Qualitative Description: 1.00 – 1.

74 No Extent
1.75 – 2.50 Less Extent
2.51 – 3.26 Moderate Extent
3.27 – 4.00 High Extent

1. What is the extent of Technology Integration among teachers teaching core

subjects.

A. Technical Knowledge in ICT Mean Verbal Description

1. Know how to solve my own technical problems 3.06 Moderate Extent

2. Can learn technology easily 3.40 High Extent

3. Keep up with important new technologies 3.28 High Extent

4. Frequently play around the technology. 2.95 Moderate Extent

5. Know about a lot of different technologies. 2.86 Moderate Extent

6. Have the technical skills I need to use

3.11 Moderate Extent
technology.
7. Have sufficient opportunities to work with
2.95 Moderate Extent
different technologies.
8. Can use technology tools to process data and
3.22 Moderate Extent
report results.
9. Can use technology in the development of
2.97 Moderate Extent
strategies for solving problems in the real world.
10. Can design webpages and to use authoring
2.09 Less Extent
software
Moderate
Overall Mean 2.99
Extent

The data provided shows the self-reported technical knowledge in ICT among teachers teaching core
subjects, with each item rated on a scale of 1 to 4, where 1 represents a "less extent" of knowledge and
4 represents a "high extent" of knowledge. The mean score for each item and the overall mean are also
provided.

Data revealed that the teachers surveyed have a moderate extent of technical knowledge in ICT, as
indicated by the overall mean score of 2.99. They feel confident in their ability to solve technical
problems and learn new technologies, with mean scores of 3.06 and 3.40, respectively. They also feel
that they are able to keep up with important new technologies, with a mean score of 3.28. However, their
self-reported skills in using technology tools to process data and report results, using technology to
develop strategies for solving problems in the real world, and designing webpages and using authoring
software are lower, with mean scores of 3.22, 2.97, and 2.09, respectively.

Further this indicate that the teachers surveyed have a moderate extent of technical knowledge in ICT,
with some areas of strength and some areas of relative weakness. While they feel confident in their
ability to solve technical problems and learn new technologies, they may have less experience or
expertise in using technology for data processing, problem-solving in the real world, and web design.
 B. Technological Pedagogical Knowledge Mean Verbal Description
1. Can infuse technology to strategies of teaching. 3.43 High Extent
2. Can use technology for more collaboration and
communication among students and with 3.54 High Extent
teacher too.
3. Can adapt the use of the technologies that I am
3.32 High Extent
learning about in different teaching activities.
4. Can use technology tools and information
3.38 High Extent
resources to increase productivity.
5. Can use technology resources to facilitate
higher order thinking skills, including problem
3.38 High Extent
solving, critical thinking, decision-making,
knowledge and creative thinking.

Overall Mean 3.41 High Extent

Shown in the table above is the self-reported technological pedagogical knowledge among teachers
teaching core subjects, with each item rated on a scale of 1 to 4, where 1 represents a "less extent" of
knowledge and 4 represents a "high extent" of knowledge. The mean score for each item and the overall
mean are also provided.

Moreover, the teachers surveyed have a high extent of technological pedagogical knowledge, as
indicated by the overall mean score of 3.41. They feel confident in their ability to infuse technology into
their teaching strategies, with a mean score of 3.43, and to use technology for collaboration and
communication among students and with themselves, with a mean score of 3.54. They also feel that
they are able to adapt the use of technologies that they are learning about in different teaching activities,
with a mean score of 3.32, and to use technology tools and information resources to increase
productivity, with a mean score of 3.38. They also feel that they are able to use technology resources to
facilitate higher order thinking skills, including problem solving, critical thinking, decision-making,
knowledge, and creative thinking, with a mean score of 3.38.

Furthermore, the data suggests that the teachers surveyed have a high level of technological
pedagogical knowledge, and feel confident in their ability to use technology to support their teaching and
enhance the learning experience for their students. They are able to effectively integrate technology into
their teaching strategies and use it to facilitate collaboration and communication among students, as well
as adapt to new technologies and use them to increase productivity and facilitate higher order thinking
skills.
 2. What is the extent of Instructional Practices among teachers teaching core
subjects.

A. Teachers’ Instructional Practices Mean Verbal Description

1. I know how to assess student performance in a

3.52 High Extent
classroom using MS Excel
2. Can adapt based on what students currently
understand or do not understand using varied 3.25 Moderate Extent
ICT medium
3. Can use a wide range of teaching approaches in
a classroom setting (collaborative learning, direct
3.38 High Extent
instruction, inquiry learning, problem/project
based learning etc.).
4. Can assess student learning in multiple ways 3.23 Moderate Extent
5. Can adapt my teaching style to different learners. 3.37 High Extent

Overall Mean 3.35 High Extent

The table above shows the extent of instructional practices among teachers teaching core subjects,
using a self-report survey with a scale ranging from 1 (less extent) to 4 (high extent). The results showed
that the teachers surveyed had a high overall mean score of 3.35, indicating a high level of instructional
practices.

Specifically, the teachers reported high levels of confidence in their ability to assess student
performance using MS Excel, with a mean score of 3.52, and to use a wide range of teaching
approaches in a classroom setting, including collaborative learning, direct instruction, inquiry learning,
and problem/project-based learning, with a mean score of 3.38. They also reported high levels of ability
to adapt their teaching style to different learners, with a mean score of 3.37.

However, the teachers reported lower levels of ability in adapting their teaching based on what students
currently understand or do not understand using varied ICT medium, with a mean score of 3.25, and in
assessing student learning in multiple ways, with a mean score of 3.23.

Further, these results suggest that the teachers surveyed have a high level of instructional practices, and
are proficient in using a variety of teaching approaches and adapting their teaching style to different
learners. However, they may have less experience or expertise in adapting their teaching based on
student understanding using ICT medium and assessing student learning in multiple ways.
 B. Teaching Methodology Mean Verbal Description

1. Teaching style is largely teacher-directed (e.g., 3.09 Moderate Extent

teacher-led discussion, lecture)
2. Teaching style is largely student-centered (e.g., 3.46 High Extent
cooperative learning, discovery learning)
3. Teaching style is more student-centered than 3.37 High Extent
teacher-directed
4. Teaching style is balance between teacher- 3.25 Moderate Extent
directed and student-centered activities
5. Teaching style is more teacher-directed than 2.85 Moderate Extent
student-centered
Moderate
Overall Mean 3.20
Extent

Based on the data provided in the table, it appears that the teachers surveyed have a moderate level of
teaching methodology, with a mean score of 3.20 on a scale where 1 represents a "less extent" of
knowledge and 4 represents a "high extent" of knowledge. This is indicated by the overall mean score,
as well as the mean scores for each of the items, which are all within the "moderate extent" range.

The data shows that the teachers surveyed feel that their teaching style is largely student-centered, with
a mean score of 3.46, and that it is more student-centered than teacher-directed, with a mean score of
3.37. These scores suggest that the teachers surveyed prioritize student-centered approaches to
teaching and may incorporate a variety of methods such as cooperative learning, discovery learning, and
inquiry-based learning in their classrooms.

However, the teachers also reported that their teaching style is somewhat balanced between teacher-
directed and student-centered activities, with a mean score of 3.25, and that it is largely teacher-
directed, with a mean score of 3.09. These scores indicate that the teachers also incorporate some
elements of teacher-directed instruction in their teaching practices, such as teacher-led discussion or
lecture.

Furthermore, the data suggests that the teachers surveyed have a moderate level of teaching
methodology, with a focus on student-centered approaches but also incorporating some elements of
teacher-directed instruction. It would be interesting to further explore the specific teaching methods and
approaches used by these teachers and how they are balanced between teacher-directed and student-
centered activities in order to gain a more nuanced understanding of their instructional practices.