DR. GLORIA D.
LACSON FOUNDATION COLLEGES
Castellano, San Leonardo, Nueva Ecija
NZCI Campus, Masinloc, Zambales
USING E-CLASSROOM IN TEACHING TECHNOLOGY AND LIVELIHOOD
EDUCATION IN TALTAL NATIONAL HIGH SCHOOL
A Thesis Proposal
Presented to the Faculty of the Graduate School
Dr. Gloria D. Lacson Foundation Colleges
NZCI Campus, Masinloc, Zambales
In Partial Fulfilment of the Requirements for the
Subject Methods of Research Subject Code: ___
of the course Master of Arts in Education
By
Sandra E. Elad
Summer, 2018-2019
CHRISTIAN E. CARIASO, MEM
Instructor
CHAPTER I
BACKGROUND OF THE STUDY AND LITERATURE REVIEW
Introduction
In the Philippine school system, information and
communication technology (ICT) is usually introduced in the
elementary schools through the subject Home Economics and
Livelihood Education (HELE) and in the secondary schools
through Technology and Home Economics (THE). The idea is
that “technology must be studied first as a separate subject,
then applied in other learning areas as a tool for learning
how to learn” (ICT in Education, UNESCO, Bangkok, 2007).
Since 1997, the Department of Education (DepEd) has
intensified the provision of IC training to teachers of
different subjects, including TLE . This was an important
event because integration requires the teachers to become
a skilled and competent user of computer technology when
teaching. The DepEd’s interest in the innovative use of ICT
in classroom teaching and learning is well understood. The
global community as well as the neighboring countries in Asia
is aggressively pursuing the technology based approach
to teaching called ICT integration. On top of it,
for years the country has been battling poor
academic performance in TLE. ICT Integration can be the key
to the improvement of Technology Education in the
country. With this vision, it is imperative that
the implementation of the ICT program, particularly in
government schools, be examined to readily address the new
educational problems that arise from it.
ICT integration is a technological innovation in
education. Rogers (2003) believes that the implementation
of an innovation is just one phase of a five-stage
diffusion process. Diffusion here means “the process
through which an innovation spreads via communication
channels over time among the members of a social
system” (Rogers, Medina, Rivera, & Wiley, 2003, p. 3)
Rogers’ theory explains how innovation is communicated to
the would-be innovators in five stages, namely, knowledge,
persuasion, decision, implementation, and confirmation.
Knowledge requires exposure to the innovation and
understanding how to use it. Persuasion refers to the
development of a favorable attitude toward the innovation.
Decision refers to the commitment to its adoption.
Implementation is putting the innovation to use, whereas
confirmation refers to the reinforcement resulting from
favorable outcomes. This study sought to determine the
implementation level of the DepEd’s ICT Integration program in
Mathematics teaching. The degree to which technology was
used in the classroom indicated the implementation level of
the government’s ICT integration program. The study focused
on the public high schools in Metro Manila, the country’s
capital, which is expected to have the best ICT resources.
BACKGROUND OF THE STUDY
It is important for teachers to understand the
precise role of ICT so that they can effectively cope with
innovations in teaching students. Teachers are less likely to
integrate technology into their instruction unless they accept
the notion of the requirement of technology use in their
classroom environment. The central questions with regard to
technology acceptance are how individuals perceive technology
and which factors contribute to the lack of utilization (Kiraz
& Ozdemir, 2006). The lack of both technical and pedagogical
knowledge and skills of the teacher to use available ICTs in
the classroom becomes the major constraint. The use of
technology for teaching requires the development not only of
knowledge, skills, and behaviors but also of appropriate
attitudes (Kim & Baylor, 2008). Attitudes might be influenced
by concerns, confidence, and so forth. For example, pre-
service teachers’ attitudes toward a technology are affected
by their confidence in using it. Even though technology is
available, and teachers have the requisite skills and
knowledge, if they are not confident in using technology for
teaching, they might be unwilling to do so. Attitude toward
ICT integration in instruction, and the level of knowledge and
skills of teachers in the Philippines vary due to demographic,
geographic, economic and regional differences.
DepEd Computerization Program (DCP) is the program
of the Department of Education that aims to provide public
schools with appropriate technologies that would enhance the
teaching-learning process and meet the challenges of the 21st
century. This program shall respond to the computer backlog
of public schools by providing them hardware and software, and
training on simple trouble shooting (DO No. 78, s. 2010).
“We have to set up our ICT thrust as we gradually
implement the K to 12 Basic Education Reform Program. As we
all know, ICT plays a very important role in administrative
functions as well as in the teaching and learning process,”
Luistro explained (The Philippine Star 2012).
Related foreign and local literature
Siemens and Tittenberger (2009) in the Handbook of
Emerging Technologies mentioned that to measure the
effectiveness of technology use in teaching and learning
process one has to answer questions like; “How do we measure
effectiveness? Is it time spent in a classroom? Is it a
function of test scores? Is it about learning or
understanding?” A lot of research has been conducted on how
modalities, distance, and models of education influence the
quality of learning.
Bialo and Sivin (1995) reported about the
effectiveness of science education; Bayrakter (2002) reported
the effectiveness of Computer Assisted Instruction (CAI);
Butler and Wiebe (2003) reported about technology based
science lessons.
Enigo (1997) undertook a study relating to the
effectiveness of instructor controlled interactive video
(ICIV) and conventional non-interactive video. The researcher
found that instructor controlled interactive video was more
effective than the lecture method and conventional non-
interactive video.
Livingston (2008) differentiated between three types
of Wired Classrooms with reference to technology-enhanced
classrooms; a) the handson electronic classroom (with a
computer at every seat); b) the electronic lecture hall (with
one instructor's machine plus projection); c) the networked
classroom (with a network drop for the instructor's laptop or
personal computer).
Riordan (2008) has given the concept of 'Moodle: An
electronic classroom'. 'Moodle' is the name of a program that
allows the classroom to extend onto the web. This program
allows a common place for students to go for many classroom
resources. Using 'Moodle', one can post news items, assign
and collect assignments, post electronic journals and
resources, and more.
It is quite clear from these research studies that
electronic classroom can be conceived as a classroom equipped
with latest technologies used both inside and outside a
classroom though network. It can be an Italian Electronic
Classroom (1981): a project aimed at providing free online
useful informationtechnology or an Integrated Classroom, or an
Electronic Classroom of Tomorrow (ECOT, 2000) which is an
online public community school sponsored by Lucas County
(Ohio) Educational Service Centre or Blackstock School (2009),
a classroom with an interactive learning environment, or an
electronic library, or Technology Supported Classroom, ICT
Enabled Classroom, Technology Enriched Classroom, Wired
Classroom. All these are actually the advancements of the
classroom equipped with audio visual aids in earlier times.
It can also be seen that current and emerging
educational technologies have the potential to provide a
platform for experimentation in teaching learning. Studies
have shown that there are mostly favorable results for our
teachers/learners while they teach/learn in the classroom. For
increasing the technology utilization in India, several
initiatives have been taken by authorities for the
introduction of technologies to make the teaching learning
process more effective at different levels. These include
CLASS Project (1984-85), Digitising the Black Board project
(2000), Virtual Classroom Technology on EDUSAT for Rural
Schools (ViCTERS, 2001),starting “EKLAVYA” channel (2003),
“Vidya Vahini - “Intra-net and internet Effectiveness of
Electronic Classroom 69 for schools” Pilot Project (2003), an
exclusive educational channel for Kerala, provision of
Technology intrusion through National Curriculum Framework
(NCF, 2005), Launch of Sakshat: National Mission on Education
through Information and Communication Technology (NMEICT,
2009) and so on.
Therefore, in the present study the author would
study the effectiveness of electronic classroom in a school
where technology is integrated as a tool of teaching
Technology and Livelihood Education. In this study, the
effectiveness was defined as the impact of different media
combined for delivery of content by the teachers through the
electronic classroom technique as perceived by the students
for learning Technology and Livelihood Education at the
secondary school level.
STATEMENT OF THE PROBLEM
Guided by Rogers’ theory, this study sought to answer the
following questions:
1. To determine the factors related to computer
attitude
2. To know the implementation level of ICT
integration.
3. To determine problems are associated with ICT
integration.
CONCEPTUAL FRAMEWORK
INDEPENDENT
VARIABLES
1. Profile of the
DEPENDENT VARIABLES
Respondents
a. Age
b. Sex
2. Educational
Attainment of the TECHNOLOGY
Respondents PROFICIENCY
3. Position as a
Teacher
4. Number of years
in Service
5. Factors
affecting the
proficiency in
Technology
SCOPE AND LIMITATION
This study researches on the effectiveness of using E-
classroom in Teaching Technology and Livelihood Education to
Camarin High School students.
Significance of the study
The results and findings of this study may prove
beneficial to the students, teachers, school heads and
administrators.
Students. This study will help the students in looking for
more ways for them to learn effectively in TLE, applying the
knowledge they have to learn practically and intelligently
through the use of E-classroom.
Teachers. The results of this study would help them nurture
their abilities to practice and train their selves in using E-
classroom in teaching showing innovativeness and technology-
improvement to students in discussing lessons in TLE.
School Heads and Administrators. The findings of this study
will make the school heads and administrators be aware on how
to extend their help when Teachers are in need. Through the
results, they can effectively supervise the performance of
their TLE teachers.
DEFINITION OF TERMS
1. Knowledge requires exposure to the innovation and
understanding how to use it.
2. Persuasion refers to the development of a favorable
attitude toward the innovation.
3. Decision refers to the commitment to its adoption.
4. Implementation is putting the innovation to use.
5. Confirmation refers to the reinforcement resulting from
favorable outcomes.
CHAPTER II
RESEARCH METHODOLOGY
This chapter deals with the research design, respondents,
instruments, procedure, and statistical treatment of data to
be used in the fulfillment of this thesis.
Research Methodology
The present study will use the descriptive method.
According to Huff D., descriptive method describes the nature
of a situation, as it exists at the time of the study and to
explore the causes of particular phenomena. This method will
be used because it will study on the use of E-classroom in
teaching Technology and Livelihood Education.
Respondents
Participants of the study are randomly selected students
of Taltal Nationa High School who are enrolled in their
Technology and Livelihood Education classes and also the TLE
Teachers and TLE School Heads for E-classroom Evaluation.
Population Sample and Size
The researcher would want to use the selected students of
Taltal National High School by using ramdom sampling
estimating to 20 students in different grade levels.
Research Instrument
Establishment and Implementation of Electronic Classroom as a
Tool of Teaching
Before the final form of the electronic classroom
was set up and made functional for teaching/ learning
Technology and Livelihood Education in the experimental
school, a number of settings/modes were tested and various
trials were carried out. Out of all modes (Closed circuit
television, cable television mode, computer assisted
instructions-CAI, computer connected with large screen
television), the most workable and feasible mode that was
achieved during this study was a type of integrated system.
This integrated system was a combination of all the
technologies, which were present in the institution. After
conducting a number of field trials and implementation of
digital content matter, the ultimate design of the electronic
classroom that was finalized consisted of mainly two outputs
in form of coaxial and digital signals were generated and
transmitted from the control room known as the knowledge
centre. This control room was facilitated with a server, two
computers and four channels for video lectures and programmes.
The signals generated from the control room were transmitted
through a local area network, which had been created in all
the classrooms of the school. In every classroom, the display
systems were made available to receive both types of signals.
This display system consisted of mainly the large screen
television, a computer, projector, backup power supply and
other network devices etc.
Along with the development, teachers were also
trained according to a schedule and these trainings were
conducted inside and outside of the campus of the school
selected for the study. Most of the staff involved in the
project received training from the companies, which were
providing the hardware or software. For content, the experts
from the subjects and languages were asked for conducting the
training of the teachers and the staff involved in the content
development.
MEASURING THE EFFECTIVENESS OF ELECTRONIC CLASSROOM
Keeping in view the main purpose of the study, an in
depth review was done and it was found that a majority of
tools developed have either been used in studying
effect/impact of the type of technology utilized or for the
effectiveness of learning material/ content and methodology of
delivery of the content. Therefore, majority of the statements
drafted in the tool belong to direct opinions of the students
regarding the use of technology by the teacher and other
factor related to technology inside a classroom.
A 22 items questionnaire entitled 'Students
Questionnaire on Effectiveness of Electronic Classroom'
(SQEEC) was prepared to evaluate the impact of electronic
classroom. This questionnaire consisted of four scales namely
Interest (five items), Comprehension (six items), Freedom to
Learn (five items) and Enthusiasm (six items). This
questionnaire was mainly developed on the model of TROFLEI
(Technology Rich Outcome Focused Learning Environment
Inventory); which was earlier designed and standardized by
Fraser, Dorman and Aldridge in 2004. The subjects were asked
to respond using a five-point scale (almost never, seldom,
sometimes, often and almost always). A score of 1 represented
the option “almost never” while a score of 5 on the scale
represented the category “almost always”.
First, a rough draft was developed by the
investigator which was subjected to reading and approval of
the experts in the field of technology in education at
different levels. The instrument was improved in the light of
the feedback from these experts including the experts in
language and psychological testing.
The final draft of the instrument consisted of three
parts. The first part comprised of 22 statements related to
electronic classroom and the instructions for filling up the
modified Likert-type response options. The second part focused
on the demographic information about students including class,
section, roll number, gender, age, subject, school name etc.
The last part consisted of 10 questions related to technology
integration in the day to day activities of the students which
were considered as background variables for this study.
Statistical Treatment
The responses will be analyzed and recorded in tally
sheets. Then the data were placed in a table form ready for
the statistical treatment. To answer the problem on the degree
of effectiveness in using E-classroom in teaching TLE, the
weighted mean will be used. The formula is as follows:
S1(W5)+ S2(W4)+ S3(W3)+ S4(W2)+ S5(W1)
WX =
N
Where:
S = responses
W = weight assigned to the scale
N = subjects
WX = weighted mean
