CHAPTER I

INTRODUCTION

Background of the Study

Belshaw (2018) defines digital literacy as the “cultural, cognitive, and

constructive engagement with digital tools, technologies, and resources” (p. 5),

highlighting the need for critical thinking and ethical considerations in the digital

age.

The integration of Microsoft Applications in teaching has become

increasingly important in today’s fast-paced technological world. Digital literacy

can be very helpful for teaching science. Teachers can increase student interests,

and engagement in science topics, give students access to a variety of information

and data, and promote collaboration and communication between students and

teachers by utilizing digital tools and resources. It is crucial for educators to

incorporate digital products like Microsoft Word, Microsoft PowerPoint, and

Microsoft Excel into their teaching methods due to their widespread use.

This study focuses on the issues that 4 th year BSEd Science interns

experience when integrating digital literacy tools such as MS Word, MS

PowerPoint, and MS Excel into science teaching. Only a few studies have been

completed in the Philippines that illustrate Filipino student’s integration of these

Microsoft Applications in the field of science education during internship.

The purpose of this research is to explore the challenges experience by 4 th

year BSEd Science students in incorporating Microsoft Applications towards

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 teaching science. Moreover, this study can assist inform future attempts to improve

teaching techniques and improve the quality of science education by highlighting

the issues experienced by 4TH year BSEd Science interns in VSU Tolosa and

offering strategies to solve them.

Statement of the Problem

This study aims to determine the challenges experienced by the 4 th year

BSEd Science students of VSU Tolosa in integrating Microsoft Applications

specifically of incorporating MS Word, MS PowerPoint, and MS Excel in teaching

science during internship. Specifically, it seeks to find answers to the question:

1. What are the challenges experienced by the 4 th year BSEd science students

in integrating Microsoft Applications in teaching science during their

internship?

Conceptual Framework

Challenges Experienced of 4th year

Integrating MS Word, MS BSEd Science Students in
PowerPoint, and MS Excel in Integrating MS Word, MS
Teaching Science PowerPoint, and MS Excel during
Internship

Figure 1. Having this conceptual framework provided the relationship between the

integrating of Microsoft Applications in teaching science specifically in integrating

MS Word, MS PowerPoint, and MS Excel and the challenges experienced by 4 th

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year BSEd Science students in utilizing these applications in teaching science

during their internship.

The “Integrating MS Word, MS PowerPoint, and MS Excel in Teaching

Science” shows the intentional incorporation of these digital tools into teaching

science. It includes the strategies, techniques, and approaches used by the science

student teachers to integrate digital effectively.

The “Challenges Experienced by 4 th year BSEd Science students in

Integrating MS Word, MS PowerPoint, and MS Excel” refers to the difficulties

experienced by the science student teacher while using these digital tools in their

teaching science during their internship. It includes challenges such as technical

issues, lack of familiarity, pedagogical limitations, or any other difficulties that

impede their effective use of MS Word, MS PowerPoint, and MS Excel.

The integration of Microsoft Applications influences the challenges

experienced by the science student teachers. It suggest the way Microsoft

Applications is incorporated into teaching science using MS Word, MS PowerPoint,

and MS Excel impacts the difficulties the hurdles faced by the students in their

practice teaching.

Moreover, the integration of Microsoft Applications in teaching aims to gain

insights into the challenges experienced by the 4 th year BSEd Science students

when using MS Word, MS PowerPoint, and MS Excel in teaching science.

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Scope and Limitation

This study focused on identifying the challenges experienced by the 4 th year

BSEd Science students towards teaching science using MS Word, MS PowerPoint,

and MS Excel during internship. A qualitative approach has been utilized by this

study in which ten selected 4th year students of Visayas State University, A.Y.

2022-2023 represented the population.

Qualitative analysis typically requires a smaller sample size than

quantitative analysis as its primary aim is to achieve a deep understanding of the

research topic (Patton, 2002). The required sample size for qualitative research

varies depending on the type of research and research questions, and Creswell and

Creswell (2018) suggest that 10-50 participants are generally sufficient. The sample

size for qualitative research should be adequate to capture most or all perceptions

on the topic of interest.

By utilizing purposive sampling, the researcher sets criteria for the qualifications of

the respondents. The inclusion criteria are:

1. The respondents must be a regular student in 4 th year BSEd Science students

who undergo internship and currently enrolled in VSU Tolosa of the

academic year 2022-2023.

2. The respondents used digital tools particularly of MS Word (word

processing), MS PowerPoint (presentation software), and MS Excel (spread

sheet software) in teaching science during their internship.

3. The respondents used different styles in teaching science using these digital

tools during their internship.

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 4. The respondents are deployed in different municipalities.

5. The respondents must show their final lesson to know if they integrated the

MS Applications in teaching science during their internship.

6. The respondents are willing to be part of the research study.

The researchers set criteria set criteria for the qualifications of the respondents

Exclusion criteria:

1. The irregular students in 4th year BSEd Science are excluded in this study as

they did not undergo practice teaching in the academic year 2022-2023

2. The 1st, 2nd, and 3rd year BSEd Science students are excluded in this study as

they don’t have an experience in teaching in the field.

3. The 4th year BSEd Science students who don’t use MS Word, MS

PowerPoint, and MS Excel in teaching science during their internship are

excluded in this study.

4. The 4th year BSEd Science students who are not willing to be part of this

study are excluded.

The purpose of the inclusion and exclusion criteria in this study is to gather specific

data that will interpret challenges experienced by the science student teachers in

integrating the specific challenges experienced by the science student teachers in

integrating Microsoft Applications especially in using MS Word, MS PowerPoint,

and MS Excel in teaching during the internship draw meaningful conclusions that

are relevant to science student teachers.

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Significance of the Study

This study is conducted to determine the live experiences of fourth year

students of Visayas State University Tolosa in determining the challenges

experienced in integrating MS Applications in Teaching Science during Internship.

This study may be beneficial to the following:

Students. This research would be beneficial to the students because they will know

the challenges in the integration of digital literacy, in this study the students can be

aware on things about the use of digital literacy what are the integration of these

literacy especially education students.

School. In this study, the school will be more acquainted about the challenges in

integrating MS Application during internship. A school must always understand and

know the challenges in integrating MS Application such MS Word, MS

PowerPoint, and MS Excel for teaching science during internship of the 4 th year

BSEd Students and formulated necessary policies and regulation to help the forth

coming students especially student teachers.

Cooperating Teachers. The research would also be beneficial to the teachers

because they will be able to understand the situation faced by student teacher

during their internship, they will know the challenges and cope up with a better

understanding. It could also help them being aware of their own challenges.

Curriculum. This research would be beneficial to the curriculum because it gives

ideas and knowledge about the integration of Microsoft Application into teaching

which can make a good impact to the curriculum. It aims to improve the students

skills in using technological app.

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Future Researchers. Through this study, the future researcher will have a data

could serve as a reference in conducting or enhancing future related study of digital

literacy.

Definition of Terms

Challenges – It is main focus of this research to identify and justify the challenges

and explain the issues, concern faced by 4 th year BSEd Science Students during

their internship.

Integration – This is the process on how digital literacy or competence work in an

effective way that creates seamless integration.

Microsoft Applications – The main point or subject of this research is the

Microsoft Applications, as technology emerging Microsoft Applications

brought different characteristic used as one of the teaching methods in

teaching, MS Word, MS PowerPoint, and MS Excel these applications or tools

are commonly used in teaching to give a better and quality education for

students.

Internship - A trainee who works in the field in order to gain experience in

teaching. The student interns for the A.Y. 2022-2023 will be chosen

respondents for this research study.

Science – It involves teaching about specific topic or concepts about science. It is

one of the main concepts about this research study. It identifies the level of mastery

of the student interns on teaching science.

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4th year BSEd Students – The ten chosen 4th year BSEd students will be the

respondents for this research who are mainly in Visayas State University Tolosa

who are enrolled and interns for A.Y. 2022-2023.

Visayas State University Tolosa – The school premises or setting in which study

will be conducted and gather their responses or information needed for the research.

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 CHAPTER II

REVIEW OF LITERATURE

Integration of Digital Technology in Teaching Science

Integrating technology and digital tools in teaching can make lesson more

interactive, dynamic, and personalized. This shift has given rise to a new form of

education where the use of digital devices is intrinsic to learning process (Area,

2018; Aarsand, 2019). As digital resources and devices have become integral to

teaching practices, it is crucial for future teachers to receive training and digital

competencies. These competencies need to be acquired during their initial training

so that they can effectively integrate technology into their future teaching practices,

The level of digital competence acquired during initial training is a strong predictor

of technology integration in future teaching (Nikou and Aavakare, 2021). This

includes a variety of skills, such as fundamental digital literacy and the smooth

incorporation of technology into routine teaching practices (Gisbert et al., 2016;

Alanoglu et al., 2022).

Numerous advantages and opportunities are provided by the use of

technology in science education for both teachers and students. Technology tools

including computer simulations, interactive software, and data analysis programs

have been shown to be useful in advancing student’s knowledge and application of

scientific principles, according to research by Anderson and Johnson (2019).

Johnson and Smith (2018) assert that incorporating technology into scientific

instruction improves learning outcomes and increase student engagement. The use

of technology in science education enables students to investigate intrinsic scientific

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process that are otherwise difficult to notice in conventional classroom settings

(Smith, 2021).

The study of “Preparing teachers to teach science with technology:

Developing a Technology Pedagogical Content Knowledge” examines how student

teacher assessed students’ understanding of science or mathematics concepts during

discussions. They also evaluate the effectiveness of integrating technology into their

teaching and reflect on their teaching practices while incorporating technology in

science or mathematics instruction.

Moreover, this study examined the perceptions and experience of four pre-

service teachers during their student teaching internships regarding the integration

of technology. The participants had different perspectives on the use of technology

in their teaching practices. One participant recognized the limitations imposed by

the school but acknowledged the necessity of integrating technology. Another

participant emphasized the importance of continuously adapting and integrating

evolving technologies. A third participant focused specifically on selecting

appropriate technological tools and strategies. However, the fourth participant held

a contrary viewpoint, considering computer-based technology unnecessary for

achieving objectives. The respondent experiences varied in terms of their comfort

with technology, prior exposure, beliefs about its integration, and collaboration with

cooperating teachers. While some embraced technology’s potential to enhance

instruction and student engagement, others had encountered challenges

implementation.

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 Furthermore, this study contribute to understanding the challenges of

Microsoft applications in teaching science among 4 th year BSEd Science students

during their internship.

The Usage of Microsoft Applications in Education

Digital technology refers to any technology that uses digital components and

processes data in digital form (Carry, n.d.). Microsoft software is a prime example

of digital technology as it involves the use of computer programs and applications

to perform various task and functions. According to Microsoft Corporation,

Microsoft tools is a wide range of software applications and services that aims to to

enhance productivity, collaboration, creativity, and problem-solving, across various

domains, including education, business, and personal use. Microsoft has expanded

its offerings to include cloud computing services, artificial intelligence tools, and

other advanced technologies.

MS Word (word processing), MS PowerPoint (presentation software), and MS

Excel (spreadsheet software) is one of the Microsoft Office suite applications.

These applications are widely used by teachers and students for different purposes

within educational settings (Holland, 2022).

Microsoft Word is word processing tool used in teaching to create lesson plans,

hand-outs, assignments, and educational materials. It offers different features and

functions that enhance the learning experience for both teachers and students. With

Word, teachers can easily create visually appealing document by incorporating

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images, tables, charts, and diagrams while students used it for writing essays, and

projects reports (Sharma, 2023).

Microsoft PowerPoint is a software presentation used in educational

settings. It offers a wide range features such as slide layouts, animations, transitions,

and multimedia integration which can be effectively employed to capture student’s

attention and facilitate information retention. PowerPoint is used by teachers to

deliver instructional content through visually engaging presentations, present

concepts, demonstrate processes, and provide visual aids that support classroom

discussions. PowerPoint utilized by the students to create their own presentations as

part of assignments or group projects and fosters creativity and effective

communication skills (Maxwell, 2022).

Microsoft Excel is a spreadsheet application use for data analysis,

calculation, and organization. Teachers can use Excel to create worksheets and

templates that enable students to perform mathematical operations, statistical

analysis, and graphical representation of data. Excel’s functions, formulas, and

charts can aid in teaching concepts related to mathematics, science, economics, and

business. Moreover, it allows for data visualization, helping students grasp complex

through visual representations (Park, 2021).

Challenges in Using MS Word, MS PowerPoint, and MS Excel in Teaching

During their internship, student teachers faced challenges with MS Word,

MS PowerPoint, and MS Excel due to limited familiarity, insufficient training, and

the complexity of tasks. In MS Word, formatting issues like adjusting margins,

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applying consistent styles, and aligning images and text posed difficulties for

student teachers (Smith, 2018). Jones (2019) highlights that creating and managing

tables, particularly with complex data or incorporating calculations, proved

challenging. Collaborating on Word documents with student teachers or mentor,

especially when using track changes or merging update, resulted in

misunderstandings and version control problems (Johnson et al., 2020).

Student teachers often encounter challenges when using MS PowerPoint,

particularly in creating visually appealing and engaging presentations. The

challenges include selecting templates, arranging content effectively, and

incorporating multimedia elements (Brown, 2017). Time management is another

common difficulty identified by Taylor and White (2019), as student teachers

struggle to create presentations within given time constraints, organize content

coherently, and ensure smooth transitions between slides. In addition, Clark (2021)

highlights the difficulties student teachers face in delivering effective PowerPoint

presentations, such as managing their speaking pace and engaging their students.

Furthermore, student teachers often face various challenges when using MS

Excel, as noted by Baker et al. (2018). Accurate data entry, formula errors, data

analysis, and sorting and filtering are common areas of difficulty. Accurately

entering data into Excel cells can be challenging, requiring attention to detail and

careful verification to avoid errors. Understanding and using formulas correctly is

another challenge, as errors in formulas can lead to incorrect results and subsequent

calculation issues. Sorting and filtering data in Excel can be confusing, as student

teachers need to grasp the different options and criteria for organizing data based on

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specific requirements. Data validation also poses challenges, as student teachers

may struggle with defining and implementing validation rules, specifying data

formats, and handling error messages when incorrect data is entered. Smith and

Johnson (2019) emphasize the importance of data validation for maintaining data

accuracy and consistency.

In the field of education, digital literacy is seen as a crucial skill for both

teachers and students to succeed in this digital age (Belshaw, 2018). Studies have

identified integrating digital technology in teaching science has numerous

advantages, including increased student engagement, improved learning outcomes,

and the ability to explore complex scientific concepts. However, there are

challenges in integrating digital tools in education such as limited access to

technology and internet connectivity, lack of professional development

opportunities for teachers, inadequate technical support, and resistance to

technology adoption due to attitudes and beliefs.

Microsoft software is an example of digital technology as it involves the use

of computer programs and applications to perform various tasks and functions and

developed by Microsoft Corporation. Microsoft software such as MS Word, MS

PowerPoint, and MS Excel is built upon digital technology principles which it

utilized algorithms, data processing, storage, and communication mechanisms to

enable users to create, edit, and manage digital documents, presentations, and

spreadsheets.

Moreover, several studies found that student teachers often faced challenges

with these applications, such as formatting issues, difficulties in creating visually

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appealing presentations, and challenges in accurate data entry and formula usage in

Excel. Future research is needed to fill this gap and assess the specific challenges

experience by science student teachers in integrating Microsoft Applications using

MS Word, MS PowerPoint, and MS Excel of teaching science during their

internship.

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 CHAPTER III

METHODOLOGY

Research Design

In this study, the researchers used the qualitative exploratory method to

investigate the challenges experienced by the 4 th year BSEd Science students in

integrating Microsoft Word, Microsoft PowerPoint, and Microsoft Excel in teaching

science during their internship. A qualitative exploratory research design is used to

investigate how or why a phenomenon occurs, specifically the challenges

experienced by the respondents. It can also help to improve understanding of a

given topic, determine how or a specific phenomenon occurs, and predict future

occurrences.

Exploratory research allows for the replication of studies in order to give

them greater depth and gain new insights into the phenomenon, including

challenges that they encountered. Furthermore, exploratory research is conducted to

assist researchers in studying the research problem in greater depth and efficiently

understanding the phenomenon.

Research Environment

In this study, the data gathering was conducted upon the Visayas State

University Tolosa (VSU) Campus, a learning institution upon tertiary level. It is

located in Tanghas, Tolosa respondents has been chosen from. The VSU Tolosa

was chosen as the location for the research study due to several reasons. First, the

4th year BSEd students in VSU Tolosa has recently finished their internship in the

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first semester of the academic year 2022-2023 unlike other universities. Second,

based on the location it was easy to gather information for the data to be used and it

was easy for the researcher because it was accessible. Finally, the time given was

limited to gather information from the respondents. Therefore, VSU Tolosa, is an

ideal locale to explore the challenges experience of 4 th year BSEd students in

integrating MS Word, MS PowerPoint and MS Excel during internship.

Research Participants

In this study the participants are the 10 selected 4th year BSEd science

students of Visayas State University Tolosa A.Y., 2022-2023. Purposive sampling

will be used in order to obtain the participants and to directly identify the challenges

in integrating MS Word, MS PowerPoint, and MS Excel during internship. The

researchers chose 10 respondents from 4 th year BSEd Science students since it is

consistent with the strategy and sampling being used. Creswell and Creswell (2018)

recommend that the ideal sample size for qualitative research can vary based on the

nature of the study and the research inquiries. Typically, a range of 10-50

participants is considered suitable and appropriate . The 10 selected participants, the

researchers chose 5 students each in 2 blocks of 4th year BSEd Science. Moreover,

purposive sampling selects sample by taking subjects that are not based on level

area.

By utilizing purposive sampling, the researchers have set a criteria for the

qualifications of the respondents. The inclusion criteria are:

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 1. The respondents must be a regular student in 4 th year BSEd Science students

who undergo internship and currently enrolled in VSU Tolosa of the

academic year 2022-2023.

2. The respondents used digital tools particularly of MS Word (word

processing), MS PowerPoint (presentation software), and MS Excel (spread

sheet software) in teaching science during their internship.

3. The respondents used different styles in teaching science using these digital

tools during their internship.

4. The respondents a well deployed in different municipalities.

5. The respondents must be show their final lesson to know if they’re integrate

this digital tools in teaching science during their internship.

6. The respondents are willing to be part of the research study.

The researchers set criteria set criteria for the qualifications of the respondents

exclusion criteria are:

1. The irregular students in 4th year BSEd Science are excluded in this

study as they don’t undergo in practice teaching in the academic year

2022-2023

2. The 1st, 2nd, and 3rd year BSEd Science students are excluded in this

study as they don’t have an experience in teaching in the field.

3. The 4th year BSEd Science students who don’t use MS Word, MS

PowerPoint, and MS Excel in teaching science during their internship

are excluded in this study.

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 4. The 4th year BSEd Science students who are not willing to be part of this

study are excluded.

Sampling Method

In this study purposive sampling method will be used in selecting the 10

participants from the overall population of fourth year students of Visayas State

University Tolosa campus A.Y. 2022-2023.

Instrument of the Study

This study used a semi-structured interview consisted of open-ended

questions and will used self-made questionnaire as the instrument for data gathering

from the participants. Through a self-made questionnaire and focus group

discussion the instrument was administered to the 4th year BSEd Science students

research participants. The self-made questionnaire is composed of queries regarding

the challenges experience in integrating Microsoft Applications specifically using

MS Word, MS PowerPoint, and MS Excel in teaching science during their

internship. The self-made questionnaire was validated by Mr. Kenneth Alvin Cinco

to ensure the validity and reliability of the questions. The researchers designed a set

of 8 questions for the pilot testing phase in order to refine and optimize the data

collection process for the study. The primary objective of conducting the pilot

testing was to narrow down the questionnaire to a more focused and precise set of

questions, thus ensuring the validity and reliability of the data gathered.

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 After analyzing the results of the pilot testing, the researchers carefully

examined the feedback and insights provided by the participants. This thorough

evaluation allowed them to identify the most relevant and valuable questions for the

actual data collection phase. As a result, the researchers made the necessary

revisions and modifications, ultimately narrowing down the questionnaire to a

streamlined set of 3 key questions.

Data Collection

The data collected through primary sources through qualitative data

collection method. In gathering the data, the researchers secured a permission letter

to the college dean and other concerned officials to allow the researchers to conduct

the interview to the chosen participants. Moreover, the researchers also secured a

letter of consent to participants which are the 4 th year BSEd Science students to

secure their data privacy.

In this questionnaire, the researchers stated the instructions and translate it if

needed and needs to be followed by the participants to avoid problems and to ensure

the quality of understanding of their responses.

Furthermore, the responses of the participants were recorded using a

recording device to ensure that the data are accurately capture, facilitating in-depth

analysis, and promoting transparency and accountability.

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Data Analysis

Qualitative data is used in this study. The qualitative data will be generated

through the self-made questionnaire, focus group discussion, and recording device.

The researchers will use Thematic Analysis (TA) to gain a deeper understanding of

the challenges experienced among 4th year BSEd Science student in integrating

Microsoft Applications specifically using MS Word, MS PowerPoint, and MS

Excel in teaching science during their internship.

Thematic analysis is a qualitative method used to identify, analyze, and

interpret patterns, and themes within textual data. It is a good approach to know

about people’s views, opinions, knowledge, and experiences.

Furthermore, the researchers have thematically analyzed the data using

NViVo 14 software with a free trial in 14 days to ensure the reliability of analyzing

the data of the participants. The NviVo14 is a specialized software program

designed for qualitative data analysis where it offers a range of features to assist

with coding, thematic analysis, and data visualization. By utilizing NviVo 14, the

researchers have delved into the data, identifying themes, and extract meaningful

information from the participants’ responses. The software greatly helped the

researchers in interpreting and presenting research findings and enhancing the

quality and depth analysis.

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 CHAPTER IV

RESULTS AND DISCUSSION

Findings obtained in this research are explained according to the research

question. What are the challenges experienced by the 4 th year BSEd science

students in integrating Microsoft Applications specifically in using MS Word, MS

PowerPoint, and MS Excel in teaching science during their internship? When the

answers given by the participants, it was seen that the participants expressed that the

challenges their experienced in integrating Microsoft Applications are lack of

knowledge in formatting and proficiency in navigating the software tools, and

limitations of resources in different schools. Related findings were indicated table

below.

Table 1: Challenges in Using Microsoft Word in Teaching Science

Sub-Themes Responses

Accessibility “…accessibility considerations.”( P5)

Content Organization “I think this challenged me when I used it for visual

content knowing science subjects, it uses diagrams,

pictures, and other representations it is very difficult to

arrange it when using MS Word.”( P4)

External Factors “The challenges that I have experienced are lack of

resources to use these apps. Also, the poor internet

connectivity is one of the main challenges that not just

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 me but my fellow student teachers encountered while

teaching.” (P9)

Formatting “Limited formatting options in crating complex

diagrams, equations, and illustrations.” (P7)

Lack of Knowledge “I’m lack of knowledge navigating some features of MS

Word.”(P10)

Table 1 provides a comprehensive overview of the various challenges

encountered by 4th year BSEd Science students when using MS Word as a tool for

teaching science. The foremost challenge identified is "accessibility

considerations," which refers to the potential barriers that impede the students'

ability to access and effectively utilize MS Word for teaching purposes. Participants

expressed difficulties in organizing visual elements such as diagrams, pictures, and

other representations within MS Word, thus hindering their effectiveness in

presenting scientific concepts (P4; Smith, 2018). Given that visual aids play a

crucial role in teaching science, the challenge of effectively arranging and

presenting them becomes a significant obstacle. One participant aptly stated, "When

it comes to visual content in science subjects, using diagrams, pictures, and other

representations, arranging them within MS Word becomes extremely challenging"

(P4).

External factors were also cited as challenges by the participants,

particularly the lack of resources and power interruptions, which significantly

limited their ability to fully utilize MS Word and other online resources for teaching

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science. These external factors acted as obstacles, impeding the participants' access

to and effective use of the software.

In addition, the participants reported limited formatting options in MS

Word, which had a direct impact on their capacity to create intricate diagrams,

equations, and illustrations (P7; Smith, 2018). One participant emphasized, "The

limited formatting options when creating complex diagrams, equations, and

illustrations in MS Word hampered my ability to present scientific concepts in a

visually appealing and organized manner" (P7). This limitation hindered their

ability to convey scientific concepts in a visually engaging and structured way.

Furthermore, one participant acknowledged a lack of knowledge in

effectively navigating MS Word: "I lack the knowledge to navigate some of the

features of MS Word" (P10). This observation indicates that students may require

additional training or support to develop proficiency in using the software and fully

leverage its extensive range of features. Inadequate familiarity and a lack of

knowledge in effectively navigating specific features of MS Word were identified

as common challenges (P10; Smith, 2018).

Table 2: Challenges in Using Microsoft PowerPoint in Teaching Science

Sub-Themes Responses

Selecting & “Proper formatting and PPT Selecting of arrangement of content

arranging content formatting.” (P1)

formatting

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 Time & resources “Availability of the resources (laptop and projector) and Takes

time to properly select appropriate content and or course

engagement of the content.” (P6)

Knowledge in “The challenges that I've encountered was the lack of

Utilizing the knowledge and trainings to the said soft wares however, I was

Software still able to use them and integrate them into my day-to-day

teaching.” (P10)

Technical Problem “Brownout, unavailability of projections or TV, and Classroom

lightning or classroom environment.” (P2)

Lack of Awareness “I am lacking awareness in manipulating these three.” (P4)

One of the challenges highlighted by the participants in using MS

PowerPoint for teaching science is the selection and arrangement of content

formatting. This refers to the difficulty they faced in properly formatting and

selecting the arrangement of content on PowerPoint slides. One participant

succinctly expressed this challenge, stating, "Proper formatting and selecting the

arrangement of content formatting in PowerPoint" (P1). Student teachers

encountered difficulties in selecting templates, arranging content effectively, and

incorporating multimedia elements, which aligns with the issues raised by the

participants (Brown, 2017). This challenge can significantly impact the visual

presentation and organization of teaching materials, making it harder for students to

effectively engage with the content.

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 The availability of resources and the time required to select appropriate

content and engage students effectively emerged as another significant challenge.

Participants highlighted factors such as the availability of laptops, projectors, and

other necessary equipment, as well as the time required to choose suitable content

and engage students effectively. These limitations can impede the effective use of

MS PowerPoint for teaching science. Time management was identified as a

struggle, as participants found it challenging to create presentations within given

time constraints, organize content coherently, and ensure smooth transitions

between slides (Taylor & White, 2019). Delivering effective PowerPoint

presentations, managing speaking pace, and engaging students were additional

challenges faced by student teachers (Clark, 2021).

The lack of knowledge in using MS PowerPoint was also identified as a

significant challenge by the participants. Their responses indicated a lack of

familiarity and training in using the software for teaching science. Without proper

knowledge and understanding of MS PowerPoint, they faced difficulties in utilizing

its features effectively.

Technical issues further posed challenges in utilizing MS PowerPoint for

teaching science. Participants mentioned problems such as power outages,

unavailability of projectors or TVs, and insufficient classroom lighting. These

issues can disrupt the smooth implementation of MS PowerPoint and hinder the

visual presentation of teaching materials. Additionally, participants expressed a lack

of awareness in manipulating specific aspects of MS PowerPoint, indicating a

limited understanding and familiarity with certain features of the software

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 Table 3: Challenges in Using Microsoft Excel in Teaching Science

Sub-Themes Response

Compatibility “Technical skills, learning curve, compatibility, engaging

activities, time constraints limitation of Excel, and

assessment and feedback. (P7)

Creating Graphs and “When using MS Excel as a teaching tool for Science

Presenting Data subjects, some challenges that may arise include difficulty

in managing and organizing large datasets, creating graphs

and charts that accurately represent the data.” (P3)

Utilizing Function, Understanding and effectively utilizing formulas, functions,

Formulas, and Data and data analysis tools can be challenging for both teachers

Analysis tool and students." (R5)

Lack of Awareness Lacking awareness in manipulating MS Excel. (P4)

One of the challenges raised by the participants revolves around technical

skills and the learning curve associated with MS Excel. They encountered

difficulties in acquiring the necessary technical skills and overcoming the learning

curve required to effectively utilize the software. MS Excel can be a complex tool,

and participants struggled to attain proficiency in its functionalities.

Compatibility issues emerged as another significant challenge when

integrating MS Excel with other software used in the teaching process. Participants

faced hurdles in ensuring smooth compatibility between MS Excel and other tools

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they utilized for teaching science. These compatibility issues impeded their ability

to seamlessly integrate data and information from different sources, hindering their

workflow and data analysis.

Data management and organization posed considerable challenges for the

participants. They found it arduous to manage and organize large datasets and

create accurate graphs and charts. Proper data organization and selecting

appropriate visual representations are essential for teaching science effectively.

Participants expressed difficulties in managing data and creating visual

representations that accurately depict the data they are working with.

Furthermore, utilizing functions, formulas, and data analysis tools in MS

Excel proved to be a challenge for both teachers and students. Understanding and

effectively employing these advanced features for scientific data analysis can be

complex. Accurately entering data into Excel cells, comprehending and using

formulas correctly, and sorting and filtering data were identified as common areas

of difficulty for both groups (Smith & Johnson, 2019; Baker et al., 2018).

Participants struggled to grasp and utilize the advanced functionalities offered by

MS Excel. Additionally, they mentioned their limited knowledge of how to

manipulate MS Excel, indicating a lack of awareness in effectively utilizing the

software for teaching science.

The data gathered through participant responses revealed that the challenges

faced by 4th year BSED-Science interns in integrating Microsoft Word, Microsoft

PowerPoint, and Microsoft Excel into science teaching are significant and share

commonalities across all three applications. The highest ranked challenges

3
identified by the respondents highlight two key areas: a lack of knowledge in

formatting and proficiency in navigating the software tools, and limitations of

resources in different schools.

The science student teachers expressed difficulties in understanding and

effectively utilizing the formatting options available in Microsoft Word,

PowerPoint, and Excel. This lacked of knowledge in formatting can hinder their

ability to create visually appealing and organized teaching materials, particularly

when it comes to incorporating diagrams, pictures, and other visual representations

commonly used in science education. The science student teachers' struggled to

arrange these visual elements effectively within MS Word indicates a need for

additional training and support in utilizing the formatting features of the software.

Furthermore, the limitations of resources in different schools pose

challenges to the science student teachers' integration of MS Word, MS PowerPoint,

and MS Excel. Insufficient access to laptops, projectors, and other necessary tools

can hinder their ability to fully utilize the potential of MS PowerPoint for creating

engaging and interactive presentations. Similarly, limited resources and

connectivity issues affect the interns' ability to utilize online resources and fully

harness the capabilities of MS Word and Excel in their science teaching. The lack

of access to these resources not only limits their ability to create and deliver

effective lessons but also hampers their overall learning experience during the

internship.

The findings from the data gathering aligned with the relevant literature

review. Time constraints were identified as a challenge in using MS PowerPoint for

3
creating presentations, which is consistent with previous research highlighting time

management difficulties among student teachers (Taylor & White, 2019).

Formatting issues in MS Word, such as adjusting margins and aligning content,

were also observed, reflecting the challenges mentioned in previous studies (Smith,

2018). Furthermore, the data gathering revealed challenges in understanding and

using formulas correctly in MS Excel, which aligns with the literature review's

emphasis on the complexity and potential errors associated with formulas.

3
 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

Throughout the research period, the challenges faced by the 4th year BSEd

Science students in integrating Microsoft Applications specifically using MS Word,

MS PowerPoint, and MS Excel into science teaching made it very clear that each

component have its common aspects in terms of the ranges of challenges being

experienced. There are similarities and differences of challenges experienced by the

participants across the three MS software ranging from the lack of knowledge, lack

of resources, and external disturbances that plays huge impact on the performance

and the delivery method in teaching science of the 4 th year BSEd Science student

teachers. With the different factors being considered as challenges, the researchers

began to understand the difficulties in using Microsoft Applications specifically

using MS Word, MS PowerPoint, and MS Excel into teaching science. The

researchers were able to identify that the challenges experienced by the participants

will be helpful for the aspiring science educators as the data gathered from this

study can be future-proof or can be combatted ahead of time by the science

educators in integrating these Microsoft Applications. It is seen that similar results

have also been obtained in other studies carried out in such fields.

Nevertheless, despite the difficulty in integration of the Microsoft

Applications into teaching, it was still very logical that the respondents have

maximized their abilities in using these three MS software to deliver quality

education to students. The results from the data obtained by the researchers proved

3
that teaching science concepts will always be complicated without the aid of the

three Microsoft Applications into teaching. However, It cannot be denied that with

proper usage and utilization of these apps, teaching-learning experience in science

will always be effective in every classroom. As much as possible, it is advisable for

the future interns and aspiring educators in the field of science to learn and

understand beforehand the challenges that they will face in integrating the above-

mentioned Microsoft Application into teaching science. Researchers suggest the

following recommendations in addressing the challenges faced by the 4th year

BSEd Science interns based on the difficulties they faced and their perspectives:

3
Recommendations

Comprehensive Training and Support

Provide interns with comprehensive training sessions on how to effectively

use Microsoft Office applications for teaching purposes. This training should cover

the basics of navigating Word, PowerPoint, and Excel, as well as advanced features

that can enhance teaching and learning experiences. Offer ongoing support and

resources such as tutorials, online guides, or workshops to help interns further

develop their proficiency.

Peer Mentoring and Collaboration

Encourage interns to collaborate and share their knowledge and experiences

with each other. Implement a peer mentoring program where more experienced

interns can provide guidance and support to those who are less familiar with the

applications. This collaboration can foster a supportive learning environment and

help interns overcome challenges together.

Backup Power Solutions

In areas prone to power outages, provide backup power solutions such as

uninterruptible power supplies (UPS) or generators to ensure continuous access to

the applications. This will minimize disruptions caused by power failures and allow

interns to continue their work without interruptions.

Familiarization Sessions and Practice Opportunities: Organize familiarization

sessions where interns can explore and practice using the applications in a

3
controlled environment. Provide hands-on activities, exercises, and sample lesson

plans that allow interns to experiment and become more comfortable with the

functionalities of Word, PowerPoint, and Excel. This familiarity will build

confidence and empower interns to integrate the applications effectively.

Collaborate with IT Support

Establish a strong partnership with the IT department or support staff to

address any technical issues or concerns. Ensure that interns have access to

necessary resources, such as licensed software, reliable internet connections, and

functional hardware, to facilitate their use of Microsoft Office applications.

This will enable the aspiring future science educators and the interns to

leverage the full potential of these applications, enhancing their teaching practices

and ultimately benefiting their students' learning experiences in the field.

3
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3
 APPENDIX A

Clearance Form to Conduct Data Collection

3
 APPENDIX B

Chancellor’s Authorization to Conduct a Research Study

3
 APPENDIX C

Consent for Prospective Respondents

3
 APPENDIX C

Questionnaire for Pilot Testing

Name (Optional):

How familiar are you with using MS Word, MS PowerPoint, and MS Excel?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

Have you previously used MS Word, MS PowerPoint, or MS Excel for teaching

purposes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________

What specific challenges do you face when using MS Word for teaching Science
subjects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

How do you believe MS Word can enhance the teaching of Science topics
compared to traditional methods?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

What difficulties have you encountered when incorporating MS PowerPoint MS

Word, MS Excel into your lessons?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________

3
How effective do you think MS PowerPoint is in conveying scientific concepts to
your students?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

What challenges do you face when using MS Excel as a teaching tool for Science
subjects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

Do you believe that incorporating digital literacy skills, including the use of MS
Word,
MS PowerPoint, and MS Excel, is beneficial for the professional development of
future science educators? Why or why not?
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

______________________________

3
 APPENDIX C

Questionnaire for Data Collection

Name (Optional):

What specific challenges do you face when using MS Word for teaching Science
subjects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

What difficulties have you encountered when incorporating MS PowerPoint into

your lessons?
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_________

What challenges do you face when using MS Excel as a teaching tool for Science
subjects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________