Department of Education

Region III

Division of Pampanga

Macabebe East District

MACABEBE HIGH SCHOOL

Macabebe, Pampanga

THE CHALLENGES OF THE STUDENT’S ON THE SCHOOLS’ ICT FACILITIES

Submitted by:
Rebano, Janela
Baluyut, Romea Gia
Castro, Jolo
Sunga, Mike Angelo
Tara, John Ralph
Meneses, Justine

Noted by:
Christopher Dungo
(Triple III Teacher)
 CHAPTER Ⅰ

INTRODUCTION

The establishment of infrastructure management and educational facilities is essential for

educational institutions, as it plays a significant role in evaluating an institution's quality,

particularly in facilitating the learning process. (Kibirige, 2023). Fully functional amenities in

schools have been reported to assist students in studying more effectively, thereby

contributing to a higher quality of education. (Kibirige, 2023).

According to a report by Kibirige (2023), having all the necessary amenities enhances

students' learning experiences, contributing to higher-quality education. Functional amenities

are indicative of a reputable educational institution. These challenges include a lack of

infrastructure, funding, administrative and technical support, time constraints, and teachers'

proficiency with technology. (Hunduma & Seyoum, 2023).

Similarly, the integration of Information and Communication Technology (ICT) into teaching

and learning has proven to be a significant challenge, especially in underdeveloped nations

like Uganda. (Caratiquit & Caratiquit, 2022). Issues such as the absence of ICT textbooks,

internet connectivity, and computer access hinder the effective integration of ICT into STEM

curricula in primary schools. (Caratiquit & Caratiquit, 2022).

Despite the evolving nature of technology, challenges persist, particularly regarding access to

the Internet and the utilization of technology for learning purposes. (Munje & Jita, 2020).

Efforts to address these challenges include enhancing network capabilities for e-learning and

promoting technology equity among learners. (Munje & Jita, 2020). Additionally,
strengthening monitoring and assessment processes can help identify contextual issues and

provide necessary assistance to schools. (Muhammad, Widiyan, & et al., 2021).

Furthermore, stakeholders aim to expand access to digital educational solutions in rural

schools and provide ICT infrastructure and training to educators. (Barakabitze, Lazaro, & et

al., 2019; Xenofontos, Hovardas, & Vakkou, 2019).

In terms of student coping mechanisms with ICT resources, individual differences highlight

the need for digital resilience. (Pan, Lan, Yong Tan & et al., 2024). The Digital Resilience

Framework encompasses coping mechanisms, recovery, and learning from online risk

experiences. (Pan, Lan, Yong Tan & et al., 2024).

Connectivism, a learning theory, emphasizes the importance of various learning techniques,

including the use of ICT in learning processes. (Siemens, 2008; Dunaway, 2011; Kropf,

2013).

This study on ICT facilities benefits both schools and students, particularly in addressing

challenges and improving access to technology. The findings are anticipated to benefit senior

high school students, providing insights into their challenges with ICT facilities.

STATEMENT OF THE PROBLEM

It is in this light that the researchers would like to answer the following specific

questions;

1. What are the challenges of the participants regarding the school's ICT Facilities

2. What are the coping strategies of the participants to overcome the challenges on the

School's ICT Facilities

3. What are the support mechanisms needed by the participants to overcome the challenges of

the school's ICT Facilities

4. Based on the findings, what may a framework be developed?