INFLUENCE OF INFORMATION COMMUNICATION TECHNOLOGY TOOLS IN

THE TEACHING- LEARNING PROCESS AMONG THE SELECTED GRADE 11

STUDENTS OF SAINT JOSEPH INSTITUTE OF
TECHNOLOGY ANNEX CAMPUS

A research Paper Presented to the Senior High School Faculty

Saint Joseph Institute of Technology
Basic Education Department
Butuan City

In Partial Fulfillment of the Requirements for

Practical Research 1

Aguhob, Angela Haazel E.

Basinillo, Rusty L.
Caseñas, Xhelca Glitz B.
Dela Cerna, Mariane P.
Diva, Shryl Mae Y.
Edullantes, Chloe Mae Y.
Lumagas, Harold
Suello, Dexter T.

OCTOBER 2019
 Chapter 1

The Problem and Its Setting

Currently the alterations taken about by new technology had a significant result on the life

of people living in every places in the world. Traditional process of teaching and learning in

education has been replaced by new and emerging technologies. Information Technology (IT) is

taking a main effect on the total parts of education, in its methods of teaching, classroom learning

etc. Prompt communication with better access of Information Technology (IT) in home, work

place and educational institutions has make education a life-long process.

According to Branford, Brown, and Cocking (2003) ICT can provide a considerable benefit

in supporting learning. By means of technology in their learning, the students can be active

learners. They will be aware of what information they need, why they need it, and how they can

get that information. an active learning allows the students to decide when they require a particular

information and whether they have already understood that information or not.

Information Technology can lead us to meta-cognitive learning. As stated by Monteith

(2002) by using ICT in our learning we can learn how to learn rather than learn a particular skill.

By this we can be realize that learning new technology and new knowledge is not more difficult

than learning old knowledge/skills. This consideration is very vital since many people are afraid

of learning new technology since they regard that learning something new (new technology) is

more complex and difficult than the old ones Information technology (IT) help and even

encouraged chances of information distribution throughout the world. These can assist teachers

and students in gaining up-to-date information and knowledge. For effective teaching and learning

right information is very necessary. Information technology is a set of tools that can help the right

people with the right information at the right time.

 There are top 5 Problems with Technology in Education Today (Harven, 2013), First is the

“Crutch”, Students are so quick to turn to the Internet to answer questions that some believe critical

thinking has gone down the tube. Spelling is no longer something tested if everything is

autocorrected and spell checked. This may be a larger issue of technology on our memory and

brain-strength, but if we are using the Internet in schools, then kids are being taught to use Google

to answer all their questions and to essentially, copy and paste their knowledge. Second problem,

“Crash”, When using the computer and all its glitches to create a project that requires hours of

work, it sometimes gets erased, doesn’t transfer over correctly, doesn’t save, or for one human

error or another is gone. Many technology rookies have been in this position and curse at the

computer that has stolen hours. Some students struggle simply to complete work that it seems

unfair to put obstacles in their way, especially when some students may not have programs or the

technology at home to become familiar with it. The problem with technology glitches is also seen

with online textbooks. Third, “Old-timer “where Some teachers do not utilize the technology

they’ve been given. They have been teaching for years and don’t want to incorporate something

new into their time-tested lesson plans. Some schools are pushing instructors to incorporate

technology into their syllabi and when it is poorly taught the technology is not used at optimal

level. Fourth, “Facebook” and Twitter, Instagram, Pinterest, YouTube, etcetera. Putting a

computer in front of a high school student and expecting them NOT to go on Facebook or any

other distracting non-school related site is kind of a joke. And it isn’t just the younger students that

are in danger of losing focus; even graduate students can hardly help themselves to online

distractions in the classroom. When keeping students excited and focused on the lesson at hand is

one of the hardest task a teacher faces, a computer can be one of the most detrimental things to

that student’s learning. Lastly, “Band-Aid” the idea that technology can save education may have
some truth in it, but it may be problematic to treat all our educational issues with technology. If

students aren’t proficient in their studies to begin with and technology is used incorrectly, a whole

mess of problems could arise.

The roles of teachers increasingly change by the integration of Technology to the teaching

process by them. Students reacts as the result of cooperative learning approaches prompt its role

in the classroom. Such effects of using Information Technology are as to Increased Motivation and

Self Esteem, enhance Technical Skills, ability of the accomplishment of more complex tasks, and

even their positive collaboration of their peers (Archieved Information, n.d). \

Technologies are influencing all aspects of life including education. They are promoting

changes in working conditions, handling and exchanging of information, teaching-learning

approaches and so on.One area in which the impacts of ICT is significant, is education. ICTs are

making major differences in the teaching approaches and the ways students are learning. ICT-

enhanced learning environment facilitates active, collaborative, creative, integrative, and

evaluative learning as an advantage over the traditional method. Hence, this study is conceived.

Reference:

Archieved Information (n.d) Effects of Technology on Classrooms and Students.

Retrieved on October 19, 2019 from
lhttps://www2.ed.gov/pubs/EdReformStudies/EdTech/effec
tsstudents.html
Branford et.al. (2003). The Roles of Information Communication Technologies in
Education Review Article with Emphasis to thE Computer
and Internet. Retrieved on October 11, 2019 from
https://www.ajol.info/index.php/ejesc/article/viewFile/7352
1/62437
Harven, M., (2013). Top 5 Problems with Technology in Education Today.
Retrieved on October 11, 2019 from
https://edtechtimes.com/2013/11/06/top-5-problems-
technology-education-today/
Review of Literature and Studies

This part presents the related literature and related studies reviewed by the researchers in

order to support the framework and objectives of the study.

RELATED LITERATURE

When technology is integrated into lessons, students are expected to be more interested in

the subjects they are studying. Technology provides different opportunities to make learning more

fun and enjoyable in terms of teaching same things in new ways.

Paolo Savvidis (2012), stated that there were 6 benefits of using technology in the

classroom. First, “Improves engagement”, when technology is integrated into lessons, students are

expected to be more interested in the subjects they are studying. Second, “Improves knowledge

retention” which students who are engaged and interested in things they are studying, are expected

to have a better knowledge retention. Third, “Encourages individual learning”, no one learns in

the same way because of different learning styles and different abilities. Technology provides great

opportunities for making learning more effective for everyone with different needs. Fourth,

“Encourages collaboration” where students can practice collaboration skills by getting involved

in different online activities. Fifth, “Students can learn useful life skills through technology”. By

using technology in the classroom, both teachers and students can develop skills essential for the

21st century. Students can gain the skills they will need to be successful in the future. Modern

learning is about collaborating with others, solving complex problems, critical thinking,

developing different forms of communication and leadership skills, and improving motivation and

productivity. Lastly, “Benefits for teachers”, with countless online resources, technology can help
improve teaching. Teachers can use different apps or trusted online resources to enhance the

traditional ways of teaching and to keep students more engaged. Virtual lesson plans, grading

software and online assessments can help teachers save a lot time. This valuable time can be used

for working with students who are struggling. What is more, having virtual learning environments

in schools enhances collaboration and knowledge sharing between teachers.

The impact of classroom technology on student behavior thus results of such study suggest

that adding technology to courses where it is not currently used is likely to have a positive impact

on student perceptions of the instructor and the course as well as on most aspects of student

behavior. However, it interesting to note that removing technology from courses that already use

it would not appear to have a negative impact on all aspects of student behavior (Lavin, Korte, &

Davies, 2012).

Information and communication technology (ICT) in education (Learning Portal, n.d )

specified that where digital culture and digital literacy: Computer technologies and other aspects

of digital culture have changed the ways people live, work, play, and learn, impacting the

construction and distribution of knowledge and power around the world. Digital literacy—the

skills of searching for, discerning, and producing information, as well as the critical use of new

media for full participation in society—has thus become an important consideration for curriculum

frameworks. Common educational applications of ICT include Laptops, Tablets, Interactive White

Boards and E-readers.

RELATED STUDIES

A study conducted by Andrew, Ewens & Maslin-Prothero (2015), investigated the

enhancement of the online learning experience using virtual interactive classrooms. The result of

the study found out that Fifty-six percent of enrolled students participated in classrooms in real-

time and 9% viewed recorded sessions. The survey response rate was 56%. Non-traditional

students were highly represented; with 65% of undergraduate and 100% of postgraduate students

being mature-age. Seventy-one percent of undergraduate and 89% of postgraduate survey

responders who participated in classrooms in real-time did so actively. The most common reason

for non-participation in real-time was family and work commitments (76%). Participating students

gave overwhelming positive feedback of the classroom experience, in particular around its

interactive nature, blended learning approaches and user-friendliness. As per conclusion of the

study, the classrooms supported active student participation in online learning. Students valued the

interactive and blended learning features, known to be congruent with effective learning, student

satisfaction and retention.

University instructors’ concerns and perceptions of technology integration study conducted

by Ashrafzadeha and Sayadian (2015). There were 91 university instructors asked to participate in

the survey, out of whom nine were interviewed and finally, a focus group of five participants was

conducted. The findings of the study revealed that the university instructors showed more Self

concerns (Informational and Personal stages). Moreover, based on the quantitative data of the

study, lack of administrative facilities, instructors’ technology literacy toward technology

integration and accessibility of technology for all the students were reported to be the source of

the instructors’ concerns.

 Factors affecting faculty use of learning technologies on the implications for models of

technology adoption by Buchanan, Sainter, & Saunders (2013). Examines factors associated with

the use of learning technologies by higher education faculty. In an online survey in a UK

university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on

their use of learning technologies along with barriers to their adoption. Principal components

analysis suggested two main barriers to adoption: structural constraints within the University and

perceived usefulness of the tools. Regression analyses indicated both these variables, along with

Internet self-efficacy, were associated with use of online learning technology. These findings are

more consistent with models of technology engagement that recognize facilitating or inhibiting

conditions (unified theory of acceptance and use of technology; decomposed theory of planned

behavior) than the classic technology acceptance model (TAM). Practical implications for higher

education institutions are that while faculty training and digital literacy initiatives may have roles

to play, structural factors (e.g., provision of resources and technical support) must also be

addressed for optimal uptake of learning technologies.

Reference:

Andrew, L., Ewens, B., Maslin-Prothero, S., (2015). Enhancing the online learning experience
using virtual interactive classrooms. Retrieved on October 12, 2019 from
https://search.informit.com.au/documentSummary;dn=430537564307700;res=IELAPA
Ashrafzadeha, A., and Sayadian, S., (2015). University instructors’ concerns and perceptions of
technology integration. Retrieved on October 12, 2019 from
https://www.sciencedirect.com/science/article/pii/S0747563215000990?via%3Dihub
Buchanan, T., Sainter, S., & Saunders, G., (2013). Factors affecting faculty use of learning
technologies: implications for models of technology adoption. Retrieved on October 12,
2019 from https://link.springer.com/article/10.1007%2Fs12528-013-9066-6
Lavin,A., Korte,L., & Davies,T., (2012). The impact of classroom technology on student
behavior . Retrieved on October 12, 2019 from
https://www.aabri.com/manuscripts/10472.pdf
Learning Portal (n.d). Information and communication technology in education. Retrieved on
October 12, 2019 From https://learningportal.iiep.unesco.org/en/issue-briefs/improve-
learning/curriculum-and-materials/information-and-communication-technology-ict
Savvidis, P., (2012). Top 6 benefits of using technology in the classroom. Retrieved on
October 12, 2019 from https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-
technology-classroom/
THEORETICAL AND CONCEPTUAL FRAMEWORK

This study is supported by Sociocultural Theory approach Lev Semyonovich

Vygotsky (1896-1934). This approach emphasizes the influence of the society that we living on

our learning process. Rendering to the sociocultural approach, cultural factors such as language,

art, social norms and social structures can play a significant role in the development of our

cognitive abilities. Interdependency and construction of human development processes are central

to this perspective.

The method of knowledge construction takes place through a discourse between people at

the social level (interpsychological) and then at the individual level (intrapsychological). Thus,

knowledge appropriation implies that individual learners participate actively in shared experience

that “is oriented to action of personal and social significance and to the continual enriching of the

framework within which future experience will be interpreted”

Thus, the sociocultural theory appears to be comprehensive to help explore interrelatedness

of social and technological artefacts (Bliss and Säljö, 1999) through project-based learning. To

capture the human technological dynamic in project-based learning, a ‘technology-based learning

project’ is proposed by the researchers as an approach aiming to engage students in learning and

knowledge development.

Sustained in the development of learning focus process of the students and provide ways

and documenting change and transformation to students learning and behavioral factors. Pressing

contemporary concerns particularly the need to shape educational institutions to deliver

instructions that meet the needs of the students.

Reference

Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes.
Retrieved on October 13, 2019 from http://ouleft.org/wp-
content/uploads/Vygotsky-Mind-in-Society.pdf
Conceptual Framework

INDEPENDENT VARIABLES
DEPENDENT VARIABLES
INFLUENCE OF
INFORMATION TEACHING- LEARNING
COMMUNICATION PROCESS
TECHNOLOGY TOOLS OF GRADE 11 STUDENTS OF

Figure 1. Schematic Diagram

STATEMENT OF THE PROBLEM

This study aims to show the Influence of Information Communication Technology tools

in the Teaching- learning process among the selected Grade 11 students of Saint Joseph Institute

of Technology Annex Campus. Specifically, it seeks to answer the following:

1. What are the ICT Tools used by the teachers in the teaching learning process?

2. How do students respond when using ICT tools in the teaching –learning process in terms

of:

2.1 Interaction

2.2 Behavior

2.3 Learning

3. Is there a significant relationship between the use of ICT tools in the Teaching- learning

process and;

3.1 Behavior

3.2 Learning

Hypothesis:

The following hypothesis were tested:

Ho1: There is no significant relationship between ICT and Learning Process in terms of

Interaction.

Ho2: There is no significant relationship between ICT and learning Process in terms of

Behavior

Ho3: There is no significant relationship between ICT and students Learning Process.
Significance of the Study

This study is conducted to benefit the following:

Students. This study may serve as the guide of the students and awareness of the right

usage of technologies prior to their studies.

Administration and Staff. This may serve as a guide for the awareness of the school

to the benefits and difficulties of using the ICT tools in the learning-process of the students.

Teachers. This study helps teachers to handle students and their potential to teach

students in using ICT tools, and will improve their relationship through understanding the

aspects of technologies influences to students.

Parents. This study provides a wide range of thought to the parents for their supervision

of the activities of their children who are largely engaging themselves to Information

Communication Technology tools prior to their learning process.

Future Researchers. This may serve as a guide and reference for the undertakings

similar studies.

DEFINITION OF TERMS

For the purpose of this paper the following terms are defined:

Information Communication Technology. Refers to technologies that provide access to

information through telecommunications.

Teaching-learning Process. The process of teaching learning aims at transmission of

knowledge, imparting skills and formation of attitudes, values and behavior.

 Communication. the imparting or exchanging of information.

ICT Tools. Used of devices like computers/laptops, tablets, projectors and PowerPoint

presentations and etc., on enhancing students cognitive process.

SCOPE AND LIMITATIONS

The study is limited only on the influenced of Information Communication Technology

Tools in the Teaching-Learning Process of the selected Grade 11 students of Saint Joseph Institute

of Technology Annex Campus.

This study focuses only to the One hundred and Thirsty Two (132) selected students who

are using and engaging on the digital devices prior to ICT tools used by their teachers are the

subject of the investigation. Each student will be given same set of questionnaires provided by the

researchers as a useful tool in conducting the research.

 Chapter 2

Methodology

This chapter presents the research design, the research respondents/participants, the

research locale, the research instruments, the data gathering procedure used in the study.

Research Design

In this research, Quantitative methodology was used to collect and analyze the data

obtained from all the respondents. The researchers developed the questionnaire and finalized it

before being distributed to the targeted group of respondents. Few sections on the questionnaire

were designed specifically to address research objectives in regard with the effectiveness of ICT

integration for students in learning and effective elements of ICT integration in Saint Joseph

Institute of Technology. Therefore, the questionnaire was distributed to obtain the data from the

respondents. The correlational method was used to determine the level of relationship between

Learning Process in terms of Integration, Behavior, and students cognitive learning among the

selected students of the study. Moreover, this study helped us to determine what particular

independent variable (the cause) has an effect on the dependent variable of interest (the effect).

Setting this objective, the researchers gathered information which was very useful in conducting

the study.

Research Respondents/ Participants

The respondents of this study are the One hundred and Thirty-Two (132) selected Grade

11 students of Saint Joseph Institute of Technology Annex Campus.

Table 1.

Frequency and Sample Distribution of Population

STRAND POPULATION

STEM 47

ABM 29

HUMSS 29

GAS 32

TOTAL 132

Research Locale

This study was conducted at Saint Joseph Institute of Technology-Basic Education

Department. Located at T-Calo Street, Butuan City. Founded in 1971, SJIT is one biggest private

school in Butuan City, it offers Pre-school, Elementary, Junior High School, Senior High School,

College and Graduate studies. It is non-sectarian institution and have thousand students in Basic

Education Department.

Research Instrument

A survey questionnaire with a total of 50 items was used as the main instrument in this study to

analyze the effectiveness of ICT integration in teaching and learning of the selected respondents of the

study. A total of 132 questionnaires were distributed where all respondents were asked to read the

statements given and choose their answers based on 4-Likert scale ranged from 4= Strongly Disagree, 3=

Disagree, 2= Agree and 1= Strongly Agree. The questionnaires consisted of 4 sections. Section A is about

the demographic background of the respondents consists of 8 items that includes Name (optional),

gender, type of school. The other 3 sections in the questionnaire focus more into teacher’s perception
and the elements of effectiveness of ICT integration in schools. Section B comes with 15 items that looks

into teacher’s perception of ICT in teaching, section C consists of 10 items that looks into the effectiveness

of ICT integration for students in learning meanwhile section D comes with 10 items that looks into the

effective elements of ICT integration in teaching. The questionnaire used for this quantitative study was

adopted and modified from the original questionnaire designed by Gulbahar and Guven (2008) that is

considered suitable for this research. Some of the items are designed and developed by the researchers

accordingly with the title chosen so that the items developed are able to provide the answers needed for

both research questions.

Reference:

Gulbahar and Guven (2008). A Survey on ICT usage and the Perception of Social Studies
Teachers in Turkey. Retrieved on October 13, 2019 from
https://www.researchgate.net/publication/220374787_A_Survey_on_ICT_Usage_and_th
e_Perceptions_of_Social_Studies_Teachers_in_Turkey

Data Gathering Procedures

The researchers modified the questionnaire before it is being finalized and distributed to

the target group of respondents. Then, each researcher takes up 72 and 60 questionnaires

respectively that made a total of 132 questionnaires being distributed to all respondents. The

respondents were given 2-3 days to complete the questionnaire and send it back to the researcher

for data analysis. After 2 weeks, all the complete filled-up questionnaires were gathered and

collected for further data analysis by the researcher to get the output and findings for the research.
STATISTICAL TREATMENT

The data that were gathered in this study through the questionnaire were treated statistically

before interpretations were made. The analysis includes both descriptive and inferential analysis. The

researchers used descriptive analysis to analyze the frequency and percentage of the overall population

in the demographic background. Besides, it is also used to determine the mean, standard deviation,

frequency and percentage to identify the effectiveness of ICT integration for students in learning as well

as the effective elements of ICT integration in teaching in public schools in Kuala Lumpur. The following

statistical treatments are employed:

Frequency. was used to find the actual number of students who belong to the different

categories of the gender, age, and other parameters of profile.

Percentage. Was used to find the proportion of a sub-category of the profile variable

in relation to the total frequency.

Mean. The study made use of the mean which has a very wide range of applicability in

statistics for a number of different types of experimentation. To assess the extent as to the need

of the study.

Standard Deviation. To assess the total population of the mean in every category of the

needs of the study.

Pearson Correlation Coeffiecient. To assess the relationship between two variables and

the extent of it to student.