THE IMPACTS OF INFORMATION COMMUNICATION

TECHNOLOGY TO THE LEARNING CAPABILITIES OF GRADE

10 STUDENTS

A RESEARCH REPORT PRESENTED TO THE FACULTY OF

SENIOR HIGH SCHOOL DEPARTMENT OF
SAINT VINCENT DE PAUL DIOCESAN COLLEGE
MANGAGOY, BISLIG CITY

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE COURSE
PRACTICAL RESEARCH 1

By:
VARELA, ADRIAN GREGG P.
YBAÑEZ, ALISTAIR M.
GRADE 11 T.V.L.

MAY 2023
 Table of Content
ACKNOWLEDGEMENT………………………….………………………………………...i
ABSTRACT ……………………………………………………………….…………………ii
Chapter 1 THE PROBLEM AND ITS BACKGROUND
1.1 Introduction………………………………………………………………...…...…1
1.2 State of the
Problem………………………………………………………………..2
1.3 Significance of the
Study…………………………………………………………..2
1.4 Scope and
Delimitation…………………………………………………………….2
1.5 Theoretical Framework …………………………………………………………3-4
1.6 Definition of Terms ……………………………………………………………..4-5
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDY 6-9
2.1 Review Related Literature (Foreign & Local) …………………………………….
2.2 Review Related Studies (Foreign & Local) ………………………………………..
Chapter 3 RESEARCH METHODOLOGY
3.1 Design ……………………………………………………………………………10
3.2 Research Locale
………………………………………………………………….10
3.3 Respondents of the study …………………………………………………………
11
3.4 Data Gathering Procedure
………………………………………………………..11
3.5 Research Instrument …………………………………………………………...…
11
3.6 Validity and Reliability ………………………………………….
……………….12
3.7 Ethical Consideration
…………………………………………………………...12
3.8 Data Analysis Plan
……………………………………………………………….12
Chapter 4 RESULTS AND DISCUSSION 13-20
Chapter 5 SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION
 5.1 Summary of Findings
…………………………………………………………….21
5.2 Conclusion ………………………………………………………………………22
5.3 Recommendation ……………………………………………………………..22-
23
REFERENCES or BIBLIOGRAPHY……………………………………………………..23
APPENDICES ………………………………………………………………………..…25-26
CURICULLUM VITTAE ………………………………………………………………27-
28
 ABSTRACT

This study aims to examine the impacts of ICT on the learning capabilities of grade
10 students at Saint Vincent De Paul Diocesan College (SVPDC). The research questions
focus on understanding the effects of ICT on student learning outcomes, motivation, and
attitudes towards learning. The research methodology employed in this study includes a
questionnaire as the primary research instrument. The study was conducted at Saint Vincent
De Paul Diocesan College, focusing on Grade 10 students as the respondents. The data
gathering procedure involved Validation of the developed survey, Conducting a survey,
Integrate the collected data, Analyze and interpret collected data. The research instrument
utilized was a researcher-made questionnaire that were employed to interpret the gathered
data. Based on the research conducted, the potential findings of this study could indicate that
ICT has a positive impact on the learning capabilities of students, influencing their
motivation, engagement, and attitudes towards learning. The integration of ICT may
contribute to improved academic performance and enhanced skills among Grade 10 students.
This study highlights the benefits of incorporating ICT into education and emphasizes its role
in enhancing student learning outcomes and fostering a positive learning environment.. The
implications of this study are highly relevant and insightful for educators and researchers in
the field of educational technology. The positive impact of ICT on student learning
capabilities serves as a strong incentive for educators to embrace and integrate technology
effectively into their teaching practices. Furthermore, the potential findings provide a
foundation for further research and exploration of ICT integration in education. Researchers
interested in this area can utilize the insights and methodology of this study as a basis for
their investigations, which can contribute to the ongoing improvement and advancement of
educational practices.

i
 SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City

ACKNOWLEDGEMENT

The researchers would like to extend our heartfelt gratitude and appreciation to the
following individuals:

First and foremost, we express our sincere thanks to Teacher Mefril Karen E.
Balbuena, our research teacher, for his unwavering support, invaluable guidance, and tireless
efforts in checking and providing feedback on our drafts. His expertise and patience have
been instrumental in shaping the quality and direction of our study.

We would also like to express our deep appreciation to the respondents who willingly
participated in our survey questionnaire. Their willingness to share their insights and
experiences has been crucial in gathering the necessary data for our research. Without their
cooperation, this study would not have been possible.

Our sincere thanks also go to the panelists who generously shared their knowledge and
expertise, offering valuable suggestions and corrections that greatly contributed to the
refinement and completion of this study. Their input has been invaluable in ensuring the
accuracy and reliability of our findings.

We are grateful to our parents, who have been a constant source of support throughout
this journey. Their unconditional love, unwavering encouragement, and sacrifices, both
financially and emotionally, have been instrumental in our pursuit of academic excellence.
We are truly blessed to have them by our side, providing us with the resources and
motivation needed to complete this study.

Lastly, we extend our deepest gratitude to our Almighty God. We recognize His grace
and guidance throughout the research process. His blessings of good health and wisdom have
enabled us to work on this study with love, dedication, and patience. We are humbled by His
presence in our lives and acknowledge that it is through His divine intervention that this
study has come to fruition.

To all those mentioned above, we are immensely grateful for your support,
encouragement, and contributions. Your assistance and belief in our capabilities have been
vital in the successful completion of this research endeavor.

ii
SAINT VINCENT DE PAUL DIOCESAN COLLEGE
Andres Soriano Avenue, Mangagoy, Bislig City

ii
 Chapter I

INTRODUCTION

BACKGROUND OF THE STUDY

Information Communication Technology (ICT) has become an essential component

in many aspects of modern society, including education. The use of ICT in education has led
to significant changes in the way students learn. The incorporation of ICT in education has
been recognized as a tool to enhance learning and teaching effectiveness, making learning
more engaging and interactive (Rosen, 2011).

The primary goal of education is to provide students with the knowledge and skills
necessary to succeed in their future careers and personal lives. With the rapid advancement of
technology, education has undergone a significant transformation. In the past, education was
largely restricted to traditional classroom settings and books. However, today's students are
exposed to a wide range of information communication technology tools, such as computers,
tablets, smartphones, and the internet, which are changing the way they learn.

The purpose of this study is to examine the impacts of information communication

technology on the learning capabilities of students. Specifically, this study aims to explore
the extent to which ICT affects student learning outcomes, student engagement, and
motivation. The findings of this study will be beneficial to educators and researchers in the
field of education. By understanding the impacts of ICT on student learning, we can develop
strategies and policies to maximize the benefits of technology while minimizing its potential
negative impacts.

According to a study conducted by the International Society for Technology in

Education (ISTE), schools that provide students with access to information communication
technology (ICT) have reported positive impacts on student learning outcomes. The study
found that students who were exposed to ICT tools such as interactive whiteboards, tablets,
and educational software showed significant improvements in their academic performance,
including better scores in standardized tests, increased engagement in learning activities, and
enhanced critical thinking and problem-solving skills. Additionally, students who were taught
using ICT tools reported feeling more motivated and confident in their ability to learn,
leading to a more positive attitude towards education. These findings suggest that integrating
ICT into the classroom can be an effective way to support and enhance student learning
capabilities.

1
 STATEMENT OF THE PROBLEM

The study aims to answer the following research questions:

1. What is the impact of Information and Communication Technology to the learning

capabilities of students?
2. How does the use of ICT tools influence student motivation and their attitudes
towards learning?
3. Why is there a significant effects of Information and Communication Technology in
the learning capabilities of the Grade 10 students?

SIGNIFICANCE OF THE STUDY

Students. This study will the help them to be aware that ICT is really important in terms of
learning and it provide the student with the knowledge, skills and attitudes to better use
technology in their lesson, research, communication, problem solving, and continuing
professional development.

Parents: The findings of the study on the impacts of ICT on learning capabilities are
significant to parents as they provide insights into the benefits of technology integration in
education. This knowledge empowers parents to, actively engage with their child's education,
and foster a positive attitude towards technology in learning.

Teachers. The result of this study in the classroom is important for giving students
opportunities to learn and apply the required 21st century skills. Therefore studying the issues
and challenges related to ICT use in teaching and learning can assist teachers in overcoming
the obstacles and become successful technology users...

School Administrators. The result of this study could serve as guideline to them and to be
aware that ICT is really helpful to the students.

Other Researchers. The findings of this study could be their guidelines and references for
their study. They can also find some information to use for their research.

SCOPE AND DELIMITATIONS

This study aims to examine the impacts of information communication technology

(ICT) to the learning capabilities of students. This study grade 10 students who specialized
ICT subjects of Saint Vincent De Paul Diocesan College (SVPDC).

THEORETICAL FRAMEWORK

Process: 2 Output:

1. What is the impact of “ The Impacts of

Input:

Diagram 1.1

The input consists of basic questions that will be answered at the end of the study . In
the process, the methods of how to conduct the research and how to collect the necessary data
related to the study are presented. Researchers will use a survey questionnaire to gather data.
The output indicates the overall view of the situation or the results from the data acquisition
process. At this point, the researchers' questions will be answered.

Furthermore, these theories provide valuable insights into the potential positive
impacts of ICT on student learning capabilities:

Technology acceptance model (TAM; Davis, 1989) shows that the adoption of new
technology is influenced by perceived usefulness and ease of use. ICT tools that are
perceived as useful and easy to use are more likely to be adopted and integrated into the
learning process.

Constructivist learning theory by Jean Piaget (1896-1980) posits that learning is an

active, constructive process in which learners build their knowledge through interaction with
their environment. ICT tools can facilitate constructivist learning by providing students with
opportunities to engage in authentic, real-world activities, collaborate with peers, and explore
their own interests.

Social cognitive theory by Albert Bandura emphasizes the importance of social factors
in learning, such as modeling and social reinforcement. ICT tools can promote social learning

3
by enabling students to interact with others, share information, and receive feedback
(Bandura, 1986).

Self-Determination Theory (SDT) is a psychological theory that focuses on intrinsic

motivation and the satisfaction of basic psychological needs. According to SDT, individuals
are motivated when they experience autonomy, competence, and relatedness. In the context
of ICT and learning, SDT suggests that if students perceive the use of technology as
providing them with choices, control over their learning process, and opportunities for skill
development, they are more likely to be motivated and engaged in their learning experiences
(Deci & Ryan, 2000).

DEFINITION OF TERMS

Here are the definition of some terms that have been discussed in the context of this
research:

Information communication technology (ICT): Refers to digital technologies, such as

computers, mobile devices, and the internet, that enable the creation, processing, and
sharing of information and communication.

Learning capabilities: Refers to the ability of students to acquire, process, and retain
knowledge, skills, and attitudes through educational experiences.

Constructivist learning theory: A theory of learning that emphasizes the active,

constructive nature of learning, in which learners build their knowledge through
interaction with their environment.

Social cognitive theory: A theory of learning that emphasizes the importance of social
factors, such as modeling and social reinforcement, in shaping behavior and cognition.

Technology acceptance model: A model that suggests that the adoption and use of new
technology is influenced by perceived usefulness and ease of use.

Academic performance: Refers to the level of achievement and success in academic

activities, such as tests, exams, assignments, and projects.

Engagement: Refers to the level of interest, motivation, and involvement in learning

activities.

Motivation: Refers to the drive or willingness to engage in learning activities and pursue
educational goals.

4
Social media: Refers to digital platforms and applications that enable users to create,
share, and interact with content and other users, such as Facebook, Twitter, Instagram,
and TikTok.

Impacts: Refers to the effects or influences that something has on a particular situation,
system, or individuals. In the context of the study, it pertains to the effects of ICT on the
learning capabilities of grade 10 students.

Learning: Refers to the process of acquiring knowledge, skills, attitudes, or

competencies through study, experience, or teaching. In the context of the study, it
focuses on the learning experiences and outcomes of grade 10 students facilitated by the
use of ICT.

ICT Tools: Technology tools like mobile phones, Computer, Printer, Digital Camera,
Laptop, Smartwatches, and other platforms like PowerPoint, Microsoft Word, Exel, and
even multimedia tools like Canva and others.

Chapter II

REVIEW RELATED LITERATURE AND STUDIES

5
 This chapter contains the literature and studies that are gathered from books, thesis
dissertation, and other literature read. It also presents the synthesis of the art to fully
understand the research to better comprehension of the study.

RELATED LITERATURE

Foreign

Various studies have indicated that the integration of ICT tools positively influences
students' learning capabilities. Pelgrum and Law (2003) found that ICT tools have the
potential to enhance students' cognitive and metacognitive skills, critical thinking abilities,
and problem-solving capabilities. The use of ICT, such as computer-based simulations,
virtual laboratories, and multimedia resources, allows students to engage in active and
experiential learning experiences, leading to improved academic achievement and
adaptability to a technology-driven society. Cheung and Slavin's meta-analysis (2013) further
supported these findings, demonstrating improved student achievement across subject areas
and grade levels through ICT integration.

The impact of ICT on student motivation and attitudes towards learning has also been
investigated. Schmid et al. (2018) explored the use of ICT tools, such as online discussion
forums and collaborative platforms, and found that students who actively participated in these
activities exhibited higher levels of engagement and motivation compared to traditional face-
to-face interactions. The interactive and immersive nature of ICT tools provided opportunities
for active participation, peer interaction, and immediate feedback, contributing to an
enhanced learning experience.

Teacher guidance and support play a vital role in maximizing the benefits of ICT
integration. Ertmer et al. (2012) emphasized that effective incorporation of ICT tools into
instructional practices, along with proper guidance from teachers, leads to increased learning
engagement, motivation, and achievement among students. Teachers' pedagogical knowledge
and technological competence are critical in designing meaningful and engaging learning
experiences that leverage the potential of ICT tools.

However, it is important to consider potential challenges and limitations associated

with ICT integration. Hargittai (2010) highlighted the existence of a "digital divide," which
hinders students from disadvantaged backgrounds due to limited access to ICT tools and
resources. Addressing this divide and ensuring equitable access to ICT tools and training for
all students are crucial steps to avoid exacerbating educational inequalities.

6
Local

In the Philippines, local studies have provided evidence of the positive impact of ICT
integration on student learning capabilities. Abril and Amparo (2014) conducted a study that
demonstrated how the use of multimedia software improved students' problem-solving skills
and their understanding of mathematical concepts. This finding indicates that ICT tools can
enhance students' cognitive abilities and their ability to apply knowledge to real-world
situations.

De Guzman and Eclarino (2017) investigated the effects of ICT integration on the
science achievement of Grade 10 students. Their research showed that the use of ICT tools,
such as online simulations and virtual laboratories, significantly improved students' science
achievement scores. This suggests that ICT tools can enhance students' practical and
experimental skills, critical thinking, and conceptual understanding in the field of science.

Balansay and Balansay (2019) focused on the impact of ICT integration on English
language proficiency among Grade 8 students. Their study found that the use of ICT tools,
including online language learning platforms and multimedia resources, positively influenced
students' language proficiency, particularly in reading and writing. This indicates that ICT
tools can enhance students' language skills, communication abilities, and literacy
development.

RELATED STUDIES

Foreign

Li and Ranieri (2010) conducted a study involving 336 high school students in China
to explore the impact of ICT tools, such as multimedia presentations and online resources, on
students' academic performance, engagement, and motivation. The findings indicated that the
use of ICT tools had a positive effect on students' understanding of concepts and their ability
to apply knowledge to real-world problems.

Park and Choi (2009) focused on the impact of mobile learning among 98 college
students in Korea. The study revealed that the utilization of mobile devices for accessing
learning materials and participating in online discussions enhanced students' engagement,
motivation, and their ability to apply knowledge to real-world situations.

Kay and Greenhill (2011) investigated the impact of social media on student learning
outcomes among 380 undergraduate students in the UK. The research found that the use of

7
social media platforms, such as Facebook and Twitter, positively influenced students'
engagement, motivation, and sense of community in the learning process.

Wainaina and Wainaina (2015) examined the impact of e-learning on academic

performance and engagement among 319 undergraduate students in Kenya. Their study
demonstrated that the use of e-learning tools, including online quizzes and discussion forums,
had a positive effect on students' academic performance and engagement in the learning
process.

These selected studies collectively provide evidence of the beneficial impacts of ICT
on various aspects of student learning. The use of ICT tools, such as multimedia
presentations, mobile devices, social media platforms, and e-learning tools, consistently show
improvements in academic performance, engagement, motivation, and the application of
knowledge to real-world scenarios.

Local

Macapagal et al. (2020) conducted a study that examined the use of ICT tools in an
online learning environment. Their findings showed that the integration of ICT tools, such as
online discussion boards and interactive quizzes, enhanced student engagement and
motivation towards learning. This suggests that ICT has a positive impact on student
motivation and actively involves them in the learning process. Yumang et al. (2019)
investigated the influence of ICT-based activities on the critical thinking skills of Grade 9
students in the Philippines. The results indicated that the incorporation of ICT in learning
activities contributed to higher levels of critical thinking among students. This highlights the
potential of ICT tools to enhance students' cognitive abilities and promote critical thinking
skills.

Sta. Maria et al. (2018) explored the attitudes of Filipino college students towards the
use of mobile devices in the classroom. The study revealed positive attitudes among students,
emphasizing the benefits of increased access to information, improved engagement, and
facilitated collaborative learning. This suggests that the use of ICT tools, specifically mobile
devices, can positively influence students' attitudes towards learning.

Guzman and Manansala (2017) conducted a study that examined the effects of excessive
social media use on academic performance. Their findings indicated that excessive social
media use had a negative impact on academic performance, leading to distractions, time
mismanagement, and reduced attention span among college students. This highlights the need

8
for responsible and balanced use of ICT tools, including social media, to avoid detrimental
effects on learning capabilities.

In conclusion, the reviewed literature consistently demonstrates the impact of ICT on

student learning capabilities. The integration of ICT tools enhances student engagement,
motivation, and critical thinking skills. It also influences students' attitudes towards learning,
with positive perceptions of mobile device use in the classroom. However, caution is
necessary to avoid the negative effects of excessive social media use on academic
performance. These findings emphasize the importance of effectively utilizing ICT tools and
promoting responsible use to optimize the benefits for students' learning outcomes in Grade
10 and beyond.

SYNTHESIS

The reviewed literature and studies indicates that ICT integration positively influences
the learning capabilities of students. It enhances cognitive skills, critical thinking abilities,
and problem-solving capabilities, while also improving motivation, engagement, and attitudes
towards learning. Effective guidance from teachers and equitable access to ICT tools are
essential for maximizing the benefits. Responsible use of ICT tools, including social media, is
necessary to avoid negative effects on academic performance. By effectively utilizing ICT
tools and promoting responsible use, students can optimize their learning outcomes and
prepare for a technology-driven society.

The integration of ICT tools in education has consistently demonstrated positive

effects on students' learning capabilities. It enhances engagement, critical thinking skills, and
knowledge. However, responsible and balanced use of ICT tools, including social media, is
necessary to avoid distractions and negative impacts on academic performance. By
effectively utilizing ICT tools and promoting equitable access, educators can optimize the
benefits of ICT integration for students' learning outcomes.

Chapter III

RESEARCH METHODOLOGY

9
 This chapter discusses the research design, locale, respondents of the study, sampling
procedure, data gathering procedures, research instruments and its validation, and ethical
consideration.

RESEARCH DESIGN

This research study is a phenomenological study, a availability research design.

In this study, the grade 10 students will tells us about what is the impact of
Information Communication Technology (ICT) to their learning. Phenomenological study
aims to determine the essential of the participants' experience.

RESEARCH LOCALE

The research was conducted in the school of Saint Vincent De Paul Diocesan College
specifically in grade 10 students. The school is located at Andres Soriano Avenue, Mangagoy
Bislig City, Surigao del Sur.

Figure 3.1. Saint Vincent De Paul Diocesan College

image source: maps.google.com

RESPONDENTS OF THE STUDY

The respondents of this study were Grade 10 Junior-high school students of Saint
Vincent De Paul Diocesan College.

SAMPLING PROCEDURE
10
 The participants in this study are 10 Junior High-School students of SVPDC.

The purposive sampling design was used for this study. The researchers will
randomly select the participants because of their occupation and life experiences. This
sampling design can provide in-depth and detailed information needed in the study.

DATA GATHERING PROCEDURE

The researcher created a letter of approval. Our adviser checked and corrected our
drafts to have a final letter of approval. After that, we presented it to the Principal of Junior
High-School in Saint Vincent De Paul Diocesan College. Upon approval, the researchers
conducted the interview and collected the necessary data personally. The collected data from
the interview was identified, analyzed, interpreted, and discussed. The researchers guided the
participants to avoid missing important data. A statement of gratitude was at the end of each
interview.

The ideas on the collected data were analyzed and altered to form an assemblage of
meanings, and the linkage of these meanings made a prevalent description. Finally, the
significant impact of Information Communication Technology on the learning capabilities of
students was established.

RESEARCH INSTRUMENT

The researcher-made questionnaire was the main tool utilized in securing the needed
data and information from the respondents. The questionnaire was framed and prepared for
the respondents to answer. To achieve the highest goal of the study through gathering data,
the questionnaire was prepared. The construction of the questionnaire was focused on the
problems of the study. To encourage the respondents to provide honest and exact answers to
each item, the respondents were assured that their responses were kept strictly confidential.

VALIDITY AND RELIABILITY

The researchers formulated a survey-questionnaire to collect the necessary data

for this study. However, the survey-questionnaire was validated to be convenient into
the context of the study; therefore this was submitted to the validators for critiquing and
assessment of the study's content in order to gain its validity and it is suitable for the context
of the study. All interviews will be scheduled and conducted at the convenience of the

11
participants. All interviews were documented by audio recorder, and the survey-
questionnaire. In order to verify and validate the data once the interviews will be
written out, analyzed, and coded; the respondents will be asked to verify the accuracy
of the transcripts. These verified transcripts will serve as the source of data for the analysis
in this study.

ETHICAL CONSIDERATION

In accordance with the Research Ethics Protocol, the researchers will acquire
informed consents from the participants stating their consciousness about the purposes
of the study, their agreement as the survey respondents, their rights to reveal or not to reveal
information, their rights to stop their participation in the survey anytime they are
feeling uncomfortable, their rights to be informed of the outcome of the study, their rights to
make their identity and information confidential. The participants' faces or names will
remain confidential unless allowed by them to show it.

DATA ANALYSIS PLAN

We use thematic analysis as our data analysis plan. The initial phase involves reading
and familiarizing oneself with the material, taking notes, and developing potential codes. The
next step is coding, where recurring patterns in the data are identified and organized
systematically. This process is iterative and involves refining codes by adding, subtracting,
combining, or splitting them. The subsequent phase focuses on examining how codes
combine to form themes, considering relationships between codes, and developing themes
that describe the meaning of the data. In this phase, researchers search for data that supports
or refutes the proposed themes, leading to the refinement and reworking of initial themes.
Once the final themes are determined, they are named and defined. Finally, the researchers
write the final report, selecting themes that contribute meaningfully to answering the research
questions and refining them as necessary.

Chapter IV

RESULTS AND DISCUSSION

This study involved 10 participants who are Junior-High School Students of Saint
Vincent De Paul Diocesan College (SVPDC). All of the participants successfully shared
their issues, experiences, and opinions about the impacts of Information Communication
Technology(ICT) to their Learning Capabilities. They are cooperative enough to have a face-

12
 to-face interview through the use of a open-ended interview questions. Their participation is
what made this study possible.

Theme 1: The Influence of ICT Tools on Academic Performance and Learning

Table 1.

Question 1 Responses

Participant 1: “Maapektohan akong mga studies, mga goals nako nga mag
How has the use of ICT kuan, maka focus ko ky tungod sa mga ict tools which is mga phones.” (It
tools affected your affects my studies, goals that make me focus because of ict tools which is
academic performance? like phones…)
Participant 2: “Diba pag mag kuan tag phones is diha ang mga social
media, so kung maghimo nata ug mga kuan nato, dle nata maka focus.
Namay sagabal mga social media games, online games, ana…” (If we use
phone and it consist of social media, so if we make out tasks, we cannot
focus because of social media games, and online games.)
Participant 3: “Naghatag og Motivation sakong pag-skwela.” ( It gives
motivation in my learning.)
Participant 4: “Naka tabang sako labi na sa mga assignments” ( It helps me
especially for the assignments).
Participant 5: “Daghan kog natun-an ug paggamit sa computer, mao nga
naka-improve ang akong learning.” ( Lot of things I learned using computer,
that’s why it improve in my learning.)
Participant 6: “Nakatabang sa akong paghimo sa mga projects ug
assignment.” ( It helps for me to make projects and assignments.)
Participant 7: “Ang mga ICT tools kay nakatabang sa akong pagsulbad
sakong mga problema.” (The ICT tools helps me solve in my problems.)
Participant 8: “Daghan ko makuha nga information ug mga online
resources nga nakatabang sakong pag skewela.” ( I get many information
and other online resources that helps in my study.)
Participant 9: “Naka-access ko ug daghang resources online gamit
cellphone og computer nga nakatabang sa akong pag-skwela.” ( I enable to
access many responses online by using cellphone and computer that helps in
my study.)
Participant 10: “Nakatabang ang mga ICT tools sa akong paghimo ug mga

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 assignment.” ( ICT tools helps me making my assignments.)
Participants responses to question 1 of SOP 1.

Table 1 shows that Participant 1 and 8 share the notion that ICT tools, particularly
phones, aid in their studies by enhancing focus and providing access to information and
online resources. Participant 2, on the other hand, expresses concerns about the presence of
social media and online games on phones, which can distract from work and hinder focus.
Participant 3 highlights the motivational aspect of ICT tools, serving as a driving force to
attend school. Participant 4 recognizes the assistance of ICT tools, specifically in completing
assignments. Participant 5 indicates that their learning has improved significantly through the
use of computers. Participant 6 finds that ICT tools have been helpful in undertaking projects
and assignments. Participant 7 emphasizes the problem-solving capabilities facilitated by ICT
tools. Participant 9 shares the benefits of accessing various online resources through
cellphones and computers. Lastly, Participant 10 acknowledges the usefulness of ICT tools in
the process of assignment completion. Overall, these participants recognize the positive
impact of ICT tools on various aspects of their learning, including focus, motivation,
assignment completion, access to information, and problem-solving capabilities.

According to the Self-Determination Theory (SDT) (Deci and Ryan in 2000), students
are more likely to be motivated and engaged in their learning experiences when they perceive
the use of ICT tools as providing them with choices, control over their learning process, and
opportunities for skill development. SDT emphasizes autonomy, competence, and relatedness
as key factors in fostering intrinsic motivation. By incorporating ICT tools that support these
aspects, educators can enhance students' focus, motivation, assignment completion, access to
information, and problem-solving capabilities.

Theme 2: Influence of ICT Tools on Motivation to Learn

Table 2.

Question 2 Responses

Participant 1: Research
In what ways do you Participant 2: “Kusgog ang signal sa wifi” ( Strong wifi signal strength)
think ICT tools have Participant 3: “Naay internet” (There is Internet)
influenced your Participant 4: Mga apps ( The apps)
motivation to learn? Participant 5: Research

14
 Participant 6: “Maka research ka information online.” (You can search
information online.)
Participant 7: It let me learn new things
Participant 8: “Tungod sa ICT tools mas napadali ang pag cummunicate.
(Because of Ict tools, communication become easy.)
Participant 9: ”Naka motivate ko mogamit sa ict tools or gadget kay
makatabang cya sa pag skwela like pag search.” (It motivates me using ICT
tools or gadget because it help in learning like doing a search.)
Participant 10: “Naka motivate saimo nga maggamit gadget para sa
communication tungod sa mga tao nga layu saimo.” (It motivates you to use
gadget to communicate because of the people far from you.)
Participants response to question 2 of SOP2.

Table 2 shows that participants share similar thoughts and ideas related to the benefits
of ICT tools. Participant 1, Participant 5, and Participant 6 all mention the significance of
research and the ability to access information online. Participant 2 emphasizes the strength of
the wifi signal, highlighting the importance of a reliable internet connection. Participant 3
expresses the availability of internet access, which is essential for utilizing ICT tools.
Participant 4 mentions the use of apps, which likely contribute to the learning process.
Participant 7 acknowledges that ICT tools enable the acquisition of new knowledge.
Participant 8 recognizes the ease of communication facilitated by ICT tools. Participant 9
states that being motivated to use ICT tools is driven by the advantages they provide in terms
of school-related tasks, such as searching for information. Lastly, Participant 10 notes that the
motivation to use gadgets for communication arises from the ability to connect with people
who are physically distant. Overall, these participants recognize the benefits of ICT tools in
conducting research, accessing information, facilitating communication, and promoting
motivation in the learning process.

According to the Technology Acceptance Model (TAM), participants in Table 2

recognize the benefits of ICT tools in conducting research, accessing information, facilitating
communication, and promoting motivation in the learning process. Their shared thoughts
align with the TAM, emphasizing the perceived usefulness and ease of use of ICT tools in
various educational activities.

Theme 3: Challenges and Limitations in Using ICT Tools for Learning

Table 3.

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 Question 3 Responses

Participant 1: “Wla wifi” (No wifi)

What challenges or Participant 2: “Out of internet”
difficulties when using Participant 3: “Hinay signal tapos wlay wifi. ( Slow signal then, no
ICT tools for learning? wifi.)
Participant 4: “Pag walay cellphone og internet” (If no cellphone and
Internet.)
Participant 5: “Dele koka tuon og dali-dali” (I can’t study even faster)
Participant 6: “Dle ko ka research” (I can’t research)
Participant 7: “Kulang sa gamit parehas anang cell phone og
computer.”( Lack of access like Cell phone and Computer)
Participant 8: “wlay access a intenet”( No access to Internet)
Participant 9: “Wala internet”( No Internet)
Participant 10: “wala ko oras para ana” (I have no time for that)
Participants response to question 3 of SOP3.

Table 3 shows that the challenges or difficulties encountered when using ICT tools
for learning, participants expressed similar thoughts and ideas. Participant 1, Participant 2,
Participant 3, Participant 8, and Participant 9 all highlighted the issue of limited or no internet
connectivity, either due to the absence of WiFi, being out of internet coverage, or
experiencing slow signals. Participant 4 and Participant 7 both mentioned the challenge of not
having access to necessary equipment such as cell phones and computers. Participant 6
admitted that they are not proficient in conducting research, implying a difficulty in utilizing
ICT tools for information gathering. Lastly, Participant 5 and Participant 10 shared concerns
about time constraints, indicating a lack of availability to engage in ICT tools for learning
purposes. Overall, these participants identified challenges related to connectivity, equipment
accessibility, research skills, and time constraints when utilizing ICT tools for learning.

According to the challenges identified in Table 3, participants encountered

difficulties when using ICT tools for learning, including limited or no internet connectivity,
lack of access to necessary equipment, insufficient research skills, and time constraints.
These challenges align with the Technology Acceptance Model (TAM) proposed by Davis in
1989, which states that the adoption and integration of new technology depend on perceived
usefulness and ease of use. The participants' experiences reflect the importance of addressing
these factors to ensure that ICT tools are accessible, reliable, user-friendly, and compatible
with the learning context.

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 Theme 4: Frequency of ICT Tool Usage for Educational Purposes

Table 4.

Question 4 Responses

Participant 1: “Sometimes, kay dle man gyud ko anad og mga kanang

How frequent do you use
ICT tools for educational
purposes, such as accessing
online resources, using
educational apps?
Participants response to question 4 of SOP3.
like mga phone, more like gusto nako mga camera….”( Sometimes,
because I’m not used to in using phones, more like I prefer using
camera.
Participant 2: “Sometimes pod,”
Participant 3: I use ICT tools for educational purposes daily
Participant 4: Everyday
Participant 5: Everyday
Participant 6: Kada adlaw (Everyday)
Participant 7: Everyday
Participant 8: Everyday
Participant 9: pagwla na trabahoon
Participant 10: “pirmi, kay pirmi mn nako ginagamit” (Always
because, I always using it)

Table 4 shows that Participant 4, Participant 5, Participant 6, Participant 7, and

Participant 8 all share the same idea that they use ICT tools for educational purposes every
day. This indicates a consistent and frequent reliance on ICT tools in their learning routines.
Participant 3 expresses a similar sentiment, stating that they use ICT tools daily for
educational purposes, further reinforcing the idea of regular utilization. Participant 2 and
Participant 1 mention that they sometimes use ICT tools for educational purposes, but their
responses do not provide specific details about the frequency or consistency of their usage.
Participant 9 mentions using ICT tools to go to work, which suggests a different context for
their usage rather than solely educational purposes. Participant 10 stands out by stating that
they always use ICT tools for educational purposes, highlighting a high level of reliance on
these tools. Overall, the majority of participants (Participant 4, Participant 5, Participant 6,
Participant 7, and Participant 8) use ICT tools for educational purposes on a daily basis, while
Participant 3 also indicates consistent daily usage. Participants 2 and 1 mention occasional
usage, while Participant 9 refers to using ICT tools in a work context. Participant 10
demonstrates a strong reliance on ICT tools, using them always for educational purposes.

17
 According to the Technology Acceptance Model (TAM), the adoption and integration
of ICT tools in the learning process are influenced by perceived usefulness and ease of use.
The consistent and frequent reliance on ICT tools for educational purposes by the majority of
participants (Participant 4, Participant 5, Participant 6, Participant 7, and Participant 8) in
Table 4 supports the notion that these tools are perceived as useful and easy to use. This
indicates a high level of acceptance and integration of ICT tools into their learning routines.
Additionally, Participant 3's expression of using ICT tools daily for educational purposes
aligns with the TAM's emphasis on consistent usage. Hence, according to TAM, the
participants' regular utilization of ICT tools for educational purposes reflects the perceived
usefulness and ease of use associated with these tools.

Theme 5: Enhanced Learning through ICT Tools

Table 5.

Question 5 Responses

Participant 1: “Daghan ko natun-an.” (I learn a lot)

Participant2: “Daghan ko natun-an especially research”
How are these ICT Participant 3: its very useful especially to the present information and
tools beneficial for situation
your learning? Participant 4: “Dili magka lisod kay isearch ra.” ( It make it easier for
me because it only needs to search)
Participant 5: “Dali ra ang kinabuhi” (Life is Easy)
Participant 6: “Dili namagkalisod kay isearch raman.” (Its not hard
because of research)
Participant 7: “Mas sayun ang pag search sa assignment.”
(Assignment become easy because of searching)
Participant 8: I use ICT tools for educational purposes on a daily basis.
Participant 9: “Nakatabang sakong pag skwela” (It helps me in my
learning)
Participant 10: It helps me do my task
Participants response to question 5 of SOP3.

Table 5 shows that Participants expressed various positive experiences and benefits
of ICT tools for their learning. Participant 1 and Participant 2 both highlight that they have
learned a lot, with Participant 2 specifically mentioning research as an area of significant
learning. Participant 3 emphasizes the usefulness of ICT tools, particularly in relation to

18
accessing up-to-date information and adapting to the current situation. Participant 4 and
Participant 6 both stress that using ICT tools for searching information makes tasks easier and
less challenging. Participant 5 emphasizes that life becomes easier with the use of ICT tools.
Participant 7 specifically mentions the ease of searching for assignments. Participant 8
mentions using ICT tools for educational purposes on a daily basis, highlighting the regular
and consistent use of these tools. Participant 9 acknowledges that ICT tools have helped them
attend school, indicating the positive impact on their education. Lastly, Participant 10
emphasizes that ICT tools assist them in completing their tasks efficiently. Overall, the
participants recognize the benefits of ICT tools in terms of facilitating learning, accessing
information, making tasks easier, and enhancing educational experiences.

According to the Technology Acceptance Model (TAM), participants' positive

experiences and benefits with ICT tools can be attributed to their perceived usefulness and
ease of use. The participants' recognition of learning, accessing up-to-date information,
making tasks easier, and enhancing educational experiences aligns with the perceived
usefulness of ICT tools. Their mentions of regular and consistent use, ease of searching, and
task efficiency reflect the perceived ease of use. TAM suggests that individuals are more
likely to adopt and integrate new technologies when they perceive them as useful and easy to
use. Thus, the participants' positive experiences with ICT tools can be explained by their
perceptions of usefulness and ease of use, which influence their adoption and integration in
the learning process.

Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECCOMENDATION

This chapter presents the summary of finding, conclusions, and recommendations of
the study.

SUMMARY

Based on the findings from Chapter 4, it is evident that participants recognize the
positive impact of ICT tools on various aspects of their learning. They highlight benefits such
as improved focus, motivation, assignment completion, access to information, and problem-
solving capabilities. These findings align with the Self-Determination Theory (SDT) and the
Technology Acceptance Model (TAM), which emphasize the importance of autonomy,
competence, relatedness, perceived usefulness, and ease of use in fostering intrinsic
motivation and facilitating the adoption and integration of new technologies.

19
 However, participants also face challenges in using ICT tools for learning.
Connectivity issues, limited access to necessary equipment, research skill deficiencies, and
time constraints were identified as potential difficulties. These challenges resonate with the
TAM, which emphasizes the importance of addressing perceived usefulness and ease of use
to ensure equitable access and effective utilization of ICT tools.

Despite the challenges, participants consistently reported regular and frequent usage
of ICT tools for educational purposes. This further supports the TAM's proposition that
perceived usefulness and ease of use influence the adoption and integration of new
technologies. The participants' positive experiences and recognition of the benefits of ICT
tools align with their perceived usefulness and ease of use, indicating the impact of these
tools on facilitating learning, accessing information, making tasks easier, and enhancing
educational experiences.

Overall, the findings highlight the significance of ICT tools in enhancing the learning
capabilities of Grade 10 students. The positive impact, challenges, and consistent usage
reported by the participants provide insights for stakeholders such as students, parents,
teachers, school administrators, and researchers to further promote the effective utilization of
ICT tools in education. By addressing challenges, providing equitable access, and focusing
on perceived usefulness and ease of use, stakeholders can maximize the benefits of ICT tools
and create a supportive learning environment.

CONCLUSION

Based on the findings from the tables, several conclusions can be drawn regarding the
impact of ICT tools on the learning capabilities of Grade 10 students.

Firstly, it is evident that participants recognize the positive impact of ICT tools on
various aspects of their learning. They highlight benefits such as improved learning, access to
information and online resources, ease of completing assignments, problem-solving
capabilities, and motivation to attend school. This suggests that ICT tools play a significant
role in enhancing students' educational experiences and academic performance.

On the other hand, while participants generally appreciate the benefits of ICT tools,
they also face challenges in their usage. Issues such as limited internet connectivity, lack of
access to necessary equipment, insufficient research skills, and time constraints were

20
identified as potential difficulties. These challenges need to be addressed to ensure equitable
access to ICT tools and effective utilization for learning purposes.

Furthermore, there is a consistent pattern among participants in terms of the frequency

of ICT tool usage for educational purposes. Many participants reported using ICT tools on a
daily basis, highlighting the regular reliance on these tools for their learning. This indicates
that ICT tools have become an integral part of their educational routines and have a
significant impact on their learning capabilities.

In conclusion, the findings suggest that ICT tools have a positive influence on the
learning capabilities of Grade 10 students. These tools offer various benefits, including
improved learning outcomes, access to information, and motivation. However, it is crucial to
address challenges related to connectivity, equipment accessibility, and skill development to
ensure equitable and effective utilization of ICT tools for all students. The regular usage of
ICT tools further emphasizes their significance in supporting students' educational journeys.

RECOMMENDATIONS

In the light of the conclusions of the study, the following recommendations are hereby
offered:

Students: Take full advantage of ICT tools for learning by actively engaging with
educational resources, online materials, and collaborative platforms. Develop research skills
to effectively utilize ICT tools for information gathering and critical thinking. Seek support
and guidance from teachers to address any challenges or limitations faced in accessing and
utilizing ICT tools.

Parents: Support and encourage your children's use of ICT tools for educational
purposes. Ensure they have access to necessary equipment and a reliable internet connection.
Promote responsible and balanced usage of ICT tools by establishing clear guidelines and
time management strategies. Stay informed about the available educational platforms and
resources that can enhance your child's learning experience.

Teachers: Integrate ICT tools effectively into teaching practices to enhance student
engagement and learning outcomes. Provide guidance and support to students in developing
necessary digital skills and information literacy. Address the challenges students may face in
terms of connectivity or limited access to resources. Regularly explore new educational
technologies and keep up with advancements in the field to offer the best learning
experiences.

21
 School Administrators: Ensure that schools have adequate infrastructure and
resources to support the integration of ICT tools in the curriculum. Provide professional
development opportunities for teachers to enhance their digital literacy and pedagogical
skills. Foster a supportive environment where students can freely access and utilize ICT tools
for learning. Address any issues related to connectivity, equipment accessibility, and
technological support.

Other Researchers: Further investigate the impact of ICT tools on different aspects
of student learning, such as cognitive development, critical thinking skills, and creativity.
Conduct research on effective strategies for addressing challenges related to ICT tool usage,
particularly in contexts with limited resources or connectivity. Share findings and best
practices to contribute to the ongoing improvement of ICT integration in education. Lastly,
we recommend future researchers to investigate the impacts of information communication
technology to the learning capabilities to students.

REFERENCES
LITERATURE

A. JOURNALS

Guo, K., Wang, H., & Ge, X. (2012). Lifelong learning capabilities of college students
boosting by information technology on Education. IERI Procedia, 2, 241–246.
https://doi.org/10.1016/j.ieri.2012.06.082

ARMIATI. (2018). Characteristics to Enhance Learning Capabilities Mathematically

Communication Students. https://doi.org/10.31227/osf.io/6mkb9

B. ONLINE

Bryant, J., Child, F., Dorn, E., & Hall, S. (2020, June 12). New Global Data Reveal
Education Technology’s impact on learning. McKinsey & Company.

22
 https://www.mckinsey.com/industries/education/our-insights/new-global-data-reveal-
education-technologys-impact-on-learning

Information and Communication Technology (ICT) in Education. Information and

communication technology (ICT) in education | Unesco IIEP Learning Portal. (n.d.).
https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/information-and-
communication-technology-ict-in-education

Ruangvanich, S., & Nilsook, P. (2018). Students’ usage of mobile learning on

Information Technology and Communication Subject for grade 9 students. Proceedings
of the 2018 International Conference on Distance Education and Learning.
https://doi.org/10.1145/3231848.3231878

C. BOOKS

Andrews, R. (2004). The impact of ICT on literacy education. RoutledgeFalmer.

Wolfendale, S., & Bastiani, J. (2000). The contribution of parents to school

effectiveness. D. Fulton Publishers.

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24
Name (optional): ______________________

Age: ____

Sex: ____

Interview Questionnaire

Q1. How has the use of ICT tools affected your academic performance?

ANS: _______________________________________________________________

Q2. In what ways do you think ICT tools have influenced your motivation to learn?

ANS: _______________________________________________________________

Q3. What challenges or difficulties when using ICT tools for learning?

ANS: ______________________________________________________________

Q4. How frequent do you use ICT tools for educational purposes, such as accessing
online resources?

ANS: _______________________________________________________________

Q5. How are these ICT tools beneficial for your learning?

ANS: _______________________________________________________________

25
 CURICULUM VITAE

Name: Adrian Gregg P. Varela

Age: 17

Date of Birth: February 1, 2006

Address: Purok 6 San Fernando Bislig City

Religion: Roman Catholic

Strand: Cookery

Father Name: Gregorio P. Varela Jr.1

Mother name: Adelaida P. Varela

EDUCATIONAL BACKGROUND

SENIOR HIGH Saint Vincent De Paul

Diocesan College

2022-2023

JUNIOR HIGH Bislig City National

High School

2018-2021

ELEMENTRY Bislig Central

Elementary School

2012-2017

ACADEMIC ACHIEVEMENT

26
 Athlete of the Year

With Honor (Grade 4, Grade 11)

CURICULUM VITAE

Name: Alistair M. Ybañez

Age: 17

Date of Birth: April 23, 2006

Address: Purok 2 Danipas, Labisma Bislig City

Religion: Roman Catholic

Strand: Computer System Servicing (CSS)

Father Name: Basilio H. Ybañez

Mother name: Floresa M. Ybañez

EDUCATIONAL BACKGROUND

SENIOR HIGH Saint Vincent De Paul

Diocesan College
2022-2023
JUNIOR HIGH Saint Vincent De Paul
Diocesan College
2017-2021
ELEMENTRY Espiritu
Elementary School
2012-2016

ACADEMIC ACHIEVEMENT

Best in Computer (Grade 6)

Best in Computer System Servicing (Grade 11)
With Honors (Elementary, Junior High-School, Grade 11)

27
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