1

CHAPTER 1

THE PROBLEM

Information and Communication Technology (ICT) played a vital role in the

teaching and learning process. This had become a necessary skill to learn. In

this computer-aged era we are living, it is important and beneficial to be equipped

with ICT skills at both the level of the teachers and the learners. With the advent

of technology, it was the learners who were more equipped than their teachers.

The difference between student knowledge to use ICT and the ability of teachers

to use ICT had been identified as the main factor affecting the effective use of

ICT in education. The generation gap had contributed to this factor. Kids

nowadays were more equipped with new trends in technology. They went along

with it and understood its use while teachers who are in their late 30s will no

longer interested in learning what’s and the how’s of gadgets.

It is now generally accepted that the use of ICT should not aim to

completely change teaching practice itself, but rather to activate and support the

transition from traditional teaching into a technology-based teaching and learning

process. To address these issues on backlogs of teachers on ICT in Education,

DepEd addressed the needs of computers and other facilities to capacitate

teachers in the delivery of effective and efficient learning through DepEd

Computerization Program (DCP). According to DO 78, S. 2010 – Guidelines on

the Implementation of the Deped Computerization Program (DCP) dated June

10, 2010; DCP aimed to provide public schools with appropriate technologies

that would enhance the teaching-learning process and meet the challenges of
 2

the 21st century. This program responded to the computer backlog of public

schools by providing the hardware and software and training on simple

troubleshooting.

Through this program and the combined efforts of other government

agencies and the private sector, 5,409 public secondary schools had been

provided with at least one computer laboratory each. This ranges from 10-20

computer units including other peripherals depending on the agencies providing

the computer units. The objectives of the DepEd Computerization Program are

as follows:

1. Provide computer laboratory packages to secondary schools;

2. Provide e-classroom to elementary schools;

3. Provide laptop units to mobile teachers;

4. Integrate ICT in the school system;

5. Raise the ICT literacy of learners, pupils, students, teachers, and

school heads; and

6. Reduce computer backlog in public schools.

COVID-19 Pandemic had strike the whole nation which seriously affects

the economic status, individual's lifestyle, and most importantly, the education

system. Due to stringent observance of health protocol, face-to-face instruction

had been prohibited not just in the education sector but in all private and

government sectors. The Department of Education had prepared for the new

normal, such Self-Learning Modules (SLMs) were provided with the alternative
 3

learning delivery modalities which were also offered for various types of learners

across the country to ensure that there is continuity of learning among learners.

As stated in the DO 12, S. 2020 – Adoption of the Basic Education

Learning Continuity Plan for the School Year 2020-2021 In Light Of The Covid-19

Public Health Emergency, Deped developed Basic Education Learning Continuity

Plan (BE-LCP) which was a package of education interventions that will respond

to the basic education challenges brought by COVID-19 pandemic.

The LCP was the major response of Deped and their commitment to

ensuring the health, safety, and well-being of the learners, teachers, and

personnel in the time of COVID-19 while they were finding ways for education to

continue amidst the crisis for the whole school year.

Deped continued to confront the issues brought about by the pandemic by

addressing challenges in basic education through the Learning Continuity Plan

(LCP), which took effect in the current school year.

With the action taken by the Deped to ensure the continuity of learning

amid the COVID-19 pandemic, teachers' ICT skills were tested in terms of the

survey on what modalities do parents and learners prefer. Printing of modules

needed ICT skills, Online delivery through Online Classes needed ICT skills,

much more with the Digital Audio and Digital Video, so with the Radio-Based

Instruction and Television-Based Instruction. These modalities were all in need of

ICT skills thus teachers were capacitated on how they were going to be

productive in this challenging time of the pandemic.

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In this present time, where there had been a stringent implementation of

health protocols, schools nowadays use a variety of ICT tools to connect, to

broadcast, to accumulate, and to manage information. In this sense, ICT-based

skills became an integral skill in the delivery of learning among pupils even on

the submission of school reports.

This study determined the ICT-based skills of teachers and how it can

influence their teaching performances in terms of being well-informed in the

technological equipment, basic knowledge in ICT, and the operational use of ICT

software, programs, and applications with or without internet access. Hence, the

demographic profile of the teachers’ respondents in terms of their age, sex, ICT

training, and length of service was determined. The ICT skills of teachers were

correlated to their teaching performance.

THEORETICAL FRAMEWORK

This study was anchored on the TPACK Framework by Mishra and Kohler

(2006), Replacement, Amplification and Transformation - RAT Model by Hughes,

Joan (2006) and B.F. Skinner’s Behaviorist Theory of Learning (2007) as cited by

Mcleos (2007).

Technological Pedagogical Content Knowledge (TPACK) Framework

Mishra and Kohler (2006) saw this as a useful model for educators as they

begin to use digital tools and strategies to support teaching and learning.

Technological, pedagogical and content knowledge (TPACK) are essential for

teachers for successful integration of ICT in education. For successful

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instructional use of ICT, four types of competencies are required. These four

competencies are- Technological Competencies (TC), Pedagogical

Competencies (PC), Didactical Competencies (DC) and Social Competencies

(SC).

The four competencies identified in TPACK are most beneficial because

firstly, technological ICT competencies are competencies related with teachers’

knowledge and technical training that how to use and maintain ICT equipment

and software. These competencies involve the skills to operate modern

technologies such as- computer, Internet etc.

Secondly, pedagogical ICT competencies are competencies related to

teachers’ instructional practices and knowledge of the curriculum and require that

they develop applications within their disciplines that make effective use of ICT to

support and extend teaching and learning. This is a generic form of knowledge

that is involved in all issues of student learning, classroom management, lesson-

plan development and implementation and student evaluation. It includes

knowledge about techniques or methods to be used in the classroom; the nature

of the target audience; and strategies for evaluating student understanding.

Thirdly, didactical ICT competencies are competencies related to subject

knowledge of the teacher that is to be learned or taught. Teachers must know

and understand the subjects that they teach, including knowledge of central

facts, concepts, theories and procedures within a given field, knowledge of

explanatory frameworks that organize and connect ideas and knowledge of the
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rules of evidence and proof. Teachers must also understand the nature of

knowledge and inquiry in different fields.

Lastly, social ICT competencies are competencies related to the

understanding of teachers with social and ethical issues surrounding ICT and

apply that understanding in their practice.

Essentially, the TPaCK Framework points out that a teacher must

understand how technology relates to both pedagogy and content. The interplay

of technological knowledge, content knowledge, and pedagogical knowledge is

essential for the effective use of Education Technology.

The role of TPACK in determining the performance of teachers through

his/her ICT-based skills measures the teachers’ knowledge, potential impact both

training and professional development which was offered for teachers at all levels

of experience.

The Replacement, Amplification, and Transformation (RAT) Model

The RAT Model, developed by Dr. Joan Hughes, allows teachers to self-

assess their integration of technology in the classroom. According to the RAT

Model, digital technology can be used as replacement, amplification, or

transformation in the classroom.

Replacement refers to the use of technology that in no way changes

instructional practices. The technology is simply a different means to the same

instructional end.

Amplification is when the task remains fundamentally the same, but the

use of technology increases efficiency, effectiveness, and/or productivity.

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Transformation occurs when technology “reinvents aspects of instruction,

learning, or curriculum in new and inventive ways.”

While all of these categories may be used, amplification and

transformation are more effective than replacement. Teachers are encouraged to

use the RAT Model to reflect on and assess their use of technology in the

classroom (Hughes, 2006).

This RAT model helped the researcher in establishing the impact of the

technology on a teacher’s previous practice. It was a useful model for teaching

technology integration because it is clear, compatible, and fruitful. It also

emphasized that technology is a means to an end that balances parsimony and

comprehensiveness, and focuses on learners.

Behaviourist Theory of Learning

B.F. Skinner’s Behaviorist Theory of Learning as cited in by (McLeod,

2007) says that learning must be presented with a stimulus that could catch the

attention of the learners, so they respond and interact to the signal of the teacher

so learning will occur.

Through the aid of educational technology in ICT in Education, the teacher

taught accurately and the learners had been motivated to learn and thus learning

took place in an environment where it was very conducive and was free from

learning destructors.

This theory by B.F. Skinner helped in holding a strong stand regarding

how learners learned the stimulus presented by the teacher as cited by (McLeod,

2007) learning must be presented with a stimulus that could catch the attention of
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the learners, so they respond and interact to the signal of the teacher so learning

will occur.

CONCEPTUAL FRAMEWORK

The study tried to find out the contribution of ICT-based skills of teachers

to the delivery of performance in modular learning modalities.

The schematic diagram in Figure 1 showed the different variables that

were used in this study. The dependent variables were the ICT-Based Skills of

teachers and their demographic profile was used in the study. The independent

variable comprised the Contribution to Teaching Performance of their ICT-Based

Skills which resulted in a School Learning Action Plan (SLAC) on Capacity

Building among teachers.

Significant relationships among variables were established with the use of

appropriate statistical tools. Expectedly, at the end of this study, ICT-Skills

among teachers will be established and be of help in the delivery of performance

in the modular learning modalities.

Figure 1 shows the schematic diagram of the conceptual framework of the

study.
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ICT-BASED SKILLS
(teachers)
1. Learners’
Information
System
2. Operate basic
knowledge in the
use of
technological
equipment.
SCHOOL
LEARNING
CONTRIBUTION
ACTION
TO
CELL PLAN ON
TEACHING
CAPACITY
PERFORMANCE
BUILDING
ICT SKILLS

Demographic Profile
in terms of:
1. age,
2. sex,
3. training, and
4. length of
service

Figure 1. The Schematic Diagram Showing the Variables in the Study

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STATEMENT OF THE PROBLEM

This study determined the ICT- Based Skills of the selected teachers in

Tagoloan District and found out that there is a contribution to the teaching

performance during the school year 2020-2021.

More specifically the researcher attempted to answers the following

questions:

1. What is the profile of the respondents in terms of:

1.1 age,

1.2 sex,

1.3 training, and

1.4 length of service

2. What is the status of ICT based skills of teachers in terms of:

2.1 Learners’ Information System (LIS)

2.2 Operating basic knowledge in the use of technological equipment.

3. Is there a significant relationship between the respondents’ demographic

profile and the challenges encountered?

4. What School Learning Action Cell (SLAC) can be devised based on the result

of the study?

5. What are the challenges encountered by the teachers and the respondents in

modular learning?
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HYPOTHESES

Ho1: There is no significant relationship between the respondents’

demographic profile and the challenges encountered?

SIGNIFICANCE

This study was deemed significant to the following:

Curriculum Planners: This study will be helpful to the curriculum planners

to know the extent of how ICT-Based Skills contributes to teachers’ performance.

They will be able to provide technical assistance and addresses developmental

needs among teachers.

Teachers: The teachers will be benefited to this study for they will be able

to assess themselves based on the ICT-Based skills they acquire and how far

they can use these skills in the delivery of performance in the modular leaning

modalities.

School Administrators: They play an important role in assessing teachers

in implementing the use Of ICT in education. The result of this study will provide

recommendations and support to teachers.

Pupils: They will begin to appreciate the use technology in education as

they gear themselves in their preferred modalities.

Future Researchers. Other researchers will find this study as an avenue

for other future related studies. They may consider other variables not identified

in the study.
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SCOPE AND LIMITATIONS

This part presented the scope and limitations of the study on ICT-based

skills of selected teachers at Tagoloan District and its contribution to their

teaching performance. Hence, this study limits its scope among selected

teachers of Tagoloan District for the school year 2020-2021. The contents of the

questionnaire administered focus only on the respondents' demographic profile,

the status of ICT skills of teachers, and their teaching performance.

The study was administered in the 2nd quarter of SY 2021-2020 in the

selected schools in Tagoloan, Lanao del Norte. Teachers served as respondents

to determine their skills in ICT when performing tasks in school. The study used

an adapted questionnaire.

The researcher conducted to identify the significant relationships between

the variables presented through the ICT-based skills of teachers that contributed

to their teaching performance in the modular learning modalities. As a result, an

action plan was made to capacitate teachers on enhancing their ICT-based skills

that will contribute to their teaching performance.

DEFINITION OF TERMS

The following key terms which will be recurrent in this study are defined

conceptually and operationally.

Basic Education Learning Continuity Plan. A learning continuity plan seeks

to ensure that student’ learning progresses even amidst disasters such as natural
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calamities, storms, fires, and pandemics. This is operationally used as plan

executed by DepEd to ensure the continuity of learning.

Deped Computerization Program. A program piloted by the Department of

Education to provide public schools with appropriate technologies that would

enhance the teaching-learning process and meet the challenges of the 21st

century. It is operationally used as the aid to address backlogs in ICT integration.

Individual Performance Commitment Review Form (IPCRF). This is

conceptually defined as a performance contract between the employee and

management where targeted outputs for the specific rating period are clearly

spelled out, including the performance standards which serve as basis for

evaluating each output. In this study, IPCRF Rating will define the teachers’ ict-

based skills as is contributes to a good performance using the targeted standard

of the department.

Information and Communication Technology. Views ICT as an extension

of computers, software, networks, satellite links, and connected systems that

allow people to access and share information and knowledge in various forms.

(Ghavifekr and Rosdy, 2015). It is operationally defined in the study as the

technologies that provide access to computer and hardware that is used in ICT

integration.

ICT-Based Skills. It is the understanding and applying a range of

computer programmes, software and other applications. These include: word

processing, spread sheets, databases, power points and search engines. It is

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operationally defined as the acquired skills by teachers that will contribute to

teachers’ teaching performance.

Modular Distance Learning Modality. According to (B. Malaya, 2020)

Modular Distance Learning Modality features individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic

copy, whichever is applicable to the learner. It is operationally used a modality

chosen by parents that best suits their children’s need and their capability to

provide assistance to their children.

School-based Learning Action Cell. DO_s2016_035 conceptually

defines SLAC as is a group of teachers who engage in collaborative learning

sessions to solve shared challenges encountered in the school facilitated by the

school head or a designated LAC Leader. LACs will become the school-based

communities of practice that are positive, caring, and safe spaces. It is

operationally used in this study as a crafted plan for the result laid by the study.

Self-Learning Module. This Self-Learning Module (SLM) in Psychology of

Learning is designed to help students understand learning from the psychological

standpoint. It focuses on the various approaches used in explaining how and why

people learn and explores how these theories would apply to the teaching-

learning process. It is used in this study as the means of learners to learn amidst

COVID-19 pandemic.

Teaching Performance. This refers demonstration impact on students’

learning as established through student achievement test scores, observed

pedagogical practices, or employer or student surveys. In this study, it is

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operationally defined as the Teachers’ delivery of performance which resulted to

the acquired ICT-based skills of teachers.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This study presented the different readings made by the researcher which

are important and related to the present studies.

Related Literature

The Use of ICT within an Educational Context

As cited by Bosley et. al (2005), the use of ICT within an educational

setting is a relatively new yet burgeoning area of study and, as a result, the

number of relevant studies is relatively small. This section will draw on the

findings from the 2003 literature review only and consider the evidence relating to

the use of ICT in educational settings in general.

Despite the growth in provision, a number of difficulties remain in the

integration of ICT in Education such as the availability and reliability of ICT in

primary schools; teachers are not always able to take-up training opportunities;

lack of technical support; and unreliable Internet access.

Venezky (2002) cites cases where teachers are reluctant to integrate ICT

into their practice. The reasons given include, fear of technical problems and a

preference for traditional teaching methods. There are cases in evidence where

the integration of ICT has been successful in spite of technical problems. For

example, in Germany, ICT competence amongst staff and a ‘critical level’ of ICT

infrastructure are perceived to be the key critical success factors for the
 17

implementation of ICT in teaching and learning. However, staff training is not

necessarily a prerequisite for implementation. The research also reveals

inconsistencies between ICT training and its application in the classroom,

suggesting that some staff do not have the confidence to put their learning into

practice. In the case of Sweden, staff turnover is perceived as a barrier to

sustainability.

The Effects of ICT on attainment

Empirical evidence of the role of ICT in educational attainment has been

the Holy Grail for some researchers and many policy makers for many years. It is

understandable that those responsible for extensive investment should seek to

establish measurable outcomes. However, it is clear from much of the available

research to date that such evidence, if it is to be convincing, will take time to

emerge and may not be as clear-cut as some observers might have hoped.

According to Laurillard (1993) as cited by Cox and Webb (2004), they

reiterated in their study that research into ICT and attainment has repeatedly

shown that the context determines any effects which ICT may have on

attainment, and that it is extremely difficult to separate the impact that the context

has on attainment from the specific uses of new technologies. This research is

supported by a timely paper by Joy and Garcia (2000) as cited by Cox and Webb

(2004), who argue that it is not the effect of ICT alone on learning gains which

should be studied, but the combination of ICT with particular pedagogical

practices, and this point is echoed elsewhere.

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Quality and depth of ICT use

In the study of Cox et.al (2004), they stresses on the effects of ICT use

which are clearly influenced by the quality of the learning experience.

Accordingly, there are many research studies reported in which the researchers

show a clear understanding of the educational potential of the ICT resources

being used. However, there are some studies in which the researchers

themselves do not appear to understand the attributes of the ICT resource, nor

the ways in which teachers might use such resources. For example, there is no

point in attempting to measure the effects on attainment of using ICT in English

and literacy if the only use being made by the teacher is for pupils to type up their

hand-written products and print them out. Similarly if a science teacher is mainly

using word processing with the pupils to write up assignments, then there is

unlikely to be a positive effect on pupils’ understanding of science concepts.

It is essential in any study that the actual types of use of ICT are

accurately recorded and measured as well as the effects on pupils’ attainment.

Studies which only record pupils’ ICT use, but which do not identify what specific

uses occur, cannot subsequently claim any relationship between ICT use and

attainment. It is like claiming that books or the blackboard have an effect on

learning.

Benefits of using ICT in Education

The merits of ICT in education have been extolled in the literature. The

use of ICT has been found to assist students in accessing digital information
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efficiently and effectively. As stated by Brush, Glazewski, and Hew (2008), ICT is

used as a tool for students to find learning topics, solves problems, and provides

solutions to problems in the learning process. Support student-centered and self-

directed learning. Students are now more frequently engaged in the meaningful

use of computers (Castro Sánchez and Alemán 2011). They build new

knowledge through accessing, selecting, organizing, and interpreting information

and data.

Produce a creative learning environment. ICT develops students’ new

understanding in their areas of learning (Chai, Koh and Tsai 2010). ICT provides

more creative solutions to different types of learning inquiries. For example, in a

reading class, e-books are commonly used in reading aloud activities. Learners

can access all types of texts from beginning to advanced levels with ease

through computers, laptops, personal digital assistants (PDAs), or iPads.

Promote collaborative learning in a distance-learning environment. Koc

(2005) mentioned that using ICT enables students to communicate, share, and

work collaboratively anywhere, any time. For instance, a teleconferencing

classroom could invite students around the world to gather together

simultaneously for a topic discussion.

Offer more opportunities to develop critical (higher-order) thinking skills.

Based on a constructive learning approach, ICT helps students focus on higher-

level concepts rather than less meaningful tasks. Longer exposure in the ICT

environment can foster students' higher critical thinking skills. Thus, schools are
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strongly advised to integrate technology across all of the learning areas and

among all learning levels.

Improve teaching and learning quality. Lowther et al. (2008) have stated

that three important characteristics are needed to develop good quality teaching

and learning with ICT: autonomy, capability, and creativity. Autonomy means that

students take control of their learning through their use of ICT. In this way, they

become more capable of working by themselves and with others.

Further, Serhan (2009) concluded that ICT fosters autonomy by allowing

educators to create their material, thus providing more control over course

content than is possible in a traditional classroom setting. About capability, once

students are more confident in learning processes, they can develop the

capability to apply and transfer knowledge while using new technology with

efficiency and effectiveness.

Support teaching by facilitating access to course content. Watts-Taffe et

al. (2003) found that teachers can act as catalysts for the integration of

technology through ICT. If the encouragement, equipment, and necessary

technical support are available from institutes for the teachers, developing an ICT

class will be easier for them.

In sum, as Reid (2002) has indicated, ICT offers students more time to

explore beyond the mechanics of course content allowing them to better

understand concepts. The use of ICT also changes the teaching and learning

relationship. Based on the findings of Reid's study, teachers reported that the
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relationship between teacher and learner is sometimes reversed with regards to

information technology.

DepEd Computerization Program (DCP)

DepEd Order No. 12, s. 2010 and Aide Memoire dated May 27, 2020,

emphasized on DepEd’s legal mandate in promoting the right of all citizens to

have an accessible and quality education. It stresses on how the Department of

Education (DepEd) is geared towards transformation of education through the

DepEd Computerization Program.

DCP aims to provide public schools with appropriate technologies that

would enhance the teaching-learning process and meet the challenges of the 21 st

century. This program shall respond to the computer backlog of public schools be

providing the computer units. When COVID-19 pandemic poses challenges to all

sectors in the society, DepEd released its Aide Memoire dated May 27, 2020

stating the acceleration of DCP in the light of COVID-19 pandemic.

Hence, by its name and instituted by law, it is mandated that the

Department of Education (DepEd) will have to ensure access to and provide

basic education to all learners at all times. For this reason, DepEd amidst the

COVID-19 pandemic and given the quarantine situations continues to explore,

develop, and enhance online learning and teaching measures, and other

alternative modes of education delivery. Needless to say, along its mandate of

ensuring learning continuity, the Department is duty-bound to protect the health

and safety of learners, teachers, non-teaching personnel, and its school

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structures. In meeting this goal Deped needs to step up its ICT. Specifically it

needs to speed up the DepEd Computerization Program (DCP) and be prepared

for any eventuality.

The use of ICT in the Department of Education (DepEd) is anchored on

four major areas of the Digital Rise Program under the Public Schools of the

Future framework pursuant to Sulong Edukalidad: firstly is the Digital literacy

Skills which are contained in the implementation of K-12 curriculum. Secondly,

ICT-Assisted Teaching where teachers will have access to e-learning resources

those have been mapped out against the curriculum and can be used in

classroom teaching. Thirdly, ICT-Assisted Learning where learners will have

feedback regarding the competencies that they are weak in and the

corresponding e-learning resources that they need to review in order to better

understand the concept; and lastly Automation of Organization Processes, in

particular Financial Management Reforms (FMR), that will allow DepEd to track

the status of budget releases in real time as well as improve accounting systems,

internal control, budget utilization and delivery systems.

To support this undertaking, DepEd has initiated the replacement of

existing computer laboratories with mobile laboratories containing tables and

laptops that can be moved from one classroom to another.

This change signifies the leap from merely studying ICT as a subject, to

fully utilizing its features and advantages as effective tools for both teaching anf

learning.
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Basic Education Learning Continuity Plan (BELCP)

DepEd Order No. 12, s. 2020 stressed that COVID-19 pandemic had

poses challenges to various sectors, especially in responding to basic rights.

With the physical distancing and community quarantine being among the

measures to contain COVID-19, basic education is among the sectors heavily

affected as schools and community learning center are closed for physical

conduct of classes.

DepEd developed the Basic Education Learning Continuity Plan (BE-

LCP), which is a package of educational interventions that will respond to basic

education challenges brought by COVID-19.

RELATED STUDIES

There is an increased urgency to understand the contribution of the ICT-

based skills of teachers in their delivery of performance amidst COVI-19

pandemic. Numerous studies have examined this link and found mixed effect.

This section presented an overview of related studies that look at the

contributions of ICT-based skills of teachers in their delivery of performance

during pandemic.

Zhang & Martinovic (2008) cited in their study about the ICT in teacher

education in which it talks about examining the needs, expectations, and

attitudes. ICT is important in the learning process and outcomes. Thus, the

result shows that most of the documents, especially those related to curriculum,

demonstrate the importance and usefulness of ICT and encourage all

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stakeholders to use it effectively and correctly for maximum benefit and lifelong

learning. They recommended that ICT is important for teachers, for their

knowledge of media and its impact on school performance and engagement.

As Bonifacio (2013), demonstrated in his study about the developing ICT

curriculum standards for K-12 schools in the Philippines, ICT use is effectively to

improve the quality of education and to increase the effectiveness of teaching,

supporting programs must be provided that is appropriate and following the

needs of the education system. He also emphasized that teachers need to be

taught with adequate subject knowledge, reserved teaching methods and

strategies, professional development for lifelong learners, and new channels of

information of ICT. He asserted that development programs for teachers with ICT

skills are highly required. The focus is on learning the technology and not on

teaching ICT is not to be used as an alternative for teachers but tools for more

effective pedagogy.

According to Olodin (2017), in her study about the Teachers’ Performance

and Instructional Materials, the current school situation indicates that supervision

needs to be improved which has an impact on the learning process. Therefore,

assigning multiple assignments to teachers has a significant impact on classroom

performance, adding to the lack of motivation for teachers to develop

professionally. Her study confirmed that the teachers should have sufficient

knowledge on ICT skills to perform formal instruction interesting for the learners

with the integration of ICT learning tool, prepare and present their lessons
 25

effectively and efficiently. She proposed that teachers should have more

seminars to be attended that are related to ICT to effective instructional materials

and encourage more teachers to pursue their graduate studies.

In the study made by Mafang’ha (2016), which is in line with another study

by Schiller (2003) reveals that personal characteristics such as educational level,

age, gender, educational experience, and experience with the computer for

educational purpose and attitude towards computers can influence the adoption

of a technology in teaching.

Bransford et al., (2000) cited that several studies have reviewed the

literature on ICT and learning and have concluded that ICT has great potential to

enhance teacher performance. Another study by Dawes (2001) views that, new

technologies have the potential to support education across the curriculum and

provide opportunities for effective communication between teachers and students

in ways that have not been possible before.

These studies presented will be of help to in this research for they will

support the result of this study. The aforementioned studies have identified the

factors on how the ICT in education can contribute to teachers’ delivery of

performance. These will all give sustenance to what the study aims for.

INSIGHTS

The pervasive use of ICT in all areas directly affects people of how they

perceived the world. The invading presence of telecommunication networks in all

 26

scopes of life allows limitless access to information which has greatly changed

time and space barriers. ICT in education has shaken the traditional teaching and

learning approaches and poses new challenges to the educational community,

challenges which emerge together with new teaching and learning environments.

In this present time where there is an existence of pandemic, everything is set to

virtually setting.

Among all the presented studies, the use of ICT in education and its

contribution to the delivery of performance had shown positive outcomes. The

ICT-based skills of teachers greatly contribute on their delivery performance. And

thus, their ICT-based skills allow the learners to become active participants in the

learning process. With that claim, it showed that ICT skills of teachers have

positive effect on the participant’s performance and their performance as well

which implies that these ICT skills are remarkably helpful and efficient in teaching

and learning process.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presented the research design, research environment,

respondents and sampling procedures, research instruments and their validity,

data gathering procedures, statistical treatment of the data.

RESEARCH DESIGN

A descriptive correlational research design was employed in this study to

for it will describe the variables and the relationship that occur naturally between

and among the presented variables.

A Correlational method was used to determine the relationship between

the demographic profile and the ICT-based Skills for teachers. Similarly, this

method will also be employed to recognize the relationship between the ICT-

based skills and the teaching performance of the teachers.

RESEARCH ENVIRONMENT

The study was conducted during the school year 2020-2021 to the

selected teachers in Tagoloan District in the Division of Lanao del Norte.

Tagoloan District consists of twelve complete elementary schools. Some schools

in the District were identified as last mile schools thus Modular Distance Learning

Modalities among learners were preferred by parents and guardians. In this case,

were COVID-19 pandemic poses challenges in the conduct of actual classes,

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ICT-Based skills among teachers are needed in terms of printing learners’

modules, communicating among parents, conducting assessment among

learners and giving technical assistance to parents.

Tagoloan District is a recipient of DepEd Computerization Program (DCP).

There were schools in the District which do not have Computer Laboratory due to

unavailability of electricity in the area. Nonetheless, in the absence of electricity,

the schools were provided laptops and tablets they could use in the delivery of

learning.

Tagoloan District was created with the inclusion of the three schools from

Baloi, Lanao del Norte. These are Lininding Elementary School, Gadongan

Elementary School, and Payawan Elementary School and there are nine schools

of Tagoloan namely: Sultan Palao Memorial Elementary School (SPAMES),

Tagoloan Integrated School, Kiasar Integrated School, Tumple Integrated

School, Cabasaran Elementary School, Darimbang Elementary School, Payong-

Dalamas Elementary School, Dimayon Primary School, Malimbato Primary

School and Tagoloan National High School.

Tagoloan District is headed by 13 School Heads in the Elementary and

Secondary levels. There are 8 schools for Elementary, 4 for Integrated Schools,

and 1 complete Junior Highs School.

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RESPONDENTS AND SAMPLING PROCEDURES

The respondents of the study are the selected teachers of Tagoloan

District within the school year 2020-2021. Presently, there are 109 teachers in

Tagoloan District. A total of 2 male and 107 female teacher respondents in all as

shown in Table 1.

Draw lots will be employed in identifying the respondents of the study.

Through drawing of lot 55 teachers out of 109 teachers of Tagoloan District are

to be part of the study.

Table 1

Respondents of the Study from Selected Elementary Teachers of Tagoloan

District
Number of Teacher Respondents
Name of School Target
Male Female Total
Respondents
Elementary Level
SCHOOL A 0 9 9 5
SCHOOL B 0 5 5 2
SCHOOL C 0 9 9 4
SCHOOL D 0 7 7 3
SCHOOL E 0 7 7 4
SCHOOL F 0 10 10 5
SCHOOL G 0 4 4 2
SCHOOL H 0 16 16 8
Integrated School
SCHOOL I 0 11 11 6
SCHOOL J 0 10 10 6
SCHOOL K 1 10 11 4
SCHOOL L 1 9 10 6
Total 2 107 109 55
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RESEARCH INSTRUMENTS AND THEIR VALIDITY

This study used an adapted standardized questionnaires published

electronically by Mulenga and Prieto (2018) and National Center for Education

Statistics (NCES), (2018). Some modifications were made to cater the

researcher’s respondents and suitability to the area of the study.

The adapted standardized questionnaires have 45 items which measures

the respondents’ level of ICT skills. This standardized questionnaire consists of

two (2) parts. Part I. Respondents’ Demographic Profile, Part II- A. ICT- based

Skills of Teacher Questionnaire (Modified and Adopted from Mulenga and Prieto

(2018). Part II- B ICT Contributions on Teachers (adopted from The National

Center for Education Statistics (NCES),2018) and Part III. The challenges

encountered in terms of retrieval and distribution of modules, printing of modules

and provision of modules.

DATA GATHERING PROCEDURES

To be able to facilitate the gathering of data, permission to conduct was

sent to the Schools Division Superintendent of the Division of Lanao del Norte,

the District Supervisor of Tagoloan District, and Principals/ School Heads of the

corresponding schools of Tagoloan District. All communications will be signed

and approved by the concerned personalities including the administrative

personnel of St. Peter’s College.

Since there had been a strict prohibition of face-to-face interaction or

actual gatherings, data was gathered through online platforms. A virtual meeting

was set to explain how they are going to answer the survey. Google Forms were
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mobilized to gather the data needed. Link was sent to the respondents for them

to take the survey.

STATISTICAL TREATMENT

The data gathered was tabulated and interpreted to acquire the actual

information needed. The following statistical techniques had employed to answer

the different problems presented:

For Problem 1 Frequency and Percentage was used to describe the

demographic profile of the respondents in terms of age, sex, training, and length

of service,

For Problem 2. Weighted Mean was utilized to describe the respondents’

ICT- based skills according to the teacher’s idea on technological equipment,

basic knowledge, and operational use of ICT software/programs/applications with

or without internet access.

For Problem 3, Pearson r was used to determine the relationship between

the respondents’ demographic Profile and the challenges encountered in the

modular learning.