Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Catarman Northern Samar
COLLEGE OF SCIENCE

Project Title:

University of Eastern Philippines Preparedness on E-Classroom

Project Leader:

Engr. Jose Ariel Geriane

Project Rationale:

Significance of the Research Project

Information communication technologies empower and bridge the gap between teaching and learning
in higher education. The use of ICT in an educational institution is part of the digital revolution in a
knowledge economy. Thus, enclosed with the mandate, through Republic Act No. 4126 and the core
values of the University of Eastern Philippines (UEP), this project examines the UEP information system
resources and capabilities to effectively create an e-classroom that would facilitate quality teaching and
learning strategies. Furthermore, this project plans to employ the model of resource-based view that
would oversee the overall findings of the four studies which targets the assessment of UEP’s strengths
and addressing its weaknesses in order to contribute to the university’s competitive advantage and in
meeting its missions. This is an effort of combining and arranging the university’s ICT and non-ICT
resources to form a tailored e-classroom project.

The use of teaching and learning technologies in support of the school activities present new challenges
and opportunities to both the instructors and the students (Deebom and Zite 2016). Literatures show
that students are expecting changes in the content delivery and accessibility of instructions, for they
want to learn anytime, anywhere, and in a new form that is interactive, socially based, fully integrated,
and inexpensive way (Rockinson- Szapkiw et al. 2013). Thus, this project is in response to the demands
of 21st century students, leveraging the current and available ICT infrastructure available within the
university.

Output:

The major output of this project is the implementation of e-classroom in delivery of teaching and
learning in the College of Science with the following specific contents:

1. The level of preparedness of the faculty members and students on the integration of e-
classroom in the delivery of teaching and learning.
2. Repository of the teaching and learning materials of the faculty in the presentation and delivery
of topics.
3. Compilation of the inventory of ICT infrastructure in line with the delivery of e-classroom within
the university.
4. Recommended policies, practices, and procedures in teaching and learning instructions in the
university.
Study 1: CS Faculty Preparedness on E-Classroom

Study Leader:
Celeste J. Chan
Member:
Pert Kennesa P. Ambida/ Manuela Cecille V.
Ma. Lourdes C. Alvarez
Romula A. Obleopas
Christine V. Mollejon/ Mary Jane

Duration of the Research:

6 months

Objective:

Determine the CS Faculty preparedness on the integration of e-classroom in teaching and learning
strategies, specifically

1. Demographic and ICT profile of the CS Faculty

2. ICT capability of the faculty members in terms of :
1.1 Computer Operation
1.2 Computer Application
1.3 Basic Networking
3. ICT integration of the faculty members in lesson planning and preparation of instruction.
4. Adoption of learning materials of the faculty in the presentation and delivery of topics.

Methodology:

Mixed methods will be the research methodologies of study 1. Thus, the survey based method would be
the predominant approach because of its well-established characteristics, that if well implemented can
provide insights (Karanja & Zaveri, 2013). Table 1 shows the list of constructs, variables, type of
response, and rating scale of the questionnaire which are anchored from the framework of Access to
New Media of Van Dijk (2006). This framework will be the guide in drafting the set of questions. The
statistical techniques to be applied are descriptive statistics such as frequency count, percentage
distribution, ranking and weighted mean.

On the other hand, survey questionnaire will be supplemented with the qualitative interview which will
provide support to the quantitative results. The qualitative approach of this section is thematic analysis.
It identifies, analyzes, and reports pattern of themes within the data (Braun and Clarke 2006). It will
capture the important elements of the way the faculty members use ICT in preparation of instruction
and in teaching. The interviews with the participants will be conducted simultaneously with the survey.
Through the combined techniques of quantitative and qualitative, this would expect to generate a thick
description of the degree of preparedness of the CS faculty members on the implementation of e-
classroom in the delivery of instruction.
To express consent in performing the in-depth interview, participants will be requested to affix their
signatures to the consent form. It is believed that the conduct of the interviews is needed in order to
thoroughly explore the views of the CS faculty members, that is, hearing their voices through their
lesson planning, preparation, and teaching experiences. Allowing them to tell their stories in a more
detailed and clearer way than what will be stated in the questionnaire are vital parts of the activities of
this research. Building rapport with the participants will be the first thing that will be established. A
letter of request will be given to the participants in securing their permission to participate in the study.

The research framework of this study and the data collection protocol will be the requirements to begin
the proper interview approach (Turner 2010). The interview guide will ensure that particular areas of
information will be collected from each participant. The constructs of the four stages of Access to New
Media will guide the interview of the participants. The first procedure of the conduct of the interview
will be identification of the participant. They are the 45 faculty members of the College of Science.

Table 1: Four Stages of Access to New Media of the faculty members in the implementation of e-
classroom in the delivery of instruction

Construct Variable Type of response / rating

scale
Motivational Access Motivation in using the ICT in the delivery of 5 – Very high extent to 1
instruction – least extent
Material Access CS Faculty members’ profile categorical
CS Faculty members’ ICT profile
Skills Access Computer Operation 5 – Very high extent to 1
Computer Application – least extent
Basic Networking
ICT use in lesson planning and preparation of 5 – Very high extent to 1
instruction – least extent
Adoption of ICT learning materials in the 5 – Very high extent to 1
Usage Access
presentation and delivery of topics. – least extent

Research Framework:

Previous researchers call for change in the terminology of the digital divide to “e-inclusion”, which has
more positive implications (Almuwil et al. 2011). It is e-inclusion which is the solution to gaps in ICT
usage, improves the quality of life and social participation (Bannier et al. 2013). It was also termed
“digital inclusiveness” (Andreasson 2015), which is the participation of all individuals and communities in
all aspects of the information society (Bentivegna and Guerrieri 2010). Thus, in the context teaching and
learning in higher education, the use of information communication technologies would complement to
the traditional teaching strategies forming as part of blended-learning strategy which will empower the
faculty members and students and bridge the digital gap.
Similarly, Bradbrook and Fischer identified the e-inclusion in 5 “C’s” key issues, these are connection,
capability, content, confidence, and continuity (Almuwil et al. 2011), while van Dijk (2006) distinguishes
four successive kinds of new media access, which are motivational, material or physical, skills, and usage
access (see Figure 1). Similarly, James Pick and his colleague identified and examined four digital divide
theories and Van Dijk's concept is one of them which the possible outcome factor is focusing
participation in the society through the use of ICT while the outcome of other three theories are
adoption and diffusion of innovation, use behavior, and utilization of ICT (Pick 2016).

The first stage is the motivational access which is also referred as “first-level” or “first order digital
divide” (Friemel 2014). It is an access to the internet and it should be considered from a home and
community perspectives (Prioste 2013). In terms of adoption, access is mostly measured as a binary
variable such as have you used internet? or have you never used internet (Friemel 2014)? However, the
result of the unequal access to ICTs can be viewed in the imbalance participation of the individuals in the
society (van Dijk 2006).

The second kind of access to digital technology is material or physical access (van Dijk 2006). This is
similar to the access dimension of the European Index of Digital Inclusion. No digital inclusion process
can be implemented without this dimension because it comprises of the prerequisites for the
appropriation of ICTs or the conditions of physical access and quality (Bentivegna and Guerrieri 2010).
However, the most important resource enabling material or physical access are household income,
sufficient time to use the technology, social resources or a social network. These are engines in
accessing and using ICT that inspire and help the individual in a paticular household or region. The
positional characteristics are labor, education, household, and nation, while personal categories are age,
gender, intelligence, and health (Dijk 2006; Pick 2016).

The third kind of access to new media is the skill access, which is the second-level of digital divide of
Friemel (2014). It is the inequality of IT capability or ability to use the ICT which arises due to digital
access divide (Wei et al. 2011). Livingstone & Helsper, (2007) identified the needed skills to maximize
the benefits of internet use, these are measured in the frequency of use, time spent online, kinds of
uses, expertise in use, specific skills online, and attitudes towards internet use. While van Dijk (2006)
requires three types of digital skills, these are operational skills, skills to operate computer and network
hardware and software; information skills, abilities to search, select, and process information in
computer and network sources; and strategic skills, capacities to use ICT sources as the means for
specific goals and for the general goal of improving one’s position in society such as in social
relationships.

The fourth kind of access is the usage access. This is the ultimate aim of the appropriation of any new
technology and it indicates a continuous form of technology usage like the frequency of ICT use (van
Dijk, 2006) in teaching and learning activities.

(4th Stage)
Usage Access
(Different applications)

(3rd Stage)
Skills Access
– Strategic
– Informational
– Operational
Digital Skills

(2nd Stage)
 (Computer / internet possession)

(1st Stage)
Motivational
Access
(Motivation of use)

Figure 1. Four Stages of Access to New Media

Work plan:

Task/Period January Februar March April May June

y
1. Data gathering and
tallying the survey.
2. Interview of the CS faculty
participants.
1. Statistical treatment,
analysis, and
interpretation of the data.
2. Transcribing and coding of
the interviews.
Drafting the results,
preparation and submission
of the final document

Study 2: UEP Students’ Adoption and Non-adoption of ICT in Learning Instruction

Study Leader:
Jose P. Ching Jr.
Member:
Riva A. Gatongay
 Fel Muncada
Marivic L. Doncillo

Duration of the Research:

6 months

Objective:

Determine the UEP Students’ Adoption and Non-adoption of ICT in Learning, specifically

1. Demographic Profile of the students

2. ICT capability of the students in terms of :
2.1 Computer Operation
2.2 Computer Application
2.3 Basic Networking
2.4 Technological means
3. Use and non-use of the student of ICT in Learning

Methodology:

The research strategy of study 2 is mixed methods, a data gathering approach among students of the
university which includes survey method and in depth interviews. Descriptive statistics would be the
statistical technique of this study. On the other hand, a thematic analysis would be used as a
complementary procedure to provide additional insights of the findings derived from the quantitative
methodology about the use and non-use of the students on ICT. This part of research is anchored from
the diffusion of innovation theory (DOI). A theory that would describe on how, why, and what the extent
of the spread of ICT innovation in learning are adopted by the students in an organization such as the
university.

Work plan:

Task/Period January Februar March April May June

y
1. Data gathering and
tallying the survey.
2. Interview of the CS
student participants.
1. Statistical treatment,
analysis, and
interpretation of the data.
2. Transcribing and
coding of the interviews
Drafting the results,
preparation and submission
of the final document

Study 3: Assessment of ICT Infrastructure on the Implementation of E-Classroom in UEP

Study Leader:
Jose Ariel Geriane
Member:
Celeste Chan
Maximo Resuello III

Duration of the Research:

6 months

Objective:
Determine the preparedness of ICT Infrastructure of the University of Eastern Philippines in the
Implementation of e-classroom, specifically
1.1 Staff Capability
1.2 Network Infrastructure
1.3 Internet connectivity
1.3 Hardware and software
1.4 Learning materials such as:
1.4.1 Electronic learning materials
1.4.2 Electronic instructional materials
1.4.3 Electronic assessment technology
1.5 Factors affecting ICT implementation sustainability such as:
1.5.1 UEP/CS budgetary allotment for ICT Infrastructure
1.5.2 ICT Support earned from outside entity

Methodology:

Research Approach: Mixed methods

Quantitative Methodology: E-classroom ICT assets inventory.

Qualitative Methodology: Thematic Analysis.

One of the tasks in carrying out risk assessment in an organization for the management of their IT
infrastructure is the asset identification and valuation. An asset is something to which an organization
directly assigns value and therefore needs protection (Ramirez 2018). Specifically, in ICT context these
assets are information, software, physical, and services. Thus, this study will make use of the first
procedure of risk assessment methodology, the identification and valuation of assets. These are faculty
members, staff personnel, and ICT infrastructures that have direct connection with the delivery of
teaching and learning in the College of Science - UEP.

The first task of the asset identification and valuation would be the compilation of the inventory of
assets in line with the delivery of e-classroom within the university. After the compilation of the
inventory of teaching and learning assets, the next step is the classification of these assets into
information, paper/printed documents, software, physical or hardware, people, services, and company
image and reputation. The last procedure would be the identification and determination of the asset
value with the formula: confidentiality x integrity x availability = asset value. Confidentiality insure that
the information should be available only to authorized individuals, integrity means that the information
should be modified only by authorized individuals, while availability intends that information should be
accessible to those who are authorized to access it when they need it. These are the three aspect of
information security, through this procedures, this research work would identify the preservation of
confidentiality, integrity, and availability in ICT requirements of the university which are needed to
operate an e-classroom. Thus, would determine the preparedness of ICT Infrastructure of the university
in the implementation of e-classroom.

An in-depth interview will be conducted to respondents or participants namely, Office of the President
(Head), Office of the Vice-President for Administration (Head), Office of the Vice-President for Academic
Affairs (Head), Budget Office (Head), Supply and Property Office(Heads), Graduate and Undergraduate
(Dean and Department Chairmen), and Center for Computer Studies (Head and Staff), simultaneously
with the inventory of ICT infrastructure. To express consent in performing the in-depth interview,
participants will be requested to affix their signatures to the consent form. It is believed that the
conduct of the interviews is needed in order to thoroughly explore the participants’ views on the
implementation of e-classroom in the university, that is, hearing their opinions and suggestions.

Work plan:

Task/Period January Februar March April May June

y
1. Compilation of the
inventory of teaching
and learning assets.
2. Interview of the
participants.
1. Statistical treatment,
analysis, and
interpretation of the
data.
2. Transcribing, coding of
the interviews,
document retrieval and
analysis
Drafting the results,
preparation and submission
of the final document

Study 4: E-classroom System for the Delivery of Teaching and Learning in the University of Eastern
Philippines

Study Leader:
Maximo Resuello
Member:
 Jose Ariel Geriane
Jose P. Ching Jr.
Celeste Chan

Duration of the Research:

6 months

Objective:

1. To develop and utilize e-classroom system as teaching and learning approach.

2. To assess the use of e-classroom system as teaching and learning instructions.

Methodology:

In developing and utilizing the e-classroom system as teaching and learning approach, the study
will use the Rapid Application Development (RAD) as a system development methodology. This system
development process has four (4) phases that is parallel to system development life cycle (SDLC). The
phases of RAD are requirements planning, user design, construction, and cutover. This methodology
reduces cost and development time, compared to SDLC. It is flexible with the aid of tools and techniques
in describing data flow, processes, and storage (Gary B. Shelly and Harry J. Rosenblatt 2012).

Requirements planning

Part of the requirements planning is to perform preliminary investigation which is an output of

the study 1, 2, and 3. It includes comprehensive information on the preparedness of UEP with regards to
the integration of e-classroom in teaching and learning strategies.

User design
In this phase, user needs will be transformed into working models. It is an interactive process
between the proponents and the recipients of the e-classroom system. It involves understanding on the
part of the user, modifying the prototype and eventually approval of the final model which has all the
needed requirements of the user for teaching and learning instructions.
Construction
Construction deals with e-classroom platform development. The participation of the concerned
individuals are highly needed for their suggestions and towards the improvement of the final output.
Cutover
Once the e-classroom system is deployed, a training should be conducted for a successful
turnover and management of the platform.

The assessment of the use of e-classroom system in teaching and learning instructions would be
through the lens of Technology Acceptance Model (TAM) (Chuttur 2009). The attitude of the user to use
the technology is influenced by the two factors, namely perceived usefulness and perceived ease of use.
Thus, the scale items of the two constructs are enumerated below. In the construct perceived
usefulness, the items are clustered based on the effectiveness of the work done, the productivity and
time saving of using the e-classroom system. While, the items of the construct perceived ease of use are
also grouped as physical effort, mental effort, and perception on how easy to learn the e-classroom
application.

Scale Items of Perceived Usefulness for faculty members

1. Using e-classroom application improves the quality of my teaching work I do in line with my
profession.
2. Using e-classroom application gives me greater control over my preparation and teaching work.
3. E-classroom application enables me to accomplish school tasks more quickly.
4. E-classroom application supports critical aspects of my teaching job.
5. Using e-classroom application increases my teaching productivity.
6. Using e-classroom application improves my teaching performance.
7. Using e-classroom application allows me to accomplish more school work than would otherwise be
possible.
8. Using e-classroom application enhances my effectiveness on my teaching job.
9. Using e-classroom application makes it easier to do my teaching job.
10. Overall, I find the e-classroom application useful in my teaching job.

Scale Items of Perceived Ease of Use for faculty members

1. I find it cumbersome to use the e-classroom application in the preparation of my lessons and the
conduct of my teaching instructions.
2. Learning to operate the e-classroom application is easy for me in the preparation of my lessons and
the conduct of my teaching instructions.
3. Interacting with e-classroom application is often frustrating in the preparation of my lessons and the
conduct of my teaching instructions.
4. I find it easy to get the e-classroom application to do what I want it to do.
5. The e-classroom application is rigid and inflexible to interact with.
6. It is easy for me to remember how to perform tasks using the e-classroom application.
7. Interacting with the e-classroom application requires a lot of my mental effort.
8. My interaction with the e-classroom application is clear and understandable.
9. It takes a lot of effort to become skillful in using the e-classroom application.
10. Overall, I find the e-classroom application easy to use.

Scale Items of Perceived Usefulness for students

1. Using e-classroom application improves the quality of the school work I do as a student.
2. Using e-classroom application gives me greater control over my studies.
3. E-classroom application enables me to accomplish tasks more quickly such as school requirements.
4. E-classroom application supports critical aspects of my learning activities.
5. Using e-classroom application increases my learning productivity.
6. Using e-classroom application improves my learning performance.
7. Using e-classroom application allows me to accomplish more school work than would otherwise be
possible.
8. Using e-classroom application enhances my effectiveness on my learning experience.
9. Using e-classroom application makes it easier to do my learning experience.
10. Overall, I find the e-classroom application useful in my learning experience.

Scale Items of Perceived Ease of Use for students

1. I find it cumbersome to use the e-classroom application in my learning experience.
2. Learning to operate the e-classroom application is easy for me.
3. Interacting with e-classroom application is often frustrating.
4. I find it easy to get the e-classroom application to do what I want it to do.
5. The e-classroom application is rigid and inflexible to interact with.
6. It is easy for me to remember how to perform tasks using the e-classroom application.
7. Interacting with the e-classroom application requires a lot of my mental effort.
8. My interaction with the e-classroom application is clear and understandable.
9. It takes a lot of effort to become skillful in using the e-classroom application.
10. Overall, I find the e-classroom application easy to use.

Work plan:

Task/Period July August Septembe October November December

r
Development, testing, and
deployment of E-
classroom system using
Rapid Application
Development
Methodology
Assessment of the use of e-
classroom system as
teaching and learning
instructions

Project Detailed Budgetary Requirement:

Personal Services

ITEM 2019
Q1 Q2 Q3 Q4 TOTAL
a. Wages 2 Student 4,000.00 4,000.00 4,000.00 4,000.00 16,000.00
Assistants
(Encoder/Programmer)
@2,000/mo.
b. Honorarium 20,000.00 20,000.00
@5,000/study
TOTAL 4,000.00 4,000.00 4,000.00 24,000.00 36,000.00

Materials and Equipment

Materials Quantity Amount

 Bond paper 10 reams 2,000.00
Ink 1 600.00
E-recorder 1 5,000.00
Total 7,600.00

Grand Total: 43,600.00

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