CHALLENGES AND INSIGHTS OF SECONDARY SCHOOL TEACHERS

INTEGRATING INFORMATION AND COMMUNICATIONS

TECHNOLOGY (ICT) DURING THE COVID-19
PANDEMIC

RESEARCHERS

Jay Ann Alvar

Jou-llammar Reyes
Genelfa Patagan
Junalyn Espina
Ruchel Maniego
Darwin Pagal

CARAGA STATE UNIVERSITY

College of Education
JUNE 2022
 Abstract

This study discusses the challenges and insights of secondary school teachers integrating
information of secondary teachers integrating information and communications technology
(ICT) during the Covid 19 Pandemic. The challenges include the unstable internet connectivity,
economical issues and technical factors. This study was conducted in some secondary schools in
the province of Agusan del Sur. Agusan del Sur and total of forty (40) respondents. The
researchers used the qualitative research and applied descriptive approach. In this study it
verifies that thirty-seven (37) or fifty-five percent (55%) of teachers in the secondary schools
most apparently employed modular way of learning during asynchronous class and Google meet
application as their mode of instructions during synchronous class. The respondents also used the
MS Word, PowerPoint Presentation and Excel are the software application used by the secondary
school teachers. In the 21st century are resourceful and creative enough to deliver and continue
quality education to their learners. The teacher’s disadvantages of ICT are controllable by
educating both learners and teachers on how to properly use computer and other technological
tools. In general, proper usage of the technology and digital literacy are necessary to minimize
the effect and bad side in the utilization of ICT.
The result of this study shows the importance of ICT tools in delivering their lessons
during this pandemic, it become a bridge for continued learning, particularly those
underprivileged students and learners who have little to no access to learning tools. In this time
of crisis it is an opportunity for all to look into the future, adjust to possible threats, and build
capacity. In general, ICT become the bridge for new learning.
Keywords: ICT, Technology, Learning Tools
 CHAPTER 1
Introduction

The COVID-19 pandemic has led to a dramatic loss of human life worldwide and
presents an unprecedented challenge to public health, food systems and the world of work
(WHO, 2020). As part of the consequences of the COVID-19 pandemic lockdown and closures
of school and rapid transformation in technological innovations and digitalization of lectures has
employed. Until March 2020, the typical school teaching situation consisted of students
congregating in classrooms according to their schedules and teachers covering their subjects'
standard content, frequently through formal lecturing (Fraillon et al. 2014). Continued teaching
and learning was only possible through alternative means of schooling. Teachers had to change
to online teaching, requiring them to use various digital tools and resources to solve problems
and implement new approaches to teaching and learning. Beyond instructional goals, teachers
were also required to maintain contact with their students to account for the social integration of
their learning groups.

Although electronic learning has long been promoted in the education sector (Leung,
2015; Yelland, 2018), this is the first time that it has been used in an extended period during the
COVID-19 pandemic. According to our preliminary observation, most kindergartens and
primary schools rapidly adapt their curricula by offering online learning to help children learn.
Online learning must engage students in intuitive interactions, support social learning, provide
active facilitation, offer learning support and feedback, and use appropriate technologies to
enhance the experience to be effective (Kim et. al., 2020; Ahmad, et. al., 2021).

Thus, growing use of Information and Communication Technology (ICT) in education

has prompted due to the current situation. Along with this, teachers have significant challenges in
adopting and maintaining learner’s engagement thru online platforms and modular lectures. On
the other hand, students have it equally important role thru autodidactic learning. Consequently,
independent use of online platforms and modular lectures are inadequate.

Recent studies shows that the presence of ICT showed that student mobility, special
needs, and anxiety over standardized test results are the main challenges associated with ICT use.
These challenges can be solved by providing more authentic group- and problem-based learning
activities, and adequate learning support (Whelan 2008). Whelan (2008) also identified more
barriers from the student perspective, including subpar technical skills that reduce access to ICT
in classroom; an insufficient number of academic advisors and lack of timely feedback from
instructors; and reduced interaction with peers and instructors.

Unfortunately, due to a lack of training in online-based learning, some teachers and

students are having difficulty. Based on previous flu pandemics, it has been suggested that
outbreaks are likely to continue and that governments should brace themselves for possible
periodic relapses of the disease over the next two years (Kissler et. al., 2020). As a result,
distance learning is likely to continue whenever social distancing measures are implemented. It is
critical to understand how distance learning is used to explain how to improve student learning.

This research is conducted to examine the secondary school teachers’ views and use of
ICT tools, and ways to cope with online distance learning amidst the pandemic
 CHAPTER 2
Methodology

2.1 Research Locale

This study was conducted in some secondary schools in the province of Agusan del Sur.
Agusan del Sur is a province in the Philippines situated in the Caraga region occupying the
northeastern section of Mindanao. Its capital is the Municipality of Prosperidad.

Figure 1. Province of Agusan del Sur

2.2 Research Design

This study is qualitative research to know the insights and challenges of the secondary
school teachers in utilizing technology, integrating different ICT tools and ways to cope online
learning. The researchers directed brain writing, identified variables to be used in the study and
crafted the survey instrument. This study applied descriptive approach.

2.3 Data Gathering Procedures

The researchers used online survey questionnaire via google forms to collect the data.
This study has forty (40) secondary school teachers as the respondents from various schools in
the province of Agusan del Sur. Survey instrument was sent through facebook/messenger or
email address. The responses were collected and summarized using google form interface. The
data were analyzed and interpreted with the use of MS Excel.
 CHAPTER 3
Results and Discussion

In this chapter, it presents the results and discussion of this study.

3.1 Demographic Profile of the Respondents

Figure 2. Respondent's Gender

42%
58%
(23)
(17)

Male Female

It shows the number of respondents in accordance to gender (male and female). There are
twenty-three (23) or fifty-eight percent (58%) female out of forty (40) respondents and the
remaining seventeen (17) or forty-two percent (42%) are male.

Figure 3. Respondent's Age

15 14
Number of Respondent

12 12

10

5
2

0
20 - 25 26 - 30 31 - 35 36 and above
(Years)

Figure 3 shows the number of respondents according to the age group. Thirty-one to
thirty-five (31 – 35) years old is the most numbered age group, followed by age group 21 – 25
and 26 – 30 with same number of respondents of twelve (12) or thirty percent (30%) in each age
group, and two (2) of them belongs to thirty-six (36) above.
 Table 1: Name of school and number of respondents in each school

School Name Number of Respondents

Sibagat National High School of Home Industries 8
San Luis National High School 1
Salvacion National High School 1
Noli National High School 3
Buena Gracia National High School 1
Bayugan National Comprehensive High School 16
Bayugan City Stand Alone Senior High School 3
Mt. Carmel College of San Francisco, Inc. 4
Bentahon Integrated High School 2
Azpetia National High School 1

As shown in table 1, Bayugan National Comprehensive High School has the highest
number of respondents who participated the survey and there are four (4) schools (San Luis
NHS, Salvacion NHS, Buena Gracia NHS & Azpetia NHS) who only have one respondent.

3.2 ICT Tools used in school

Figure 4: During Synchronous Class

40 38
35
30
25 20
20
15 13
10 7
4
5
0
Google Zoom App Discord Microsoft Others
Meet Teams

Figure 4 validates that teacher are most likely to used google meet application as their
mode of instructions during asynchronous class. Furthermore, they used the said app because it’s
free, user friendly and easy to navigate. However, seven (7) others said that they do limited face-
to-face, used of messenger room, jitsi meets, webex, and one out of seven stated that they don’t
have synchronous class because the location of the school doesn’t have signal to any of the
telecom.
 Figure 5: During Asynchronous Class

18%
(12)
55% 27%
(37) (18)

Learning Management System (LMS) Google Classroom Modular Approach

This verifies that thirty-seven (37) or fifty-five percent (55%) of teachers in the
secondary schools most apparently employed modular way of learning during asynchronous
class, eighteen (18) or (27%) of them via google classroom and twelve (12) or eighteen percent
(18%) is for learning management system which applied the least.

Figure 6: Mode of Communication

45
40
40 36
35
30
25
20
15
10
5
5 3
0
Cellphone (Text/Call) Facebook/Messenger Instagram (Chat/VC) Others (Tiktok,
(Chat/VC) Snapchat, etc.)

This explains that either of the Facebook/Messenger or Cellphone (via text/call) is a tool
to communicate (teacher-to-teacher, teacher-to-students, & teacher-to-parents). Moreover,
facebok/messenger is most likely to use because it’s a free application, easy and this is widely
used by the students as well as the teacher.
 Figure 7: Software Application used by the Teachers
40 37 38
34
35
30 28

25
20
15
10
5 3

0
PowerPoint MS Word Excel Google Others
Presentation (Forms, Slide, (Quizziz,
Jamboard) Canva, etc.)

It indicates that MS Word, PowerPoint Presentation and Excel are the software
application used by the secondary school teachers in the Province of Agusan del Sur. Aside from
free applications, these are widely known and utilize way back then until present because of its
functions that is very beneficial to attain and continue quality education.

3.3 Technological Tools

Figure 8: Digital Devices used by the Teachers

27.5%
(11)
97.5%
(39)
92.5%
(37)

Mobile Phones (Android/IOS) Laptop/Computer/Netbook

Tablets/Ipod

It indicates that MS Word, PowerPoint Presentation and Excel are the software
application used by the secondary school teachers in the Province of Agusan del Sur. Aside from
free applications, these are widely known and utilize way back then until present because of its
functions that is very beneficial to attain and continue quality education.
3.4 Internet Connectivity

Figure 9: Teacher's Source of Internet Connection

40 36
35 33
30
25
20
15
10 6
5 1
0
WIFI (PLDT Pocket/Modem Wifi Mobile Data/Data No internet access at
Landline or other (Globe, Smart, etc.) Connection all
Telecommunications)

This graph confirms that Wifi (PLDT Landline or other Telecommunications) and
Mobile Data or Data Connection are the two source of internet connectivity by the teachers.
However, there is one (1) who responded that no internet access at all it simply because the
located of the school don’t have any signal to any telecom. Moreover, the school applied
modular way of learning.
3.5 Ways to cope online learning

Figure 9: Number of Teacher's attended Seminars,

Traings, and Workshop

37.5%
(15) 62.5%
(25)

Yes No

Figure 9 indicates the number of teachers who attended different trainings, seminars,
workshop to cope online learning and the used of ICT Tools. As shown, majority of the
respondents attended and said that it was beneficial to them especially in doing online
discussion.
 Table 2: Trainings, Seminars, and Workshops attended by the Teachers
to cope online learning

DICT – Webinar on Digital Resources Digital Teachers Training

DepEd EdTech Unit Training Digital Literacy Training for Teachers

Integration of ICT in New Normal Education
INSET (DepEd)
Webinar
Workshop on the utilization of the Google
School Based Online Training for Teachers
Platform
Training Workshop on the Innovations in Workshop on Video Editing Strategies &
teaching and learning ODL modality Skills
PEAC LAC Sessions

Other ways to cope online modality

Treat online class as real class Teacher and student positive mindset

Provide collaboration and socialization

Technical support to far-flung areas
opportunities

Utilize a variety of technology Time Management

Watching videos in YouTube Capacity Building

Used of kahoot, Edmodo, and quizziz Apply gamification approach

This table implies that teachers in the 21st century are resourceful and creative enough to
deliver and continue quality education to their learners. The department itself is very supportive
to the teachers by conducting different trainings, seminars and workshops that was attended by
the teachers.
With this, we can say that teachers in the Province of Agusan del Sur are imaginative to
be efficient and effective educator, and to continue provide life-long learning.
3.6 Advantages and Disadvantages of ICT

Table 3: Advantages and Disadvantages of ICT to the Teachers

Advantage Disadvantages

E-learning develops ICT Literacy and

Misleading information
capability

Easy access Dependent to internet connectivity

Better way of communication Technical errors

Students are more attentive during discussion Misuse of the technology

Helps the students and teachers adapt to the

Managing courses online is difficult
worldwide changes in education

Less hassle Unavailable if there’s no signal or electricity

Allows new ways of learning Not all have the access to ICT

Offers interactive teaching & learning

Limited technical support
instructions

Can access diverse information Can easily access to prohibited sites

Enhances subject learning Addictive of using technology

Table 3 presents the advantages and disadvantages of the ICT to the teacher.
Nevertheless, according to the teachers disadvantages of ICT is controllable by educating both
learners and teachers on how to properly use computer and other technological tools. In general,
proper usage of the technology and digital literacy are necessary to minimize the effect and bad
side in the utilization of ICT.
3.7 Challenges and Insights of ICT

Figure 10: Identified Challenges and Insights by the Teacher

in integrating ICT
40 38

35

30 27
25

20

15 13

10
5
5

0
Unstable Internet Inadequate ICT Difficulty of using No Internet Access
Connectivity Devices the Gadget or
Application

This indicates the identified challenges and insights of the secondary school teachers in
integrating ICT in their respective school. Figure 10 implies that unstable internet connectivity is
the most common problem among the teachers because this will hinder them to deliver the lesson
well. Inadequate ICT Devices is another problem experienced by the teachers but some are
already provided through the department of education.
 CHAPTER 4
Conclusions

This study determines the challenges and insights of secondary school teachers
integrating information and communications technology (ICT) during the Covid-19 Pandemic.
Total of Forty (40) respondents, the Bayugan National Comprehensive High School which has
the highest number of respondents who participated in the survey and other teachers of Agusan
Del Sur, their greatest challenge was the unstable internet connectivity. The other challenges are
the inadequate ICT devices, difficulty of using gadget or application and no Internet Access.
Based on the gathered data most of the respondents used the modular way of learning and
free application like google meet, messenger room, jitsi meets, webex, and one out of seven
stated that they don’t have synchronous class because the location of the school doesn’t have
signal to any of the telecom. It also indicates that MS Word, PowerPoint Presentation and Excel
are the software application. There is a need for improvement of the connectivity or
telecommunication capabilities for schools to be able to deliver education online, and since they
are using free application during synchronous and asynchronous class, financing of digital
curriculum and materials is also needed so that they can used and utilize their own system
software.
These are the advantages of ICT in education, E-learning develops ICT Literacy and
capability, easy access, better way of communication, students are more attentive during
discussion, helps the students and teachers adapt to the worldwide changes in education, less
hassle, allows new ways of learning, offers interactive teaching & learning instructions, can
access diverse information, enhances subject learning and disadvantages of ICT. While the
disadvantages are misleading information dependent to internet connectivity, technical errors,
misuse of the technology, managing courses online is difficult, unavailable if there’s no signal or
electricity, not all have the access to ICT, limited technical support, can easily access to
prohibited sites, addictive of using technology. It shows how ICT is useful during this time of
pandemic in delivering their lessons; they used it as their tool for delivering their lesson for
distance learning. It also shows that the foundation of ICT in education is weak and it needs
development.
Nevertheless, the result of this study shows the importance of ICT tools in delivering
their lessons during this pandemic, it become a bridge for continued learning, particularly those
underprivileged students and learners who have little to no access to learning tools. They try to
use this capability for education improvement, both by using the older and proven technologies
such as radio and television broadcasting, and leveraging the potential of ICT. Teachers were
trained with digital technologies and applications. In this time of crisis, it is an opportunity for all
to look into the future, adjust to possible threats, and build capacity. In general, ICT become a
bridge for new learning.
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