AMA UNIVERSITY

School of Graduate Studies

Project 8, Quezon City

Chapter I

PROBLEM AND ITS BACKGROUND

This part of the study discusses the background of the study to support

how this study is being conceptualized.

Background of the Study

Education today is impacted by large-scale transformations such as

globalization and internationalization. Economic and intellectual

development of a country is linked to the ability of educational system to be

responsive to the changing needs of a post-industrial society which cater

for the delivery of modern quality education (Kamalodeen, 2017).

ICT has become one of the various themes and priorities in the

international communities. UNDP (2011) considers ICT as an enabler of

progress in education. Likewise, the Asian Development Bank (ADB)

reported that modern ICT has the potential in reducing poverty in Asia and

the Pacific. ADB’s ICT initiatives in education highlight projects in

improving skills training in poor rural areas. Specifically, it includes ICT

components like assessment, training, e-learning systems development,

among others. Similarly, the World Bank promotes access and use of ICT

to stimulate sustainable economic growth, improve service delivery, and

promote good governance and social accountability. Word Bank’s program

on ICT focuses on three pillars: infrastructure, skills development, and the

 AMA UNIVERSITY
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use of ICT applications, in particular, sectors, and context like education.

Also, UNESCO believes that ICT can address the challenges faced in the

teacher education institutions. UNESCO (2011) has initiatives related to

the use of ICT in the teacher education institutions by supporting existing

teacher development communities of practice, multi-stakeholder

partnerships, capacity building of policy-makers and the development of

international standards for ICT competencies for teachers.

Rosario National High School (RNHS) as an educational institution is

not exempt on the technological innovations introduced by this changing

world. The advent of new technologies necessitates every school to

integrate ICT for the students to be technologically driven and highly

competitive in the years ahead. With its significance, the researcher was

prompted to conduct a study which would determine the attitude,

competency, and practices on ICT of the teachers in this school. Knowing

how the teachers play and interact with the students in the classroom could

be determined by their attitude about ICT, their competency which is a

must for them to be effective teachers, and practices of ICT which is also

vital in the learning development of the students.

Thus, in response to the need of improving the quality of education,

this study is hereby committed to provide such opportunities for public

school teachers in Rosario National High School in the field of information

and communication technology. This is to equip and provide them the right
 AMA UNIVERSITY
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and appropriate knowledge and skills in the integration of ICT in teaching

in order to uplift and enhance the quality of education in the teaching and

learning of Rosario National High School. Thus, it is on this premise that a

need assessment was conducted to measure the attitude, competency,

and practices on ICT integration of the teachers in order to design an ICT

program suitable according to their needs.

Statement of the Problem

This study is designed at determining the attitude, competency, and

practices on ICT integration of the teachers in Rosario National High

School, Rosario, Northern Samar.

Specifically, this study attempted to answer the following questions:

1. What is the background profile of the teachers in Rosario National High

School as to:

1.1 age;

1.2 sex;

1.3 educational qualifications;

1.4 teaching experience; and

1.5 ICT-trainings attended?

2. What is the attitude of the teachers on ICT integration in the

classroom?
 AMA UNIVERSITY
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3. What is the competency level of the teachers on information,

communicational (ICT) in Rosario National High School?

4. What ICT practices teachers employed in the teaching and learning

process?

5. Is there a significant relationship between attitude and the profile of the

teachers in terms of:

5.1 age;

5.2 gender;

5.3 educational qualifications;

5.4 teaching experience; and

5.5 ICT-trainings attended?

6. Is there a significant relationship between profile and competency level

of teachers on ICT integration?

7. Is there a significant relationship between profile and practices of

teachers on ICT integration?

8. Is there a significant relationship between competency level and

attitude of teachers on ICT integration?

9. Is there a significant relationship between attitude and practices of

teachers on ICT integration?

10. Is there a significant relationship between competency level and

practices of teachers on ICT integration?

 AMA UNIVERSITY
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11. Based on the findings, what intervention plan should be implemented

to address ICT needs of the teachers in Rosario National High School?

Hypothesis

1. Is there a significant relationship between attitude and the profile of

the teachers in terms of:

1.1 age;

1.2 gender;

1.3 educational qualifications;

1.4 teaching experience; and

1.5 ICT-trainings attended?

2. Is there a significant relationship between profile and competency level

of teachers on ICT integration?

3. Is there a significant relationship between profile and practices of

teachers on ICT integration?

4. Is there a significant relationship between competency level and

attitude of teachers on ICT integration?

5. Is there a significant relationship between attitude and practices of

teachers on ICT integration?

6. Is there a significant relationship between competency level and

practices of teachers on ICT integration?

 AMA UNIVERSITY
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Objectives of the Study

This study aimed at determining the attitude, competency, and

practices on ICT integration of the teachers in Rosario National High

School, Rosario, Northern Samar.

Specifically, this study attempted to answer the following questions:

1. Identify the background profile of the teachers in Rosario National

High School as to:

1.1 age;

1.2 sex;

1.3 educational qualifications;

1.4 teaching experience; and

1.5 ICT-trainings attended?

2. Determine the attitude of the teachers on ICT integration in the

classroom;

3. Assess the competency level of the teachers on information,

communicational (ICT) in Rosario National High School;

4. Identify ICT practices employed in the teaching and learning process;

5. Find out if there is a significant relationship between the profile and

attitude of the teachers in terms of:

5.1 age;

5.2 gender;

5.3 educational qualifications;

 AMA UNIVERSITY
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5.4 teaching experience; and

5.5 ICT-trainings attended?

6. Find out of there is a significant relationship between profile and

competency level of teachers on ICT integration?

7. Find out of there is a significant relationship between profile and

practices of teachers on ICT integration?

8. Find out of there is a significant relationship between competency

level and attitude of teachers on ICT integration?

9. Find out of there is a significant relationship between attitude and

practices of teachers on ICT integration?

10. Find out of there is a significant relationship between competency

level and practices of teachers on ICT integration?

11. Based on the findings, determine what intervention plan should be

implemented to address ICT needs of the teachers in Rosario

National High School.

Significance of the Study

The finding of the study is deemed timely and significant for it would

have an impact on the following sectors in the community:

Students – The result of the study would prepare the students in

Rosario National High School for life in the 21st century. Through learning

ICT skills, students are ready to face future challenges based on proper
 AMA UNIVERSITY
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understanding (Grimus, as cited by Ghavifekr, (n.d). ICT use could help

students to develop the competencies needed for the current globalization.

This is because ICT can help students to develop their skills, boost up their

motivation and widen their knowledge and information (Hussain et al.,

2011). Thus, when students are properly guided and integrated with ICT in

the classroom interaction, it would be easy for the students to understand

the situations they face in their lives.

Teachers – The outcome of this study could serve as an insight for the

teachers in Rosario National High School to be more open and adaptable

on the necessary changes that the 21st century is bringing. For teachers,

ICT is important in presenting, assessing and monitoring knowledge. It also

enhances administrative work such as “learning content in relationship to

students’ information literacy (UK Essays, 2013). As teachers of the 21st

century, it is vital that they too are knowledgeable and skillful as regards

ICT. When teachers do not use technology the way it was designed to

serve, the affordances of technology cannot be maximized for effective

teaching and learning to take place. For this reason, many studies on

technology acceptance have been conducted over the years and it

appeared that these studies had focused on the identification of factors

that influenced technology acceptance among teachers and students (UK

Essays, 2013).
 AMA UNIVERSITY
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School heads – The findings of this study could serve as basis for the

school particularly in Rosario National High School to formulate plans and

policies which would improve and enhance ICT utilization in the schools.

Indeed, the importance of bringing forward a plan which is based on real

school needs. Thus, it would be more realistic, achievable, and effective.

The plan should be implemented just for the sake of bringing technology in

the classroom.

Future researchers – The findings of the study could serve as basis

or reference for the future researchers who would intend to conduct same

kind of study. Likewise, the result of this study could add to the sources of

knowledge based on research-based information regarding ICT integration

in education.

Scope and Limitation of the Study

This limited itself on the assessment on the attitude, competency and

practices of ICT integration of the teachers in the teaching and learning

process. It was conducted among the forty (40) public school teachers in

Rosario National High School during the school year 2018-2019.

This study determined the personal background of the respondents

which includes age, sex, educational attainment, teacher’s experience and

ICT-related trainings attended. It focused on determining the attitude,

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

competency and practices of the teachers in ICT using structured survey

questionnaires.
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

This part discusses related literatures regarding the personal

background of the respondents such as age, gender, educational

qualification, teaching experience and ICT related trainings attended as it

relates with the attitudes and competencies of the teachers on ICT

integration.

Related Literatures

Statistically, gender was one of the limitations of this study, the

relationships between gender and teachers’ attitudes toward ICT were not

statistically proven. The fact that gender might affect teachers’ attitudes

toward ICT there was no correlation between gender and teachers’

attitudes (Broos, 2005). Even taking into account the fact that the

researcher was not able to prove the direct relationship between gender

and teachers’ attitudes, the analysis of the interviews suggested that there

was an indirect correlation between these variables. The analysis showed

that gender of the teacher might influence his or her confidence, which in

turn, might affect the knowledge level the teacher had in using ICT.

The findings of Mustafina (2016) in his study demonstrated that the

factors that were supposed to have a direct effect on teachers’ attitudes

toward technology in school, such as gender and age, had an indirect

 AMA UNIVERSITY
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impact affecting teachers’ level of confidence and knowledge, and through

these factors had a potential to influence teachers’ attitudes toward ICT. In

this way, it could be concluded that the human nature (such as gender and

age), had leverages to change or to construct the non-heritably acquired

characteristics of a person (such as confidence and knowledge), which had

a possibility to change the attitudes and beliefs of that person. That is why,

it was considered that the neglecting of natural factors might be drawn

forth for understanding the real picture.

Many research works have emphasized the study of teachers

towards the use of new technologies in the classroom. The results show

very positive attitudes and the common acceptance that their use will be

soon completely expanded among teachers (Foley and Ojeda, 2008). It

seems to be that an early age is a highly relevant factor for the teachers

who have a positive attitude towards the incorporation of ICT (Aduwa-

Ogiegbaeni, 2008) because those who are young have more teaching

experience with ICT and therefore, they feel more involved with their use

than older teachers.

According to Llorente and Cabero (2005), the digital or technological

literacy is presented today as an essential element for the education of

university students which, when articulated in relation to the ICTs, involves

the need of being knowledgeable in the use of new and old codes,

symbolic systems and ways of interaction.

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UNESCO (2008) has presented the ICT competency standards for

teachers, which combines the requirements for teachers and students in

today’s world and emphasizes the current importance of ICTs for all

countries, including the members of the OECD (Aypay, 2010).

Competencies in ICTs can be classified as: a) the core

competencies of digital literacy, which are related to the use of ICTs in the

classroom presentations and activities, and involve the use of digital tools

to obtain information, and the use and development of materials obtained

from various online sources; b) the implementation competencies, which

are related to the use of skills and knowledge to create and manage

complex projects, solve problems in real-world situations, collaborate with

others, and make use of information and experts networks; c) the ethical

competencies, which are related to the ethical, legal and responsible use

of ICTs (UNESCO, 2008).

Ghavifekr, et.al. (n.d.) focused on effectiveness of ICT integration in

education. More specifically, this paper aimed at identifying the level of

computer skills and knowledge of primary school teachers in the teaching

and learning process. It also identified the level of ICT integration in

teaching and learning process in classroom by primary school teachers.

The findings illuminate that most of the teachers are normal users, and

many teachers more frequently use ICT in the teachers’ room for their work

rather than using it in their classroom for teaching and learning. Moreover,
 AMA UNIVERSITY
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results show that 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. Future

studies need to consider other aspects of ICT integration specially from the

management point of view such as strategic planning and policy making

Related Studies

The study of Caluza, et.al. (2017) aimed to assess the level of ICT

competencies of public school teachers, results of the study clearly

revealed that teachers have basic knowledge in ICT. However, this is not

enough to say that teachers are already competent in ICT. Teachers need

to be proficient in knowing where and when to use technology for teaching

and other related tasks, thus, training is needed for them to be fully

equipped.

The study of Marcial and dela Rama (2015) investigated the ICT

competency level in institutions of higher learning offering teacher

education programs in the four provinces in Central Visayas, Philippines.

Respondents are all faculty handling any professional and/or specialization

courses in the teacher education. The ICT competency level is measured

empirically in terms of work aspects described in the UNESCO’s ICT

Competency Standards for Teachers. The findings revealed that the ICT

competency level of the respondents is in the knowledge deepening level.

 AMA UNIVERSITY
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The result implies that the teacher educators are integrative, student-

centered and collaborative using the necessary tools. It is concluded that

there is a slight technology infusion into the teaching instruction among

teacher educators in Region 7. There is a need to improve the level of

competency among the teacher educators, particularly skills in using

complex and pervasive ICT tools to achieve innovative teaching and

learning.

Rodriguez, Almerich, Lopez and Aliaga (2010) studied the teachers’

competence on ICT and their relation to the use being made of these

technologies, both professional-personal and with their students. The

target population constitutes the teaching staff of centers of primary and

secondary education of the Comunidad Valenciana. Information was

collected through questionnaires. Starting from the technological and

pedagogic competences in ICT, it obtained teachers’ consistent

competencies profile with four increasing levels: without knowledge,

entrance, adoption and innovation. Findings contribute keys to guide the

professional development and teacher initial education programs.

The study of Mustafina (2016) explored the role of teachers’ attitudes

toward technology integration in school through examining the factors (self-

confidence, knowledge, gender and age) that influence teachers’ ICT

attitudes and analyzing the subsequent relationship between teachers’

attitudes and their students’ academic motivation. Findings revealed that

 AMA UNIVERSITY
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teachers possess positive attitudes toward ICT in school mostly due to the

advantages that technology offers such as distant learning and

visualization of the material. Moreover, the analysis showed that all four

factors – confidence, knowledge, gender and age – have the potential to

influence and change teachers’ attitudes toward technology. Interestingly,

age and gender do not seem to have a direct influence on attitudes,

confidence or knowledge. Rather, it is the bias towards age and gender

that obstructs the integration of technology in school.

The study of Dela Rosa (2016) delved into the experiences,

perceptions and attitudes of a novice and an experienced language

teacher about ICT integration in teaching English as a Second Language

(ESL). Results revealed that the teachers have positive views on the

impact of ICT on students’ overall learning and achievement. On the other

hand, both subjects also had positive attitudes towards ICT integration in

English Language Teaching (ELT) and hoped that ICT use would later be

strengthened in the Philippines.

The study of Eickelmann and Vennemann (2017) sought to determine

whether there is a typology of teachers with different attitudes towards the

potential of ICTs for learning. This question is addressed by conducting

latent class analyses on a sample of teacher data from three European

countries – the Czech Republic, Germany and Norway. Furthermore, the

paper investigates how the use of computers by teachers varies between

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the groups to which these teachers can be assigned. In doing so the

research reported at hand connects, arguably for the first time,

representative data on teacher typologies of attitudes towards and beliefs

about ICT in teaching and learning with data on computer use in schools.

Study of Alzaidiyeen, Fong and Mei (2010) investigated the level of

ICT use for educational purposes by teachers in Jordanian rural secondary

schools. The paper contributes to the body of knowledge regarding the

level of ICT use and also, concerning the importance of teachers' attitudes

towards the use of ICT for educational purposes. The survey included

questions concerning the level of ICT use as well as questions related to

the attitudes of teachers towards the use of ICT. The findings of the study,

which were obtained by analyzing the data collected from the teachers

revealed that, teachers had a low level of ICT use for educational purpose,

teachers hold positive attitudes towards the use of ICT, and a significant

positive correlation between teachers’ level of ICT use and their attitudes

towards ICT was found. The findings suggest that ICTs use for educational

purposes should be given greater consideration than it currently receives.

In general, the results were consistent with those previously reported in

studies related to the use of ICT in the educational settings.

The study of Tezci (2010) determined teachers’ influence in the use

of Information and Communication Technologies (ICT) at schools. Various

variables are examined such as years of experience, gender, the duration

 AMA UNIVERSITY
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of computer and Internet use, and to determine the attitude, level of

knowledge on and the frequency of ICT use among teachers. The study

was conducted with 1540 primary school teachers using Knowledge, Use

and Attitude Scales of ICT. The results show that the most commonly used

and well-known ICT types among teachers are the Internet, e-mail and

word processing, and teachers’ attitudes towards computers and the

Internet are generally positive. It was also found that their attitudes vary

with their years of experience and levels of knowledge.

The study of Sanchez, Marcos, Gonzales and Guanlin (2012)

investigated teacher’s attitudes towards the use of ICT in the classroom.

The results show that teachers are highly positive but the use of them in

class is scarce and it is subjected to innovative processes. Secondly, there

were no significant differences after instruction. Main conclusions indicate

that new ways of teacher training need to be developed.

Synthesis

This study reviewed both related literatures and studies local and

abroad. The study reviewed the background profile of the teachers as it

relates with their attitude, practices and competency. These demographic

profile include age, gender, educational attainment, teaching experience

and trainings attended. The study of Broos (2005), Foley and Ojeda

(2008), Aduwa-Ogiegbaeni, (2008), and recently, Mustafina (2016) focused

 AMA UNIVERSITY
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on the relationship between the profile of the teachers and their attitude

towards ICT.

This study also reviewed Aypay’s study (2010) which focused on

determining the competency of the teachers on ICT based on UNESCO’s

competency standards. Moreover, Ghavifekr (n.d.) identified the level of

computer skills and knowledge which this study also embarked. Both

studies focused on teacher’s ICT skills and how ICT is being undertaken

and integrated in the classroom.

Studies such as those of Caluza (2017) and Marcial and dela Rama

(2015) were conducted in the Philippines also focused their studies on ICT

competence among teachers.

Theoretical Framework

This study adopted its theoretical underpinning the National ICT

Competency Standard Framework (NICS) for teachers developed by the

National Computer Center or NCC in the Philippines. The ICT Competency

Standard Framework for teachers defines the competency outcomes, and

the supporting knowledge and skills that are needed to utilize ICT in

performing the job roles related to teaching in the Philippine setting. It

provides the performance indicators to evaluate the level of knowledge and

competence of teachers to apply ICT in the educational setting. This is

very important considering that in today‘s learning environment, ICT is

 AMA UNIVERSITY
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viewed as a change agent for education. In the past educational

institutions have provided little choice for students in terms of the method

and manner in which programs have been delivered. Students have

typically been forced to accept what has been delivered and institutions

have tended to be quite staid and traditional in terms of the delivery of their

programs (Oliver, 2002).

Conceptual Framework

This study assumed that the teacher’s personal background such as

age, gender, educational qualifications, and ICT-related trainings attended

have some bearing on the teacher’s attitudes and at the same time level of

competency. The presentation in Figure 1 shows the input, process and

output model where there are four inputs that should be taken into

consideration in this study. To carry out these inputs, data collection using

the survey questionnaires will be undertaken so as to come up with a

sound intervention plans and programs which would address the ICT

needs of the teachers in Rosario National High School.

 AMA UNIVERSITY
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Input Process Output

A. Teacher’s
Personal
background
1.1 Age
1.2 Gender
1.3 Educational
qualification
1.4 Teaching  Survey
Proposed
experience questionnaire intervention
1.5 ICT related
program on
 Data Collection ICT
trainings
integration in
attended
Rosario
B. Teacher’s Attitude  National High
on ICT integration  Analysis and School
C. Teacher’s level of Interpretation
ICT competence
D. Teacher’s
Practices of ICT in
the classroom

Figure 1. A conceptual framework of the study presenting the input,

process and output model
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Chapter III

METHODOLOGY

This part of the study discusses about the methods used to come up

reliable data.

Research Design

This study made use of the descriptive-correlation method of research

since it attempted to test the relationships between the variables. The

independent variables of this study were personal background of the

teachers in Rosario National High School such as age, sex, educational

attainment, teaching experience, and ICT-related training; while, the

attitude, competency and practices of the teachers is hypothetically tested

for significance.

Research Instrument

To gather data on the attitude, competency, and practices of the

teachers on the integration of ICT a research instrument was utilized. The

survey questionnaire consisted of 3 parts. The first part identified the

personal background of the respondents such as age, sex, educational

qualifications, teaching experience and ICT-related training attended. The

second part assessed the level of competency of the teachers which was

be adopted from DepEd’s ICT Competency Standards for Teachers which

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has four domains: social, technological, pedagogical and professional. The

third part determined the attitude of the teachers on ICT integration which

was adopted from Sanchez’, et.al. (2012) study. Some terms were

modified to fit into the questions of the study. Practices was

Respondents

The respondents of the study were the public secondary school

teachers in Rosario National High School. They were chosen as the target

respondents of the study for they were capable of answering the needed

data for this study. They were also the ones concerned in this study.

Population and Sampling

The respondents of the study were the forty (40) public secondary

school teachers in Rosario National High School, Rosario, Northern Samar

which were chosen using complete enumeration.

Validation of the Research Instrument

There would be no validation of the research instrument since the

questions were already standardized. The questions on the level of

competency will be taken from DepEd’s ICT Competency Standards for

Teachers while the attitudes were taken from Sanchez, et.al., study.
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Data Gathering Procedures

To gather the needed data for the study, the researcher sought first the

permission of the school head to conduct a research. The survey

questionnaires were distributed to the teachers in Rosario National High

School. After which, it was retrieved for data analysis.

Statistical Treatment of Data

Variety of statistical treatments is employed in this study. The following

were used in analyzing and interpreting the data gathered.

1. Frequency counts and percentages – is used to measure the

number of times that an event occurs

2. Weighted average mean – is used to get the average mean on

the responses of the respondents

3. Multiple regression analysis was also used to determine the

relationship between one or more variables.

4. Analysis of variance (ANOVA) was used to test the relationship

between the variables.

SPSS version 2.5 was used to analyze and interpret the relationship

between the variables tested in this study.

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Chapter 4

RESULTS AND ANALYSIS

This part interprets and analyzes the data gathered in this study.

I. Profile of the respondents

Table 1.1 shows the distribution of respondents according to age. The

findings revealed that the ages of teachers in Rosario National High School

are distributed on all age brackets. However, most of them are between

ages 31-40 years old (11 respondents or 27.5 percent) which means that

they are in the middle of their age as teachers.

Table 1.1
Distribution of respondents as to age

Age Frequency Percentage

21 years old and below 3 7.5
22 -30 years old 9 22.5
31-40 years old 11 27.5
41-50 years old 9 22.5
51-60 years old 5 12.5
61 years old or above 3 7.5
TOTAL 40 100

Table 1.2 presents the distribution of respondents as to sex. The result

revealed a great number of female teachers which comprise 31

respondents or 77.5 percent as compared to males which have least

number of 9 or 22.5 percent out of the total population. The data would
 AMA UNIVERSITY
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mean that in Rosario National High School, there are more female

teachers than male teachers.

Table 1.2
Distribution of respondents as to sex

Sex Frequency Percentage

Male 9 22.5
Female 31 77.5
TOTAL 40 100

Table 1.3 shows the distribution of respondents in terms of educational

attainment. It could observed that majority, 20 teachers or 50 percent, are

college graduates; while there are 15 teachers or 37.5 percent obtained

units in master’s degree. Only few teachers acquired higher level of

educational attainment. The findings indicate that majority of the teachers

in Rosario National High School are college graduate of their respective

degree courses.

Table 1.3
Distribution of respondents as to educational attainment

Educational Frequency Percentage

attainment
College graduate 20 50
Within master’s units 15 37.5
Master’s degree 3 7.5
With units in PhD 1 2.5
PhD 1 2.5
TOTAL 40 100
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Table 1.4 shows the distribution of respondents as to teaching

experience. Teaching experience of the teachers is distributed on all year

brackets. However, most of them had been in service as teachers for 11-

15 years which could mean that they served for a longer period of time

already.

Table 1.4
Distribution of respondents as to teaching experience

Teaching Experience Frequency Percentage

1-5 13 32.5
6-10 16 40
11-15 17 42.5
16 or more 4 10
TOTAL 40 100

Table 1.5 presents data on ICT related trainings attended. It could be

observed that majority, 20 teachers or 50 percent, once attended ICT

related trainings. Most, 27 teachers or 67.5 percent, attended at the school

level.

Table 1.5
Distribution of respondents as to ICT related trainings

ICT related trainings Frequency Percentage

None 13 32.5
Once 20 50
Twice 5 12.5
Thrice 2 5
TOTAL 40 100
School level 27 67.5
Division level 9 22.5
Regional level 4 10
TOTAL 40 100
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II. Attitude of the respondents towards ICT integration

Table 2 shows the attitude of the teachers in Rosario National High

School towards ICT integration. The overall result on the weighted mean

computation of 3.78 revealed that teachers “fairly agree” on most of the

attitudinal statements which is an indication of positive attitude towards ICT

integration in the classroom. The finding also confirms the study of Foley

and Ojeda (2008) which found that teachers showed positive attitude

towards ICT integration. However, on statements that “use of new

technologies is still difficult” (X=1.9) and “students are usually better

prepared in the use of computer resources” (X=2.48) have been fairly

disagreed by the teachers which means that teachers had an ease on

using technologies and believed they are dominant on their students in

terms of computer use.

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School of Graduate Studies
Project 8, Quezon City

Table 2
Attitude of the Respondents

Attitude MEAN INTERP

RETATI
ON
The use of informational technology at school is unstoppable. Strongly
4.23 agree
The integration of computer resources in the classroom encourages the Strongly
improvement of the teaching learning process 4.42 agree
Students learn more easily when using ICT. 2.65 Agree
Student’s reading abilities are improved by the use of computer resources. 2.8 Agree
As a teacher, the use of new technologies is still difficult for me Fairly
1.9 agree
Working with ICT in the classroom is something that overwhelms me Strongly
4.2 agree
Students are usually better prepared than me in the use of computer resources. Fairly
2.48 agree
Computers, Interactive Digital Whiteboards and projectors are really necessary in my Fairly
classroom 3.7 agree
I am willing to receive training in the use of any computer resource to work in my Strongly
classroom 4.6 agree
I would use internet in my classroom very often. Strongly
4.3 agree
I am willing to collaborate in school educational programs about ICT. Strongly
5.0 agree
I would collaborate in other schools educational programs if they focus on the use of Fairly
internet. 3.4 agree
Using internet helps me in developing my lessons Strongly
4.5 agree
I usually find teaching resources for my classes on the internet Strongly
4.3 agree
The teaching methodology is enhanced by the use of computer resources. Fairly
3.7 agree
New technologies help me to obtain more resources to evaluate students’ Agree
performance 2.9
ICT provides me access to new sources of information for my teaching subject. Fairly
3.98 agree
ICT makes the attention to diversity in my classroom easy Fairly
3.7 agree
ICT helps me in the treatment of students with special educational needs. 2.9 Agree
New technologies help me to improve the academic performance of my students Fairly
3.78 agree
Students are more motivated when using computing resources in the classroom. Fairly
3.7 agree
Unmotivated students with traditional methodology improve their learning by using Agree
computers in the classroom 3.1
The use of ICT increases my motivation as a teacher Strongly
4.2 agree
The use of ICT increases my satisfaction as a teacher. Strongly
4.4 agree
In spite of the existing limitations, I think I have a positive attitude towards the Fairly
integration of computing resources in the teaching-learning process. 4.1 agree
TOTAL 3.78 Fairly
agree
Adjectival rating:
5 4.20-5.00 strongly agree (SA)
4 3.40-4.19 fairly agree (FA)
3 2.60-3.39 agree (A)
2 1.80-2.59 fairly disagree (FD)
1 1.00-1.79 disagree (D)
 AMA UNIVERSITY
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III. Competency of the teachers on ICT integration

Table 3 shows the level of competency of the teachers in Rosario

National High School. Competency was measured using the four domains:

social, technological, pedagogical and professional.

In terms of social domain, the weighted mean result of 3.9 is

interpreted as “fairly competent”. The data revealed that the teachers are

fairly competent in terms of social domain which indicates that teachers

fairly understand the legal and ethical considerations of the ICT integration

in the classroom.

In terms of technological domain, the weighted mean result of 3.88

is interpreted as “fairly competent”. This implies that the teachers are fairly

competent in terms of technical operations and concepts, and productivity

which are manifested through their demonstration on computer basic

knowledge and skills, data management and use of teaching tools.

As to pedagogical domain, the weighted mean result of 3.46 is

interpreted as “fairly competent”. This implies that the teachers in Rosario

National High School are fairly competent in terms of using and accessing

technology resources in teaching-learning process. In terms of professional

domain, the weighted mean result of 3.60 interpreted as “fairly competent”

which means that teachers are fairly competent in use of ICT in their

profession.
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Comparing the four domains, teachers in Rosario National High

School are more competent in terms of social domain; while, they are less

competent in terms of pedagogical domain. The finding goes to show that

there is still a need for them to fully maximize and utilize ICT in the

classroom particularly on the assessment and evaluation of learning

outcomes where the teachers are fairly incompetent on that matter. To fully

integrate ICT in the classroom, assessment and evaluation of students

should include ICT related activities such as creating powerpoint

presentations, web designs, creating and uploading videos, weblogging

and others as their output.

Relating with the study of Caluza (2017) and the findings of the

study, being fairly competent on using ICT in the school is not enough to

say that they are already competent. Caluza (2017) suggested that

teachers need to be proficient in knowing where and when to use

technology for teaching and other related tasks, thus, training is needed for

them to be fully equipped which this study also looks into. Profile of the

teachers revealed a disheartening result wherein majority of the teachers

in Rosario National High School attended ICT INSET training for once in

their lifetime since they were employed as teachers.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 3
Competency of the Respondents

Competency ME Interpre-tation
AN
SOCIAL
Understand and observe legal practices in the use of technology 4.15 Fairly competent
Recognize and practice ethical use of technology in both personal and Fairly competent
professional levels. 4.10
Plan, model and promote a safe and sound technology-supported learning Fairly competent
environment 4.10
Facilitate equitable access to technology that addresses learning, social and Fairly competent
cultural diversity. 4.08
TOTAL 4.10 Fairly competent
TECHNOLOGICAL
Demonstrate knowledge and skills in basic computer operation including basic Competent
troubleshooting and maintenance 3.2
Use appropriate office and teaching productivity tools 3.9 Fairly competent
Understand and effectively use the Internet and network applications and Highly competent
resources 4.3
Demonstrate knowledge and skills in information and data management. 4.2 Fairly competent
TOTAL 3.88 Fairly competent
PEDAGOGICAL
Identify technology resources and evaluate them for appropriateness. 3.9 Fairly competent
Plan strategies to facilitate student learning in a technology-enhanced Fairly competent
environment. 4.1
Design developmentally-appropriate learning opportunities that use Highly competent
technologically-enhanced instructional strategies 4.4
Access technology resources for instruction planning and design 3.7 Fairly competent
Utilize best practices and research results on teaching and learning with Fairly competent
technology in designing learning environments and experience 3.6
Plan strategies to manage learning in technology-enhanced environments 3.7 Fairly competent
Apply tech to develop students’ higher order thinking (HOTS) and creativity 4.2 Highly competent
Use technology to support learner-centered strategies 3.9 Fairly competent
Facilitate technology-supported student learning experiences 4.3 Highly competent
Manage a technology-enhanced teaching-learning environment 4.0 Fairly competent
Use technology to collect, process and communicate information on student Fairly competent
learning to students, parents, colleagues and other stakeholders 3.4
Apply technology tools for rapid and accurate assessment and evaluation of Fairly incompetent
learning outcomes 2.5
Apply a variety of methods to evaluate the appropriateness of students’ use of Competent
technology in learning 2.9
TOTAL 3.46 Fairly competent
PROFESSIONAL
Proactively engage in exploring and learning new and emerging technologies 3.95 Fairly competent
Continuously evaluate and reflect on the use of technology in the profession for Fairly competent
development and innovation 3.55
Share experiences and expertise, and collaborate with peers and stakeholders in Competent
advancing the use of technology in education and beyond 3.33
TOTAL 3.60 Fairly competent
GRAND TOTAL 3.76 Fairly competent
Adjectival rating:
5 4.20-5.00 highly competent (HC)
4 3.40-4.19 fairly competent (FC)
3 2.60-3.39 competent ( C)
2 1.80-2.59 fairly incompetent (FI)
1 1.00-1.79 incompetent (I )
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

IV. Practices of the respondents

Table 4 shows the practices of ICT integration of the teachers in

Rosario National High School. Based on the weighted mean result of

2.65, data revealed that teachers “somewhat” practice ICT in the

classroom which denote that ICT integration is not fully practiced in the

classroom. Teachers practice a lot in terms of participating in social

networks (X=3.70), downloading or installing software in the computer

(x=3.60), organizing folders in the computer (x=3.60), and teaching

students to behave safely online (X=3.55). Most of these practices are

not classroom-related activities (except for teaching students to

behave safely online) but are normal tasks for 21st century teachers.

The finding confirm the study of Ghavifker (n.d.) which stated that

teachers are normal users of computers and they frequently use it for

their work rather than using it in their classroom, which this study also

proved. Teachers practice ICT a lot for their job but somewhat in terms

of using ICT for classroom activities of the students.

On practices such as producing a text using word processing

programs, creating database for school reports, using spreadheets,

creating presentations, downloading or uploading curriculum resources

for students use, and teaching students to behave ethically online are
 AMA UNIVERSITY
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“somewhat” practiced which indicates that more efforts are to be done

by the teachers to fully practice ICT integration in the classroom.

Table 4
Practices of the Respondents

Practices of ICT MEAN Interpre-

tation
1. Produce a text using a word processing Somewhat

programs 2.90
2. Use emails or social media such as messenger, A little

skype, facebook to communicate with the

students related to school activities 2.28
3. Capture and edit digital photos, movies, or A little

graphics for school projects and outputs 1.98

4. Edit text online containing internet links and None

images 1.10
5. Create database for making school reports 3.30 Somewhat

6. Let students to submit report through email 1.90 A little

7. Organize computers in folders and sub-folders 3.70 A lot

8. Use a spreadsheet to show student’s Somewhat

performance 2.80
9. Use a spreadsheet to plot a graph 3.33 Somewhat

10. Create a presentation with simple animation Somewhat

functions 2.85
11. Create a presentation with video or audio clips 2.85 Somewhat

12. Participate the discussion forum on the internet 1.65 A little

13. Create and maintain blogs or websites 1.03 None

14. Participate in social networks 3.55 A lot

15. Download or install software on a computer 3.60 A lot

16. Download or upload curriculum resources or Somewhat

learning platforms for students use 3.50

17. Teach students how to behave safely online 3.60 A lot

18. Teach students how to behave ethically online 3.28 Somewhat

19. Prepare materials to use with an interactive A little

whiteboard 1.65
TOTAL 2.65 somewhat

Adjectival rating:
4 3.51-4.00 a lot (ALO)
3 2.51-3.50 somewhat (S)
2 1.51-2.50 a little (ALI)
1 1.00-1.50 none (N)
 AMA UNIVERSITY
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V. Test of relationships

Table 5.1 revealed test of relationship between teacher profile and

their attitude on ICT integration. Multiple regression analysis was used to

analyze the data, it revealed that among the profile of the teachers such

as age, sex, educational attainment, ICT training and teaching experience,

only age was proven to have significant relationship with the attitude of the

teachers towards ICT integration.

This means that attitude towards ICT integration depends on the

age level of the respondent. The findings infer that younger teachers are

more likely to have positive attitude towards ICT integration in the

classroom. This is because younger generations are more exposed to

new technologies and the skills they acquired could have been applied in

their profession as teachers. This study affirmed the findings of Aduwa-

Ogiegbaeni (2008) that age is a factor in predicting the attitude of the

teachers on ICT integration. The same is true in this study because

younger generation of teachers feel more involved on ICT as compared to

older group of teachers.

Other variables such as gender, educational attainment, teaching

experience, and ICT-related trainings attended was proven to have no

bearing with the attitude of the teachers in Rosario National High School

towards CT integration in the classroom. Specifically, the finding of no

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

significance between gender and attitude confirms the study of Broos

(2005) and Mustafina (2016).

Table 5.1

Relationship Between Profile and the Attitude on ICT integration of

the teachers in Rosario National High School

Predictor Β Significance Interpretation

Value
Age -.048 .018 Significant
Sex -.048 .456 Not Significant
Educational Not Significant
.007 .825
Attainment
ICT Training Not Significant
-.033 .287
Teaching Not Significant
-.032 .268
Experience
.05 level of significance

Table 5.2 shows the relationship between profile and teacher’s

competence on ICT integration. The result revealed that out of the six

variables tested, age (p-value= .034) and educational attainment (p-

value=.048) have been proven to have significant relationship with the

teacher competence at .05 level of significance. Thus, the null hypothesis

is rejected. The findings conclude that teacher competence on ICT

integration depends upon the age and educational attainment of the

teachers in Rosario National High School.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 5.2

Relationship Between Teacher Profile and Competence on ICT

integration in Rosario National High School

Predictor F Significance Interpretation

Value (p-value)
Age 1.146 .372 Not Significant
Sex 2.296 .034 Significant
Educational 2.129 Significant
.048
Attainment
ICT Training 1.439 .207 Not Significant
Teaching 1.117 .393 Not Significant
Experience
@ .05 level of significance

Table 5.3 shows the relationship between the teacher profile

and practices on ICT integration in Rosario National High School. The

findings revealed that all variables on teacher profile tested signified

non-relationship with the teacher’s competence on ICT integration,

hence, null hypothesis is accepted at .05 level of significance. This

concludes that age, sex, educational attainment, ICT trainings and

teaching experience had no bearing with their competence on ICT.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 5.3

Relationship Between Teacher Profile and Practices on ICT

integration in Rosario National High School

Predictor F Significance Interpretation

Value
Age .896 .555 Not Significant
Sex .896 .555 Not Significant
Educational 1.893 .085 Not Significant
Attainment
ICT Training .994 .475 Not Significant
Teaching .438 .925 Not Significant
Experience
@ .05 level of significance

Table 5.4 shows the result on the relationship between teaching

competence and their attitude on ICT integration. The data revealed that f

value of .099 is less than significance value of .754 at .05 level of

significance, the null hypothesis is accepted which indicates that there is

no relationship between the attitude and teacher’s competence on ICT

integration. The findings conclude that teachers’ attitude towards ICT

integration is not dependent on their level of competence. No matter how

high or low is their level of competence, it does not affect teacher’s

attitude. Hence, teachers still have positive attitude towards ICT even if

their level of competence is high or low.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 5.4

Relationship Between Competency and Attitude on ICT

integration in Rosario National High School

Sum of df Mean F Sig. Interpretat

Squares Square ion
Between 229.583 15 15.306 .792 .674 Not
Groups significant
Within 463.517 24 19.313
Groups
Total 693.100 39

Table 5.5 shows result on the relationship between attitude and the

practices of the teachers on ICT integration. The data revealed that f value

of 20.436 is greater than significance value of .000 at .05 level of

significance, the null hypothesis is rejected which indicates that there is a

significant relationship between the attitude and practices on ICT

integration. It could be inferred that practices is dependent on the attitude

of the teachers towards ICT integration. Therefore, the findings conclude

that teachers with positive attitude are more likely to practice ICT in the

classroom.
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 5.5

Relationship Between Attitude and Practices on ICT

integration in Rosario National High School

Model Sum of df Mean F Signific Int

Square Square ance
s Value
Regression .302 1 .302 20.436 .000a significant
Residual
.562 38 .015
Total .864 39
0.05 Level of Significance

Table 5.6 shows result on the relationship between competence and

the practices of the teachers on ICT integration. The data revealed that f

value of .037 is less than significance value of .848 at .05 level of

significance, the null hypothesis is accepted which indicates that there is

no significant relationship between the competence and practices on ICT

integration. It could be inferred that competence is not a predictor on the

practices of the teachers on ICT integration. Therefore, the findings

conclude that teachers with high or low level of competence could still

practice ICT in the classroom.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Table 5.6

Relationship between teacher competence and practices on ICT

integration of the teachers in Rosario National High School

Model Sum of df Mean F Signifi Interpretat

Squares Square cance ion
Value
Regressi Not
on .001 1 .001 .037 .848a significant
Residual
.863 38 .023
Total .864 39
0.05 Level of Significance
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This part of the study discusses the summary, conclusions and its

implications and recommendations.

Summary

This study is designed at determining the attitude, competency, and

practices on ICT integration of the teachers in Rosario National High

School, Rosario, Northern Samar. Specifically, this study attempted to

answer the following questions: (1) What is the personal background of the

teachers in Rosario National High School as to age, sex, educational

qualifications, teaching experience, and ICT-trainings attended; (2) what is

the attitude of the teachers on ICT integration in the classroom; (3) what is

the competency level of the teachers on information, communicational

(ICT) in Rosario National High School; (4) what ICT practices did the

teachers employ in the teaching and learning process; (5) is there a

significant relationship between the profile and attitudes of the teachers on

ICT integration; Is there a significant relationship between profile and

competency level of teachers on ICT integration; (6) is there a significant

relationship between profile and practices of teachers on ICT integration;

(7) is there a significant relationship between competency level and

attitude of teachers on ICT integration; (8) is there a significant relationship

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

between attitude and practices of teachers on ICT integration; (9) is there a

significant relationship between competency level and practices of

teachers on ICT integration; and, (10) Based on the findings, what

intervention plan should be implemented to address ICT needs of the

teachers in Rosario National High School?

This study is a descriptive-correlational method of research. It was

conducted in Rosario National High School, Rosario, Northern Samar

covering forty (40) teacher-respondents as its population size and was

identified through purposive sampling technique. Survey questionnaire

was used to gather data for the study. To analyse and interpret the data,

SPSS version 2.5 was used to test the analysis of variance between the

variables applied in this study.

The following are the summary results of the study:

1. On the background profile of the study, majority (11 or 27.5 percent)

have ages between 31-40 years old. Most of them were females

comprising to 31 teachers or 77.5 percent who were college graduates

(20 or 50 percent). Most of them had been in service as teachers for

11 to 15 years already (17 or 42.5 percent). And, majority of them

attended only once on ICT-related trainings and most of it were school-

based trainings (27 or 67.5 percent).

2. On the attitude of the teachers towards ICT integration, overall result

on the weighted mean computation of 3.78 revealed that teachers

 AMA UNIVERSITY
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“fairly agree” on most of the attitudinal statements which is an

indication of positive attitude towards ICT integration in the classroom.

3. On competency on ICT integration, it was found that the teachers in

Rosario National High School were “fairly competent” having obtained a

weighted mean score of X=3.76 on four domains such as social,

technological, pedagogical, and professional.

4. On practices, the weighted mean result of X=2.65, data revealed that

teachers “somewhat” practice ICT in the classroom.

5. On the relationship between the teacher profile and attitude towards ICT

integration, result revealed that among the profile of the teachers such

as age, sex, educational attainment, ICT training and teaching

experience, only age was proven to have significant relationship with the

attitude of the teachers towards ICT integration.

6. On the relationship between teacher profile and level of competence on

ICT, only age (p-value= .034) and educational attainment (p-value=.048)

were proven to have significant relationship with each other.

7. On the relationship between teacher profile and practices on ICT

integration, all the variables tested such as age, sex, educational

attainment, ICT trainings attended, and teaching experience were not

proven to have significant bearing.

8. On the relationship between level competency of teachers on ICT

integration and attitude revealed that f value of .099 is less than

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

significance value of .754 at .05 level of significance, the null hypothesis

is accepted which indicates that there is no relationship between the

attitude and teacher’s competence on ICT integration.

9. On the relationship between attitude and practices of ICT integration in

the classroom, revealed that f value of 20.436 is greater than

significance value of .000 at .05 level of significance, the null hypothesis

is rejected which indicates that there is a significant relationship

between the attitude and practices on ICT integration.

10. On the relationship between competency level and practices of ICT

integration, revealed that f value of .037 is less than significance value

of .848 at .05 level of significance, the null hypothesis is accepted

which indicates that there is no significant relationship between the

competence and practices on ICT integration.

11. A training design is devised to enhance the competency level of the

teachers in Rosario National High School, Rosario, Northern Samar.

Conclusions

Based on the findings and analysis of the study, the following were

surmised:

The background profile of the teachers in Rosario National High

School is described according to their age, sex, educational attainment,

 AMA UNIVERSITY
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teaching experience and ICT-related trainings attended. Most of them were

at the middle age ranging from 31-40 years old. Majority of them were

females who are college degree holders. Most of them had been teaching

for a longer period of time ranging from 11-15 years already. However,

despite their teaching experience, most of them attended ICT-related

trainings only once and most of it was done within their school.

Teachers in Rosario National High School showed positive attitude

towards ICT integration in the classroom. In fact, teachers showed

disagreement on statements that use of new technologies are difficult to

them and on the belief that students are better prepared than them in the

use of computers. Their disagreement could mean that they are adaptable

to the new technologies and innovations introduced to them and they know

better than their students.

In terms of competency on ICT integration in the classroom, it was

proven that the respondents are fairly competent on four domains such as

social, technological, pedagogical and professional. However, comparing

the four domains, teachers in Rosario National High School are more

competent in terms of social domain; while, they are less competent in

terms of pedagogical domain. The finding goes to show that there is still a

need for them to fully maximize and utilize ICT in the classroom particularly

on the assessment and evaluation of learning outcomes where the

teachers are fairly incompetent on that matter.

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Relating with the study of Caluza (2017) and the findings of the

study, being fairly competent on using ICT in the school is not enough to

say that they are already competent. Caluza (2017) suggested that

teachers need to be proficient in knowing where and when to use

technology for teaching and other related tasks, thus, training is needed for

them to be fully equipped which this study also looks into. Profile of the

teachers revealed a disheartening result wherein majority of the teachers

in Rosario National High School attended ICT INSET training for once in

their lifetime since they were employed as teachers.

On practices of ICT integration in the classroom by the teachers in

Rosario National High School, it revealed that they somewhat practice ICT

in the teaching-learning, rather, they practice a lot on activities which the

teacher normally use such as participating in social networks, downloading

or installing software, organizing folders in the computers and teaching

students to behave safely online. Most of these practices are not

classroom-related activities (except for teaching students to behave safely

online) but are normal tasks for 21st century teachers. The finding confirm

the study of Ghavifker (n.d.) which stated that teachers are normal users of

computers and they frequently use it for their work rather than using it in

their classroom, which this study also proved. Teachers practice ICT “a lot”

for their job but “somewhat” in terms of using ICT for classroom activities of

the students.
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

Furthermore, on practices such as producing a text using word

processing programs, creating database for school reports, using

spreadheets, creating presentations, downloading or uploading curriculum

resources for students use, and teaching students to behave ethically

online are “somewhat” practiced which indicates that more efforts are to be

done by the teachers to fully practice ICT integration in the classroom.

On the test of relationship between the variables, it was found that

among the profile of the teachers in Rosario National High School, only

age had been proven to have a significant relationship with the attitude of

the respondent towards ICT integration. This means that attitude towards

ICT integration depends on the age level of the respondent. The findings

infer that younger teachers are more likely to have positive attitude towards

ICT integration in the classroom. This is because younger generations are

more exposed to new technologies and the skills they acquired could have

been applied in their profession as teachers. This study affirmed the

findings of Aduwa-Ogiegbaeni (2008) that age is a factor in predicting the

attitude of the teachers on ICT integration. The same is true in this study

because younger generation of teachers feel more involved on ICT as

compared to older group of teachers.

On the relationship between teacher profile and competence, it was

concluded that teacher competence on ICT integration depends upon the

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

age and educational attainment of the teachers in Rosario National High

School.

On the relationship between teacher profile and practices, it was found

that teacher profile has no bearing with their practices on ICT integration

in the classroom.

On the relationship between teaching competence and attitude on

ICT integration, it was found that there is no relationship between the

attitude and teacher’s competence on ICT integration. The findings

conclude that teachers’ attitude towards ICT integration is not dependent

on their level of competence. No matter how high or low is their level of

competence, it does not affect teacher’s attitude. Hence, teachers still have

positive attitude towards ICT even if their level of competence is high or

low.

On the relationship between attitude and practices of the teachers

on ICT integration, it was found that there is a significant relationship

between the attitude and practices on ICT integration. It could be inferred

that practices is dependent on the attitude of the teachers towards ICT

integration. Therefore, the findings conclude that teachers with positive

attitude are more likely to practice ICT in the classroom.

On the relationship between competence and the practices of the

teachers on ICT integration, it was proven that there is no significant

relationship between the competence and practices on ICT integration. It

 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

infers that competence is not a predictor on the practices of the teachers

on ICT integration. Therefore, the findings conclude that teachers with high

or low level of competence could still practice ICT in the classroom.

Finally, a training plan would be designed to address the need of the

teachers for ICT-related trainings.

Recommendations

Based on the findings and conclusions, the following

recommendations are drawn:

1. Profile of the teachers in Rosario National High School showed

that they lack ICT-related trainings, thus, participation on this particular

activity should be taken into consideration by the school head. Annual

INSET training on ICT should be conducted to keep abreast the knowledge

and skills of the teachers on using ICT more specifically on pedagogical

domain where they are fairly competent on this aspect.

2. Teachers in Rosario National High School should always

integrate ICT in the teaching-learning atmosphere so that they could be

able to fully maximize their strengths, thus, their competence on ICT would

be upgraded from fair to high competence. This could be done by

integrating ICT into their daily lesson plans or daily lesson log and taking

those into action. Frequent use and practice of ICT in the classroom could

lead to higher level of competence of teachers.

 AMA UNIVERSITY
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3. Since it was found in this study that teachers somewhat practice

ICT integration in the classroom, teachers should see to it that its

classroom undertaking should focus on learner-centered activities where

learners learn best with the use of ICT tools in the classroom.

4. Adopt the development plan for ICT integration to further guide

the teachers in Rosario Northern Samar on the proper application of ICT in

the school.

5. Let another similar study be conducted to broaden knowledge

and awareness on the status of ICT in the curriculum development so that

the government particularly the Department of Education could create

policies and guidelines addressing much needed ICT in schools geared

towards development of the learners.

 AMA UNIVERSITY
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Project 8, Quezon City

REFERENCES

Aduwa-Ogiegbaen, S. E. (2008). In-Sercice Teachers Attitudes to

Computyers and Their Perception of Obstacles to their Use in
Primary and Secondary Schools in Nigeria. European Journal of
Scientific Research , 21 (1), 175-188.

Asian Development Bank. (no date). Information and Communications

Technology in Education. Retrieved from Asian Development Bank:
http://goo.gl/0f3kxW

Aypay, A. (2010). Information and communication technology (ICT): usage

and achievement in Turkish students in PISA 2006. TOJET. The
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attitudes on ICT integration: A case study among novice and
experienced language teachers in the Philippines, International
Journal of Education and Development using Information and
Communication Technology (IJEDICT), 2016, Vol. 12, Issue 3, pp.
37-57.
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School of Graduate Studies
Project 8, Quezon City

Eickelmann, Birgit and Mario Vennemann (2017) Teachers‘ attitudes and

beliefs regarding ICT in teaching and learning in European
countries, European Educational Research Journal,
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schools-education-essay.php?vref=1

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and Zhanna Dedovets (2017) The Development of Teacher ICT
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Communications Technology for Development. Retrieved from
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 AMA UNIVERSITY
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SURVEY QUESTIONNAIRE

On the ATTITUDE, COMPETENCY AND PRACTICES ON ICT

TEACHING INTEGRATION IN ROSARIO NATIONAL HIGH SCHOOL,
ROSARIO, NORTHERN SAMAR

Name:

Address:

Part I. TEACHER’S PERSONAL BACKGROUND

Directions: Please tick on the appropriate boxes the variables which best
describes your profile as a teacher.

Age: [ ] 21 years old and below

[ ] 22 -30 years old
[ ] 21-40 years old
[ ] 41-50 years old
[ ] 51-60 years old
[ ] 61 years old or above

Gender: [ ] male [ ] female

Educational qualifications
[ ] College graduate
[ ] Within master’s units
[ ] Master’s degree
[ ] With units in PhD
[ ] PhD

Teaching experience
[ ] 1-5 years
[ ] 6-10 years
[ ] 11-15 years
[ ] 16 years or more

ICT-related trainings attended

[ ] none [ ] school level

[ ] once [ ] division level
 AMA UNIVERSITY
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[ ] twice [ ] regional level

[ ] many times[ ] national level
[ ] international level
Part 2. TEACHER’S ATTITUDE ON ICT INTEGRATION IN TEACHING

You may check on appropriate box your attitude on the ICT integration.

SA F A F( SD
(5) (4) (3) 2) (1)
1. The use of informational
technology at school is
unstoppable.
2. The integration of
computer resources in
the classroom
encourages the
improvement of the
teaching learning
process
3. Students learn more
easily when using ICT.
4. Student’s reading
abilities are improved by
the use of computer
resources.
5. As a teacher, the use of
new technologies is still
difficult for me
6. Working with ICT in the
classroom is something
that overwhelms me
7. Students are usually
better prepared than me
in the use of computer
resources.
8. Computers,
Interactive Digital
Whiteboards and
projectors are really
necessary in my
classroom
9. I am willing to receive
training in the use of any
 AMA UNIVERSITY
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computing resource to
work in my classroom
10. I would use internet
in my classroom very
often.
11. I am willing to
collaborate in school
educational programs
about ICT.
12. I would collaborate
in other schools
educational programs if
they focus on the use of
internet.
13. Using internet helps
me in developing my
lessons
14. I usually find
teaching resources for
my classes on the
internet
15. The teaching
methodology is
enhanced by the use of
computer resources.
16. New technologies
help me to obtain more
resources to evaluate
students performance
17. ICT provides me
access to new sources
of information for my
teaching subject.
18. ICT makes the
attention to diversity in
my classroom easy
19. ICT helps me in the
treatment of students
with special educational
needs.
20. New technologies
help me to improve the
academic performance
 AMA UNIVERSITY
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Project 8, Quezon City

of my students
21. Students are more
motivated when using
computing resources in
the classroom.
22. Unmotivated
students with traditional
methodology improve
their learning by using
computers in the
classroom
23. The use of ICT
increases my motivation
as a teacher
24. The use of ICT
increases my
satisfaction as a
teacher.
25. In spite of the
existing limitations, I
think I have a positive
attitude towards the
integration of computing
resources in the
teaching-learning
process.

Part 3. TEACHER’S LEVEL OF COMPETENCY

Please check on the space below how competent you are as a teacher on
ICT.

DOMAINS HC FC C FI I
1. Social - The domain includes
competencies related to social,
ethical, legal and human issues, and
community linkage.

1.1 Understand and observe legal

practices in the use of technology
1.2 Recognize and practice ethical
 AMA UNIVERSITY
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use of technology in both personal

and professional levels.
1.3 Plan, model and promote a safe
and sound technology-supported
learning environment
1.4 Facilitate equitable access to
technology that addresses learning,
social and cultural diversity.
2. Technological - The domain
includes competencies related to
technical operations and concept,
and productivity.

2.1 Demonstrate knowledge and

skills in basic computer operation
including basic troubleshooting and
maintenance
2.2 Use appropriate office and
teaching productivity tools
2.3 Understand and effectively use
the Internet and network
applications and resources
2.4 Demonstrate knowledge and
skills in information and data
management.
3. Pedagogical - The domain
includes competencies related to
the use of technology in the
following components of an
instruction process: 1) planning and
designing effective learning
environments and experiences
supported by technology; 2)
implementing, facilitating and
monitoring teaching and learning
strategies that integrate a range of
information and communication
technologies to promote and
enhance student learning; and 3)
assessing and evaluating student
learning and performances

3.1 Identify technology resources

 AMA UNIVERSITY
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and evaluate them for

appropriateness.
3.2 Plan strategies to facilitate
student learning in a technology-
enhanced environment.
3.3 Design developmentally-
appropriate learning opportunities
that use technologically-enhanced
instructional strategies
3.4 Access technology resources for
instruction planning and design
3.5 Utilize best practices and
research results on teaching and
learning with technology in
designing learning environments
and experience
3.6 Plan strategies to manage
learning in technology-enhanced
environments
3.7 Apply tech to develop students’
higher order thinking (HOTS) and
creativity
3.8 Use technology to support
learner-centered strategies
3.9 Facilitate technology-supported
student learning experiences
3.10 Manage a technology-
enhanced teaching-learning
environment
3.11 Use technology to collect,
process and communicate
information on student learning to
students, parents, colleagues and
other stakeholders
3.12 Apply technology tools for rapid
and accurate assessment and
evaluation
3.13 Apply a variety of methods to
evaluate the appropriateness of
students’ use of technology in
learning
4. Professional - The domain includes
competencies related to
 AMA UNIVERSITY
School of Graduate Studies
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professional growth and

development, research, innovation
and collaboration.

4.1 Proactively engage in exploring and

learning new and emerging
technologies

4.2 Continuously evaluate and reflect on

the use of technology in the
profession for development and
innovation

4.3 Share experiences and expertise,

and collaborate with peers and
stakeholders in advancing the use
of technology in education and
beyond

Part 4. TEACHER PRACTICES ON ICT INTEGRATION IN THE

CLASSROOM

Please check on the space below your practices as a teacher on ICT.

Practices AL A ALO N
1. Produce a text using a word
processing programs
2. Use emails or social media such
as messenger, skype, facebook to
communicate with the students
related to school activities
3. Capture and edit digital photos,
movies, or graphics for school projects
and outputs
4. Edit text online containing internet links
and images
5. Create database for making school
reports
6. Let students to submit report through
email
7. Organize computers in folders and
 AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City

sub-folders
8. Use a spreadsheet to show students
performance
9. Use a spreadsheet to plot a graph
10. Create a presentation with simple
animation functions
11. Create a presentation with video or
audio clips
12. Participate the discussion forum on the
internet
13. Create and maintain blogs or websites
14. Participate in social networks
15. Download or install software on a
computer
16. Download or upload curriculum
resources or learning platforms for
students use
17. Teach students how to behave safely
online
18. Teach students how to behave
ethically online
19. Prepare materials to use with an
interactive whiteboard

Thank you!!!
AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City
AMA UNIVERSITY
School of Graduate Studies
Project 8, Quezon City