Relationship of Perception of ICT Integration and Effective ICT Elements in
Teaching among Basic Education Teachers in Davao City
Introduction
Background of the Study
Information and Communication
Technologies (ICTs) are being introduced in
schools to facilitate effective teaching and
learning. Despite the fact that English is the
official language of the country and the language
of teaching in schools, for example. The impact
of technology on education is a hot topic among
educational scholars. Because teachers and
students now have access to a wider range of
technological advancements than ever before,
schools all over the world are adopting the
integration of technology into the instructional
process. Continuous progress is being made in
incorporating technology into the classroom in
order to aid learners' grasp of curriculum topics.
(Croxwall & Cummings, 2000).
In the extant research, the most typical
hurdles to technology integration are clearly
characterized and well established (see Ertmer,
1999, 2005; Hew & Brush, 2007). Despite this,
instructors continue to say they don't have
enough time, money, or training to use
classroom computers for educational objectives.
As a result, academics are looking into
contextual professional development as a
technology integration option to stand-alone
workshop training. By offering tailored training
and support in the setting of the real classroom,
situated professional development has the
potential to effect long-term changes in teachers'
attitudes toward and practices with technology
in the classroom (Bradshaw, 2002; Ertmer,
2005; Kariuki, Franklin, & Duran, 2001; Sugar,
2005).
Integrating Information and
Communication Technology (ICT) into teaching
and learning is a rising area that has gained
many educators' attention in recent years,
according to Arwa Ahmed Qasem and G.
Viswanathappa (2016). Teachers must be
involved in collaborative projects and the
creation of intervention change techniques,
which include the use of ICT in teaching
partnerships. The deployment of new technology
in educational contexts is heavily influenced by
teacher perspectives. Early research suggests
that mixed learning, particularly in teacher
training programs, can be as effective as either
online or face-to-face instruction. Blended
learning can lead to better training, more
accessibility and flexibility, and lower costs. The
amount of technology available in today's
classrooms and instructors' use of that
technology for instructional reasons appear to be
at odds. According to a recent research by the
National Center for Educational Statistics (Gray,
Thomas, & Lewis, 2010), less than half of the
3000 instructors asked said they utilized
technology frequently during instructional time;
it was used more frequently for administrative
chores like grading and attendance. Others have
discovered that teachers utilize technology for
non-instructional duties such connecting with
classmates and parents (Russell, Bebell,
O'Dwyer, & O'Connor, 2003; Zhao, Pugh,
Sheldon, & Byers, 2002) or creating teaching
materials (Zhao, Pugh, Sheldon, & Byers, 2002).
(Cuban, Kirkpatrick, & Peck, 2001; Russell et
al., 2003). As a result, there has been some
justified criticism of the money spent on
technology in schools (Cuban et al., 2001;
Machin, McNally, & Silva, 2007; Oppenheimer,
2004).
One reason for this discrepancy is that
when it comes to integrating technology into
classroom learning, teachers encounter a variety
of challenges. There is a clear link between the
extent to which instructors face these obstacles
and their decision to employ technology in the
classroom (Inan & Lowther, 2010; Mueller,
Wood, Willoughby, Ross, & Specht, 2008;
Norris et al., 2003). Inan and Lowther (2010)
found that professional development, technical
and administrative assistance, and teacher
beliefs all had a role in whether teachers felt
ready to utilize computers in the classroom and,
as a result, whether they did.
There is an apparent gap between the
amount of technology available in today’s
classrooms and teachers’ use of that technology
for instructional purposes.  According to a recent
research by the National Center for Educational
Statistics (Gray, Thomas, & Lewis, 2010), less
than half of the 3000 instructors polled said they
utilized technology frequently during
instructional time, preferring to use it for
administrative activities like grading and
attendance. Others have discovered that teachers
utilize technology for non-instructional duties
such connecting with classmates and parents
(Russell, Bebell, O'Dwyer, & O'Connor, 2003;
Zhao, Pugh, Sheldon, & Byers, 2002) or
creating teaching materials (Zhao, Pugh,
Sheldon, & Byers, 2002). The researcher choose
this study because ICT is also recognized for
opening new doors, such as online learning, e-
learning, virtual universities, e-coaching, e-
education, e-journal, and so on. ICT is also
recognized for bringing additional materials to
the classroom for teachers and students. It has
allowed the learner to obtain knowledge using
all of his or her senses. It has added variation to
the teaching-learning scenario by breaking up
the monotony. ICT can be employed in both
primary and secondary schools, as well as in
higher education.
Theoretical Framework
The theory used in this research is in
light of ICT integration, a study was conducted
to improve the quality of teaching and learning
in schools, theories of Technology Acceptance
Model. It was developed by Davis (2003). And
it was used to study many components that
represent the ICT acceptance process behavioral
intention, perceived utility, and perceived ease
of use are all factors that consumers consider.
While perceived usefulness refers to how much
a person believes that using a certain technology
would improve their job performance, perceived
ease of use refers to how important it is for a
technology to be user-friendly. This theory
indicates to assess a technology's effectiveness
or success in assisting in the comprehension of a
system's value and efficacy it’s also regarded as
one of the most prominent theories in
information systems research today. As applied
to my study, this theory holds that I would
expect my independent variable(s) which is ICT
Integration and Effective ICT Elements to
influence or explain the dependent variable(s)
Teaching among Basic Education Teachers in
Davao City, because over time, the theory has
expanded to include more precise criteria that
explain how a person can embrace a technology.
Conceptual Framework
ICT Integration Effective ICT
Elements
a. Gender
b. Age Group
c. Length of Teaching
Experience
Figure 1. Conceptual Framework of the Study
Figure 1. shows how do teachers
perceive the common barriers to technology
integration after engaging in a program of
situated professional development. With the
moderating variables shown in this study in
terms of Gender, Age Group and Teaching
Experience.
Research Questions
This study aims to determine the
effectiveness of ICT integration and ICT
elements in teaching among basic education
teachers in Davao City. Specifically, this study
seeks to answer the following questions: What is
the demographic background of respondents in
terms of:
RQ1. What is the demographic profile of the
respondents in terms of:
a. Age Group
b. Gender
c. Length of Teaching Experience
RQ2. What is the level of Perception of ICT
Integration among basic education teachers in
Davao City?
RQ3. What is the level of Effective ICT
Elements among basic education teachers in
Davao City?
RQ4. Is there a significant difference in the level
of Perception of ICT Integration according to:
 a. Age gROUP
b. Gender
c. Length of Teaching Experience
RQ5. Is there a significant difference in the level
of Effective ICT Elements according to:
a. Age Group
b. Gender
c. Length of Teaching Experience
RQ6. Is there a significant relationship between
the perception of ICT integration and effective
ICT elements in teaching among basic education
teachers in Davao City?
Null Hypothesis
HO1: There is no significant difference in the
level of Perception of ICT Integration according
to:
a. Age Group
b. Gender
c. Length of Teaching Experience
HO2: There is no significant difference in the
level of Effective ICT Elements according to:
a. Age Group
b. Gender
c. Length of Teaching Experience
HO3: There is no significant relationship
between the level of Perception of ICT
Integration and the level of Effective ICT
Elements.
Research Design
This study uses non-experimental
correlative research design. This is a type of
research method in which a researcher measures
two variables, understands and assess the
statistical relationship between them with no
influence from any extraneous variable (Bhat,
2019). The researchers chose this design because
this study involves two variables and also aims
to assess the relationship between the two
variables, as what was stated above.
Research Locale
The research will take place in the
Davao City, Philippines. The respondents will
be questioned through online survey form like
Google docs. The researchers also gathered
respondents from the Davao City. These
individuals will be questioned through online
survey form. The researchers chose this location
for implementation because it will provide them
with the information they require for persons
with related to their study. The research will take
place during the second semester of the 2021-
2022 school year.
Participants of the Study
The respondents of the study are
Integrated Basic Education Teachers from
different schools that came from Davao City.
Each individual respondents were given an
evaluation in terms of the similarities of the
answers or reasons on the online
Survey/Questionnaires. All participants of the
study will be chosen using a purposive sampling
strategy regardless of their gender, age and years
of teaching experience, which ranges from 18
and above.
Sampling Techniques
The researcher will choose 100 IBED
teachers in Davao City for this study. It already
meets the correlational study's conventional
minimum sample size requirement. The
correlational study must have a minimum
sample size of 30 participants.
Purposive quota sampling is most
commonly used by researchers to survey a
subgroup of persons who are highly relevant to
the study.
Purposive sampling, also known as
judgment sampling, comprises the researcher
using their knowledge to select a sample that
best serves the study's objectives. The basic
purpose of a purposive sample is to provide a
sample that may be assumed to be representative
of the population. This is frequently
accomplished by employing expert knowledge
of the population to select a nonrandom sample
of elements that reflects a cross-section of the
community.
Statistical Treatments
These are the statistical treatments used in the
study

- The T-Test is a statistical study that compares
the means of two populations. This will be used
to see whether there is a substantial difference
between the chosen populations.
performance with findings indicating that the
well-equipped preparation of the teachers with
its ICT tools and facilities result in a positive
success.
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be within Davao City only and is a Basic
Education Teacher. Once all the data from the
respondents were gathered; it was then checked,
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Research Instrument
This research was adopted from a
research study entitled Teaching and Learning
with Technology: Effectiveness of ICT
Integration in Schools that was conducted by
Simin Ghavikefr and Wan Athirah Wan Rosdy,
in University of Malaysia, Malaysia. The study
was conducted to analyze teachers’ perceptions
on the effectiveness of the integration of ICT to
the educational field, specifically in supporting
teachers’ teaching method and the learning
process within the classroom. The result of this
study showed the effectiveness of ICT
integration to the teachers’ and students’