INTEGRATING ICT AS TEACHING STRATEGY IN

TEACHING GRADE 9 STUDENTS OF RIZAL

DISTRICT DIVISION OF KALINGA

A Thesis Proposal
Presented to
Faculty of the College of Graduate Studies
Saint Paul’s University of the Philippines
Tuguegarao City, Cagayan

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Technology and Livelihood Education

GRIMI LOU D. CUDIAMAT

SEPTEMBER 2016
 Chapter I

THE PROBLEM AND REVIEW OF THE RELATED LITERATURE

Background of the Study

In this rapidly changing technological age,

understanding of computers and how they operate is becoming

more and more essential. Person without computer knowledge

will be considered primitive in the light of present day

standards, Barry(2004). That is why a literate person must

also be computer literate.

The world we live in today is very different from what

it was a century, even a few decades ago. This

transformation has been driven in part by rapid

technological innovation. While the 19th century saw the

rise of the Industrial Revolution, with steam powered

machines intensifying and expanding human productive power,

the 20th century was characterized by the birth of machine-

powered flight and the emergence of broadcasting and

computer technologies that extended the reach of human

creativity even more and made possible new ways by which

humans could live and work together. In the past fifty

years, especially, technology has made information, once a

scarce resource, abundant. With computers and Internet

technologies in particular, more people can now have access

to more information more quickly than ever before. Moreover,

the exponential growth in access to information has led to a

corresponding exponential growth in the production of new

information, and this has forced us to rethink our notions

of what we need to learn and how we should learn it.

Educational institutions acknowledge that they must

move apace with the technology driven changes in society and

economy. In today’s knowledge society, not only must schools

ensure that learners possess the competencies to wield these

new information and communication tools productively, they

must equip learners with the critical and analytic tools

necessary to live and flourish in an information-saturated

environment. Mastery of facts has become less important than

the ability to contextualize these facts and derive their

meaning within specific contexts. Thus, learners must

develop three foundational skills: “1) how to find

information; 2) how to determine if what is found is

relevant to the task at hand; 3) how to determine if the

relevant information is accurate.” Acquisition of these

three foundational skills sets the parameters for the use of

ICT in schools. The tools that in part created the demand

for information literacy skills in the first place can, if

used effectively, be the best tools to help learners meet

these demands.
 The integration of ICT in the teaching and learning

process is, potentially, one of the most viable

interventions towards educational reform. The models of

effective ICT use, however, cannot be constructed overnight.

A variety of technological, curricular, pedagogical,

institutional, cultural, and financial issues need to be

addressed, and the complex interaction among these various

factors means that constructing the best practice models

would involve much “thought, experimentation, and a

willingness to spend the time to develop and refine

strategies until they are proven to be effective.”

According to Daniels(2002) ICTs have become within a

very short time, one of the basic building blocks of modern

society. Many countries now regard understanding ICT and

mastering the basic skills and concepts of ICT as part of

the core of education, alongside reading, writing and

numeracy. However, there appears to be a misconception that

ICTs generally refers to ‘computers and computing related

activities’. This is fortunately not the case, although

computers and their application play a significant role in

modern information management, other technologies and/or

systems also comprise of the phenomenon that is commonly

regarded as ICTs. Pelgrum and Law(2003) state that near the

end of the 1980s, the term ‘computers’ was replaced by ‘IT’

(information technology) signifying a shift of focus from

computing technology to the capacity to store and retrieve

information. This was followed by the introduction of the

term ‘ICT’ (information and communication technology) around

1992, when e-mail started to become available to the general

public Pelgrum, W.J., Law, N.(2003). According to a United

Nations report (1999) ICTs cover Internet service provision,

telecommunications equipment and services, information

technology equipment and services, media and broadcasting,

libraries and documentation centres, commercial information

providers, network-based information services, and other

related information and communication activities. According

to UNESCO(2002) information and communication

technology(ICT) may be regarded as the combination of

‘Informatics technology’ with other related technology,

specifically communication technology. The various kinds of

ICT products available and having relevance to education,

such as teleconferencing, email, audio conferencing,

television lessons, radio broadcasts, interactive radio

counselling, interactive voice response system,

audiocassettes and CD ROMs etc have been used in education

for different purposes of Sharma(2003), Sanyal(2001)

Bhattacharya and Sharma(2007).

 The field of education has been affected by ICTs, which

have undoubtedly affected teaching, learning, and research

by Yusuf(2005). A great deal of research has proven the

benefits to the quality of education according to Al-

Ansari(2006). ICTs have the potential to innovate,

accelerate, enrich, and deepen skills, to motivate and

engage students, to help relate school experience to work

practices, create economic viability for tomorrow's workers,

as well as strengthening teaching and helping schools change

(Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by

Yusuf, 2005).As Jhurree (2005) states, much has been said

and reported about the impact of technology, especially

computers, in education. Initially computers were used to

teach computer programming but the development of the

microprocessor in the early 1970s saw the introduction of

affordable microcomputers into schools at a rapid rate.

Computers and applications of technology became more

pervasive in society which led to a concern about the need

for computing skills in everyday life. Hepp, Hinostroza,

Laval and Rehbein (2004) claim in their paper “Technology in

Schools: Education, ICT and the Knowledge Society” that ICTs

have been utilized in education ever since their inception,

but they have not always been massively present. Although at

that time computers have not been fully integrated in the

learning of traditional subject matter, the commonly

accepted rhetoric that education systems would need to

prepare citizens for lifelong learning in an information

society boosted interest in ICTs (Pelgrum, W.J., Law, N.,

2003).

The 1990s was the decade of computer communications and

information access, particularly with the popularity and

accessibility of internet-based services such as electronic

mail and the World Wide Web (WWW). At the same time the CD-

ROM became the standard for distributing packaged software

(replacing the floppy disk). As a result educators became

more focused on the use of the technology to improve student

learning as a rationale for investment. Any discussion about

the use of computer systems in schools is built upon an

understanding of the link between schools, learning and

computer technology. When the potential use of computers in

schools was first mooted, the predominant conception was

that students would be ‘taught’ by computers (Mevarech &

Light, 1992).In a sense it was considered that the computer

would ‘take over’ the teacher’s job in much the same way as

a robot computer may take over a welder’s job. Collis (1989)

refers to this as “a rather grim image” where “a small child

sits alone with a computer”. However, the use of information

and communication technologies in the educative process has

been divided into two broad categories: ICTs for Education

and ICTs in Education. ICTs for education refers to the

development of information and communications technology

specifically for teaching/learning purposes, while the ICTs

in education involves the adoption of general components of

information and communication technologies in the teaching

learning process.

In 2001, the then Department of Education, Culture and

Sports, now the Department of Education (or DepEd), began a

process of curriculum restructuring aimed at improving the

quality of Filipino learners and providing them the

necessary skills for lifelong learning. The resulting 2002

Basic Education Curriculum (BEC) is being implemented

nationwide beginning June 2002. Among the new curriculum’s

notable features is the reorganization of subjects into five

learning areas, namely: Filipino, English, Science,

Mathematics, and Makabayan. The latter integrates previously

separate subjects such as Social Studies, Physical

Education, Health and Music, and Technology and Home

Economics. Values Education, on the other hand, will be

integrated in all learning areas.

In elaborating the philosophy of education that informs

it, the 2002 BEC enshrines information literacy as a

prerequisite for social and economic development: “We have

to educate our Filipino learners to filter information

critically, seek credible sources of knowledge, and use data

and facts creatively so that they can survive, overcome

poverty, raise their personal and national esteem, and

realize a gracious life in our risky new world.” In view of

this goal, the new curriculum provides for the harnessing of

the power of ICT as an instructional medium, specifying that

ICT be “an integral part of all the learning areas, whenever

hardware and software are available.”

Consistent with the goals of the new curriculum, the

“Department of Education Information Technology Framework”

lays down the action areas for ICT-integration in the basic

education system from 2000 to 2005. These include school

computerization, teacher training, IT curriculum

development, multimedia content development, financing, and

monitoring and evaluation. However, government’s continued

investment in ICT for education has provoked some criticism.

DepEd has been accused of a failure to present clear-cut

policies, plans and targets that would justify such

investment, particularly as increased allocations for ICT

reduces those for more traditional learning tools. Related

to this is the continuing debate over the differential

efficacy of ICT intervention across subject characteristics,

teacher roles, and levels of access to technology, among

others.8 areas, student

This research on ICT integration as teaching strategy

to the Grade 9 students of Rizal District is important on

the part of the teachers and the administrator for them to

have two-way initiatives on how to uplift or improve or

maintain the possible result so that it will be more

meaningful and address the demands of time.

Review of the Related Literature

Computerization is to support: (1)Working towards

making the system paperless or minimizing the paper work;

(2)Give pace to the Business;(3)To create the data base for

analysis;(4)Fast Reporting & Queries.

Besides for the institutional macro-context, the

faculties’ micro-context is also of critical importance. The

members of the Task Team held focus group interviews with

groups in each faculty that gave rise to important insights

into the use of and challenges relating to ICT.

Learning management systems (LMS) are commonly used

(although the depth of quality used varies considerably

between environments). There already is broad buy-in into

the LMS concept, but 12 different environments use different

systems (Webstudies, Blackboard and Moodle).

 There are examples of environments that are already

using the broader functionalities of e-learning systems and

emerging technologies (e.g. cell phone-based response

systems (clickers) and/or Twitter). Then there are others

who fruitfully use an integrated learning stack, e.g. use

SharePoint to manage content and use Moodle/Blackboard for

learning and interaction.

Course content in e-format, as well as the creation and

submission of assignments in e-format (e.g. Turnitin) are

supported and are experienced positively.

Regarding e-assessment: current formative and summative

utilisation includes quizzes (usually in multiple choice

format, with the student getting immediate feedback),

assignments (lecturer provides paperless feedback), Turnitin

(specifically indicates originality of work), discussion

forums (peer learning and assessment), rubrics (to improve

reliability of assessment and provide complete feedback to

students), Scorm material (Sharable Content Object Reference

Model – refers to the standard that is used to be able to

use material in different systems and contexts and usually

includes assessment), and cell phone-based response systems

(clickers) to test the understanding of concepts using real-

time formative feedback in the classroom.

Value and impact of ICT used in learning and teaching

There was a spectrum of opinions on the role of ICT in

learning and teaching. On the one hand there were those who

are convinced that the classroom and ICT are inseparably

connected, while others feel that ICT only plays a

supporting and enriching role. More importantly for some is

that ICT should not change the corporate identity (“The

Matie brand”) of SU. The SU trade mark experience of

generous contact between the student and the lecturer is of

critical importance and may not be lost as a result of the

technological mediation of L&T.

Class time could be used more authentically for

interaction (and the achievement of high-level knowledge

integration through discussion) if podcasts are used to

convey the more content-related knowledge. The use of

clickers to improve the students’ involvement in class

sessions appears promising (for example to determine on the

basis of immediate feedback in the class whether most of the

students understand critical concepts). This also includes

the focus on being able to serve large classes better

through e-assessment and more effective administration.

According to the majority of faculty members, a more

comprehensive application of ICT in L&T will greatly

strengthen SU’s esteem as a technologically advanced

institution.
 Challenges and innovative solutions in the context of

the faculty General challenges mentioned by faculty members

include: (a) The overloading of champions of the use of ICT

because there is not large-scale buy-in among the academics.

Here it appears that bigger departments are less easily

convinced (in contrast to smaller environments, where

changes can be introduced more easily); (b) Uncertainty

about how to introduce ICT into L&T (including the

problematic nature of the use of Open Educational sources

that are plagiarised, or how to use social network

technology productively in the L&T context); (c)

Insufficient and unreliable connectivity in the lecture

halls. Challenges facing the further implementation and

extension of ICT with regard to e-assessment include the

following: (a) Compliance with all criteria for good

assessment practice and particularly security aspects; (b)

Student readiness with regard to technology; (c) Competence

and perceptions of staff regarding ICT-based assessment; (d)

Integration of pedagogy, technology, curriculum content; (e)

The development as well as integration of e-assessment

design, programme outcomes and student needs.

From a faculty perspective the following need to be in

place before lecturers will attempt to innovate using ICT on

a large scale: (a) Technology platforms need to work

excellently; (b) High-quality connectivity is of critical

importance; as well as (c) Standardised classrooms with the

necessary presentation technology need to be available.

Focus group discussions were also held with students.

In general, the students believe that they use ICT more than

the lecturers. The students also believe that the use of

tablets with academic applications, for example, has started

to increase drastically among them over the past year or so.

Central systems such as Web studies are generally used

with varying success (from merely storing documents to very

interactively). The CUAs as well as the Library’s Learning

Commons play an important role in the academic lives of the

students. Where there are challenges relating to issues such

as the central printer service (Safecom), for example, the

students feel very strongly that only reliable and supported

systems should be implemented at SU.

As far as classes are concerned, the students will

react positively to lecturers who make an effort to

integrate ICT. According to the students, the lecturers will

realise quickly that it is meaningful to use technology,

thereby making classes relevant and interesting and ensuring

class attendance. One of the biggest plus points of the use

of ICT in the classroom is that richer and more meaningful

notes can be taken (for example with a tablet with an

application that synchronises the taking of notes with the

recording of the class). However, there also are skills

issues, since students do not always know when to stop

taking notes and just listen (or to refrain from being

connected to social networks).

The ICT in L&T Task Team purposefully wrote the

following sections of the plan in a less philosophical and

more action-oriented manner in order to offer a multitude of

options that could be implemented systematically. Precisely

how each one plays out and which actions are meaningful will

have to be decided in consultation with the faculties,

because the ability to carry them out often depends on the

context and the teaching programme.

ICTs can enhance the quality of education in several ways,

by increasing learner motivation and engagement, by

facilitating the acquisition of basic skills, and by

enhancing teacher training. ICTs are also transformational

tools which, when used appropriately, can promote the shift

to a learner centered environment. ICTs, especially

computers and Internet technologies, enable new ways of

teaching and learning rather than simply allow teachers and

students to do what they have done before in a better way.

ICT has an impact not only on what students should learn,

but it also plays a major role on how the students should

learn. Along with a shift of curricula from “content-

centered” to “competence-based”, the mode of curricula

delivery has now shifted from “teacher centered” forms of

delivery to “student-centered” forms of delivery. ICT

provides- Motivation to Learn. ICTs such as videos,

television and multimedia computer software that combine

text, sound, and colourful moving images can be used to

provide challenging and authentic content that will engage

the student in the learning process. Interactive radio

likewise makes use of sound effects, songs, dramatizations,

comic skits, and other performance conventions to compel the

students to listen and become more involved in the lessons

being delivered. Some of the parents of the respondents

opined that their children were feeling more motivated than

before in such type of teaching in the classroom rather than

the stereotype 45 minutes lecture. They were of the view

that this type of learning process is much more effective

than the monotonous monologue classroom situation where the

teacher just lectures from a raised platform and the

students just listen to the teacher.

ICT offers many possibilities, but does not replace the

more important requirements for learning and teaching

process cycle.
Theoretical Framework

ICT changes the characteristics of problems and

learning tasks, and hence play an important task as mediator

of cognitive development, enhancing the acquisition of

generic cognitive competencies as essential for life in our

knowledge society. Students using ICTs for learning purposes

become immersed in the process of learning and as more and

more students use computers as information sources and

cognitive tools (Reeves and Jonassen, 1996), the influence

of the technology on supporting how students learn will

continue to increase. Learning approaches using contemporary

ICTs provide many opportunities for constructivist learning

through their provision and support for resource-based,

student centered settings and by enabling learning to be

related to context and to practice (Berge, 1998; Barron,

1998).The teachers could make their lecture more attractive

and lively by using multi-media and on the other hand the

students were able to capture the lessons taught to them

easily. As they found the class very interesting, the

teachings also retained in their mind for a longer span

which supported them during the time of examination. More so

than any other type of ICT, networked computers with

Internet connectivity can increase learner motivation as it

combines the media richness and interactivity of other ICTs

with the opportunity to connect with real people and to

participate in real world events. ICT-enhanced learning is

student-directed and diagnostic. Unlike static, text- or

print-based educational technologies, ICT-enhanced learning

recognizes that there are many different learning pathways

and many different articulations of knowledge. ICTs allow

learners to explore and discover rather than merely listen

and remember. The World Wide Web (WWW) also provides a

virtual international gallery for students’ work (Loveless,

2003). ICT can engage and inspire students, and this has

been cited as a factor influencing ready adaptors of ICT

(Long, 2001; Wood, 2004).

Based on the extensive usage of ICTs in education the

need appeared to unravel the myth that surrounds the use of

information and communication technology (ICT) as an aid to

teaching and learning, and the impact it has on students’

academic performance. ICTs are said to help expand access to

education, strengthen the relevance of education to the

increasingly digital workplace, and raise educational

quality. However, the experience of introducing different

ICTs in the classroom and other educational settings all

over the world over the past several decades suggests that

the full realization of the potential educational benefits

of ICT. The direct link between ICT use and students’

academic performance has been the focus of extensive

literature during the last two decades. ICT helps students

to their learning by improving the communication between

them and the instructors (Valasidou and Bousiou, 2005).

The analysis of the effects of the methodological and

technological innovations on the students’ attitude towards

the learning process and on students’ performance seems to

be evolving towards a consensus, according to which an

appropriate use of digital technologies in education can

have significant positive effects both on students’ attitude

and their achievement. Research has shown that the

appropriate use of ICTs can catalyze the paradigmatic shift

in both content and pedagogy that is at the heart of

education reform in the 21st century. Kulik’s (1994) meta-

analysis study revealed that, on average, students who used

ICT-based instruction scored higher than students without

computers. The students also learned more in less time and

liked their classes more when ICT-based instruction was

included. Fuchs and Woessman (2004) used international data

from the Programme for International Student Assessment

(PISA), they showed that while the bivariate correlation

between the availability of ICT and students’ performance is

strongly and significantly positive, the correlation becomes

small and insignificant when other student environment

characteristics are taken into consideration. Attwell and

Battle (1999) examined the relationship between having a

home computer and school performance, their findings suggest

that students who have access to a computer at home for

educational purposes, have improved scores in reading and

math. Becker (2000) found that ICT increases student

engagement, which leads to an increased amount of time

students spend working outside class. Coates et al. (2004)

showed that students in on-campus courses usually score

better than their online counterparts, but this difference

is not significant here. ICTs especially computers and

Internet technologies enable new ways of teaching and

learning rather than simply allow teachers and students to

do what they have done before in a better way.

ICT helps in providing a catalyst for rethinking teaching

practice (Flecknoe,2002; McCormick & Scrimshaw, 2001)

developing the kind of graduates and citizens required in an

information society (Department of Education, 2001);

improving educational outcomes (especially pass rates) and

enhancing and improving the quality of teaching and learning

(Wagner, 2001; Garrison & Anderson, 2003). ICT can help

deepen students’ content knowledge, engage them in

constructing their own knowledge, and support the

development of complex thinking skills (Kozma, 2005; Kulik,

2003; Webb & Cox, 2004).Studies have identified a variety of

constructivist learning strategies (e.g., students work in

collaborative groups or students create products that

represent what they are learning) that can change the way

students interact with the content (Windschitl, 2002).

Albert Bandura, Girasoli and Hannafin (2008) urge the use of

asynchronous CMC tools to promote student self-efficacy and

hence academic performance. Fister et al (2008) also depict

the power of tablet PCs to improve mathematics instruction.

ICTs have the potential for increasing access to and

improving the relevance and quality of education. The use of

ICT in educational settings, by itself acts as a catalyst

for change in this domain. Students using ICTs for learning

purposes become immersed in the process of learning and as

more and more students use computers as information sources

and cognitive tools (Reeves and Jonassen, 1996), the

influence of the technology on supporting how students learn

will continue to increase.

Institutions of higher learning across the nation are

responding to political, economic, social and technological

pressures to be more responsive to students' needs and more

concerned about how well students are prepared to assume

future societal roles. Faculty are already feeling the

pressure to lecture less, to make learning environments more

interactive, to integrate technology into the learning

experience, and to use collaborative learning strategies

when appropriate.

The framework of the study is shown in figure 1.

1. Profiles of the
respondents INTEGRATING ICT AS
2. Competency level on TEACHING STRATEGY IN
the use of the TEACHING GRADE 9
different strategies STUDENTS OF RIZAL
integrating ICT DISTRICT DIVISION OF
3. Degree of KALINGA
effectiveness on the
use of the different
strategies
integrating ICT
4. Degree of
seriousness on the
extent of constraints
encountered the use
of the different
strategies
integrating ICT
Figure 1. Framework of the study

Statement of the Problem

The main problem of this study was to determine the

level of effectiveness integrating ICT as teaching strategy

in teaching grade 9 students in Rizal District, Division of

Kalinga S.Y. 2015-2016. The specific problems that this

study sought to answer were:

1. What is the profile of the teacher – respondents as

to gender, age, educational attainment, years in service and

subject taught?
 2. What are the levels of competency in the use of

strategies integrating ICT as teaching strategy in teaching

grade 9 students?

3. What are the degrees of effectiveness in the use of

strategies of integrating ICT as teaching strategy in

teaching grade 9 students?

4. Is there any significant relationship between the

profile of the teachers on the level of effectiveness

integrating ICT as teaching strategy in teaching grade 9

students?

5. What are the extents of constraint encountered in

the use of strategies of integrating ICT as teaching

strategy in teaching grade 9 students?

Hypotheses

The general hypotheses of this study states that there

are significant differences in the effectiveness of

integrating ICT as teaching strategy in teaching grade 9

students of Rizal District, Division of Kalinga.

1. There are significant differences in the levels of

competency in the use of strategies integrating ICT as

teaching strategy in teaching grade 9 students as to

respondent’s profile.
 2. There are significant differences in the degrees of

effectiveness in the use of strategies of integrating ICT as

teaching strategy in teaching grade 9 students as to

respondent’s profile.

4. There are significant relationships between the

profiles of the teachers on the level of competency and

degree of effectiveness in the use of strategies integrating

ICT as teaching strategy in teaching grade 9 students in

Rizal District.

5. There are significant differences in the extents of

constraint encountered in the use of strategies integrating

ICT as teaching strategy in teaching grade 9 students of

Rizal District, Division of Kalinga.

Along with this different hypotheses are the following

objectives:

1. To identify the profile of the teacher – respondents

as to gender, age, educational attainment, years in service

and subject taught.

2. To find the levels of competency in the use of

strategies integrating ICT as teaching strategy in teaching

grade 9 students.

3. What are the degrees of effectiveness in the use of

strategies of integrating ICT as teaching strategy in

teaching grade 9 students?

 4. To know if there any significant relationship

between the profile of the teachers on the level of

effectiveness integrating ICT as teaching strategy in

teaching grade 9 students.

5. To determine the extents of constraint encountered

in the use of strategies of integrating ICT as teaching

strategy in teaching grade 9 students.

Significance of the Study

Teaching requires excellent teachers who are flexible

in using appropriate strategies to ensure maximum learning.

In this regard, this study determines the effectiveness of

the strategies that the teachers employ so that they may

know exactly know what strategies they be using in teaching.

Aside from that, this study aims to elaborate the

significance of acquiring high level of competency in the

use of the strategies in order to produce students who have

excellent knowledge in all subject areas.

On the bases of the findings of this study, concerned

school administrators, faculty members, and other school

officials may come up with continuous guides toward the

sustainable development of using the different strategies

integrating ICT in teaching grade 9 students of Rizal

District, Division of Kalinga.

Scope and Delimitation

This study aimed to identify the level of effectiveness

of using different strategies integrating ICT as strategy in

teaching grade 9 students in Rizal District, Division of

Kalinga.

The respondents will be the teachers of Rizal District

specifically those who teaching grade 9 students.

Definition of Terms

Computer. A programmable machine designed to

sequentially and automatically carry out a sequence of

arithmetic or logical operations. The particular sequence of

operations can be changed readily, allowing the computer to

solve more than one kind of problem.

Computerization. Involves a set of tasks carried out

with the aim of managing and controlling library operations

using computer resources.

DepEd Computerization Program (DCP). Multi-media

Equipment for Public Elementary Schools Nationwide with the

budget derived from the savings of 2003-2004 DCP Budget.

Information and communications Technology. An umbrella

term that includes any communication device or application,

encompassing: radio, television, cellular phones, computer

and network hardware and software, satellite systems and so

on, as well as the various services and applications

associated with them, such as videoconferencing and distance

learning. ICTs are often spoken of in a particular context,

such as ICTs in education, health care, or libraries.

Information Technology (IT. The acquisition,

processing, storage and dissemination of vocal, pictorial,

textual and numerical information by a microelectronics-

based combination of computing and telecommunications.

Cyber Education. Philippine Government's Department of

Education is planning to teach students in 37,000 schools

nationwide through the Cyber Superhighway. Computers will be

used to teach students Biology, Algebra, English and other

subjects.

CICT’s-iSchool. The Commission of Information and

Communications Technology (CICT) iSchools project is one of

the flagship projects of Human Capital Development Group

(HCDG). It supports the efforts of the Philippine Government

and the Department of Education to incorporate ICT in

education in Public High Schools.

DepEd Internet Connectivity Project (DICP. A project

launched by the Department of Education which aims to

connect all Philippine public high schools to the Internet

as well as provide the necessary monitoring and training for

students, teachers and other school personnel in its use.

e-Classroom. Integrating technology in the classroom,

educators are able to teach their students how to use 21st

century technological skills now and in the future.

e-Learning. The computer and network-enabled transfer

of skills and knowledge.

Chapter II

METHODOLOGY AND PROCEDURES

This chapter presents the method of research used in

this study. The discussions include the sample and sampling

procedure, instruments and other sources of data, data

collection and data analysis.

Research Design

The research is a descriptive method of research with

the survey and documentary analysis as tools to yield

concrete information on the Integration of ICT as teaching

strategy in teaching grade 9 students of Rizal District,

Division of Kalinga. This was followed in accordance with

the opinions advanced by Calderon regarding descriptive

researches.

Specifically, along with the following objectives:

(1)Know the profile of the respondents as to age,

gender, educational attainment, years in service and subject

taught; (2) level of competency in the use of strategy

integrating ICT as teaching strategy in teaching grade 9

students; (3) Degree of effectiveness on the use of

strategies integrating ICT as teaching strategy in teaching

grade 9 students; and (4) extent of constraints encountered

the use of strategies integrating ICT as teaching strategy

in teaching grade 9 students.

Sample and Sampling Procedure

In this research, no sampling technique will be

employed to select the teachers who will be enumerated. All

teachers who are teaching in grade 9 students at Rizal

District Division of Kalinga will be considered as

respondents.

The study will be conducted in the District of Rizal,

Kalinga.
 Rizal is a fourth class municipality in the province of

Kalinga, Philippines. It is located along the boundary of

Western Cagayan and Eastern Kalinga, Rizal is the gateway to

Cagayan Valley, Isabela and Kalinga. Rizal is politically

subdivided into 14 barangays namely Poblacion Babalag East,

Poblacion Babalag West, Bagbag, Calaocan, Kinama, Liwan

East, Liwan West, Macutay, Romualdez, San Francisco, San

PAscual, San Pedro, San Quintin and Santor.

The researcher selected Rizal District as the location

of the study since it is where she is detailed to teach.

Instruments and Other Sources of Data

The questionnaire will be used as instrument in

gathering the data. This questionnaire was developed by the

researcher using some book and other publications as

references. It consists of four parts.

Part I will gather profile of respondents.

Part II will gather responses on the level of

competency in the use of strategy integrating ICT as

teaching strategy in teaching grade 9 students.

 Part III will gather responses the degree of

effectiveness on the use of strategies integrating ICT as

teaching strategy in teaching grade 9 students.

Hence, Part IV will gather responses on the extent of

constraints encountered the use of strategies integrating

ICT as teaching strategy in teaching grade 9 students.

Data Collection

The researcher will ask permission to the concerned

heads/principals for her to conduct the study. When

permission is granted, the researcher will float the

questionnaires to the concerned respondents with attached

letter. The retrieval of the questionnaire will be done by

the researcher.

Data Analysis

The Three-Point Scale will be used to quantify the data

that will be gathered.

On the level of competency in the use of strategy

integrating ICT as teaching strategy in teaching grade 9

students, the following scales will be used.

Arbitrary

Values Limits Description Symbol

3 2.34-3.00 Much Competent MC

 2 1.67-2.33 Moderately Competent MoC

1 1.00-1.66 Less Competent LC

On the degree of effectiveness on the use of

strategies integrating ICT as teaching strategy in teaching

grade 9 students, the following scales will be used.

Arbitrary

Values Limits Description Symbol

3 2.34-3.00 Much Effective ME

2 1.67-2.33 Moderately Effective MoE

1 1.00-1.66 Less Effective LE

Hence, to measure the extent of constraints encountered

the use of strategies integrating ICT as teaching strategy

in teaching grade 9 students., the following scales will be

used.

Arbitrary

Values Limits Description Symbol

3 2.34-3.00 Much Serious MS

2 1.67-2.33 Moderately Serious MoS

1 1.00-1.66 Less Serious LS

Data will be treated accordingly with the following

statistical tools so as to answer the objectives and

hypotheses defined in the study.

Percentage. This will be used to determine the number

of respondents in relation to the total population of the

study. The frequency shows the number of responses for each

item and the percentage will also show the part of the whole

population that will respond to each item.

Weighted Mean. The weighted mean will determine the

overall responses of the respondents. The formula according

to Basilio(2003) is:

Xw = WiFi

fi

Where:

Xw= Weigthed Mean

WiFi= Summation of weighted frequencies

fi= Number of Responses

t-test. This will be used to compute the significant

differences between the responses of the respondents. The

formula according to Basilio(2003) is:

t= x1-x2

(SD)1+(SD)2

N N

Where:

t= t-value

X1= Mean of group 1

x2= Mean of group 2

(SD)1= Standard Deviation of group 1

(SD)2= Standard Deviation of group 2

 N= Number of cases

Reject the null hypotheses if the computed t-value is

greater than the t-tabular value at 0.05 level significance.

On the other hand, the null hypotheses is accepted if

the computed t-value is lesser or lower than the t-tabular

value at 0.05 level of significance.

Analysis of Variance(ANOVA). This will be used to test

whether there are significant differences on the level of

computer literacy, extent of compliance on the

computerization and extent of benefits of using computer in

making of reports and paper works of the 21st secondary

school teachers, along with age, sex, educational attainment

and years in service.

REFERENCES

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(2009. 'Factors affecting teachers’ use
of information and communication technology',
International Journal of Instruction, vol. 2,
no. 1, pp. 77-104.

Balanskat, A, Blamire, R & Kefala, S(2006). 'The ICT Impact

Report. A review of studies of ICT
impact on schools in Europe. Retrieved Murch 20, 2013,
from http://ec.europa.eu/education/pdf/doc254_en.pdf'.

Banu, S (2012). 'Teachers readiness for computer education

classes in the secondary schools of
bangladesh', Bangladesh education journal vol. 11, no.

Bingimlas, KA (2009). Barriers to the Successful

Integration of ICT in Teaching and Learning
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EURASIA. Gazi Egitim Fakultesi, K Blok
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202-8192; Fax: +90-312-222-
8483; e-mail: editor.eurasiajournal@gmail.com; Web
site: http://www.ejmste.com, pp.235-245. Available
from: Eric

Boling, E (2006). 'Teaching Tools', TechTrends, vol. 50,

no. 1, pp. 37-45.

Carlson, S & Gadio, CT (2005). Teacher professional

development in the use of technology. In
W.D. Haddad & A. Draxler (Eds.), Technologies for
education: potential, parameters, and
prospects, Paris and Washington, D.C.: UNESCO and AED,
retrieved March 10, 2013
from:http://www.ictinedtoolkit.org/usere/library/
tech_for_ed_chapters/08.pdf.

De Corte, E, Verschaffel, L, Entwistle, N & van

Merrienboer, J (2003). Powerful learning
environments: unravelling basic components and
dimensions. Oxford: Pergamon/Elsevier.

Deeson, E (2006). 'Technology, e-learning and distance

education – A W (Tony) Bates', British
Journal of Educational Technology, vol. 37, no. 6, pp.
975-976.

Dodge, D, Colker, L & Heroman, C(2003). The creative

curriculum for pre-school, Washington,
DC: Teaching Strategies.
Donnelly, D, McGarr, O & O'Reilly, J 2011, 'A framework
for teachers' integration of ICT into their
classroom practice', Computers & Education, vol. 57,
no. 2, pp. 1469-1483.

Drent, M & Meelissen, M (2008). 'Which factors obstruct or

stimulate teacher educators to use ICT
innovatively?', Computers & Education, vol. 51, no. 1,
pp. 187-199.

Ellis, RA, Goodyear, P, Calvo, RA & Prosser, M (2008).

'Engineering students' conceptions of and
approaches to learning through discussions in face-to-
face and online contexts', Learning
 and Instruction, vol. 18, no. 3, pp. 267-282.

Fox, D (1983). 'Personal theories of teaching', Studies in

Higher Education, vol. 8, no. 2, pp. 151-163.

Freeman, D & Richards, JC (1993). 'Conceptions of Teaching

and the Education of Second Language Teachers', TESOL
Quarterly, vol. 27, no. 2, pp. 193-216.

González, C (2009). 'Conceptions of, and approaches to,

teaching online: a study of lecturers
teaching postgraduate distance courses', Higher
Education, vol. 57, no. 3, pp. 299-314.

González, C (2010). 'What do university teachers think

eLearning is good for in their teaching?',
Studies in Higher Education, vol. 35, no. 1, pp. 61-78.
[2011/09/06].

González, C (2012). 'The relationship between approaches to

teaching, approaches to e-teaching
and perceptions of the teaching situation in relation
to e-learning among higher education
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975-998.

Grabe, M (2001). Integrating technology for meaningful

learning / Mark Grabe, Cindy Grabe, 3rd
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Hattie, J 2009, 'Hattie, J. (2009). Visible learning.

Abingdon: Routledge'.
 APPENDIX A
Republic of the Philippines
SAINT PAULS UNIVERSITY OF THE PHILIPPINES
College of Graduate Studies

September 13, 2016

The Schools Division Superintendent

Division of Kalinga
Bulanao, Tabuk City, Kalinga

Ma’am:

The undersigned is a student of the College of Graduate

Studies of Saint Paul’s University of the Philippines and
currently undertaking a study, entitled: “INTEGRATING ICT AS
TEACHING STRATEGY IN TEACHING GRADE 9 STUDENTS OF RIZAL
DISTRICT, DIVIDION OF KALINGA”, as a requirement for the
Degree Master of Arts in Education Major in Technology and
Livelihood Education.

With this regard, may I respectfully ask your permission to

allow me to conduct the said study Rizal District, Rizal,
Kalinga.

I am looking forward for your approval. Thank you very much

and God Bless.

Respectfully yours,

GRIMI LOU D. CUDIAMAT (Sgd)

Researcher

Noted by:

MARILOU B. ADORA, Ph.D

Dean, College of Graduate Studies

APPENDIX B
Republic of the Philippines
SAINT PAULS UNIVERSITY OF THE PHILIPPINES
College of Graduate Studies

September 13, 2016

Feliciano L. Agsaoay, Jr.

Coordinating Principal
Rizal District
Rizal, Kalinga

Sir:
The undersigned is a student of the College of Graduate
Studies of Saint Paul’s University of the Philippines and
currently undertaking a study, entitled: “INTEGRATING ICT AS
TEACHING STRATEGY IN TEACHING GRADE 9 STUDENTS OF RIZAL
DISTRICT, DIVIDION OF KALINGA”, as a requirement for the
Degree Master of Arts in Education Major in Technology and
Livelihood Education.

With this regard, may I respectfully ask and solicit your

help to please allow me to administer my questionnaires to
the teachers of the four (4) Secondary School in Rizal
District, Rizal, Kalinga.

Your favorable response to this request will be highly

appreciated. Thank you very much and God Bless.

Respectfully yours,

GRIMI LOU D. CUDIAMAT (Sgd)

Researcher

Noted by:

MARILOU B. ADORA, Ph.D

Dean, College of Graduate Studies
APPENDIX C
Republic of the Philippines
SAINT PAULS UNIVERSITY OF THE PHILIPPINES
College of Graduate Studies

September 13, 2016

The School Principal

Secondary School
Rizal District
Rizal, Kalinga

Sir:
The undersigned is a student of the College of Graduate
Studies of Saint Paul’s University of the Philippines and
currently undertaking a study, entitled: “INTEGRATING ICT AS
TEACHING STRATEGY IN TEACHING GRADE 9 STUDENTS OF RIZAL
DISTRICT, DIVIDION OF KALINGA”, as a requirement for the
Degree Master of Arts in Education Major in Technology and
Livelihood Education.

With this regard, may I respectfully ask and solicit your

help to please allow me to administer my questionnaires to
your teachers in Rizal District, Rizal, Kalinga.

Your favorable response to this request will be highly

appreciated. Thank you very much and God Bless.

Respectfully yours,

GRIMI LOU D. CUDIAMAT (Sgd)

Researcher

Noted by:

MARILOU B. ADORA, Ph.D

Dean, College of Graduate Studies

APPENDIX D
Republic of the Philippines
SAINT PAULS UNIVERSITY OF THE PHILIPPINES
College of Graduate Studies

September 13, 2016

The Respondents
Secondary School Teacher
Rizal District
Rizal, Kalinga

Sir/Ma’am:
The undersigned is a student of the College of Graduate
Studies of Saint Paul’s University of the Philippines and
currently undertaking a study, entitled: “INTEGRATING ICT AS
TEACHING STRATEGY IN TEACHING GRADE 9 STUDENTS OF RIZAL
DISTRICT, DIVIDION OF KALINGA”, as a requirement for the
Degree Master of Arts in Education Major in Technology and
Livelihood Education.

With this regard, may I respectfully ask and solicit your

help and cooperation in accomplishing the following
questionnaire.

Rest assured that the information provided will be kept

confidential and only used for the conduct of the research.

Thank you very much and God Bless.

Respectfully yours,

GRIMI LOU D. CUDIAMAT (Sgd)

Researcher

Noted by:

MARILOU B. ADORA, Ph.D

Dean, College of Graduate Studies
APPENDIX E
SURVEY QUESTIONNAIRE

PART I: Profile of Respondents

INSTRUCTION: Please check or fill in the blank

necessary informations.

Name: (Optional)________________________________

Gender: [ ]:Male Age: [ ] 21-30 years

[ ]Female [ ] 31-40 years
[ ] 41-50 years
[ ] 51 years and above

Educational Attainment: Years in Service:

[ ]Bachelors Degree [ ] 1-10 years
[ ]Master’s Degree [ ] 11-20 years
[ ]Doctorate Degree [ ] 21-30 years
[ ] 31 years and above

Subject Taught:
[ ]Math [ ]MAPEH
[ ]Science [ ]AP
[ ]Filipino [ ]Entrepreneurship
[ ]English [ ]TLE

PART II. Level of competency in the use of strategy

INSTRUCTION: Kindly assess the competency level on the

use of the different strategies integrating ICT which
indicates your honest evaluation by checking the appropriate
column using the scales, as follows:

Legend:
3 Much Competent (ML)
2 Moderately Competent (MoL)
1 Less Competent (LL)
Strategies/Approaches to integrate MC MoC LC
ICT with (3) (2) (1)
1. Multi/Interdisciplinary
2. Science and Technology Approach
3. Problem Based Learning
4. Inquiry Based Learning
5. Discussion
6. Active Learning
7. Cooperative Learning
8. Distant Learning
9. Lecture
10. Others:(Please Specify)_______________
______________________________________

PART III. Degree of Effectiveness on the use of strategy

INSTRUCTION: Kindly assess the degree of effectiveness

on the use of the different strategies integrating ICT which
indicates your honest evaluation by checking the appropriate
column using the scales, as follows:

Legend:
3 Much Effective (ME)
2 Moderately Effective (MoE)
1 Less Effective (LE)
INDICATORS ME MoE LE
(3) (2) (1)
1. Multi/Interdisciplinary
2. Science and Technology Approach
3. Problem Based Learning
4. Inquiry Based Learning
5. Discussion
6. Active Learning
7. Cooperative Learning
8. Distant Learning
9. Lecture
10. Others:(Please Specify)_______________
______________________________________

PART IV. Extent of Constraints

INSTRUCTION: Kindly assess the degree of seriousness

on the extent of constraints encountered the use of the
different strategies integrating ICT which indicates your
honest evaluation by checking the appropriate column using
the scales, as follows:

Legend:
3 Much Serious (MS)
2 Moderately Serious (MoS)
1 Less Serious (LS)

INDICATORS MS MoS LS
(3) (2) (1)
1. Insufficient finance for trainings
2. Lack of department programs for the
teachers to gain computer literacy
3. Lack of facilities
4. Lack of motivation for teachers to
improve their computer skills
5. Many work at home and in school
6. No Access to internet
7. Lack of computer-based materials
8. Lack of assistance
9. Dependence to colleagues
10.Others:(Please Specify)____________
______________________________________
THANK YOU VERY MUCH!

GRIMI LOU D. CUDIAMAT(Sgd)

Researcher