of ICT is important in education curriculum and that it can

be used to solve educational problems and stated that ICT is an asset to be introduced into

schools where children pursue with their own passion and from their heart. When

students work together to do something difficult, the teacher has to acknowledge children

as learners and understand that children can learn.

In the similar vein, Pecay (2017) explains that science teachers select ICT such as

YouTube to enhance their science instruction and to assist them in clarifying lessons

concepts that they find challenging. Teachers select ICT tools that are easy to use for

them and for students.

Likewise, Marzano (2013), estimates that teachers are required to cover an

average of 200 standards and 3,093 benchmarks in fourteen separate content areas. In
order to cover that many benchmarks, teachers would need 15,464 hours of solid

instructional time. In a typical 180-day school year, teachers have approximately 9,042

hours of actual time spent teaching (Marzano, 2013). Of those hours, primary grades

emphasize reading instruction over all other content areas because administrators and

teachers feel pressured to devote their time and energy to those areas that are tested.

According to Gregorio (2012), research has documented that 75 to 90 per cent of

science instructional time is based on the textbook. Dependence on this type of a teaching

method and time restraints place the students in a passive role and makes science

concepts seem remote. Important concepts may never become part of students'

intellectual conceptual framework because they are being taught a finite set of facts about

isolated events or periods of time. In addition, some schools report very little or no social

studies instruction occurring in kindergarten through third grade. They seem to regard

social studies as a subject that should be taught only when there is free time available.

However, Isisag (2011). Some teachers continue to lecture students in a manner

that may not engage learners. Their students, therefore, tend to believe that a classroom

that is disconnected from the so-called ‘real world’ is artificial and fake. PowerPoint

software allows a teacher to present information in a visual manner, however teachers

who relied primarily on this technology were often found as authoritative and the

technology was seen. This image of the authoritarian is furthered when instructors

continue to limit or control the use of technology in the classroom, creating a learning

barrier. It should also be noted that the authors spoke to the instructors, and the consensus

was that the modern-day student also lacks the self-control and maturity level necessary

to have electronics in the classroom, hence the rules governing classroom electronics.
 Besides,Pangani (2013). Information technology has become common place in

the classroom, helping to elevate and replace outdated pedagogical techniques and

offering teachers the ability to design curriculum in advance with regards to

differentiation Even with regards to the amount and use of specific technology in the

classroom, and even though some technology may not have originally been designed to

align with educational goals, many teachers still find ways to integrate technology into

the classroom.

B. Related Studies

Foreign Studies

According to Howley, and et.al. (2011), teacher’s attitude was positively

associated with availability of technology, administrator support, and their own level of

preparation for technology use in the classroom. These findings corroborate the findings

of previous research, since they found that teacher attitudes toward technology (teacher

beliefs) and perceived level of preparedness for using technology (teacher readiness)

were the two most significant factors related to technology integration in the classroom.

If teacher beliefs and teacher readiness are the most significant factors influencing

technology integration, and school variables such as administrator support influence

teacher beliefs, it is important to consider these factors when designing an intervention

targeting the implementation of technology in K-12 schools.

The study of Campbell et. Al (2012) composed a study for the use of technology

in the classroom for students learning in science. Because students used technologies out

of school, and they were currently using technologies in schools, students were able to

connect to Internet resources that enhance science concepts.

 In addition, Ertmer (2012) argued that engaging personally relevant and timely

teacher training would improve teachers’ practices. A case study research design was

used to understand individual teachers’ perceptions for their values and beliefs for

integrating technology. Data was collected through observations and a one-day visit for

interviews with eight teachers who were conveniently and purposefully chosen because

of their recognized use of successful technology integration experiences. He asserted that

the best way to understand teacher values and beliefs would be through interviews

because educators would be able to reveal their internal beliefs. In his study, all eight

teachers used technology for facilitating classroom operations and organization, created

customized classroom materials, was engaged in professional development, and had a

goal to improve student learning or involvement. Teachers’ values reflected their

professional needs regarding how or why technology helped them to achieve those

values. Throughout the study, researchers reviewed the data multiple times, recording

recurring codes and themes, such as engaging students or addressing professional needs.

Findings indicated that all teachers used computers mainly for preparation for teaching

and to communicate with parents, but a significant finding was that all the teachers

frequently noted that the use of technology enhanced student motivation and engagement.

Furthermore, Hosman (2012). He conducted a study in the practice and

development of technology by employing the process of change for an innovation, a

procedure which must be understood and reviewed if comparable projects are to succeed.

The study consisted of 212 educators who were provided professional development in the

use of computers and technology in their curriculum and teaching practices.

 A study conducted by Steel and Levy (2013) charted language students and their

evolving uses of technologies over the five year-period in 2011. They found that over

half the students that were surveyed used online dictionaries, translators, YouTube, social

networking, phone applications, listening tools and language games to supplement and

improve their language learning. Indeed, the list of resources is becoming increasingly

abundant; however, a widespread function commonly used by native English-speaking

students and language learners is an online dictionary. Steel and Levy found that the

electronic dictionary function available on mobile devices was particularly popular with

students because of its usefulness and functional ease. Further to this, they report that

their investigation revealed that students tended to use their own technologies rather than

tools provided by universities. Consequently, and increasingly, students prefer to upload

dictionary applications onto their devices rather than use the conventional printed book.

The only drawback is that these apps rely on being connected to the Internet so there may

be occasions when it is not possible to access an online dictionary.

In addition to the myriad of digital functionalities available to students, a new

initiative that has evolved in the classroom and employs mobile devices is the use of the

camera function. Increasingly students take photographs of whiteboard notes, Power

Point presentations and handouts. This practice points to a replacement in the way that

students take notes in class and moves toward storing notes electronically rather than on

paper.

In a study conducted in Sweden, Bergström (2015) reports that teacher’s selection

criteria of ICT tools are influenced by curriculum reforms that aims to move from pen

and paper styles of learning to digital didactical design and media tablet (iPads)
programs. Also, he finds some educational policy documents to dictate teachers to use

specific ICT tools in teaching and learning.

Moreover, Roschelle et al (2014) studied about the impact technology has on the

academic performance of public-school children in the core subject area of mathematics

and found out to be also positive. In the traditional teaching of mathematics, students

were required to apply basic knowledge such as adding, subtracting, multiplying, and

basic division. However, today, people increasingly use mathematical skills to reason

about uncertainty, change trends in data, and spatial relations. Using technology to check

an equation can provide immediate feedback if the equation is incorrect instead of writing

the equation out in pencil and waiting for a response from the teacher.

The findings of a research study conducted by Rockman, et al. (2015) supports

technology’s positive effect on writing skills. Researchers found that students who use

laptops regularly at school and at home are better writers, outperforming their peers in all

four scored areas of writing assessment content, organization, language/voice/style, and

mechanics. When asked what impact using laptops had on their writing, students reported

that computers allowed them to do more extensive editing, which led to better writing.

A study conducted by the U.S. Department. Of Education (2013) revealed that

when schools provided students with home computers and modems so they could connect

to the schools’ networks, students increased the amount of time spent on educational

activities outside of school. Furthermore, students with home computers spent less time

watching television, enhanced their problem-solving and critical-thinking skills,

improved their writing and math, science skills, and showed greater computer literacy.
 Pucel and Stertz (2012) also performed a research study comparing web-based

instruction to traditional classroom instruction. Their study looked at student satisfaction

and academic achievement for in-service teacher education courses for career and

technical education teachers. The researchers noted that in the career and technical

education field many educators are first trained in their career fields and once they

become teachers, they receive teacher education training.

However, when Purcel and Stertz (2012) looked at student academic achievement,

the results indicated a statistically significant difference in two areas for the web-based

students scoring less than the traditional method students in the History and Philosophy

of Career and Technical Education course. For the Instructional Methods for Business

and Industry course the web-based students performed better in three of the four criteria

evaluated than the students receiving traditional instruction. The students also performed

significantly better for the final exam. The authors noted that on the presentation project

portion of the course, the students receiving traditional instruction outperformed the web-

based instruction students.

In addition, Lu and Gordon (2011) did not identify access to computers and the

Internet as a factor influencing the outcomes of the study. Students who reported not

having computer access in their homes utilized public resources and still participated in

the summer reading program. The researchers found that the reading level of the

participants was the most significant factor influencing reading behavior. Computer and

Internet access was considered a non-issue concerning reading behavior.

A study was conducted by Web-Based Education Commission (2011) in rural

West Virginia at Hundred High School, on the impact of technology on academic success
and showed favorable results. The school took advantage of a program called NET

Schools and received funding from the E-rate program. NET Schools provided every

student and teacher with a laptop. Once ports were installed, all the students and teachers

connected to a Local Area Network. The results were astonishing. The desire to learn

increased and students who had previously been disinterested in school became more

active participants. After only six months, eighty percent of the students were accessing

the Internet daily to gain supplemental instruction. In the past, their only source of

information had been from the school library which contained out of date texts. Over the

course of that first year the 144 students at Hundred High scored higher and ranked above

the national mean in every subject, as well as in total basic skills on the SAT.

Local Studies

In his study, Tullao (2011) indicated that there is a need to upgrade human

resources through various forms of investment in human capital to reap the benefits of an

expanded global trade in services. This upgrading process is intended not only to protect

Filipino professionals from foreign competition but more importantly to build a strong

human resource infrastructure in the light of a globalized trading environment.

Specifically, the readiness to compete internationally should be viewed in terms of the

ability of local professionals to meet the standards and human resource requirements of

foreign as well as domestic companies.

On the other hand, Magno (2013) cited that teacher are one of the key elements in

any school and effective teaching is one of the key propellers for school improvement.

This review is concerned with how to define a teacher’s effectiveness and what makes an
effective teacher. It draws out implications for policymakers in education and for

improving classroom practice.

Furthermore, the study of Dejarme (2012) suggested that for schools and

universities to cope with new innovations, they should keep at pace with the tempo of

societal changes and technological progress. The schools of today should participate in

the educational and social revolution. Thus, the curriculum in Philippine schools today

must be geared to the rapid societal changes and the new responsibilities for the new

breed of Filipinos. The three most important sectors of society that give direct input to the

improvement of the curriculum are the academe (institutions), the government, and the

industries (both public and private companies).

Moreover, Pangani (2013) has conducted a research on “Use of ICT in Schools:

Exploring Opportunities and Challenges.” The purpose of the study was to see how the

schools are using ICT by the administrators, teachers, and students. In his research he has

also expressed the challenges and opportunities of using ICT in schools. He has adopted

interpretive paradigm for his study. He has used semi-structured interview schedule with

open ended questions, observation check list/guideline and field diary as tools to generate

primary qualitative data. The major findings of the research are ICT are used for

facilitating administration, enhance classroom and to strengthen communication.

According to Isisag (2011) who conducted a study on the positive effects of

integrating ICT in foreign language teaching, he examines the necessity of ICT and

highlights its positive effects to keep up with the modernized communities in the current

digital world. In this study, the Experiences, perceptions, and attitudes on ICT integration

enormous advantages of integrating ICT in foreign language teaching are presented.

Hence, it is stated that integrating ICT in foreign language teaching will have positive

effects on both the teachers and students to help them be aware of the modernized world

and meet the current demands of the new era.

About the use of social media, platforms that are driven by ICT, the study of

Valdez (2012) investigated the use of social networking sites (SNSs) to create digital

portfolios for an academic reading and writing class in a tertiary-level institution in the

Philippine. He stated that ICT is an asset to be introduced into schools where children

pursue with their own passion and from their heart. When students work together to do

something difficult, the teacher must acknowledge children as learners and understand

that children can learn experientially.

In addition, Parihar (2011), viewed that the effective teachers are the avenues of

effective teaching who consistently achieve their goals that are either directly or

indirectly related to student learning and the strategies adopted for achieving this purpose

needs orientation and reorientation with changing needs and priorities in teacher

education. Effective teachers are the most important factor contributing to student

achievement. Although curricula, reduced class size, district funding family and the

community involvement all contribute to school improvement and student achievement,

the most influential factor is the teacher. Effective teaching requires full understanding

and support of the development of every child and where his valued, respected and

appreciated. It draws talents from every corner, capitalize and build on those talents in

valid and numerous ways to ensure positive learning for his enlistment and advancement,

not only in terms of knowledge and skills but more on virtues. Education is one of the

basic needs of man. It aims to develop the learners’ knowledge, skills and values and
attitudes which he can use effectively to alleviate poverty and improve the quality of his

life, his family, the community, and the society.

According to Henry (2012), the development of content relationship is lacking in

elementary curriculum and the use of technology. However, if teachers practiced

effective integration there would be an opportunity for social studies concepts to be

taught in the elementary curriculum. Teachers could teach a richer content embedded

within a larger context which will help students construct a broader network of

understanding. Developing conceptual understanding in students who study science is

vital in moving them away from rote memorization of factual data.

It was found out in the study of Reyes (2012) many classroom teachers may not

be supporting efforts to increase time spent teaching social studies because they are too

worried about their test scores in other areas and do not want to invest time in those areas

where it is not likely to influence results Teachers also attribute their students' lack of

interest in social studies to the subject not getting a fair share of effort in curricular

planning and to the increased emphasis on reading and mathematics .

According to Howard (2013) the 2012 No Child Left behind Act has had a

negative influence on social studies instruction with elementary teachers reportedly

shortening science lessons. Hence various inclusions of aids which include technology is

a requirement for the students to be not left behind. Teachers develop specific attitudes

and methods of instructional delivery over time. If the teacher is prepared and has

adequate training and support, then the attitudes are somewhat different than those for the
teachers who have no training in working with the diverse needs of challenged students,

even though the teachers are compassionate.

Similar study conducted by Rodrigo (2013) found out that developing countries

such as the Philippines are committed to infusing schools with technology. There is great

faith that these technologies will improve teaching and learning, and consequently afford

these countries a greater stake in today's knowledge society. Consequently, the Philippine

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

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

considerable gaps still exist in ICT program implementations. There is a lack of data on

schools use of ICT. Hence, there is little basis for policy formulation. There is a lack of

coordination between public and private sector efforts, and within ICT programs

themselves. This leads to wasted time, money, and human resources. Finally, there is a

need for further teacher training in both computer literacy and ICT integration in the

curriculum. These gaps must be sufficiently addressed before ICT can have a significant

impact on teaching and learning in Philippine schools.

Synthesis

Based on the data and information gathered from the different literature and

studies both foreign and local, the researcher found some similarities and differences

from the previous researchers to the present study. The introduction of the television was

one of the first examples of mediated technology in the classroom. It was thought that

this new technology would not only enhance the teaching that was taking place, but also

more importantly, introduce new possibilities for learning that teachers were not able to

achieve according to Rockman, et al.

The selection criteria, as per Lopez and Garcia enable teachers to understand what

tool is appropriate for what lesson they teach. However, Isisag and Pangani opined that

the teachers’ intrinsic and extrinsic motivation towards the use of specific ICT tool is one

of the various factors that influence teachers’ decision to select for their lessons. This is

parallel to present study since in motivating the learners, presentation of lesson, forming

generalization and in evaluating the students. In the study of Ertmer, he pointed out that

the integration and selection of ICT tools depends on how well they fit into the teaching

and learning process as well as on how easy it was. Hosman, Steel and Leovy.

According to Parihar reports that the use of ICT in education helps to facilitate

teaching and learning in the school settings. With the use of ICT in learning

environments for example, students can take lessons remotely at anytime and anywhere

provided there is active internet connectivity and available devices.

Teachers may select an ICT tool to use in teaching based on the specific

instructions such as online collaborative tasks with emphasis on teacher to student or

student-student interactions, Cavanaugh. This is parallel to present study since teachers

use the appropriate tools and devices like Television, LCD projector, Computers and

Multi-media speaker in teaching.

Furthermore, the works of Dejame and Gordon are all similar to the present since

all of them determined to find out the improvement quality of education and increased

students’ performance through the use of technology in teaching.

Meanwhile, Marzano, Debele and Plevyak and Abuhmaid stressed that ICT has

the potential to enhance cognitive learning, develop problem solving and higher-level

thinking skills and extend physical and mental abilities. Some instructional strategies

typically used in constructivist learning environments include anchoring learning in a

real-world context; scaffolding the problem being addressed by providing similar and/or

contrasting cases for reference; and encouraging conversation, collaboration, and

research.

The works and studies of Pucel and Stertz, and Tullao have discussed the

importance of using ICT in teaching to the faculty for them to be familiarized with the

concepts and practices on the conduct of research.

Bergström and Steel and Levy study however, stressed that teaching and learning

using ICT have long emphasized the important role teacher’s play in supporting students’

development in areas beyond their core academic skill. In relation to the variables of the

present study, the use of instructional techniques affects learning outcomes. In contrast,

however, the settings of the compared settings of the compared studies were different

from one another.

 Pangani emphasized that teacher quality and expertise consistently and accurately

predicted student performance. Additionally, Ertmer pointed seven domains integrated in

ICT describe what an ideal professional teacher should be.

In synthesis of the teacher effectiveness in using ICT, Hammond viewed that the,

measures of teachers’ effectiveness at improving students’ performance could be used to

identify areas for professional growth and connect teachers with targeted professional

development.

Similarly stressed by Katigbak stated that the order to enhance the mastery of the

subject matter and relate the classroom discussion with the real-life situation, research

may be conducted by the faculty members to explore the problems concerning the

teacher’s performance in using ICT in the locality and in the country.

The findings of Magno and Pariharare related to the present study in the sense that

they both deal on the teacher’s performance. The difference lies on the fact that the study

Magno and Parihar focused on the foreign settings while the present study focuses on the

local setting.

The related studies and literature earlier cited have provided ideas and insights to

the researcher. Aside from that, some of the results and findings of these earlier studies

like this present study have served as motivation for the researcher to pursue this study

and find out whether these findings still hold through in her study.

The foregoing literature bear semblance with the present study as they also dealt

with the performance of the teachers in using ICT, although those studies were general in

approach and foreign based, while the present was locally based.
 Chapter 3

RESEARCH METHODOLOGY AND PROCEDURES

This chapter presented the research method used, the respondents of the study, the

instrument utilized, preparation and validation of the questionnaires, procedures in

gathering data, and the statistical measures applied in analyzing and interpreting the data

that were gathered.

Research Design

This study assessed the perception of the teachers on the utilization of information

and communication technology in teaching and its effects to the academic performance of

the students. Descriptive method of research was used in this study to provide the

information about the variables used. It was a suitable method to be employed and to

determine if there exist significant relationship between the perception of the teachers on

the utilization of information and communication technology in teaching and its effects to

the academic performance of the students.

A descriptive study is one in which information is collected without changing the

environment. It is used to obtain information concerning the status of the phenomena to

describe ‘what exists’ with respect to variables or conditions in a situation. The methods

involved range from the survey which describes the status quo correlation study which

investigates the relationship between variables, to developmental studies which seek to

determine changes over time.

 Johnson & Christensen (2012) defined the descriptive method of research as an

organized attempt to analyze and interpret the report on the present status of a social

institution, group, or area. It includes all the studies that seek to the present facts

concerning the nature and the status of anything, group of people, acts of condition or

any phenomenon which the researchers may wish to study. Since the descriptive

method is the easiest method to use, the researcher used it in conducting a survey.

Through the gathered questionnaire, information needed to answer the problems was

sought.

Respondents of the Study

The study was conducted in all public secondary schools in Area III, Division of

Batangas Province. The respondents of this study were one hundred fifty-three (153)

Science teachers.

To have accurate and comparable data in this data, all teacher-respondents were

included in this study. In selecting teacher-respondents, the researcher used the random

sampling particularly the lottery method. In using that method, names of the teacher in all

secondary school in Area III was written on the pieces of paper and placed in a box by

school. The pieces of paper were taken one at a time until the desired sample size from

each school is obtained. The respondents are shown in Table A.

 Table A
Distribution of Respondents

Total Number of
School Science Teacher-
Respondents
Malvar National High School 8
San Isidro National High School 3
Santiago National High School 3
Don Julio Leviste Memorial Vocational High School 4
Bayorbor National High School 8
Mataas na Kahoy National High School 8
San Jose National High School 5
San Pedro National High School 23
Sta. Anastacia San Rafael National High School 14
Sta. Clara Integrated National High School 5
Fermin La Rosa National High School 6
Cuenca National High School 5
Balas-Buco Sta. Maria National High School 5
Talisay School of Agriculture 4
Alitagtag National High School 6
Balete National High School 9
Wenceslao Trinidad Memorial National High School 12
Sta. Teresita National High School 6
Coral na Munti National High School 5
Maabud National High School 4
San Nicolas National High School 3
Agoncillo National High School 3
Banyaga National High School (Agoncillo) 4
Total 153
 Locale of the Study

The research covered the twenty-three (23) public secondary schools in Area III, Division

of Batangas Province. The researcher chose the locale because she knew that the respondents

could help her obtain what she needed in her study since the researcher is currently working in

the said division. She also believed that the teachers in the said locale are approachable and

willing to give information regarding on the perceptions of the Science teacher in the

utilization of information and communication technology in teaching Science and its effects to

the academic performance of the students. The following are the secondary schools used in

this study: Balete National High School, Bayorbor National High School, Mataas na Kahoy

National high School, Don Julio Leviste Memorial Vocational High School, Malvar National

High School, Santiago National High School , San Isidro National High School, San Jose

National High School, San Pedro National High School, Sta. Anastacia San Rafael National

High School, Sta. Clara Integrated National High School, Wenceslao Trinidad Memorial

NationaL High School , Balas-Buco Sta. Maria National High School, Fermin La Rosa

National High School, Cuenca National High School, Sta. Teresita National High School,

Talisay School of Agriculture, Coral na Munti National High School , Alitagtag National

High school, Maabud National High School, San Nicloas National High School, Agoncillo

National High School and Banyaga National High School.

Legend:
 School used in the study.
Figure 2: Map of Area III in the Division of Batangas Province where the school
used in the study is located.
MAP NG DISTRICT AND THEN ILAGAY ANG MAP SA LOCATION NG
SCHOOL

Research Instrument

A researcher-made questionnaire was the major instrument used in gathering data.

The questionnaire was written in English. The contents of the questionnaire came from

the related literature reviewed by the researcher. The questionnaire has three parts which

are the teacher’s profile, the academic performance and the extent of differentiated

instructions employed by respondents.

The questionnaire was validated in two ways, which were the initial validation of

the research adviser Julius Ceasar de ramas javier, and the mock administration of the

questionnaire on the groups of respondents who were not the target respondents of the

study. The result of the mock administration was used to revise the questionnaire based

on the comments and problems met. The questionnaire was then validated by the experts

in the field.

Validity of the Questionnaire

The first draft was submitted to the adviser for the approval and checked for

grammatical errors to establish the validity of the research questionnaire. The

questionnaire was a product of modification coming from the ideas of some finished

paper arranged to be used for the present study. Then the questionnaire was showed to the

three experts who checked and helped the researchers change the errors from the title up

to the questionnaire. After all the checking of the research instrument, the experts

approved it and cleared the questionnaire was ready to be presented. THREE EXPERTS
WHO VALIDATED THE QUESTIONAIRE (JULIUS CEASAR DE RAMAS JAVIER,

TEACHER III)

Reliability of the Questionnaire

The researcher prepared some questionnaires that were tested in Natatas national

High School and Bernardo Lirio Memorial High School, Public Secondary School in

Division of Tanauan that were not covered of this study. After one week, it was retested

to be able for the researcher to find out if there were changes on the answers of the

respondents. The results of the tests given in the try-out were statistically analyzed by the

person r correlation. For data gathering purposes, the researcher first scanned and read

some literature, studies and sample questionnaire from the other studies that were already

conducted. Then she formulated questionnaires based on the statement of the problem.

Data Gathering Procedure

After obtaining the validity and reliability of the research instrument and

upon the approval of the thesis proposal by the pre-oral panelists, the researcher sought

permission from the office of the Schools Division Superintendent through a written

request to conduct the study.

Before the administration of the validated questionnaire, permission was

requested from the school heads/principals in all public secondary school in Area III,

Division of Batangas Province. After the permission was granted, the researcher sent a
link to schools for the distribution of the questionnaires to the respondents and answered

the survey questionnaire as the basis of the study using the Google form. IN YOUTUBE

On the other hand, the questionnaire proper provided with a clear direction

to guide the respondents in filling up and answering the Google form. Each respondent

was requested to finish accomplishing the questionnaire within one to two weeks.
Statistical Treatment of Data (SOP AND QUESTIONNAIRE)

The following statistical tools were used to arrive at the analysis and

interpretation of data gathered.

1. Weighted Mean. This statistical tool was applied to determine the adequacy of

information and communication technology tools used in teaching Science and

perceptions of the teacher in the utilization of information and communication

technology in teaching Science.

Formula:

f 1 x 1+ f x 2+ …+ f n xn
WM= 2

N
where :
WM=weighted mean
f =frequency
x=variable
n=total number of cases
N= population of respondent

2. Mean in Grouped Data-: This statistical tool was applied to determine the

academic performance of the students.

Ʃ fx
Mean=
N

f- Frequency
x- Midpoint
fx= the product of frequency and midpoint
N- Number of respondents
3. T-test for One Independent Sample Mean: This statistical tool was applied to

determine if there is significant difference on the perceptions of the teachers in the

utilization of information and communication technology in teaching science.

Formula:

x−μ
t=
s/√n

x = mean
μ= populationmean
s =standard deviation
n =sample mean

4. Chi Square: This statistical tool was applied to determine if there is a significant

relationship between the perceptions of the teachers in the utilization of

information and communication technology and students’ academic achievement.

Formula:

x =∑ ¿ ¿ ¿
2

x 2=chi square obtained

∑ ¿ meanof the first group sample
O=observed score
E=expected score
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and the interpretation of the data

gathered from the answers to the questionnaires distributed to the filed. Likewise, the

presentation of the different tables was based on the various problems posited in the

study.

Specifically, the purpose of this study was to find the answer in the following

queries.

1. On the Adequacy of Information and Communication Technology Tools used

in Teaching Science as perceived by the Teachers

Table 1 unleashes perception of teachers on the adequacy of information and

communication technology tools used in teaching science.

Table 1
Adequacy of the following Information and Communication Technology
Tools Used in Teaching Science as Perceived by the Teachers
Instructional Materials Verbal
Weighted Mean
Interpretation
1. LCD projector 4.5 Much Adequate
2. Television 4.4 Much Adequate
3. Mobile Phones 4.3 Much Adequate
4. Computer 4.32 Much Adequate
5. Multi-media speaker 4.2 Much Adequate
Over-all Assessment 4.34 Much Adequate
5- Very Much Adequate 4- Much Adequate 3- Adequate 2- Moderately Adequate 1- Not Adequate

Table 1 shows the adequacy of the following information and communication

technology tools used in teaching science as perceived by the teachers. Among the
different instruction materials in the table, the "LCD projector" received the highest

weighted mean of 4.5 and has the verbal interpretation of "Much Adequate" and has the

highest rank in the table. The second highest rank in the table, however, is the

“Television” instructional materials. It has the weighted mean of 4.4 with “Much

Adequate” verbal interpretation. Lastly, the instruction material in the table that received

the 3rd highest weighted mean is the "Computer". It has 4.32 weighted mean and can be

verbally interpreted as "Much Adequate".

The result implies that the Information, Communication and Technology (ICT)

access a huge range of resources that are of huge quality and relevant to scientific

learning. It also allows teachers with different styles to modify materials and the way

they are used in different and effective ways. It provides the quality of data available to

students.

Cavanaugh, (2012). He stated that in education, teachers are often required to

incorporate technology with their students in their classrooms. Yet weak implementations

of technological applications those is used in schools and indicate that educators require

effective training in technology enhanced classroom practices. Presently, there is no one

teacher training method for integrating technology to fit the needs of every teacher,

student, or school. The extant literature covered current practices for incorporating

technology in teacher training as well as how diverse styles of training are applied in

different school settings, such as for teachers who work in the K-12 classrooms and for

prospective teachers in pre-service programs. Strategic Internet skills utilize the Internet

by developing an orientation toward a goal, taking the right action and decision to meet

the goal, and getting the benefit resulting from the goal. Using that framework, evaluated
the Internet skills of Dutch secondary students to test the performance skills in both

information and strategic Internet skills. It was found “Dutch secondary students have

much room for improvement” A wide variety of factors have strong direct and indirect

effects on successful technology integration. The literature examined a wide variety of

factors, including teacher variables.

2. On the Perception of the Teacher in the Utilization of Information and

Communication Technology in Teaching Science

a. In terms of Motivating the Learners

Table 2.1 discloses the perception of the teachers in the utilization of information

and communication technology in teaching science in terms of motivating the

learners.

Table 2.1
Perception of the Teachers in the Utilization of Information and
Communication Technology in Teaching Science in terms
of Motivating the Learners
INDICATORS Weighted Verbal
Mean Interpretation
The Science teacher can…
1. Capture my interest of the students. 4.5 Strongly Agree
2. Learn to work with his students. 4.6 Strongly Agree
3. Involve element of discovery and Strongly Agree
curiosity of the students. 4.8
4. Make use and direct first-hand experience Strongly Agree
among students. 4.7
5. Provide meaningful connection between Strongly Agree
and among opportunities and prior
knowledge among students. 4.6
6. Arouse and direct learners’ attention Strongly Agree
which make the lesson interesting 4.56
7. Make students become active in the class Strongly Agree
discussion 4.73
8. Help students to concentrate in learning Strongly Agree
the topics. 4.65
9. Motivate to solve task collaboratively 4.51 Strongly Agree
 10 Strongly Agree
Enhance students’ interest in the subject.
. 4.55
Average Weighted Mean 4.62 Strongly Agree
5- Strongly Agree 4- Agree 3- Moderately Agree 2- Disagree 1- Strongly Disagree

Table 2.1 illustrates the perception of the teacher in the utilization of information

and communication technology in teaching Science regarding the motivating the learners.

The indicator, "The science teacher can involve element of discovery of the students"

in this matter obtained the weighted mean of 4.8. It is verbally interpreted as "Strongly

Agree" and has ranked 1. On the other hand, "Make students become active in the

class discussion" indicator has the second highest weighted mean in the table with 4.7

weighted mean that translates into "Strongly Agree" verbal interpretation. The last but

not the least, the indicator “Help students to concentrate in learning the topics”

received the third rank in their table that has the weighted mean of 4.65 that depicts into

“Strongly Agree” verbal interpretation. The over-all weighted mean is 4.62 that can be

verbally interpreted into "Strongly Agree".

Intrinsic motivation arises from a desire to learn a topic due to its inherent

interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the

other hand, extrinsic motivation is motivation to perform and succeed for the sake of

accomplishing a specific result or outcome. Students who are very grade-oriented are

extrinsically motivated, whereas students who seem to truly embrace their work and take

a genuine interest in it are intrinsically motivated.

The over-all weighted mean of 4.62 implies that motivation involves a

constellation of closely related beliefs, perceptions, values, interests, and actions.

Motivation within individuals tends to vary across subject areas, and this domain
specificity increases with age. Motivation in children predicts motivation later in life, and

the stability of this relationship strengthens with age.

According to Guay et al., (2012), motivation refers to reasons that underlie

behavior that is characterized by willingness and volition. Intrinsic motivation is

animated by personal enjoyment, interest, or pleasure, whereas extrinsic motivation is

governed by reinforcement contingencies.

b. In terms of Presentation of the Lesson

Table 2.2 discloses the perception of the teachers in the utilization of information

and communication technology in teaching science in terms of presentation of the

lesson.

Table 2.2
Perception of the Teacher in the Utilization of Information and
Communication Technology in Teaching Science in terms
of Presentation of the Lesson
INDICATORS Weighted Verbal
Mean Interpretation
The Science teacher can…
1. Easily capture the interest with the Strongly Agree
4.6
use of ICT
2. Provide varied activities using ICT 4.5 Strongly Agree
3. use ICT to encourage collaborative Strongly Agree
4.8
learning
4. Ask questions that develop critical Strongly Agree
4.7
thinking
5. Actively engage throughout the Strongly Agree
4.7
lessons.
6. Prepare online platforms suitable to Strongly Agree
4.6
students’ learning ability
7. Give emphasis to students’ skills on Strongly Agree
how to use the online Mathematics 4.5
Class
8. Present lessons that are updated on Strongly Agree
4.8
knowledge and content
9. Prepare computer-based learning Strongly Agree
4.7
suitable to student’s learning ability
 10. Provide interactive learning Strongly Agree
4.7
activities online
Average Weighted Mean 4.66 Strongly Agree
5- Strongly Agree 4- Agree 3- Moderately Agree 2- Disagree 1- Strongly Disagree

Table 2.2 exhibits the perception of the teacher in the utilization of information

and communication technology in teaching Science regarding the presentation of lesson.

The highest weighted mean in the table are the indicators "The science teacher can use

ICT to encourage collaborative learning" and "The science teacher can present

lessons that are updated on knowledge and content". Both indicators accrued the

weighted mean of 4.8 with verbal interpretation of "Strongly Agree". On the other hand,

the indicators in table 2.2 that acquired 4.7 weighted mean are "Ask questions that

develop critical thinking", "actively engage throughout the lessons.”, “Prepare

computer-based learning suitable to student’s learning ability" and “Provide

interactive learning activities online”, thus concluding these indicators received the

rank 2 in this group. With the stated weighted mean, these three indicators have the

verbal interpretation of "Strongly Agree". Finally, with the weighted mean of 4.6, the

indicator “Prepare online platforms suitable to students’ learning ability “obtained

the third rank on the list. Table 2.2 has the weighted mean of 4.66 and has a verbal

interpretation of "Strongly Agree". 

Technology provides different opportunities to make learning more fun and

enjoyable in terms of teaching same things in new ways. For instance, delivering teaching

through gamification, taking students on virtual field trips, and using other online

learning resources.
 According to Grimm (2015), through presentation-based activities in teaching,

active learning process occurs from preparation phase to the presentation performance

before the class. At the preparation phase, students are engaged in exploring material in

various relevant references, browsing through the internet, discussing with friends, or

consulting with the lecturer, and preparing an attractive and structured power point slide.

As cited by Weimer (2015), presentation-based learning activities in teaching are

expected to encourage all students, either when acting as a presenter or as an audience, to

be actively engaged in the learning process.

c. In terms of Forming Generalization

Table 2.3 reveals the perception of the teachers in the utilization of information

and communication technology in teaching science in terms of forming generalization

Table 2.3
Perception of the Teacher in the Utilization of Information and
Communication Technology in Teaching Science in terms
of Forming Generalization
INDICATORS Weighted Verbal
Mean Interpretation
The Science teacher can…
1. Easily generalize using ICT 4.7 Strongly Agree
2. Easily explain facts or ideas as a process 4.6 Strongly Agree
3. Discuss and formulate general statement based Strongly Agree
4.5
on what they seen and heard
4. Develop their ability to draw conclusion 4.5 Strongly Agree
5. Easily summarize what they have learned 4.8 Strongly Agree
6. Allow for transfer of knowledge onto new Strongly Agree
4.7
situations
7. Increase the likelihood that the learner will be Strongly Agree
4.6
successful at completing a task independently
8. Make the learning that is happening in our Strongly Agree
classroom concrete and something that our 4.5
students can own for themselves.
9. Incorporate activities that foster development 4.5 Strongly Agree
 of this important skill. 
10 Create generalizations based on both common Strongly Agree
. knowledge and reading passages of the 4.8
students.
Average Weighted Mean 4.62 Strongly Agree
5- Strongly Agree 4- Agree 3- Moderately Agree 2- Disagree 1- Strongly Disagree

Table 2.3 reveals the perception of the teacher in the utilization of information

and communication technology in teaching Science regarding the forming generalization.

The indicators "The science teacher can make the learning that is happening in our

classroom concrete and something that our students can own for themselves" and

"The science teacher can easily summarize what they have learned" received the

weighted mean of 4.8 that is translated into "Strongly Agree" verbal interpretation with

the place of rank 1 in the table. Then again, the two indicators that received the second

highest weighted mean among the table with 4.7 weighted mean are "The science

teacher can easily generalize using ICT" and “The science teacher can allow for

transfer of knowledge onto new situations”. Even so, it has "Strongly Agree" verbal

interpretation. “The science teacher can easily explain facts or ideas as a process” and

“The science teacher can increase the likelihood that the learner will be successful at

completing a task independently” indicators received ranked 3 with weighted mean of

4.6 and can be translated into “Strongly Agree” verbal interpretation. Table 2.3 yielded

4.62 weighted mean and can be directly verbally interpreted into "Strongly Agree".

According to Wilson (2012), forming a generalization is an essential component

of the wider scientific process. In an ideal world, to test a hypothesis, you would sample

an entire population. It is what allows researchers to take what they have learnt on a small

scale and relate it more broadly to the bigger picture.

 Katigbak (2011) concluded that the use of teaching methods in generalizing the

topic is generally effective in teaching, but its effectiveness depends much on the nature

of the learners. The difficulty of the lesson, the availability and adequacy of instructional

materials, the teachers’ professional qualities and the classroom climate. While

instructional materials facilitate, accelerate, and make learning experiences more

concrete, meaningful, and enjoyable, the level of the students’ performance is still

affected by the effectiveness of the teacher and the teaching methods.

d. In terms of Evaluating the Students

Table 2.4 shows the perception of the teachers in the utilization of information

and communication technology in teaching science in terms of evaluating the students

Table 2.4
Perception of the Teacher in the Utilization of Information and
Communication Technology in Teaching Science in terms
of Evaluating the Students
INDICATORS Weighted Verbal
Mean Interpretation
The Science teacher can…
1. Develop critical thinking 4.6 Strongly Agree
2. Improve writing styles 4.5 Strongly Agree
3. Make students keen observers 4.6 Strongly Agree
4. Enable the students to create products that can Strongly Agree
4.7
catch the attention
5. Help the learner explore the word beyond the Strongly Agree
4.7
classroom
6. Change the way students learn 4.6 Strongly Agree
7. Promote innovation and problem-solving Strongly Agree
4.6
skills of the learners
8. Enhance learning experiences and provide new Strongly Agree
4.7
sets of skills
9. Provide easy access to the assessment of Strongly Agree
4.7
learning
10 Evaluate students’ performance in an Strongly Agree
4.7
. interactive way.
Average Weighted Mean 4.64 Strongly Agree
5- Strongly Agree 4- Agree 3- Moderately Agree 2- Disagree 1- Strongly Disagree
 Table 2.4 presented the perception of the teacher in the utilization of information

and communication technology in teaching Science regarding the evaluating the students.

With the highest weighted mean of 4.7, 5 out of 10 indicators in the table inherited that

weighted mean. It includes indicators "The science teacher can enable the students to

create products that can catch the attention.", "The science teacher can help the

learner explore the word beyond the classroom.", "The science teacher can enhance

learning experiences and provide new sets of skills.", “The science teacher can

provide easy access to the assessment of learning.", and "The science teacher can

evaluate students’ performance in an interactive way.". All these indicators have the

verbal interpretation of "Strongly Agree". However, the indicators “The science

teacher can develop critical thinking”, “The science teachers can make the students

keen observers”, “The science teacher can change the students learn”, and “The

science teacher can promote innovation and problem-solving skills of the learners”

yielded 4.6 weighted mean and has verbal interpretation of “Strongly Agree”, by which

these 4 indicators are ranked 2. Lastly, the "The science teacher can improve writing

styles," recorded the lowest weighted mean of 4.5 with verbal interpretation of

"Strongly Agree". All in all, table 2.4 recorded 4.64 weighted mean and has the verbal

interpretation of "Strongly Agree". 

According to Muffat (2011), Evaluation is a continuous process and is

concerned with than the formal academic achievement of pupils. It is interpreted in the

development of the individual in terms of desirable behavioral change relation of his

feeling, thinking, and actions.

 3. On the Significant Difference on the Perception of the Teachers in the

Utilization of Information and Communication Technology in Teaching

Science

Table 3 shows the non-significant difference on the perception of the teachers in the

utilization of information and communication technology in teaching science.

Table 3
Non-Significant Difference on the Perception of the Teachers in the
Utilization of Information and Communication Technology in Teaching
Science
Variables Chi-Square, X2 Remarks Decision
Computed Critical
Motivating the learners 3.100 3.841 Not Significantly Accept Ho and
Different reject Ha
Presentation of lesson 3.110 3.841 Not Significantly Accept Ho and
Different reject Ha
Forming generalization 3.003 3.841 Not Significantly Accept Ho and
Different reject Ha
Evaluating the students 3.023 3.841 Not Significantly Accept Ho and
Different reject Ha

Table 3 displays significant difference on the perception of the teachers in the

utilization of information and communication technology in teaching science. In terms of

motivating the learners, it made no significant difference on perceptions evident by the

computed X2 of 3.100 , while on presentation of lessons obtained a computed X2 of

3.101, in terms of forming generalization the computed value of x2 of 3.003 and for the

evaluating the students the computed value of 3.023 which were less than the tabular

value of the X2 of 3.841 at 0.05 level of significance and so therefore the null hypothesis

is accepted that there is no significant difference between the perceptions of the

respondents.
 The result implies that there is no significant difference on the perception of the

teachers in the utilization of information and communication technology in teaching

science.

Labbo and Place (2011) define technology integration as “curriculum integration

with the use of technology involves the infusion of technology as a tool to enhance

learning in a content area or a multidisciplinary setting”. For instance, technology

integration can be used for guided, virtual field trips, assigned web quests, and “should

occur in ways that research shows make the learning process deeper and more

enhancing”. Other activities could include creating electronic journals and composing

written assignments. Students conduct research on the Internet and use online software

programs and applications as well as licensed proprietary software programs to

accomplish various curriculum objectives. As a result, teachers must be ready to use a

variety of applications of technology with their students. Teacher readiness factors

included years of computer experience, gender, traditional teaching beliefs, and

constructivist teaching beliefs, general computer attitudes, and willingness to change.

These factors are particularly interesting because several of them could also be identified

as factors related to “teacher beliefs”.

4. On the Academic Performance of High School Students in Science based on

School Form 5 (SF)

Table 4 depicts the academic performance of the high school students in science

based on school form 5 (SF 5)

Table 4
Academic Performance of High School Students in Science
based on School Form 5 (SF5)
Indicator Frequency(f Midpoint(x fx Academic
 ) ) Performance
70-74 0 72 0
75-79 16 77 1232  
80-84 45 82 3690 87.97
85-89 93 87 8091
90-100 76 95 7220  
Total 230 413 20233 Very Satisfactory
5- Outstanding 4- Very Satisfactory 3- Satisfactory 2- Fairly Satisfactory 1- Did not Meet Expectations

Table 4 shows the academic performance of high school students in science based

on School Form 5 (SF5). These academic performances are indicated using a grading

system. Among 230 high school students in science, 93 students recorded to have the

grades between "85-89", making this scale of grades the majority among the high school

students. It can be verbally interpreted as "Very Satisfactory". Moreover, the indicator

that has the grades of "90-100" received the frequency of 73 students that has verbal

interpretation of “Outstanding”. Lastly, ”80-84” grading scale is recorded to have the

frequency of 45 students by which this scale has the verbal interpretation of

“Satisfactory”. This concludes that it has the third highest frequency at the table. 

The data result implies that the academic performance of the students of 87.97

interpreted as very satisfactory.

According to Spinath (2012), academic performance may be viewed as a complex

cognitive performance that encompass performance outcomes indicating the extent to

which a person has accomplished specific goals linked to different areas in learning

within intellectual domains.

5. On the Significant Relationship between the Perception of the Teachers in

the Utilization of Information and Communication Technology in Teaching

Science and Students’ Academic Performance

 Table 5 discloses the significant relationship between the perception of the

teachers in the utilization of information and communication technology in teaching

science and students’ academic performance.

Table 5
Significant Relationship between the Perception of the Teachers in the
Utilization of Information and Communication Technology in Teaching
Science and Students’ Academic Performance
Variables Critical
Value (0.5) Computed Remarks Decision
R
Motivating the learners (0.5) 0.70 High Correlation Significantly
Related
Presentation of lesson (0.5) 0.81 High Correlation Significantly
Related
Forming generalization (0.5) 0.78 High Correlation Significantly
Related
Evaluating the students (0.5) 0.76 High Correlation Significantly
Related

Table 5 presents the significant relationship between the perception of the

teachers in the utilization of information and communication technology in teaching

Science and students’ academic performance

As shown in Table 5, the computed R-values between the perception of the

teachers in the utilization of information and communication technology in teaching

Science and students’ academic performance with a high correlation with the computed

R of 0.70 for Motivating the learners; 0.81 for Presentation of lesson, 0.78 for

Forming generalization ; and 0.76 for Evaluating the students; all at 0.5 critical level,

all with the critical values the null hypothesis of no significant relationship between the

perception of the teachers in the utilization of information and communication

technology in teaching Science and students’ academic performance was rejected and

accepted the alternate hypothesis. It meant that there is a significant relationship between
the perception of the teachers in the utilization of information and communication

technology in teaching Science and students’ academic performance.

Gilakjani, Lai-Mei, and Ismail (2013) suggested that when studying technology

use in constructivist classrooms to increase the learning outcomes among learners,

learning can be categorized into four categories. The first is the lowest level, is not really

constructivist learning, and is called hypermedia learning, or tell me. The next category is

observational learning or show me, where students learn from an expert via technology.

However, the student is still passive in this phase. The next category is called self-

explanation-based learning or let me explain. This type of learning via technology takes a

lot of time so it may not be efficient, but it is effective. The last category is what

technology-based constructivist classrooms should strive for. The word “construct” is to

build or make something. We always use this word in our daily life. In the field of

education, “construct” means to develop an idea or a belief that is based on various pieces

of evidence which are not always true. Many theories/approaches have been introduced

in teaching/learning field. The “Constructivism” has also developed as a philosophy in

different discipline. It has become a strong means in teaching/learning approach. This

point of view maintains that people actively construct new knowledge as they interact

with their environment. Constructivist theory of learning believes that the knowledge can

be developed within the classroom, being participated in different activities, using

different learning agents and through different meaning making processes.

 6. On the Proposed Action Plan to Improve the Academic Performance of the

Students

ACTION PLAN FOR ENHANCING THE ACADEMIC PERFORMANCE

OF THE STUDENTS THROUGH THE USE OF ICT
INDICATORS OBJECTIVES STRATEGIES TIME PERSONS Funding Success
FRAME INVOLVED Source Indicator
Motivating the To acquire a School May School MOOE Leaners can
learners wide range of Learning 2021- Principal and Fund master different
abilities and Activity Cells March Teachers learning skills
skills with (SLAC) 2022 more effectively
which learners Training and smoothly.
can make a Program
living, improve
academic
performance.
Presentation of To ensure aims School May School MOOE Improve
the lesson and objectives Learning 2021- Principal and Fund learners’
are met, and Activity Cells March Teachers interests and
that learners’ (SLAC) 2022 attentions in the
needs are Training teaching learning
catered. Program process.
Forming To allow School May School MOOE Provides learners
generalization learner to Learning 2021- Principal and Fund with more ways
utilize what Activity Cells March Teachers to achieve
they have (SLAC) 2022 desired outcomes
learned and put Training and more
it into practice Program opportunities to
in their natural be successful in
environment. many different
settings.
Evaluation of To improve School May School MOOE Teachers can
performance practice, Learning 2021- Principal and Fund easily determine
develop strong Activity Cells March Teachers what works well
reflective (SLAC) 2022 and what could
habits, and Training be improved in a
meet the needs Program in teaching
of the learners. learning process.
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings that were revealed in this study.

The researcher drew her conclusions are further contained in these findings as basis.

Hence, these conclusions are further contained in this chapter together with the

recommendations which the researcher proposes.

Summary of Findings

From the facts gathered, interpreted, and analyzed, the following were the

findings of the study.

1. Adequacy of the following Information and Communication Technology

Tools Used in Teaching Science as Perceived by the Teachers

The "LCD projector" received the highest weighted mean of 4.5 and has the

verbal interpretation of "Much Adequate" and has the highest rank in the table. The

lowest rank in the table, however, is the “multi-media speaker” instructional

materials. It has the weighted mean of 4.2 with “Much Adequate” verbal

interpretation.

2. Perception of the Teacher in the Utilization of Information and

Communication Technology in Teaching Science

2.1. In terms of Motivating the Learners

The science teacher can involve element of discovery of the students" in this

matter obtained the weighted mean of 4.8. It is verbally interpreted as "Strongly

Agree" and has ranked 1. On the other hand, "Capture my interest of the students "
indicator has the lowest weighted mean in the table with 4.5 that translates into

"Strongly Agree" verbal interpretation. The average weighted mean of 4.62 implies

that teachers were strongly agreed on the utilization in teaching science in terms of

motivation students.

2.2. In terms of Presentation of the Lesson

The highest weighted mean in the table are the indicators "The science teacher

can use ICT to encourage collaborative learning" and "The science teacher can

present lessons that are updated on knowledge and content". Both indicators accrued

the weighted mean of 4.8 with verbal interpretation of "Strongly Agree". On the other

hand, provide varied activities using ICT and give emphasis to students’ skills on how

to use the online Mathematics Class obtained the lowest weighted mean of 4.5 and

interpreted as strongly agree. The average weighted mean of 4.66 implies that

teachers were strongly agreed on the utilization in teaching science in terms of

presentation of the lesson.

2.3. In terms of Forming Generalization

The indicators "The science teacher can make the learning that is happening in

our classroom concrete and something that our students can own for themselves" and

"The science teacher can easily summarize what they have learned" received the

weighted mean of 4.8 that is translated into "Strongly Agree" verbal interpretation

with the place of rank 1 in the table. On the other hand, Discuss and formulate general

statement based on what they seen and heard as indicator obtained the lowest

weighted mean score of 4.40 as interpreted as strongly agree. The average weighted
mean of 4.62 implies that teachers were strongly agreed on the utilization in teaching

science in terms of forming generalization.

2.4. In terms of Evaluating the Students

With the highest weighted mean of 4.7, 5 out of 10 indicators in the table

inherited that weighted mean. It includes indicators "The science teacher can enable

the students to create products that can catch the attention.", "The science teacher can

help the learner explore the word beyond the classroom.", "The science teacher can

enhance learning experiences and provide new sets of skills.", “The science teacher

can provide easy access to the assessment of learning.", and "The science teacher can

evaluate students’ performance in an interactive way.". All these indicators have the

verbal interpretation of "Strongly Agree". On the other hand, the indicator that

obtained the lowest weighted mean score 4.5 is Improve writing styles interpreted as

strongly agree. The average weighted mean of 4.64 implies that teachers were

strongly agreed on the utilization in teaching science in terms of evaluating the

students.

3. On the Significant Difference on the Perception of the Teachers in the

Utilization of Information and Communication Technology in Teaching

All the variables involved do not have significant differences in teaching science. 

4. On the Academic Performance of High School Students in Science based on

School Form 5 (SF5)

The academic performance of the students in science was very satisfactory.

 5. Significant Relationship between the Perception of the Teachers in the

Utilization of Information and Communication Technology in Teaching

Science and Students’ Academic Performance

There is a significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance.

6. On the Proposed Action Plan to Improve the Academic Performance of the

Students

The researcher proposes an action plan that is necessary to improve the academic

performance of the students using the Information and Communication technology in

teaching science.

Conclusions

The following are the conclusions drawn by the researcher based on the findings

of the study:

1. That the Information, Communication and Technology tools used in teaching

science were much adequate.

2. That the teachers were strongly agreed on the perceived utilization of Information,

Communication and Technology in teaching science.

3. That there is no significant difference on the utilization of Information,

Communication and Technology do not have significant differences in teaching

science. 

4. That the academic performance of the students in science was very satisfactory.
 5. There is a significant relationship between the perception of the teachers in the

utilization of information and communication technology in teaching Science and

students’ academic performance.

6. That based on the findings of the study, a proposed action is necessary to improve

the academic performance of the students using the Information and

Communication technology in teaching science to heighten students’ academic

performance.

Recommendations

Based on the presented conclusions, the researcher offered the following

recommendations:

1. Teachers should attend advanced trainings and seminars focusing on the use

of information and communication technology to improve the adequacy in

teaching Science in technological environment.

2. Teachers should remember that lifelong learning will help them adjust to

unanticipated events in this technologically advanced world changes.

3. School heads should encourage teachers to step outside of their comfort zones

since they are the most essential players in the education system when it

comes to boosting student learning, which is critical to their future success.

4. The efficacy of the teaching and learning process can be increased by

integrating the abilities of both teachers and students, hence collaboration is

actively encouraged.
 5. Teachers should have a direct influence on student's learning and progress

standard to achieve higher quality education.

6. Related studies should be conducted to confirm the results of this research.

Future researchers may also explore and include other variables to strengthen

the validity of this study.

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 Appendices

August 20,2021

MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent
Division of Batangas
Provincial Sports Complex, Bolbok, Batangas City

Ma’am:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval
NELIA P. MANANGUIT, EdD
Dean of Graduate Studies

Approved:

MERTHEL M. EVARDOME
School Division Superintendent
SDO Batangas Province

August 20,2021

OLIVIA J. DEOCARIZA EdD

Public Schools District Supervisor
Sto.Tomas North District
Division of Batangas
Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval:

NELIA P. MANANGUIT, Ed. D.

Dean of Graduate Studies

Approved:
OLIVIA J. DEOCARIZA EdD
Public Schools District Supervisor
Sto. Tomas North District

August 20,2021

GUILLERMA L. BILOG Ed.D.

Public Schools District Supervisor
Sto. Tomas South District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

GUILLERMA L. BILOG EdD

Public Schools District Supervisor
Sto. Tomas South District
August 20,2021

MARY GRACE L. MENDOZA Ed.D.

OIC - Public Schools District Supervisor
Balete District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

MARY GRACE L. MENDOZA EdD

OIC - Public Schools District Supervisor
Balete District
August 20,2021

DR. GINALYN U. MACARAIG Ed.D.

Public Schools District Supervisor
Agoncillo District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. GINALYN U. MACARAIG Ed.D.

Public Schools District Supervisor
Agoncillo District
August 20,2021

DR. JULIETA D. DEVIO Ed.D.

Public Schools District Supervisor
Agoncillo District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. JULIETA D. DEVIO Ed.D.

Public Schools District Supervisor
Agoncillo District
August 20,2021

DR. AGRIFINA A. DIRAIN Ed.D.

Public Schools District Supervisor
Laurel District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. AGRIFINA A. DIRAIN Ed.D.

Public Schools District Supervisor
Laurel District
August 20,2021

DR. BENILDA N. NAVARRO Ed.D.

Public Schools District Supervisor
Talisay District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. BENILDA N. NAVARRO Ed.D.

Public Schools District Supervisor
Talisay District
August 20,2021

DR. ANDREA M. HERNANDEZ Ed.D.

Public Schools District Supervisor
Alitagtag District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. ANDREA M. HERNANDEZ Ed.D.

Public Schools District Supervisor
Alitagtag District
August 20,2021

DR. GINA LAKSAMANA Ed.D.

Public Schools District Supervisor
Malvar District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. GINA M. LAKSAMANA Ed.D.

Public Schools District Supervisor
Malvar District
August 20,2021

DR. LEOPOLDO A. LANDICHO Ed.D.

Public Schools District Supervisor
Mataas na Kahoy District
Division of Batangas

SIR:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.Rest
assured that the findings/results of this study shall be treated with the strict confidentiality
and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. LEOPOLDO A. LANDICHO Ed.D.

Public Schools District Supervisor
Mataas na Kahoy District
August 20,2021

DR. NENETH A. ADAME Ed.D.

Public Schools District Supervisor
Cuenca District
Division of Batangas

MADAM:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

Approved:

DR. NENETH A. ADAME Ed.D.

Public Schools District Supervisor
Cuenca District

August 20,2021

THE SCHOOL HEADS

Public High Schools
Balete District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.Rest
assured that the findings/results of this study shall be treated with the strict confidentiality
and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
San Nicolas District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
Laurel District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
Talisay District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
Alitagtag District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
Cuenca District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021
THE SCHOOL HEADS
Public High Schools
Malvar District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
San Nicolas District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021
THE SCHOOL HEADS
Public High Schools
Sto. Tomas North District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021
THE SCHOOL HEADS
Public High Schools
Sto. Tomas South District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies

August 20,2021

THE SCHOOL HEADS

Public High Schools
Mataas na Kahoy District

Sir/Madam:

The undersigned is undertaking a study on “UTILIZATION OF INFORMATION

AND COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE
RELATIVE TO ACADEMIC PERFORMANCE OF STUDENTS IN
SECONDARY SCHOOLS IN AREA III: DIVISION OF BATANGAS: BASIS FOR
A PROPOSED ACTION PLAN”, which is a partial fulfillment of the requirements for
the Degree of Master of Arts in Education, Major in Administration and Supervision in
Tanauan Institute, Tanauan City, Batangas.

In connection with this, I have the honor to request permission from your good office to
allow me to administer research questionnaires thru Google Form among the Science
Teachers in the different schools in the said district who are respondents of the study.
Rest assured that the findings/results of this study shall be treated with the strict
confidentiality and shall only be used to serve the purpose of the study.

Your most favorable consideration and approval regarding this matter is highly
appreciated.

Very truly yours,

MINDA R. LAT
Researcher

Recommending Approval

NELIA P. MANANGUIT, Ed. D

Dean of Graduate Studies
Name: (Optional) _____________________________
School: ______________________________________
Part I. ADEQUACY OF INFORMATION AND COMMUNICATION
TECHNOLOGY TOOLS
Directions: Please rate how adequate are the ICT tools in your school using the scale
below.

Options Interpretation
5 Very Much Adequate
4 Much Adequate
3 Adequate
2 Moderately Adequate
1 Not Adequate

Instructional Tools 5 4 3 2 1
1. LCD projector
2. Television
3. Mobile Phones
4. Computer
5. Multi-media speaker

PART II. PERCEPTION OF TEACHERS IN THE UTILIZATION OF ICT IN

TEACHING SCIENCE
Directions: Kindly asses your perception in the utilization of ICT in teaching Science.
Please be guided with the following scale.
Options Interpretation
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly Disagree
 A. MOTIVATING STUDENTS
INDICATORS 5 4 3 2 1
The Science teacher can…
1. Capture the interest of the students.
2. Learn to work with his students.
3. Involve element of discovery and
curiosity of the students.
4. Make use and direct first-hand
experience among students.
5. Provide meaningful connection between
and among opportunities and prior
knowledge among students.
6. Arouse and direct learners’ attention
which make the lesson interesting
7. Make students become active in the class
discussion
8. Help students to concentrate in learning
the topics.
9. Motivate to solve task collaboratively
10. Enhance students’ interest in the subject.

B. PRESENTATION OF LESSON

INDICATORS 5 4 3 2 1
The Science teacher can…
1. Easily capture the interest with the use of
ICT
2. Provide varied activities using ICT
3. use ICT to encourage collaborative
learning
4. Ask questions that develop critical
thinking
5. Actively engage throughout the lessons.
6. Prepare online platforms suitable to
students’ learning ability
7. Give emphasis to students’ skills on how
to use the online Science Class
8. Present lessons that are updated on
knowledge and content
9. Prepare computer-based learning suitable
to student’s learning ability
10. Provide interactive learning activities
online
C. FORMING GENERALIZATIONS

INDICATORS 5 4 3 2 1
The Science teacher can…
1. Easily generalize through the use of ICT
2. Easily explain facts or ideas as a process
3. Discuss and formulate general statement
based on what they seen and heard
4. Develop their ability to draw conclusion
5. Easily summarize what they have
learned
6. Allow for transfer of knowledge onto
new situations
7. Increase the likelihood that the learner
will be successful at completing a task
independently
8. Make the learning that is happening
in our classroom concrete and
something that our students can own
for themselves.
9. Incorporate activities that foster
development of this important skill. 
10. Create generalizations based on both
common knowledge and reading
passages of the students.

D. EVALUATION OF PERFORMANCE

INDICATORS 5 4 3 2 1
The Science teacher can…
1. Develop critical thinking
2. Improve writing styles
3. Make students keen observers
4. Enable the students to create products
that can catch the attention
5. Help the learner explore the word
beyond the classroom
6. Change the way students learn
7. Promote innovation and problem-solving
skills of the learners
8. Enhance learning experiences and
provide new sets of skills
9. Provide easy access to the assessment of
 learning
10. Evaluate students’ performance in an
interactive way.

Part III: ACADEMIC PERFORMANCE OF THE STUDENTS IN SCIENCE

BASED ON THE SCHOOL FORM 5 (SF5)

Indicator Verbal Interpretation Frequency

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
70-74 Did not expectations
TOTAL
 CURRICULUM VITAE

PERSONAL DATA:

Name: MINDA R. LAT

Address: Villapando St. Poblacion Malvar, Batangas
Cellphone No. 09230233402
Date of Birth May 30, 1975
Place of Birth: Sta.Cruz, Laguna
Civil Status: Married
Spouse: Apolo E. Lat
Nationality: Filipino
Religion: Roman Catholic
Parents: Jose P. Redor
Maria E. Redor (Deceased)
Home address: 66 Q.J.Rizal St. Siniloan, Laguna

EDUCATIONAL QUALIFICATION

Graduate Studies Tanauan Institute

Tanauan City Batangas
January 2018-to present

Master of Arts in Education

Major in Administration and Supervision

Tertiary Laguna State Polytechnic College

Siniloan, Laguna
1992-1997

Bachelor of Science in Agricultural Education

Major in Crop science

Secondary Laguna State Polytechnic College

Siniloan, Laguna
1988-1992

Elementary Siniloan Elementary School

Siniloan, Laguna
1983-1988

ELIGIBILITY: Licensure Examination for Teachers (LET)

Manila, Philippines
August 1-2, 1998

TEACHING EXPERIENCE

October 29, 2014 – up to Present Teacher I / SCIENCE Teacher

San Jose National High School
 San Jose Sto. Tomas City, Batangas

June 2010- March 2011 Local School Board Teacher

Malvar Central School
Malvar, Batangas

SEMINARS ATTENDED
In Service Training
San Jose National High School
March 15-19, 2021

LDM Training
San Jose National High School
September 17-22, 2020

Gender and Development

San Jose National High School
October 27, 2019

In Service Training
San Jose National High School
May 27-31, 2019

Capacity Building for Teachers and School Leaders Focused on Development and
Utilization of I.D.E.A Lesson Exemplar
San Jose National High School
July 13-15, 2020