ICT-BASED SKILLS AND ITS MITIGATING EFFECT

TO TEACHERS’ CHALLENGES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Issue: 6
Pages: 1021-1033
Document ID: 2023PEMJ620
DOI: 10.5281/zenodo.7789980
Manuscript Accepted: 2023-03-31 22:57:48
Psych Educ, 2023, 7(6): 1021-1033, Document ID: 2023PEMJ620, doi:10.5281/zenodo.7789980, ISSN 2822-4353
Research Article

ICT-Based Skills and Its Mitigating Effect to Teachers’ Challenges

Salamah Macabangon*, Teresita Sambo
For affiliations and correspondence, see the last page.

Abstract

This study investigated the teachers' skills in Information and Communications Technology in terms of use of technological
equipment, basic knowledge in using ICT software/ programs/ applications, and its mitigating effect to the teachers’ challenges
encountered amidst the pandemic. The socio-demographic profile of the respondents was determined, including their age, sex,
ICT training, and duration of service. The study was carried out in Tagoloan District during the second semester of the school
year 2020-2021. A descriptive correlational research design was employed to describe and assess the variables and the
relationship that occurred naturally between and among the presented variables. The data of the study were analyzed using the
Pearson r correlation coefficient. This was used to identify the direction of the effect of ICT- based skills and the difficulties
encountered. The result showed no significant relationship between the teachers’ ICT-based skills and the difficulties they
encountered in modular learning. Based on the findings, the study proposed the Enhancement Program for ICT training for
teachers to help them enhance and equip their skills in technology operations.

Keywords: Information And Communications Technology, Skills, Teachers' Challenges, Socio-

demographic Profile, Technological Equipment

Introduction necessary hardware, software, and training for basic

Information and communications technology (ICT) is
crucial for teaching and learning. Learning this
aptitude has become crucial in the era of computers.
Having ICT skills is important and useful for both
teachers and students. Students are now more prepared
than teachers because to technology. The main
obstacle to the successful application of ICT in
education, according to Tinio (2002), was the gap
between teachers' and students' ICT proficiency. This
component had been influenced by the generational
gap. Children today are more knowledgeable about
new technological developments.
It is now widely acknowledged that the use of ICT
should not aim to fully replace teaching practices
themselves. But, it is rather to activate and support the
shift from traditional teaching to a technology-based
teaching and learning process. DepEd's
computerization program addressed the demand for
computers and other facilities. This enabled teachers to
deliver effective and efficient learning in order to
address these difficulties with the backlogs of
instructors in ICT in education (DCP).
As stated in DO 78, S. 2020, the DepEd
Computerization Program (DCP), which included
instructions on its implementation that were published
on June 10, 2010, aimed to equip public schools with
the right technologies. This improved the teaching-
learning process and prepared them for the challenges
of the twenty-first century. This program offered the
troubleshooting in response to the public schools'
computer backlog.
Through this program and the combined efforts of
other government agencies and the private sector,
5,409 public secondary schools were provided with at
least one computer laboratory each. This ranges from
10-20 computer units, including other peripherals,
depending on the agencies providing the computer
units. The objectives of the DepEd Computerization
Program are as follows: (1) provide computer
laboratory packages to secondary schools; (2) provide
e-classroom to elementary schools; (3) provide laptop
units to mobile teachers; (4) integrate ICT in the
school system; (5) raise the ICT literacy of learners,
pupils, students, teachers, and school heads; and (5)
reduce computer backlog in public schools.
The COVID-19 pandemic has had a huge impact on
the economy, people's lifestyles, and—most
significantly—the educational system throughout the
entire nation. Due to rigorous adherence to health
laws, face-to-face instruction has been outlawed
throughout both private and public sectors, not just the
educational one. The Department of Education had
made preparations for the new norm, including Self-
Learning Modules (SLMs) with the various learning
delivery modalities, to ensure that there is continuity
of learning among students. These also offered for the
different kinds of students across the country.
According to the DO 12, S. 2020, in light of the
COVID-19 Public Health Emergency, DepEd

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Research Article

developed the Basic Education Learning Continuity
Plan (BE-LCP). This was a package of educational
interventions that would address the basic education
challenges brought on by the COVID-19 pandemic.
This plan was adopted in 2020 for the school year
2020–2021. The LCP was the primary response of
DepEd and their dedication to ensure the health,
safety, and well-being of the students, instructors, and
staff during COVID-19. They were also looking for
solutions to continue teaching throughout the entire
school year despite the crisis.
respondent’s demographic profile and the challenges
encountered in modular learning?
5. Is there a significant relationship between the
respondents’ ICT-based skills and the challenges
encountered?
Literature Review
.

The Learning Continuity Plan (LCP), which went into Methodology

effect this school year 2020–2021, was implemented
by the Department of Education (DepEd) to address
shortcomings in basic education. As part of the Research Design
DepEd's initiative to ensure learning continuity in the
face of the COVID-19 outbreak, teachers' ICT skills A correlational method was used to determine the
were put to the test via a poll on the preferred relationship between the demographic profile and the
modalities by parents and students. ICT skills were challenges encountered in modular learning. Similarly,
necessary for radio-based instruction, television-based this method was employed to recognize the
instruction, digital audio and video, printing of relationship between the ICT-based skills and the
modules, online class delivery, and much more. challenges encountered by the teacher respondents in
modular learning.
Schools currently use a variety of ICT tools to connect,
disseminate, gather, and manage information in a time Respondents and Sampling Procedures
when the strict implementation of health procedures
was the norm. In this way, ICT-based abilities became The respondents of the study were the selected
a necessary ability for teachers to learn even when teachers of Tagoloan District in the school year
submitting school reports. 2020-2021. Presently, there were 109 teachers in
Tagoloan District.
Research Questions
Table 1. Distribution of Respondents from the 12
This study determined the ICT- Based Skills of the Schools of Tagoloan District
selected teachers in Tagoloan District and its
relationship to teachers’ challenges encountered in
modular learning during the school year 2020-2021.
Specifically, the study sought to answer the following
questions:

1. What is the demographic profile of the respondents

in terms of:
1.1. age,
1.2. sex,
1.3. training, and
1.4. length of service?
2. What is the status of ICT-based skills of teachers in
terms of:
2.1. knowledge in Computer Software; and
2.2. perceptions about ICT usage?
3. What are the challenges encountered by the teacher
respondents in terms of:
Figure 1. .
3.1. retrieval and distribution of modules; and
3.2. printing of modules?
4. Is there a significant relationship between the It was composed of 2 male and 107 female teacher

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Research Article

respondents. Out of these 109 teachers population,
only 55 teachers were chosen as respondents based on
their availability in their respective schools since some
of these teachers have comorbidities. These prevented
them from reporting to school while others were living
in remote areas without internet connectivity. The
researcher found it very difficult to reach them. Table
1 presents the distribution of respondents from the 12
schools of Tagoloan District
survey. The questionnaire was sent to the selected
respondents through their Facebook messenger
account and duration of one week was allotted for all
the respondents to be collected. Answered
questionnaires were tallied and were statistically
treated and interpreted.
Result

Research Instruments and Their Validity The demographic profile of the respondents in
terms of age, sex, latest training attended, and
This study used the standardized questionnaires
length of service
published electronically by Mulenga and Prieto (2018)
and National Center for Education Statistics (NCES),
Table 2. Profile of Respondent in Terms of Their Age
(2018). Some modifications were made to cater to the
researcher's respondents and suitability to the area of
the study. The Part III of the questionnaire which
tackled on the challenges encountered by the teachers
in terms of printing modules, distribution, and retrieval
of modules was the part that was modified.

The adopted questionnaire had 26 items that measured

the respondents' level of ICT skills. This standardized
questionnaire consisted of two (2) parts. Part I.
Respondents’ Demographic Profile, Part II- A. ICT-
based Skills of Teacher Questionnaire (Modified and
Adopted from Mulenga and Prieto (2018). Part II- B
Use of Technological Equipment and Basic
Figure 2. .
Knowledge in using ICT software/ programs/
applications) (teacher's knowledge of computer
software use). Part III dealt with the challenges
encountered in terms of printing of modules and the
retrieval of and distribution of modules. Part II of the
questionnaire was slightly modified and the Part III
was a researcher made and was pilot tested to 15
teachers who were not included as participants of the
study. Thus, the reliability of the questionnaire was
tested through Cronbach’s Alpha Coefficient resulted
to 0.78 which manifests that the questions made were Figure 3. .
acceptable and reliable.

Data Gathering Procedures Figure 1. Profile of Respondents in Terms of Their

To be able to facilitate the gathering of data,
permission to conduct the study was sent to the
Schools Division Superintendent of the Division of
Lanao del Norte, the District Supervisor of Tagoloan
District, and Principals/ School Heads of the
corresponding schools of Tagoloan District. All
communications were signed and approved by the
concerned personalities. Since there had been a strict
prohibition of face-to-face interaction, data was
gathered through online platforms. A virtual meeting
was set to explain how they are going to answer the
Age.
Table 2 (Figure 1), illustrates the frequency and the
percentage of the respondents’ ages. Results revealed
that there were 24 out of 55 or 44.00% who were
25-30 years old, 26 out of 55 or 47.00% were 31-35
years old, 2 out of 55 or 4.00% were 36-40 years old,
1 out of 55 or 2.00% were 41- 45 years old, 1 out of 55
or 2.00% were 46- 50 years old, 0 out of 55 or 0%
were 51- 55 years old, and 1 out of 55 or 2.00% were
56- 60 years old. The data implied that the highest
numbers of respondents in terms of age were 25 and

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Research Article
35 years old, while the lowest numbers of respondents
were 41- 60 years old.
According to the studies of Mafang’ha (2016) and
Schiller (2003), they revealed that personal
characteristics such as educational level, age, sex,
educational experience, and experience with the
computer for educational purposes, and attitude
towards computers could influence the adoption of the
technology in teaching. Moreover, their findings
emphasized that it was between ages 25-35 that
respondents were found to be more responsive in ICT
integration.
Table 3. Distribution of Respondents in Terms of Their
Sex
Figure 4. .
Figure 5. .
Figure 2. Profile of Respondents in Terms of Their Sex
Table 3 (Figure 2) shows the distribution of the
respondents according to their sex. It revealed that 2
out of 55 or 4% were males and 53 out of 55 or 96%
were females. It implied further that the majority of the
respondents were females compared to the number of
male respondents. This implied that women were more
attracted to the teaching profession.
As revealed in the study of Kamaruddin et al. (2017),
female teachers were more attracted to the integration
of ICT given their artistic and womanly natures. ICT
integration among female teachers was more dominant
in the preschool years and in the basic education level
where visual images were very useful and relevant.
Table 4. Profile of Respondent in Terms of Their ICT
Training
Salamah Macabangon
Figure 6. .
Figure 7. .
Figure 3. Profile of Respondent in Terms of Their ICT
Training
As gleaned in Table 4 (Figure 3), the distribution of
the respondents according to their ICT Training
revealed that a frequency of 17 out of 55 or 31% had
11-20 hours of training, 22 out of 55 or 40% had 21-30
hours of training, 15 out of 55 or 27% had 31-40 hours
of training, 0 out of 55 or 0% had 41-50 hours of
training, and 1 out of 55 or 2% had 51-60 hours of
training. The table explained further that the majority
of the respondents took 21-30 hours of ICT Training.
DepEd Computerization Program (DCP), aimed to
provide public schools with appropriate technologies
that would enhance the teaching-learning process and
meet the challenges of the 21st century. This program
responded to the computer backlog of public schools
by providing the hardware and software and training
on simple troubleshooting. Through the program, the
department could address issues on backlogs of
teachers on ICT in Education and the need of
computers and other facilities for the learning delivery.
Further, the program intended to capacitate teachers
with the required skills in ICT integration.
This was supported by the theory of TPACK in terms
of its role in determining the performance of teachers
through his/her ICT-based skills. It measured the
teachers’ knowledge, potential, and impact both in
training and professional development. This was
offered for teachers at all levels of experience. This
only showed that if teachers were equipped with ICT
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Research Article
Training they were more confident in integrating ICT
skills as stipulated in Mishra and Kohler (2006).
The study conducted by Jones (2004) discovered seven
barriers affected the integration of ICT into lessons.
These included lack of confidence among teachers
during integration; lack of access to resources; lack of
time for the integration; lack of effective training
facing technical problems in use; lack of personal
access during lesson preparation; the age of the
teachers; and teaching experiences.
Kumar et al. (2008) found attitude, motivation, sex,
age, and computer training had effects on the Actual
Usage of Computers (AUC) by teachers. According to
Sang et al. (2009) and Zhao and Cziko (2001),
teachers’ educational beliefs impacted their use of
ICT. Besides, Richardson (2009) claimed that the ICT
integration in teaching was still difficult for some
teachers due to lack of training and practice.
Table 5. Profile of Respondent in Terms of Their
Length of Service
Figure 8. .
Figure 9. .
Figure 4. Profile of Respondent in Terms of Their
Length of Service
Table 5 (Figure 4) shows the distribution of the
Salamah Macabangon
respondents according to their length of service.
Results revealed that 4 out of 55 or 7% had below 1
year of service, 19 out of 55 or 35% had 1-5 years
length of service, 30 out of 55 or 54% had 6-10 years
length of service, 1 out of 55 or 2% had 11-15 years
length of service, and 1 out of 55 or 2% had above 16
years length of service. This implied that majority of
the respondents were in the service for 6-10 years
which signified that most of them were new.
According to Singh et al. (2014), teachers’ years in
service influenced their knowledge and integration of
ICT. Their integration included the use ICT to prepare
lessons and reports, use the internet to search teaching
material, and assessment of grades.
The status of ICT-based skills of teacher
respondents in terms of their knowledge in
computer software and perceptions on ICT usage
Table 6. The Status of ICT-based Skills of Teacher
Respondents in Terms of Their Use of Knowledge on
Computer Software.
Figure 10. .
Figure 11. .
Figure 5. The Status of ICT-based Skills of Teacher
Respondents in Terms of Their Use of Knowledge on
Computer Software
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Research Article
Table 6 (Figure 5) shows the status of ICT-based skills
of teacher respondents in terms of their use of
knowledge in computer software. Results revealed that
the overall mean was 3.38 which signified that they
use technology very often. As reflected, they
responded that they used Microsoft Word in making
communication (M=3.82) interpreted as very often and
got the highest mean. Meanwhile, they sometimes
used video cameras in editing video lessons (M=3.22)
which got the lowest mean.
According to the study of Kamaruddin et al. (2017),
teachers use ICT integration more often in Microsoft
Word and Excel which were emphasized as the most
commonly used computer operation tools. Teachers
use these operations for documentation, evaluation and
assessments, and self-learning activity sheets or
modules.
In addition, Baytiyeh et al. (2014) added that ICT
integration was common among teachers in their use
of Microsoft PowerPoint presentations to fill in the
gaps of traditional teaching. Most students nowadays
were dependent on visuals and were found to be more
participative in classes with the aid of video learning
materials.
Table 7. The Status of ICT-based Skills of Teacher
Respondents in Terms of Their Perceptions About ICT
Usage.
Figure 12. .
Furthermore, teachers were now more exposed to
Salamah Macabangon
social media apps. As revealed by Chavifekr (2015),
teachers become more proficient in ICT integration
because of what they learned in social media. They
also used social media for communication with their
colleagues, students, and supervisors.
Figure 13. .
Figure 6. The Status of ICT-Based Skills of Teacher
Respondents in Terms of Their Perceptions about ICT
Usage
Table 7(Figure 6) shows the status of ICT-based skills
of teacher respondents in terms of their perception
about ICT usage. Result showed that the weighted
mean average of 3.09 interpreted as very often. Their
perception of ICT usage was often on the usage of
communicating to parents and students through social
media with a mean percentage of 3.71. Moreover, a
mean percentage of 3.65 showed that they had
awareness of the opportunities that it could offer. Both
Mean percentages of 3.07 occurred in their perception
internet connectivity using video editing. In a 3.05
Mean percentage showed they knew that email, text,
group chats could be used in communicating with
parents and students. Their knowledge of sending
messages on Facebook, or group chats got the lowest
mean percentage of 2.44 which signified that they
rarely used social media in contacting parents for
consultations and announcements.
This simply meant that teachers were aware of the
opportunities that computers presented. All that
remained was for them to better understand these
opportunities. This also built their capacity to learn
what they must learn in order to become well-equipped
educators who could keep up with the rapidly
advancing technological developments. Teachers were
aware that they needed to take their stakeholders into
account. The majority of them lacked adequate email,
group chat, or social media tools. To inform parents of
posted events or announcements, it was necessary to
use the most widely used channels, such as text
messaging on cell phones.
According to studies, a variety of factors affected
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teachers' choices on ICT use in the classroom.

According to Schiller (2003), a person's attitude
toward computers as well as their educational level,
age, sex, and educational experience might have an
impact on how they accepted new technology. Jones
(2004) identified seven challenges to ICT integration
in lessons: a lack of resources, a lack of time, a lack of
adequate training for handling technical issues, a lack
of personal access during class preparation, and the
age and experience of the teachers.

According to Knezek and Christensen (2002),

effective use of ICT in teaching depended heavily on
instructors' proficiency with computer technology.
Therefore, ICT-incompetent teachers were unable to
incorporate ICT tools into their lessons. Many other
study investigations concurred that those teachers' ICT
abilities and intentions were necessary for effective
computer use (Divaharan & Ping, 2010). Divaharan Figure 14. .
and Koh (2010) also claimed that teachers’
professional development had to concentrate on both
ICT skills training and appropriate ICT integration
strategies in the curriculum. Therefore, the teachers
needed knowledge of appropriate ICT integration
approaches and ICT skills to successfully incorporate
the ICT tools into their lessons.

The level of challenges encountered by the

teacher’s respondents in modular learning in terms
of distribution and retrieval of modules and Figure 15. .

printing of modules for the learners

This section presents the data results for the level of
challenges encountered by the teacher’s respondents in
modular learning in terms of distribution and retrieval
of modules and printing of modules for the learners.
Table 8. The Level of Challenges Encountered by the
Teacher Respondents in Modular Learning in Terms of
Distribution and Retrieval of Modules
Figure 7. The Level of Challenges Encountered by The
Teacher’s Respondents in Modular Learning in Terms
of Distribution and Retrieval of Modules.
Table 8 (Figure 7) shows the level of challenges
encountered by the teacher respondents in modular
learning in terms of distribution and retrieval of
modules. Results revealed that the weighted mean
average of 1.00 signified that teachers could cope with
challenges brought by distribution and retrieval of the
module. This only showed that teachers could operate
any ICT gadgets in communicating to parents
regarding the distribution and retrieval of modules.
They could send messages to parents with regard to
the distribution and retrieval of modules. Given the
time to check and record the scores of their learner,
they could easily do e-record to account for the
retrieved modules using Microsoft office. In addition,
teachers could easily send or read messages on the
group chat (GC) since they were using it from the
start. They could reply immediately to the text
messages/inquiries from parents without help from
anyone. And lastly, they could make video calls to

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Research Article
parents when necessarily needed for the distribution
and retrieval of modules. Thus, the average weighted
mean of 1.0 on the level of challenges encountered by
teachers showed their flexibility and resiliency in these
trying times.
Several factors influenced teachers' decisions to
employ ICT in the classroom, according to research.
Personal attributes such as educational level, age, sex,
educational experience, computer experience for
educational purposes, and attitude toward computers
according to Schiller (2003) could impact the adoption
of technology. Jones (2004) discovered seven barriers
to ICT integration in lessons: a lack of confidence
among teachers during integration, a lack of resources,
a lack of time for integration, a lack of effective
training for dealing with technical problems in use, a
lack of personal access during lesson preparation, and
the teachers' age and experience.
Table 9. The Level of Challenges Encountered by the
Teachers' Respondents in Modular Learning in Terms
of Printing of Modules.
Figure 16. .
Figure 17. .
Salamah Macabangon
Figure 8. The Level of Challenges Encountered by the
Teachers' Respondents in Modular Learning in Terms
of Printing of Modules.
Table 9 (Figure 8) presents the level of challenges
encountered by the respondents in modular learning in
terms of printing of modules showed that the weighted
mean average of 1.52 signified that teachers were
capable of dealing with the challenges they
encountered in the printing of modules. Teachers had
the knowledge in editing modules using MS word to
check clerical errors and others. They could print
modules using their printers. Aside from these, with
the weighted mean of 2.38 revealed that they found it
difficult to reset the printers when needed. Thus, they
sought help from their colleagues who knew how to do
it or sent it to a technician for reset. With their idea of
internet connectivity, they were able to download
modules given the link. Hence, editing modules in
PDF format was easy for them and they could easily
convert pdf files online.
Jones (2001) asserted that instructors' views regarding
technology had a significant impact on whether they
adopted and incorporated computers into their
instruction. He added that because the teachers lack
enthusiasm, acceptability, and preparedness for
integrating and using ICT in the teaching and learning
process, they chose to use the traditional technique of
teaching English in their classrooms.
The significant relationship between the
respondents’ demographic profile and challenges
encountered in modular learning
This section presents the data results for the significant
relationship between the respondents’ demographic
profile and challenges encountered in modular learning
in terms of distribution and retrieval of modules; and
printing of modules.
Table 10. Correlation Between the Between the
Respondents’ Demographic Profile and Challenges
Encountered in Terms of Distribution and Retrieval of
Modules
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Research Article
Figure 18. .
Table 10 displays the correlation between the
respondents’ demographic profile and challenges
encountered in terms of distribution and retrieval of
modules. The study exemplified that there was no
significant relationship between the ages of the
respondents and challenges encountered in terms of
distribution and retrieval of modules at 0.282 level of
significance, which was higher than the 0.05 level
thus, the null hypothesis was not rejected. This only
showed that there had been no substantial connection
on the demographic profile of the respondents to the
level of challenges they encountered in terms of the
distribution and retrieval of the module.
It also revealed that there was no significant
relationship between the sex of the respondents and
challenges encountered in terms of distribution and
retrieval of modules at 0.133 level of significance,
which was higher than the 0.05 level thus, the null
hypothesis was not rejected. This result implied that
the sex of the respondents had nothing to do with the
challenges encountered in the distribution and retrieval
of modules.
Likewise, there was no significant relationship
between the number of hours of ICT training of the
respondents and challenges encountered in terms of
distribution and retrieval of modules at 0.920 level of
significance, which was higher than the 0.05 level
thus, the null hypothesis was not rejected. As a result,
the number of hours of ICT training had nothing to do
with the difficulty of distributing and retrieving
modules.
Moreover, there was no significant relationship
between the length of service of the respondents and
challenges encountered in terms of distribution and
retrieval of modules at 0.397 level of significance,
which was higher than the 0.05 level thus, the null
hypothesis was not rejected.
Salamah Macabangon
According to a number of studies, age and teaching
experience both had an impact on the effective use of
ICT in classrooms (Wong & Li, 2008; Giordano, 2007;
Hernandez-Ramos, 2005). Similar results were found
in Gorder's (2008) study, which showed a strong
correlation between instructor’s experience and actual
technology use. She found that efficient computer use
was associated with technological comfort and the
capacity to modify classes in accordance with the
teacher's perceptions of the requirements of the
students. Therefore, three teachers (or 25%) claimed
that the major challenges to adjusting to ICT
integration in their lectures were their age and prior
teaching experience. The older, more seasoned
teachers tended not to favor using ICT tools in their
English classrooms.
Table 11. Correlation Between the Between the
Respondents’ Demographic Profile and Challenges
Encountered in Terms of Printing of Modules.
Figure 19. .
Table 11 displays the correlation between the
respondents’ demographic profile and challenges
encountered in terms of printing of modules. The study
exemplified that there was no significant relationship
between the ages of the respondents and challenges
encountered in terms of printing of modules at 0.149
level of significance, which was higher than the 0.05
level thus, the null hypothesis was not rejected. It also
revealed that there was no significant relationship
between the sex of the respondents and challenges
encountered in terms of printing of modules at 0.532
level of significance, which was higher than the 0.05
level thus, the null hypothesis was not rejected.
Likewise, there was no significant relationship
between the number of hours of ICT training of the
respondents and challenges encountered in terms of
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Research Article
printing of modules at 0.149 level of significance,
which was higher than the 0.05 level thus, the null
hypothesis was not rejected.
Moreover, there was no significant relationship
between the length of services of the respondents and
challenges encountered in terms of printing of modules
at 0.873 level of significance, which was higher than
the 0.05 level thus, the null hypothesis was not
rejected.
To sum it up, the demographic profile had nothing to
do with the level of challenges encountered in the
printing of modules. Difficulties in printing the
modules were plainly an act of printing a module
through an ICT device which did not require the age,
sex, hours of ICT training, and length of service of the
one operating the printer. Thus, finding the significant
relationship of the demographic profile and the
challenges encountered resulted to an accepted null
hypothesis for an unsubstantial evidence to proof the
interplay of variables.
Numerous studies had discovered that age and
teaching background had an impact on how
successfully ICT was used in classrooms (Wong & Li,
2008; Giordano, 2007; Hernandez-Ramos, 2005).
Similar results were discovered in research by Gorder
(2008), who showed a strong correlation between
teacher experience and real technology use. She found
that the freedom to adapt education to the teacher's
perception of students' needs and technological
comfort levels was necessary for effective computer
use. As a result, 3 teachers (25%) said that they had
difficulty integrating ICT into their courses because of
their age and lack of prior teaching experience. The
older, more seasoned teachers tended not to favor
using ICT tools in their English classrooms.
The significant relationship between the
respondents’ ICT based skills and the challenges
encountered
Table 12. Correlation Between the Respondents’ ICT-
based Skills and the Challenges Encountered in Terms
of Distribution and Retrieval of Modules.
Salamah Macabangon
Figure 20. .
Table 12 displays the correlation between the
respondents’ ICT based skills and the challenges
encountered in terms of distribution and retrieval of
modules. The study exemplified that there was a
significant relationship between the use of
technological equipment of the respondents and
challenges encountered in terms of distribution and
retrieval of modules at 0.000 level of significance,
which was lower than the 0.05 level thus, the null
hypothesis was rejected.
Moreover, there was a significant relationship between
the basic knowledge in software of the respondents
and challenges encountered in terms of distribution
and retrieval of modules at 0.006 level of significance,
which was lower than the 0.05 level thus, the null
hypothesis was rejected.
These findings on the use of technical tools and the
fundamental understanding of software suggested that,
as a result of the respondents' acquisition of these
skills, they now had the knowledge and abilities
necessary for the distribution and retrieval of modules.
Zhang and Martinovic (2008) provided evidence to
support the idea that instructors benefitted from ICT
because of their exposure to media and their
understanding of how it affected student engagement
and performance.
Regarding this, Olodin (2017) reaffirmed in her study
that teachers needed to possess appropriate ICT skills
in order to deliver formal instruction that was engaging
for the students through the integration of ICT learning
tools. They also prepared and delivered their lessons
successfully, and so on. She advocated for more ICT-
related seminars to be offered to teachers, more
teachers to seek graduate degrees, and more teachers
to use effective educational resources.
As a result, according to Bransford et al., numerous
research that examined the literature on ICT and
learning came to the conclusion that ICT had a lot of
potential to improve teacher outcomes (2000). Another
study by Dawes (2001) found that new technologies
had the ability to advance education across the
curriculum and offer opportunities for meaningful
engagement between teachers and students in ways
that were previously impractical.
Dang (2011) claimed that creating lessons with ICT
took a lot of time because, on average, each hour of
ICT-enhanced instruction took three to four hours to
prepare. As a result, teachers had difficulty either
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Research Article
planning classes or teaching them in the allotted time.
Additionally, it took more time for the teachers to set
up all of the ICT equipment in the classrooms. The
teachers believed that they could complete the
necessary duties during class time rather than setting
up the ICT equipment. The major obstacles to
instructors using computers, according to Kozma et al.
(2004), were the lack of preparation time in the
classroom and on their own schedules.
Table 13. Correlation Between the Respondents’ ICT-
based Skills and the Challenges Encountered in Terms
of Printing of Modules
Figure 21. .
Table 13 displays the correlation between the
respondents’ ICT based skills and the challenges
encountered in terms of printing of modules. The study
exemplified that there was a significant relationship
between the use of technological equipment of the
respondents and challenges encountered in terms of
printing of modules at 0.000 level of significance,
which was lower than the 0.05 level thus, the null
hypothesis was rejected.
Moreover, there was a significant relationship between
the basic knowledge in software of the respondents
and challenges encountered in terms of printing of
modules at 0.000 level of significance, which was
lower than the 0.05 level thus, the null hypothesis was
rejected.
The results showed significant relationship between
ICT-Based Skills and the challenges encountered in
terms of printing of modules which rejected the null
hypothesis; hence DepEd therefore reaffirmed their
strategy for tackling the problems caused by the
epidemic by addressing concerns in basic education
through the DO No. 12 S. The Basic Education
Learning Continuity Plan (BE-LCP), which went into
force this academic year, was created in 2020.
Teachers' ICT skills were put to the test as part of the
DepEd's initiative to ensure that learning continues
despite the COVID-19 outbreak by asking parents and
students which modality they preferred.
ICT skills were required for the printing of modules,
Salamah Macabangon
online distribution via online classes, as well as a
greater extent for digital audio and video, radio-based
instruction, and television-based instruction. Teachers
were equipped with the ICT skills they would need to
be productive throughout this difficult time of the
pandemic because all of these modalities required
them.
Discussion
Based on the findings, the following conclusions are
made in the study. Teachers were capable enough to
understand the opportunities that computer assisted
learning and teaching could offer. Though younger
teachers were better equipped than older teachers, with
the help of capacity building on enhancing teachers'
ICT-based skills, they could function well and use
available resources to aid in the implementation of
ICT-assisted instruction and teaching. Based on the
findings, an enhancement program could help
capacitate teachers to make use of the ICT resources
that were available on their end. They had the skills,
they have the ideas, they had the eagerness to learn
what was left of the proper training that could enhance
and hone their preconceived ideas of the ICT
resources.
Based on the conclusions, the following are
recommended: (1) In order to be effective and
responsive during these challenging times brought on
by the epidemic, teachers must be educated with ICT-
based abilities through participation in ICT trainings.
(2) Teachers should support pupils in efficiently and
effectively accessing digital material. Additionally,
they must use ICT in education to create a stimulating
learning environment for their students. (3) The
supervisors and school heads should recommend
capacitating teachers through ICT seminars for them to
prepare themselves in making use of ICT equipment as
a tool in the delivery of learning. (4) Future
researchers should make a study on the use of ICT in a
specific learning area that may be interplayed by the
teacher's performance.
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Affiliations and Corresponding Informations
Corresponding: Salamah Macabangon
Email: salamah.macabangon@deped.gov.ph
Phone:
Salamah Macabangon:
Payawan Elementary School, Department of
Education - Philippines
Teresita Sambo:
St. Peter’s College - Philippines
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