1

ICT INTEGRATION AND STUDENTS ACADEMIC SUCCES IN BROKENSHIRE

COLLEGE TORIL DAVAO CITY INC.

A Research Paper Presented to the Faculty

of the Senior High School Department
BROKENSHIRE COLLEGE OF TORIL, INC.
Purok 8 Pagkakaisa Village, Lubugan, Toril, Davao City

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2

Vincent Palamos Corpuz

Accel Lyndon Cuizon
Rovic M. Camarillo
Bernard Palomar
Christian Jake Bacalso
Jhondell Soco Fuentevilla
Reynold Abella
Angelyn Najos Abarecio
Ivy Lascuña

November 2020

TABLE OF CONTENTS
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Page

Title Page…………………………………………………………. i

Table of Contents……………………………………………………. ii

CHAPTER

1 INTRODUCTION

Background of the Study…………………………….. 1

Statement of the Problem……………….……………… 3

Theoretical Framework………………………………… 4

Conceptual Framework …………………………… 5

Hypothesis ………………………………………… 5

Significance of the Study……………………… 6

Scope and Limitation of the Study ………………………… 7

Definition of Terms……………………………… 8

Review of Related Literature………………………… 9

2 METHODOLOGY

Research Design…………………………………. 24

Research Respondents……………………………… 25

Sampling Design………………………………… 26

Research Locale………………………………. 26

Research Instrument………………………………. 27

Data Gathering Procedure………………………….. 29

Data Analysis …………………………………………… 30

REFERENCES……………………………………………. 31
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APPENDIX…………………………………………. 35
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Chapter 1

INTRODUCTION

Background of the Study

Technology nowadays has become prevalent in our society, and the rapid growth

of ICT integration has become one of them. It revolutionized the way people see and

appreciate things, especially in the field of education. Traditional learning to new

learning, information delivery to information exchange, and teacher-centered to student-

centered (Niem, 2020). Importantly, the use of ICT in teaching and learning has

provided new teaching and learning experiences for both teachers and students in

many countries Ngeze (2017). While many technology devices are accessible in the

classroom, there are several external and internal factors that influence the proper

implementation of technology in the classroom. Technology integration is essential as

students prepare for college and careers, and the successful integration of ICT into the

learning environment will enable students to learn in new ways, succeed combined

technology with pedagogy, and develop socially active classrooms, supportive

interaction, and collaborative learning.

In a study from University of Malay, Malaysia conducted by (S. Ghavifekr et al.,

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2016), the effect of ICT integration in promoting students' self-directed learning revealed

that students' interaction with ICT tools could enhance their self-directed learning. To

improve students' self-directed learning outcomes, there is a need to consider other

aspects of ICT integration for future study. Classrooms may have access to technology

initiatives, but there are some circumstances that influence the appropriate

implementation of technology in the classroom, such as teacher perceptions (internal

factors). (Shonta Harrell, Yvette Bynum, 2019). However though, Mobi et al (2015)

reported that ICT can take away valuable learning time, it can be overused, it can turn

educational experiences into games for students, it also exposes students to x-rated

sites, and can distract them during class hours.

As a result, Mobi et al (2015) concluded that ICT devices are beneficial when

used by adults, however, as a result, secondary school authorities (principal and

teachers) must ensure that students do not bring these devices to school. Counselors

should plan talks and activities to educate students about the dangers of ICT

equipment. Similarly, parents must keep an eye on their children at home. They should

always take precautions to keep children from watching TV, movies, or other

uninstructive media. Furthermore, parents should ensure that their children use their

study time wisely and refrain from playing video games. Finally, the government should

provide schools with the necessary instructional materials and teaching aids in order to

improve teaching and learning.

Moreover, in the Philippine context, a study conducted by Lorenzo (2016) in

Public High Schools of Tarlac Province, findings revealed that the beneficiary schools
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encountered difficulties during project implementation. These issues include hardware

failure, difficulty using the software package, a lack of follow-up on capability

development, no available internet connection, limited access to the laboratory, and a

lack of repair/maintenance of laboratory equipment. There are a number of

recommendations, ranging from improving educators' and students' access to high-

speed internet services and suitable instructional software to improving technical

support and maintenance for using technology (National Education Association, 2008).

Without integrated technology in classrooms, students will not be able to develop the

skills required for long-term success. Personal and social responsibility are required

skills for the twenty-first century, as well as planning, critical thinking, reasoning, and

creativity (Christensen, 2022).

Furthermore, a local study was conducted by Castillo (2018) in San Isidro, Davao

Oriental. The study investigates the factors and barriers that contribute to the success

and failure of ICT integration in Philippine public basic schools. Through the purposive

sampling method along with additional held observations, the study revealed that

human factors such as leadership and teacher motivation are key in the realization of

these goals. Faculty activity for any such venture, such as ICT integration and

innovative pedagogy, is likely limited by the basic infrastructure available within campus

grounds. However, since people have the ability to surpass limitations, it is possible to

move past these restrictions and toward innovative pedagogy, which will ultimately lead

to the following stage in integration. Therefore, the researchers chose to study the

relationship of ICT integration and Academic success of senior high TVL students in
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Brokenshire College of Toril, Davao City Inc. in order to determine if ICT integration

have an impact on students' performance.

Education professionals must adopt a contemporary perspective on the use of

technology to support interconnected learning as it becomes more and more integrated

into daily life. According to this contemporary perspective, technology allows learners to

be flexible and adaptable in a variety of situations and subject areas. Finding out

whether there is a significant relationship between the use of ICT integration and its

effects on Academic Success of Students among senior high students is the goal of this

study, which also aims to determine the level of student academic success in education

toward the use of technology as a learning tool.

Statement of the Problem

This study aims to determine the significant relationship between ICT Integration

and the Academic success of grade 12 senior high school TVL students in Brokenshire

College of Toril, Davao City Inc. Specifically, this study will answer the following

questions:

1. What is the level of ICT integration of Grade 12-TVL of Brokenshire College Toril,

Davao City Inc. interns of:

1.1 Leaner’s Perception of ICT

2.2 Effectiveness of ICT

3.3 Elements in ICT Integration

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2. What is the level of Student’s learning of Grade 12-TVL Students in Brokenshire

College Toril, Inc.

1.1 General Academic Skills

2.2 Internal Motivation/ Confidence

3.3 Perceived Instructor Efficacy

3. Is there a significant relationship between ICT integration and Student Success?

Theoretical Framework

Conceptual Framework

Figure 1. Conceptual Framework of the Study

Independent Variables Dependent Variables

ICT INTEGRATION STUDENTS ACADEMIC

SUCCES

Leaner’s Perception of ICT General Academic Skills

Effectiveness of ICT Internal Motivation/

Confidence
Elements in ICT Integration
Perceived Instructor Efficacy
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ICT Integration in Learning as the independent variable, and Academic success

as the dependent variable.

The ICT Integration in learning refers to the seamless use of technology for

educational processes such as transacting curricular content and students working on

technology to complete authentic tasks. Under ICT Integration in learning, there are

some indicators that are important in learning the ICT Integration namely: learner’s

perception of ICT integration, effectiveness of ICT integration, and elements in ICT in

teaching. Leaner’s perception of ICT integration refers to the process of preferential

treatment of students toward information they get from integration of ICT in the

classroom. Perception is automatically related to certain nature of human being, which

his or her psychological features.

Further, effectiveness of ICT integration refers to the educational technology

as the study and ethical practice of facilitating learning and improving performance of

students by creating, using and managing appropriate technological processes and

resource. It defines instructional technology as the theory and practice of designing,

developing, utilizing, managing and evaluation of processes and resources for learning.

On the other hand, elements in ICT integration in teaching refer to the three

fundamental elements: pedagogy, social interaction and technology. These three

elements are for guiding teachers in effective integration of ICT into teaching and
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learning.

Moreover, academic success refers to making sufficient grades to progress to

the next grade level each year, or obtaining the diploma or degree that students seek.

The general academic skills refer to the skills include, but are not limited to:

systematic thinking, critical analysis and research, analysis of data and information,

communicating information orally and in writing of the students; internal motivation

refer to person’s inherent tendency to be proactive, to interact with the world in an

attempt to have an effect, and to feel a sense of accomplishment; concentration refer

to the ability to focus your attention and bring it to bear on a specific task or intellectual

activity.

Significance of the Study

Review of Related Literature

This section presents relevant literature about the study and was taken from

various sources such as journals and reliable sources.

ICT Integration in Learning. ICT integration as defined by Rosnaini Mahmud

and Mohd Arif (2008) as the process of determining whereand how technology fits in the

teaching and learning scenario. Likewise, students who learn ICT skills are better

prepared to face future challenges because they have a better understanding of them
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(Grimus, 2000). As explained by Bransford, Brown, and Cocking (2000), the use of ICT

can assist students in developing the competencies required for current globalization.

This is due to the fact that ICT can help students develop their skills, increase their

motivation, and broaden their knowledge and information (Grabe & Grabe, 2007;

Hussain et al., 2011). Adding on, in order to attain that, Ghavifekr (2013) recommend

teachers should always be ready and well-equipped in terms of ICT competencies and

positive attitude to provide ICT-based learning opportunities for students to improve

their learning quality.

Further, the need for ICT development is a global resolution that has been of

great importance to all of humanity (Olaofe, 2005). These technologies have become

indispensable in modern societies. ICTs are used whenever someone speaks on the

phone, sends an email, goes to the bank, uses a library, listens to sports coverage on

the radio, watches the news on television, works in an office or in the field, goes to the

doctor, drives a car, or boards a plane. Computers, software, networks, satellite links,

and related systems enable people to access, analyze, create, exchange, and use data,

information, and knowledge in previously unimaginable ways (Association of African

Universities 2000, Universities). Because of the prevalence and rapid development of

ICTs, human society has transitioned from the information technology age to the

knowledge age (Galbreath, 2000). Kitschner and Davis (2003) identified the following

competencies required of lecturers in the use of ICT in educational instruction. These

include: competence to use ICT in instruction personally, competence to master a

variety of educational paradigms that use ICT in instruction, sufficient competence to

use ICTs as mind tools, and competence to use ICT in instruction as a tool for learning.
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Teaching, mastery of a variety of assessment paradigms that use ICT in instruction,

mastery of the policy dimensions of ICT use in instruction for teaching and learning.

Likewise, as Jones and Preece (2006) highlighted, both students and teachers

must learn to trust technology in order to improve technological performance, increase

uptake, and reduce resistance to technology. On the other hand, teachers remain

crucial because they are responsible for the quality of their students' education and can

make use digital tools (Raad, 2013). To build trust in technology, teachers must be

confident and competent in the use of various ICT tools. ICT could not be used

effectively for instructional delivery without teachers' competency and mastery of

appropriate ICT integration skills. In this particular topic, teachers should have a variety

of technical and communication skills, including the ability to use chat rooms, word

processing skills, web page authoring, and the use of various ICT tools such as File

Transfer Protocol (FTP), compress and decompress files, e.g., Win zip, and so on

(Barker, 2002). Further, Kozma and Anderson (2002) reported that ICTs are

transforming classrooms and schools by introducing new teaching methods based on

real-life problems, providing scaffolds and 17 tools to improve learning, offering more

opportunities for evaluation and perception for students and teachers, and building local

and global communities that include students, teachers, parents, practicing scientists,

and other interested parties. Similarly, Hepp et al. (2004) state that the roles ICTs play

in the educational system can be pedagogical, cultural, social, professional and

administrative.

In addition, the successful integration of ICT into the learning environment will
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depend on the ability of teachers to structure learning in new ways, to merge technology

appropriately with a pedagogy, develop socially active classrooms, and encourage co-

operative interaction and collaborative learning and group work. For many, this requires

a different set of skills from those they currently possess (OLCreate: TESSA Teacher

Education Section 3: Integrating ICT into Teaching and Learning, n.d.). Further, a meta-

analysis conducted by (Boahen, 2021), indicated that most of the teachers had a strong

desire to integrate ICT into teaching and learning. ICTs have the potential not only to

improve the effectiveness and efficiency of these two areas of teaching and learning,

but also to eliminate administrative duties.

However, as Pondiwa (2022) Pondiwa that even though students were keen in

using technologies for learning, there are some barriers that hinder the integration of

ICT in education include lack of confidence, lack of competence in the use of

computers, lack of electricity, lack of funding and lack of access to resources. In

response, it is recommended that ICT resources including software and hardware,

effective professional development, sufficient time, and technical support need to be

addressed in order for the integration to be effective. ICTs do not work for everyone in

the same way. It has become inevitable, in the current digital era for educators to

integrate ICT in their teaching and gradually replace traditional teaching methods with

modern ones which are ICT led.

Learner’s Perception of ICT integration. Perception is an important

psychological aspect because it informs us about the types of phenomena that exist in

our environment. People perceive an object differently. It can be in both positive and
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negative ways (Kurinawan, 2015). Furthermore, ICT has gradually become more

important in most educational settings. Education systems benefit from it because it

broadens the range of options for improving teaching and learning inputs, processes,

and outcomes. As a result, an increasing number of schools and universities began to

use coprocesses of that system in various sectors (Barton, 2000; Furinghetti and

Pekhonen, 2002), But, it is viewed differently by the learners.

Moreover, the attitudes of teachers and students are crucial in initiating and

implementing educational technology in school programs (Selwyn, 2001; Woodrow,

2004). According to (Teo, 2008) students' perceptions and readiness to accept

computer technology in teaching are essential to their learning success. Students'

attitudes toward technology are important if computers are to be effectively integrated

into the teaching and learning processes in schools. Further, Dorup (2004) discovered

that students prefer the use of ICT in learning and have positive attitudes toward

technology in a study he conducted. However, Kennewell (2001) proposed that

classroom organization, classmates, teachers, and resources could influence students'

positive attitudes toward ICT. Several studies on students' attitudes toward ICT and

their relationships with gender have yielded contradictory results.

In addition, in a study on high school students' perceptions of using ICT in

learning, Kubiatko and Halakova (2009) discovered that male students have more

positive attitudes toward the use of ICT than female students. Furthermore, according to

Papaioannou and Charalambous (2011), male students had more positive attitudes

toward ICT than their female peers. However, Seyal, Rahim, and Rahman's (2002)
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study of 268 students' computer attitudes revealed no significant differences in attitudes

based on gender. Moreover, Mizrachi and Shoham (2004) found no significant

differences in attitudes toward gender. But increased computer usage leads to more

positive computer attitudes.

Students are the primary and most important resource in the teaching and

learning process. Learners can learn from teachers, but teachers cannot teach without

learners (Danim, 2010: 1). Additionally, perception is the starting point for all learning.

Students' perception is the act of giving students preferential treatment to information

they obtain from an object. Students can interpret what they see using their senses.

Further, it is important to understand students' perceptions of how teachers' questions

are perceived and answered in class. These perceptions influence students' willingness

to actively participate in the class (Cole, 2003: 184).

Effectiveness of ICT Integration. ICT integration in education is commonly

used to describe a technologically based teaching and learning process that is closely

linked to the use of educational tools in classrooms. Because students are accustomed

to technology and learn better in a technology-based environment, the topic of ICT

integration in schools, specifically in the classroom, is critical. This is because

technology in education makes a significant contribution to the pedagogical elements,

where the use of ICT will result in successful learning with the aid and support of ICT

elements and components (Jamieson-Procter et al., 2013).Technology-based tools and

equipment help students indeed learn nearly all subject areas, including mathematics,

physics, languages, the arts, and other important fields. Furthermore, ICT assists and
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complements both teachers and students when it comes to effective learning using

computers as learning aids (Jorge et al., 2003). Computers and technology are viewed

as add-on supplements to better teaching and learning, rather than replacement tools

for good teachers.

Furthermore, the integration of ICT in the classroom is becoming increasingly

important because it helps students improve their collaborative learning skills while also

developing transversal skills that stimulate social skills, problem-solving, self-reliance,

responsibility, and the capacity for reflection and initiative. All of these are core values

that students must attain in an active teaching and learning environment (Ghavifekr et

al., 2014). Similarly, in Malaysia, the government began integrating ICT into the learning

and teaching process in the early 1970s. This is due to the importance of technological

literacy in producing critical thinkers to face and involve the country in the global

economy (Hamidi, Meshkat, Rezaee, & Jafari, 2011).As a result, many schools have

been upgraded with computer labs, internet connections, smart whiteboards, LCDs, and

other ICT tools and equipment. Despite this, the problem was the teachers' skill and

aptitude, technical support, and the system's stability to successfully implement the

policy. However, the government is still improving and upgrading systems to fully utilize

ICT. Exploration of the factors influencing Malaysian teachers' ICT usage in schools can

help to increase the integration of ICT in the country's teaching and learning process as

a developing country.

Likewise, the importance of ICT integration in education cannot be overstated

because technology enables teaching and learning to take place not only in the
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classroom but also when teachers and students are physically separated. Regardless,

ICT integration is not a one-time learning process, but rather a continuous learning

process that provides a proactive teaching-learning environment (Young, 2003). Adding

on, Hermans, et al. (2008) identified three major stages for teachers to highly value and

regard ICT: integration, enhancement, and complementary. The integration approach

entails implementing appropriate ICT use in a specific subject area that involves

complex concepts and skills in order to improve student achievement and attainment

(Ghavifekr, Wan Athirah Wan Rosdy, 2015). Further, the enhancement approach entails

utilizing ICT to place a strong emphasis on the topic introduced. This approach allows

students to be more organized and efficient because they can take notes on the

computer, submit their work via email from home as long as they meet the deadline,

and look for information from various online sources to complete the task assigned to

them (Hermans et al., 2008).

However, technical difficulties sought to become a major issue and source of

frustration for students and teachers in most schools, causing disruptions in the

teaching and learning process. Teachers are unable to use the computer temporarily if

there is a lack of technical assistance and no repair available (Jamieson-Proctor et al.,

2013). Moreover, Teachers are discouraged from using computers because they are

not given any assistance on the subject. According to Türel and Johnson's (2012)

research, technical issues become a major barrier for teachers. These issues include

poor connectivity, virus attacks, and printer malfunctions. There are, however, a few

exceptions, schools in countries such as the Netherlands, the United Kingdom, and

Malta have recognized the importance of technical assistance to help teachers use ICT
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in the classroom (Yang & Wang, 2012).

Elements in ICT Integration in Teaching. In recent years, with the rapid

development of emerging technologies, the integration of Information and

Communication Technology (ICT) has increasingly attracted the attention of teachers. A

simple combination of hardware and software will not make integration naturally follow

(Earle, 2002). Teachers need to plan thoughtfully before they start ICT integration into a

curriculum. For instance, they have to choose the correct ICT tools for particular

learning objectives or contexts, modify existing resources or develop new learning

environments to engage specific groups of learners, or decide scaffolding strategies for

student‐centered learning.

The generic model consists of three key components: pedagogy, social

interaction and technology. An educational system is a unique combination of

pedagogical, social, and technological components (Kirschner, Strijbos, Kreijns, &

Beers, 2004). In an educational context, pedagogy often refers to the teaching

strategies, techniques or approaches that teachers use to deliver instruction or facilitate

learning. The pedagogical component is critical for distinguishing a learning system

from other communities, such as an alumni community, as it primarily reflects the

educational purposes of the learning system (Chen, 2003). Other communities are often

built without any concrete learning purposes in mind.

Pedagogical design is an ongoing process, which cannot be simply pre‐

determined before a lesson. In addition to the selection of proper content or activities,

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pedagogical design must deal with how to use these resources in an effective way in

order to scaffold students during learning processes. In terms of pedagogical design, a

learning environment ought to support and satisfy the needs and learning intentions of

students with different backgrounds. It should also involve using various learning

resources and activities that support students’ learning, and allow teachers to facilitate

learning (Chen, 2003; Kirschner et al., 2004).

Social activities are crucial in daily life. People naturally live and work in various

communities, in which they turn to others for help when they encounter problems

(Jonassen, Peck, & Wilson, 1999; Wilson & Lowry, 2000). In many situations, students

might use stand‐alone computers which only allow them to interact with embedded

learning resources. With the development of computer‐mediated communication (CMC),

computers are now connected world‐wide. Social activities become more convenient

and flexible through the support of CMC (Khine, Yeap & Tan, 2003). Students may still

use computers individually. However, they have the opportunity to work collaboratively,

for instance in problem solving. Computer‐supported collaborative learning has shown

positive effects on students’ performance in solving problem‐based tasks (Uribe, Klein,

& Sullivan, 2003). The social design of a learning environment must provide a safe and

comfortable space, in which learners are willing to share information and in which they

can also easily communicate with others.

The technological component becomes more prominent in a technology‐

enhanced learning environment, for many learning activities are conducted through the
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support of a computer. An online learning environment must be available all the time

and access must be convenient and fast (Salmon, 2004). Availability and easy access

are initial requirements for an effective online learning environment. In addition, human–

computer interface design is crucial – as it determines the usability of a technology‐

based learning environment. The interface design of a computer program ought to focus

on ease of learning, ease of use and aesthetics (Wang & Cheung, 2003). Ease of

learning is critical for beginners while ease of use becomes more important while users

gain experience over time. Certainly, the interface must be attractive so that it can

motivate and engage learners.

In summary, pedagogy, social interaction and technology are critical components

of a technology‐enhanced learning environment. Technology is more likely to be a basic

condition for effective integration of ICT. Sound design of pedagogy or social interaction

very much depends on the availability of technological support. Without sufficient

support of technology, undoubtedly many pedagogical and social design activities, such

as 3D simulations or asynchronous online discussions, would be hard to implement.

However, the primary factor that influences the effectiveness of learning is not the

availability of technology, but the pedagogical design and social design (Mandell, Sorge,

& Russell, 2002).

Academic Success. Completion of the learning process, knowledge acquisition,

and development of employability skills. According to numerous studies, ICT-supported

methodologies are effective at capturing the attention of the new generation of students
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and igniting their interest in academic subjects. ICT-supported methodologies can be

used to encourage active learning in higher education. (Christina G. Olivia et al., 2018).

A study from Computers and Education. The effects of access to ICT, student

background, and school/home environments on children's academic success using the

original PISA 2012 dataset from the OECD. Ordered logit models are created and

analyzed using cross-section data from 4848 15-year-old pupils in Turkey. The findings

show that I having access to the internet at home or at school and having one's own

room at home have a positive effect on academic achievement, and (ii) the internet

connection at schools may not be used for school-related activities and therefore diverts

students' attention from their studies. The academic success of students decreases as

student-to-teacher ratios or school sizes rise, (iii) pre-primary education and education

in the student's native language both contribute to academic achievement, (iii) and (iv)

there is a positive correlation between parents' education levels and their children's

school performance. The report also provides an international analysis that contrasts

the outcomes from Turkey with those from Germany, France, and the United Kingdom

using additional data from 22,273 pupils. Finally, it is emphasized how vital it is to

collect micro level data on the Turkish educational system (at the student, school, or

parent level). (Funda Erdogdu & Erkan Erdogdu 2015).

Socializing. On the Internet, socialization refers to the ways that people

communicate and the methods they use to do so. Socialization describes the customs,

quirks and language unique to a particular culture. The process of socialization is how

new hires get to know and get used to their new occupations and roles in organizations.
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Information and communication technologies (ICTs) provide novel approaches to

integrating newcomers into society, but little is known about how these tools can

facilitate or impede socialization. (Gruman, Jamie A. Saks & Alan M. 2018). According

to Sabri, Mohamad Fazli. Socialization is one way that parents may help children feel

less stress in college and increase their academic performance.

Internal Motivation/Confidence. Internal motivation as defined by Ryan and

Deci (2000) (pp. 56) as the doing of an activity for its inherent satisfaction rather than for

some separable consequence. When intrinsically motivated, a person is moved to act

for the fun or challenge entailed rather than because of external products, pressures, or

rewards. It has been argued to be a crucial mechanism for open-ended cognitive

development in humans, and as such has gathered a growing interest from

developmental roboticists in recent years (Oudeyer, 2007).

Further, it has been proposed that motivation is important in how individuals

direct their behavior in various situations, as well as in their efforts to change their

behavior (Cox & Klinger, 2004). Individual motivation has traditionally been thought of in

terms of self-articulated goals such as personal strivings (Emmons, 2004), personal

projects (Little, 2003), and potential selves (Markus & Nurius, 2005). However, the

negative side of motivation has been conceptualized in terms of avoidance goals,

concerns, and feared selves (Elliot & Church, 2004). (Markus & Nurius, 2005).Such self-

articulated goals and concerns are significant because they provide a foundation for
 20

ongoing behavior regulation; they serve as criteria for evaluating behavioral outcomes;

they elicit emotions; and they motivate the development of a variety of plans and

strategies to deal with situational demands (Karoly, 2004).

Intrinsic motivation occurs when students are engaged because of internal

rewards, like a love of learning or interest in a subject (Williams, C and Williams, K,

2011). These students learn to value learning for its own merits, regardless of any

external factors. Similarly, students are also more likely to be motivated if class material

is relevant to their lives and involves their interests (Ferlazzo, 2015). In addition,

Intrinsic motivational factors found to be at work with most students include involvement

(the desire to be involved), curiosity (find out more about their interests), challenge

(figuring out the complexity of a topic), and social interaction (creating social bonds)

(Williams C, 2011). Likely, Individuals who are motivated intrinsically tend to develop

high regard for learning course information without the use of external rewards or

reinforcement.

The environment needs to be accessible, safe, positive, personalized as much as

possible, and empowering. Motivation is optimized when students are exposed to a

large number of these motivating experiences and variables on a regular basis. That is,

students ideally should have many sources of motivation in their learning experience in

each class. (Palmer, 2007; Debnath, 2005; D’Souza and Maheshwari, 2010). In

addition, recent studies shows it is interesting to note that nontraditional students report

higher levels of intrinsic motivation than traditional students. (Dean and Dagostino,

2007; Daniels, 2010; Bye, Pushkar, and Conway, 2007; Afzal, et al., 2010)
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Concentration. Attention has been an appealing subject for many researchers

for many many years. Kumar (2003) claims that concentration is attainable and refers to

the mental state wherein a person's thoughts and all of their senses are fixed on a

single object. As a mechanism that "encodes language input, maintains it active in

working and short-term memory, and retrieves it from long-term memory," attention can

also be thought of in this way (Robinson, 2003, p. 631). The reason for this is that if one

maintains the knowledge or information supplied to them is well accepted, and they

maintain good concentration so that they may use it to deal with the immediate issues

and then use them in the long run.

Moreover, teachers always want their students to pay close attention in class

because the closer the students' attention is, the better the learning outcome and

knowledge gain. The importance of attention in the learning process of students cannot

be overstated. According to Al'Omairi and Al Balushi (2015), attention is an important

component of learning. Furthermore, Hariyanto (2021) stated, "If the learner is truly

paying attention, the learner will follow and carry out the learning activities well." Not

only can attention determine a student's participation in class, but it can also have a

significant impact on their learning outcome because if there is good concentration

during a lesson, students can deal with all of the questions relating to the learning

materials with ease, resulting in a good score as well as learning achievement.

Consenquently, According to (Hariyanto, 2021), those who paid less attention in class
 22

will struggle with receiving the following learning material, resulting in a feeling of being

overwhelmed and depressed with the rest of the course (2021).

Further, even though the longer the attention span, the more influential the

student's learning process will be (Kahneman, 2007, 2011; Tomlin & Villa, 2009). Many

studies have been conducted to back up this claim. Through an experiment, Egeth

(1997), for example, came to believe that a college student's focusing ability has a

specific limit. Furthermore, Stuart and Rutherford (2004) concluded from an experiment

with medical students that students' concentration was highest during the first 10 to 15

minutes of the lecture and then gradually declined until the end of the instruction. Burns

(2005) conducted another experiment with the same goal of proving that the maximum

length of time a student's attention can be held is around 15 minutes. As a result, both

studies concluded that the first 15 minutes were believed to be when students obtained

information from instructors.

THE RELATIONSHIP BETWEEN ICT INTEGRATION AND STUDENTS ACADEMIC

SUCCES

Education Research International's 2018 research. Investigates and examines

the use of information and communication technology in universities and the effects it

has on the academic performance of university students. The study also investigates

how gender, GPA, and student majors influence the link between ICT and academic

success.

Additionally, another results indicated that adoption of ICT improved student

 23

performance more for female than for male students. However, it was discovered that

the students' IT major had little bearing on their academic success. The study has

offered a discussion of its findings, its limitations, and recommendations for additional

investigation. Finally, it also discusses how the current study affects what is already

known. (Wael Sh. Basri et al., 2018).

Based on the resources available to them, teachers are integrating ICT into their

teaching and learning. Institutions and educational establishments (Clausen, 2007;

Chen, 2008; Balanskat, Blamire, & Kefalla, 2007; Tondeur; van Braak, Valcke, &

Valcke, 2008; Lim & Chai, 2008). ICT has given instructors a lot of chances. Supporting

educational resources for use in classroom instruction and raising student achievement

levels scholars. It has been noted that instructors are not yet prepared to use ICT in the

classroom successfully. They don't making appropriate use of it in the teaching and

learning process. The study's primary goal is to identify the factors that lead to the

extent to which our teachers are unable to use ICT in the classroom effectively and the

ways in which they can classrooms successfully.

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CHAPTER 2

METHODOLOGY

This chapter includes the presentation of the research design, research locale,

research respondents, research instruments, data gathering procedure and statistical

tools.

Research Design

In this study, a quantitative research design was adopted together with a

descriptive-correlational technique. The focus of a quantitative study's design is on the

objective measurements and statistical mathematical or numerical analysis of the data

gathered through questionnaires, poll surveys, and other means. This kind of design

seeks to gather numerical data, generalize it to large populations, or explain a specific

event or occurrence. It is founded on the deductive process, which is influenced by

positivist and empiricist beliefs, and emphasizes the validity of theory. Therefore, its

main objectives are to confirm facts, forecast results, test hypotheses, and test

presumptions. It isolates the variables and employs a large sample. For the purpose of

this study, tests and official instruments were employed to gather data. (Creswell,

2014).
 25

The descriptive design is used to collect data on the phenomenon's current

condition in order to characterize what is existent in connection to variables or situations

in a situation until then. In descriptive research, information regarding existing

circumstances, behaviors, beliefs, procedures, trends, and cause-and-effect linkages is

acquired, evaluated, categorized, and computed with a specific goal in mind. The data

are then accurately and completely evaluated, with or without the help of statistical

techniques. This strategy, according to Prieto et al. (2017), also provides valuable

direction and insight into the study. To measure and interpret data, it also heavily relies

on data collection tools.

Additionally, correlational research establishes a cause-and-effect relationship

between variables by looking at how the independent variable impacts the dependent

variable (Myers & Well, 2013). The researchers will be able to examine the connection

between two variables—ICT Integration and Students Academic Success—in this study.

The descriptive correlational research strategy used in this study is acceptable since it

thoroughly examined how these variables connected to one another in order to pinpoint

the specifics of ICT Integration and how it affects academic success for students. The

study will focus on the correlations between variables to determine the importance of

the relationship between the independent and dependent variables.

Research Respondents

The respondents of this study will be the 143 TVL-ICT students from Brokenshire

College of Toril Davao City Inc. composed of approximately 225 TVL-ICT students
 26

using cluster random sampling. The researcher will determine the sampling size which

will be set at 95% confidence level, 5% margin of error, and 90% response distribution.

The following inclusion criteria will be used to choose respondents for this study,

namely: bonafide TVL-ICT students of Brokenshire College of Toril Davao City Inc., with

no failing grades and who freely provided their consent and who obtained their parent or

legal guardian's written consent.

Sampling Design

Cluster sampling is a probability sampling approach that is frequently used to

examine large populations, especially those that are widely geographically dispersed.

Researchers frequently refer to pre-existing organizations like cities or schools when

referring to clusters. Cluster sampling involves breaking up a population into smaller

units called clusters. They then randomly select a sample from these clusters (Thomas,

2022).

Cluster sampling should be used to study large, dispersed populations because

interviewing every person would be costly, time-consuming, and possibly impossible.

The creation of more compact, comparable representations of the population under

study is made possible through cluster sampling. (Thomas in 2022)

Research Locale
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The study is located in Davao City, a major city on the island of Mindanao. With a

total area of 2,444 square kilometers, Davao City and is considered the largest city in

the country. Although regulations differ from Davao del Sur, Davao City is included in

the province for geographic and statistical reasons. The city is made up of three

congressional districts, divided into 11 administrative districts and a total of 182

barangays. Residents of Davao City and state media consistently rank it as one of the

safest cities in the Philippines. This research is being conducted exclusively at

Brokenshire College of Toril Davao City, Inc.

Brokenshire College of Toril Davao City, Inc. is a Department of Education

(DepEd) recognized school in Purok 8 Pagkakaisa Village, Lubogan, Toril, Davao City,

Philippines. It provides a caregiving 1026 Hours NC2, Kinder 1,2,3 K-12 Grade School

and High School program. It is a leading community college that offers socially

responsive education imbued with Christian values. The school has undergone

Association of Christian Schools, Colleges, Universities- Accrediting Agency, Inc.

(ACSCU-AAI) accreditation.

The researchers have chosen the area as the point of interest to conduct the

study due to this justification: Brokenshire College Toril Davao City Inc. It has a large

population of students who mostly experienced the issue related to Usage of computer

and students learning.

Research Instrument

The researchers will use a research instrument that is composed of the two

adaptive survey questionnaires to measure the variables, Computer Usage, and

 28

Students Learning.

The first part of the instrument was the Computer usage questionnaire adapted

from the study of Hamzeh (2014) having two domains namely computer usage at school

and home.

All items in the questionnaire section for Computer Usage will be asking the

respondents to indicate a response on a 5-point Likert-scale namely: 1 (strongly

disagree), 2 (disagree), 3 (moderately agree), 4 (agree), and 5 (strongly agree). For

interpretation of the level of motivation, the researchers will use the range of means,

description, and interpretation presented below.

Range of Means Description Interpretations

4.20-5.00 Very High Computer Usage is

always manifested

3.40-4.19 High Computer Usage is

oftentimes manifested

2.60-3.39 Moderate Computer Usage is

sometimes manifested

1.80-2.59 Low Computer Usage is

seldom manifested

1.00-1.79 Very Low Computer Usage Is

never manifested

The second part of the instrument is to measure the students’ learning. This

questionnaire was adapted from the study of Pizzie and Kraemer (2018) having four
 29

domains namely: Attention towards computer, Computer Skills, Attitude towards

computer and Engagement towards computer.

All items in the questionnaire section for measuring the domains of students’

Learning will be asking the respondents to indicate a response on a 5-point Likert-scale

namely: 1 (strongly disagree), 2 (disagree), 3 (moderately agree), 4 (agree), and 5

(strongly agree). For interpretation of the level of motivation, the researcher used the

range of means, description, and interpretation presented below.

Range of Means Description Interpretations

4.20-5.00 Very High Students Learning is

always manifested

3.40-4.19 High Students Learning is

oftentimes manifested

2.60-3.39 Moderate Students Learning is

sometimes manifested

1.80-2.59 Low Students Learning is

seldom manifested

1.00-1.79 Very Low Students Learning is

never manifested

Data Gathering Procedure

The following steps will be done by the researchers in the conduct of the study:

First, the researchers will ask for an endorsement letter from the research

coordinator of Brokenshire College Toril Davao City, Inc to conduct this study. Second,

an Ethical Clearance will be secured from the office of research coordinator of

 30

Brokenshire College Toril Davao City Inc. Third, a written request asking permission to

conduct a study involving the senior high school grade 12 TVL-ICT students’ together

with the endorsement letter, and Ethical Clearance from research coordinator will be

submitted to the office of the research coordinator of Brokenshire College of Toril Davao

City Inc.

Fourth, as the respondents are under the age of 18, the researchers will obtain

written agreement from the parent or guardian and the grade 12 TVL-ICT students who

meet the inclusion criteria as respondents of this study after thoroughly explaining the

study's key components. Fifth, individuals who freely provided their written informed

consent will receive the survey. The researchers will adhere to the essential health

regulations set forth by local and federal authorities in this regard. To this end, the

survey will be carried out by the researchers using digital tools including Google Forms,

email, and social media links. Those that agree to do so will provide the researchers

with their written informed consent along with their relevant email address and social

media account for the survey's distribution.

Importantly, the poll will be conducted in-person by the researchers with students

who had erratic or nonexistent internet connection. In order to safeguard their health

and safety as well as the health and safety of the researchers and the respondents,

participants will be simultaneously instructed to adhere to recommended health

protocols during the face-to-face survey. These protocols include wearing face masks

and face shields and maintaining social distance. Both the online and in-person survey

participants will have enough time to finish the questions. Sixth, respondents will
 31

provide completed survey forms both online and in person. In order to use the

responses in a computer program for data analysis, the responses will then be

encoded.

Data Analysis

Both descriptive and inferential statistical tools will be used in the data analysis.

Mean. The mean score will be used to determine the average score of Computer

Usage, and Students Learning.

Pearson Product Moment Correlation. It will be employed to measure the

relationship of the independent and dependent variables in this study. It is an inferential

statistical tool that will be used to establish the strength of a linear association among

Computer usage, and students learning.

rrl acad success

Erdogdu, F., & Erdogdu, E. (2015). The impact of access to ICT, student background and school/home

environment on academic success of students in Turkey: An international comparative

analysis. Computers & Education, 82, 26-49.

rrl sa relationship

https://www.hindawi.com/journals/edri/2018/1240197/#literature-review
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https://www.ilkogretim-online.org/fulltext/218-1614802044.pdf