1

CHAPTER I

The Background and Its Settings

Introduction

According to A. Kumar, S. Kedar there is wide spread belief that

Information and Communication Technologies (ICTs) can and will empower

teachers and learners by transforming teaching and learning processes from

being teacher-centered to student-centered. This transformation will result in

increased learning gains and motivation for students. However, reviews of the

research on impacts of ICTs on student achievement yield few conclusive

statements, pro or contra, about the impact of ICTs on achievement and

motivation. For every study that comes out with significant positive impact,

another study finds little or no such positive impact. Many studies that find

positive impacts of ICTs on student learning rely on self-reporting. What is still

being debated, however, is the precise role ICT should play in education reform

and how best to ensure that potential is fulfilled. The present paper tries to

highlight some of the issues debated in the present context such as explicitly and

clarity of goals while using ICT, whether ICT used as substitute or complement

to teacher’s existing pedagogical approaches, whatever improvement whether

real, differential effect on students with or without facility of computer at home,

age for student, effect of gender of the learner, design of the impact study and
 2

many more. These issues are required to be sorted out if effectiveness of ICTs is

to be maximized.

The study attempts to explain the impact of ICT on learning and teaching,

with an aim of enhancing student learning and achievements. The question

asked by the researcher is whether technology improves learning and student’s

achievements. It has been found that lCT does not increase learning over and

above traditional methods. The more appropriate question should be. How can

the Educational technology together with Technology Education be implemented

in the learning environment to facilitate learning and teaching process.

When Educational Technology is integrated into classroom, students are

able to access more information faster and in an efficient manner. In the

absence of these fundamental changes to the teaching and learning process

such classrooms may do little but to accelerate the ineffective processes and

methods of teaching. The impact of ICT on learning process therefore excites

and engages learner's interests. Today, everything that is required for reading,

looking up, studying, training, revising, constructing, arranging and informing,

saving and reminding, browsing or navigating is available at the click of a mouse.

Hence it is necessary for the schools to jump onto the Technology bandwagon so

as to become part of information super-highway and make it possible for their

learners to have access to the world's knowledge.

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The purpose of the study was to determine the impact of lCT in schools

with regards to students, teachers and the entire learning environment and the

subsequent effect on the students learning and achievement. As a result, the

researcher was able to find whether Educational Technology had a profound

impact on the students learning and achievements in the classroom

environment. 

Theoretical Background of the Study

The Pedagogical Principles and Theories of Integration of ICT in Education

is have become one of the fundamental building blocks of modern society. Many

countries now regard the mastering of the basic skills and concepts of ICT as an

inevitable part of the core of education. To this end, various new models of

education are evolving in response to the new opportunities that are becoming

available by integrating ICT and in particular Web-based technologies, into the

teaching and learning environment. The effective integration of such applications

however, depends to a large extent on teacher’s familiarity and ability with the IT

learning environment.

  Teachers need to know exactly how ICT is used as a teaching and

learning tool, for their own purposes and to help students to use them. This

module is about the integration of ICT as a tool in the classroom with the overall

aim of increasing the effectiveness of teaching and improving students’ learning. 

The module outlines a program of objectives and related activities for an ICT

enhanced learning environment in teaching and learning.

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TPACK stands for Technological Pedagogical Content Knowledge. It is a

theory that was developed to explain the set of knowledge that teachers need to

teach their students a subject, teach effectively, and use technology. The seminal

piece on the TPACK model was written in 2006 by Punya Mishra and Matthew J.

Koehler in “Technological Pedagogical Content Knowledge: A Framework for

Teacher Knowledge.” They explain that their theory comes after five years of

studying teachers at all different grade levels with design experiments to see how

their classrooms operated. They based their initial idea on Lee S. Shulman’s

1986 work “Those Who Understand: Knowledge Growth in Teaching.” First,

Shulman discusses the usual idea of knowledge in teaching which is that

teachers have a set of content knowledge – specific knowledge about the subject

they are teaching – and a set of pedagogical knowledge – knowledge about how

to teach including specific teaching methods. Shulman counters this and says

that effective teachers overlap these two knowledge sets, making a set of

knowledge about how to effectively teach their subject matter. He calls this

pedagogical content knowledge or PCK. First we have Shulman’s overlap:

Pedagogical Content Knowledge. This overlap reminds us that, as teachers, we

design lessons based on how students can best learn our specific course

material. Another researcher, Rick Marks, said in 1990 that PCK “represents a

class of knowledge that is central to teachers’ work and that would not typically

be held by non-teaching subject matter experts or by teachers who know little of

that subject.” As teachers, we know PCK is required to simplify a subject and

teach it effectively. The second overlap area created is Technological Content

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Knowledge. TCK is how the technology influences the content. For an example,

teachers used to teach penmanship and cursive to their students. But many

school districts have eliminated cursive handwriting from the curriculum. Without

entering into the debate on the merits of cursive, it is clear that technology has

impacted the content knowledge that we teach students. The third overlap area

created by our Venn diagram is Technological Pedagogical Knowledge. TPK

highlights the area where technology and pedagogy influence each other.

Incorporating technology into the classroom often causes a change in how the

material is taught. A simple example might be when a teacher uses an

instructional video clip for a topic that they used to model on the board. Finally, in

the center of our Venn diagram, we get Technological Pedagogical Content

Knowledge. This area acknowledges that all three of these sets of knowledge are

influencing each other, that each is important, and that to have an effective

learning environment, we need to consider all three. Mishra and Koehler

paraphrase Marks’ comment about PCK to apply the idea to TPACK, “TPACK

represents a class of knowledge that is central to teachers’ work with technology.

This knowledge would not typically be held by technologically proficient subject

matter experts, or by technologists who know little of the subject or of pedagogy,

or by teachers who know little of that subject or about technology.”

In addition to these new knowledge overlap areas, Mishra and Koehler are

quick to point out that all of this knowledge lies in specific contexts. You as the

teacher form part of the context, while your students and the environment also
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contribute to the context. With each situation, the context changes slightly and

your set of knowledge shifts with it to create the learning environment.

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Figure 1. Technological Pedagogical Content Knowledge (TPACK) Framework

Statement of the Problem

This research will determine the impact of ICT in students learning and

achievement of Colegio de San Antonio de Padua.

Specifically, it seeks to answer the following questions:

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

1.1 Age; and

1.2 Gender

2. What do you know about the impact of ICTs on your learning?

3. What is the impact of ICTs in education on access, use of, attitudes

toward, and learning outcomes?

4. What ICTs be used to present, comment on and discuss your work, and

what are the implications of such impact?

5. What can enhance your knowledge construction and building of learning

networks?

6. Based on the findings, what proposal could be proposed in the study?

Significance of the Study

The results will be deemed important to the following people:

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School Administrators. The result of this study could serve as guideline to

them and to be aware that ICT is really helpful to the students.

Teachers. The result of this study will help them to adjust and let them know

how to use ICT as a tool for designing new learning environments for their own

subject-specific purposes to help their future students to use ICT.

Students. This study will the help them to be aware that ICT is really important

in terms of learning and it provide the student with the knowledge, skills and

attitudes to better use technology in their lesson, research, communication,

problem solving, and continuing professional development.

Future Researchers. The findings of this study could be their guidelines and

references for their study. They can find some information’s there to use for their

research.

Scope and Limitations of the Study

This study will be conducted to all ICT students of Colegio de San Antonio

de Padua, Guinsay Danao City. The researchers use simple random sampling in

selecting students’ respondents

Thus, it will be conducted to all ICT students that the respondents from

the selected CSA students will provide such as data and information that will

come from the survey questionnaires distributed, as well as the information

literatures that will be citied and reviewed. The results of this study will

applicable only to the respondents of this study and should not be used as a
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measure of impact of ICT students learning and achievement that do not belong

to the population of this study.

On the other hand, the researchers will use descriptive consolation method

in the study employing assessment tools and questionnaire’s gathering pertinent

data and information. The information needed will be gathered using the

checklist style and adapted questionnaire. All information and conclusions will be

drawn from the study are obtained only to this particular group of students.
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Definition of Terms

For better clarification and understanding of the terms related to this

study, the following terms are defined conceptually and operationally.

Pedagogical. It is related to teaching.

Educational Technology. It is the study and ethical practice of facilitating

learning and improving performance by creating, using and managing

appropriate technological processes and resources.

Theory. It is a contemplative and rational type of abstract or generalizing

thinking, or the results of such thinking.

Framework. It refers to an essential supporting structure of a building, vehicle,

or object.

Pedagogical Knowledge. It is what they know about teaching.

Content Knowledge. Teachers’ knowledge about the subject matter to be

learned or taught.

Technology Knowledge. Knowledge about certain ways of thinking about, and

working with technology, tools and resources. 

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CHAPTER II

Review of Related Literature and Study

Review of Related Literature

The following of review of literature will determine the impact of

Information and Communication Technology on student learning and

achievements. ICT has the potential to bring real life issues into classrooms in a

way that was not possible before in a traditional classroom setting. The flexible

nature of ICT and the internet especially provide pupils (and others) with the

opportunities for research, interaction cooperation and collaboration (Cole,

2000).

Wighting MJ (2006), has used a mixed method design to determine how

far the use of computers in the classroom affects the sense of learning in a

community among high school students. The main objectives of his study were

to study how do high school students describe classroom community and its

importance for their learning and what are the factors student consider to be

important for the development of a sense of classroom community. Secondly to

study the use of technology in their classroom affects students’ sense of learning

in a classroom community.
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Learning with Software website (1996) suggested that with the use of

software in learning, but it focused more on pedagogical strategies of

incorporating ICT in teaching: a) Rotational use of computers, b) Needs-only

basis, c) Computer as reward, d) Computer use on contract, e) Computer as

electronic blackboard, f) Integrating the computer, g) Computer as surrogate

teacher, h) Computer as cognitive tool. The division was started from a simple

tracheotomy of the degrees of integration which was more general and a bit

crude. The division according to the software used was a more complicated one

which included more detailed observations. The division according to pedagogies

and practices in the classrooms was better for incorporating ICT in teaching.

Sandholtz et al. (1997) worked on ‘Teaching with technology, creating

student-centered classrooms’. They reported that there were positive changes in

student attitude. Their interest and motivation typically extended to the last

week of school and as students became involved in working on computers, the

time they spent on assignments and projects often increased. Students'

enthusiasm and interest resulted in greater on-task behavior and they were

highly involved in their assignment and frequently able to work with little

assistance. The project increased student initiative as they worked beyond the

requirements of their assignments, and independently explored new applications

and developed new skills. Student experimentation and risk taking increased.

Krysa (1998) in his study ‘Factors affecting the adoption and use of

computer technology in schools’ stated that computer training should not be

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limited to teachers who teach computer but all teachers should train computer

and its usage. The need for computer training is explained by the fact that most

of the presently recruited teachers received little or no training in their formal

education concerning use of computers in teaching. It could also be a reflection

of the need to update teachers’ knowledge in the world of fast moving

technology of communication. Training all teachers on the educational use of

computers gains special importance when considering integrating the computer

into regular curriculum. Teachers need to know how to use computers first

before they can integrate them in the curriculum. This could make ICT

innovation simple to adopt and implement as the innovation becomes compatible

with the current objectives of the users. He points to professional development

and training as a solution to successful ICT implementation. He also reported

that successful implementation of computers can only occur if administrators

offer teachers support and leadership. In addition to administrators developing a

philosophy to guide the implementation of computer technology, they can

support the technological professional development of teachers by establishing

flexible schedules so that teachers can practice what they have learned (or to

continue their learning); encouraging and facilitating team teaching and peer

coaching allowing teachers to visit each other's classrooms to observe computer

technology integration; and scheduling regular meetings among teachers using

technology to plan and evaluate instruction.

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Teo et al. (1998) in his study ‘Factors influencing desktop computer usage

among novice and experienced users’. They found that competence of individual

teachers handling computers is very low. Most of them lack both educational and

technical training. Research findings indicated that there is need to equip

teachers with computer technology skills and knowledge through effective

training on how to use computers in teaching.

Dix (1999) investigated study on ‘Enhanced mathematics learning: does

technology make difference?’ Study showed the effectiveness of technologically-

based instruction in secondary school, by comparing students’ achievements

resulting from technology-rich assignments with those achievements resulting

from equivalent assignments presented in traditional format. She found that,

although there is no significant difference in achievement with either method,

use of computers in mathematics does appear to positively influence student

motivation.

Farrell (1999, cited in Sife et al, 2007) reported that ICT training and

workshops are needed not only to improve the skills of the instructors, but also

as a means of getting them involved in the process of integrating ICT in teaching

and learning.

Jonassen et al. (1999) conducted study on ‘Learning to solve problems

with technology’. They reported that after analyzing applications of IT in various

schools and projects grouped these learning activities around several mind tools,
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which can be used by teachers to enable students to learn effectively. These are

Databases, Semantic Networks, Visualization Tools, Micro worlds, Expert Systems

and Mental Models.

Bransford et al. (2000) reported the pedagogical paradigm needs to shift

toward more student-centered learning. This shift is not trivial or easily

accomplished, particularly in countries with teacher-centered educational

traditions. The literature suggests that four broad sets of changes should

accompany the integration of ICT and the move toward a constructivist model of

teaching and learning; Changes in teachers’ knowledge, beliefs, and attitudes:

The literature on education reform highlights the importance of changing

teachers’ beliefs and attitudes to create long-term sustainable change. Studies

on ICT integration find that projects fall short of expectations because the

educators continue working within a traditional vision of rote learning. Teachers

need to believe that new approaches to teaching are effective and will make a

difference for their students in order for them to continue using new approaches.

Teachers’ understanding and commitment are particularly important to sustain

changes in areas such as project-based learning or student-centered techniques,

which require core changes to a teacher’s instructional practice. Changes in how

students engage with content: Research in the learning sciences has established

that constructivist theories of learning provide a more reliable understanding of

how humans learn than previous behaviorist frameworks. Studies have identified

a variety of constructivist learning strategies (e.g., students work in collaborative

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groups or students create products that represent what they are learning) that

can change the way students interact with the content.The introduction of ICT

into schools and project-based approaches 35 should change how students

interact with the content through new types of learning activities. Changes in

relationships among teachers, students, and parents: Recent studies suggest

that, specifically, a supportive and cooperative relationship with the teacher can

be very important for learning. Research in many different countries has found

that the introduction of technology into learning environments changes teachers’

and students’ roles and relationships. Changes in the use of ICT tools to promote

students’ learning: The ICT integration in developing country classrooms is

challenging. A number of factors-such as teacher knowledge, time, access to ICT

tools, and the alignment of ICT use with pedagogical goals-appear to help

teachers integrate ICT and to support students’ increased use of ICT tools for

learning.

Kong et al. (2000) investigated study on ‘Possibilities of creative and

lifelong learning’. They found that the integration of IT and curriculum is the

main force in promoting the full acceptance of information technology by

teachers and students.

Anderson (2002) conducted case studies on ‘The network and

administrative’. The findings of studies are: changing interactions within the

classroom as a direct or indirect result of using ICT to support teaching and

learning; and the involvement of others (non-teachers) outside the physical

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classroom in students’ learning activities. He understood that how the innovative

practices led to a greater emphasis upon students who take responsibility for

their own progress, including self-imposed deadlines, and in other ways

improving their study and work skills.

Green et al. (2002) in a study of the ‘Impact of the Internet on teacher

practice and classroom culture’ found that students were engaged when

accessing the Internet. Students were comfortable searching for information on

the Internet and reading multiple pages of text, and were likely to take the time

to read what they found.

Levin et al. (2002) point out those students think of the Internet as an

important way to collaborate on project work with classmates more effective.

They referred that the Internet provides ways of presenting material that differs

from how it is presented in class and it is also a resource that is always available,

patient and non-judgmental.

Berner (2003, cited in Afshari et al, 2008) in a case study on the

‘Relationship between computer use in the classroom and two independent

variables: beliefs about computer competence; and administrative support’,

found that the faculty’s belief not computer competence was the greatest

predictor of their use of computers in the classroom. Therefore, teachers should

develop their competence in ICT skills through training based on the educational

goals they want to accomplish in order to use computers in teaching.

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Blackmore et al. (2003) in the study ‘Effective use of information and

communication technology (ICT) to enhance learning for disadvantaged school

students’ found that using ICT in learning offers advantages and opportunities to

increase students’ motivation, helps students to solve problems, and increases

students’ attention span.

Review of Related Study

According to the Swedish National Agency for School Improvement (2008),

ICT provide a positive impact on learning and student performance when it

becomes an integrated element in 13 the classroom and teaching. Bonnet (1997)

argues that the availability of visual digital technology (such as animation,

simulation and moving images) involves students and reinforces conceptual

understanding. ICT use also encourages development from a teacher-focused or

teacher-led model to a more student-focused model in which students work

together, make their own decisions and take an active role in learning (Swedish

National Association for School Improvement, 2008).

Davis (2000) asserts that increased availability of ICT is especially useful

for students who suffer from learning disabilities since ICT use allows teachers to

prepare suitable tasks for individual needs and each individual more effectively.

However, authors like Cox (1999) believe that allowing certain students to use

computers distracts them from focusing on the task at hand.

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Accessibility and use of ICT allows students to investigate more thoroughly

the real world (Reginald Grégoire inc., Bracewell & Laferriére, 1996; Riel, 1998).

They can more readily access information sources outside the classroom and can

use tools to analyze and interpret such information. Information may be

accessed through online systems or through data logging systems (Riel, 1998).

The technologies allow them to receive feedback, refine their understanding,

build new knowledge and transfer from school to non-school settings (Committee

on Developments in the Science of Learning, 2000). In the past this has been

difficult to provide in schools due to logistical constraints and the amount of

material to be covered all of which can now be addressed with ICT. What can be

learned is broadened and deepened (Réginald Grégoire inc. et al., 1996).

Continuous access to computers helps teachers feel more secure in their

ICT use during lessons and gives them the courage to experiment more and thus

helps them integrate ICT into lessons effectively. Many studies also indicate that

the impact on learning will increase over time as teachers and students become

more experienced in continued practice on using computers (Swedish National

Association for School Improvement, 2008).

“There is widespread belief that ICTs can and will empower teachers and

learners, transforming teaching and learning processes from being highly

teacher-dominated to student-centered, and that this transformation will result in

increased learning gains for students, creating and allowing for opportunities for

learners to develop their creativity, problem-solving abilities, informational

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reasoning skills, communication skills, and other higher-order thinking skills”.

However, there are currently very limited, unequivocally compelling data to

support this belief.

“So far, economic research has failed to provide a clear consensus on the

effect of ICT investments on student’s achievement”. The study aims to give

complementary explanations. “The first explanation focuses on the indirect

effects of ICT on standard explanatory factors. Since a student’s performance is

mainly explained by a student’s characteristics, educational environment and

teachers’ characteristics, ICT may have an impact on these determinants and

consequently the outcome of education”. The differences observed in students’

performance are thus more related to the differentiated impact of ICT on

standard explanatory factors. This may explain the observed differences in

students’ achievement.

ICTs are very rarely seen as central to the overall learning process. “Even

in the most advanced schools in OECD countries, ICTs are generally not

considered central to the teaching and learning process”. Many ICT in education

initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to

teaching and learning.

Furthermore, a research by Chien, Wu and Hsu (2014) has shown that

students in school are having high expectation on ICT integration in classroom as

the new generation are born and grown with technologies and could be define as
 21

the digital – native phenomenon. The younger the students, the higher their

expectation are on ICT integration in classroom. It also proved that the

integration of ICT is mostly dependent on the personal factors which define as

self-perceptions. This research also shows that the acceptance of ICT of teachers

and students in classroom and outside of classroom whereby both are more

likely to use technologies outside the classroom. They found that the barriers of

ICT integration in classroom are confidence, competence and attitudes of

teachers reduce the percentage of ICT integration.

Results of a previous research (Cox & Marshall, 2007) shows that teachers

only need a traditional – centered approach when developing ICT skills in the

classroom. The teachers are having high confidence and competency in using

ICT in classroom even though it does not represent the types of ICT used. This is

because they believe that ICT is a tool could help in learning process specially to

relate with real life practices. This factor has reform the teaching method to

integrate ICT in order to create and construct knowledge for the students. The

research shows that the relationship between competency and confidence could

reflect the balances between training and pedagogically focused approaches in

ICT professional development. With this, the school management could make

sure that there are sufficient supports for the teachers to integrate ICT in the

classroom.

However, teachers’ efficacy in urban school’s changes as the years of

experience of working and age of teachers (Cuban, 2001). It shows that the
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teachers’ efficacy is decreasing as the years of experience and age increases but

somehow the decrease and the efficacy belief depend on the school

management. School management here means the opportunities for collegial

interaction, and the use of the instructional resources. Schools that could provide

opportunities for teachers to reflect on teaching and learning with their

colleagues and for administrators and teachers to collaborate and communicate,

as well as support the use of instructional resources. From this research, the

teacher’s efficacy belief is depending on the school management and culture.

Therefore, if the school has always implant the culture to change and teachers

are always sent for training for upgrading themselves, and then the integration

of ICT in classroom will be easier to be enhanced in the classroom.

Newhouse (2002) and Loveless (2002) notes that ICT if used positively

enhances learning processes and outcomes. Findings assert that both the

learning environment and curriculum pedagogy and content are central to the

effective use of ICT. However, teachers and students need to be confident in

their subject knowledge as well as in basic ICT literacy’s so that they can

effectively integrate ICT into teaching and learning programs. A large number of

studies have found that students are often more engaged and motivated to learn

when using relevant ICT to support specific intentional learning.

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CHAPTER III

Research Methodology

This presents the research methodology of the study. This chapter

includes the research design, research environment, research respondents,

research instrument, research procedure, and statistical treatment of data in the

study.

Research Design

This study utilized the descriptive-survey method. Descriptive research

methods are pretty much as they sound — they describe situations. They do not

make accurate predictions, and they do not determine cause and effect. In

survey method research, participants answer questions administered through

interviews or questionnaires.

In descriptive method, Calmorin (1994) as cited by Bagayana (2006)

wrote the study focuses on the present condition. The purpose is to find new

truth, which may come in different forms such as increased quantity of

knowledge, a new generalization, or increased insights into factors, which are

operating, the discovery of a new causal relationship, a more accurate

formulation of the problem to be solved and many others.

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According to Best and Kahn (2007), the term descriptive research has

often been used incorrectly to describe three types of investigation that are

different. Perhaps their superficial similarities have obscured their difference.

Each of them employs the process of disciplined inquiry through the

gathering and analysis of empirical data, and each attempts to develop

knowledge. To be done, competently, each requires the expertise of the careful

and systematic investigator. A brief explanation may serve to put each one in

proper perspective.

The method of research which concerns itself with the present phenomena

in terms of conditions, practices beliefs, processes, relationship or trends

invariably is termed as “descripted-survey study”.

According to Dr. Y.P. Aggarwal (2008), descriptive research is devoted to

the gathering of information about prevailing conditions or situations for the

purpose of description and interpretation. This type of research method is not

simply amassing and tabulating facts but includes proper analysis, interpretation,

comparisons, identification of trends and relationships.

It is concerned not only with the characteristics of individuals but with the

characteristics of the whole sample thereof. It provides information useful to the

solutions of local issues (problems). Survey may be qualitative or quantitative in

verbal or mathematical form of expression; such studies are factual and hence

supply practical information. The survey research employs applications of

 25

scientific method by critically analyzing and examining the source materials, by

analyzing and interpreting data, and by arriving at generalization and prediction.

Research Environment

This study will be done in a well-known private institution in Danao City.

This research locale is Colegio de San Antonio de Padua (CSAP). CSAP is an

academic institution founded since 2004 and De La Salle Supervised School. It is

located in Guinsay, Danao City. Guinsay is one of the barangays that located

along the national highway. This institution not only serves the students of

Danao City but also to the neighbor municipalities of Carmen, Sogod, Catmon,

and Compotela. Moreover, this institution has excellence in the field of

academics, morale, sports and athletics. Figure 2 shows the map of CSAP.
 26

Figure 2. Research Environment of the study

Research Respondents

The respondents of this study are the Senior High School students of

Colegio de San Antonio de Padua and determined through the use of simple

random sampling. A simple random sampling is the basic sampling

technique where we select a group of subjects (a sample) for study from a larger

group (a population). Each individual is chosen entirely by chance and each

member of the population has an equal chance of being included in the sample.

By using the Slovin’s formula, the researchers can determine how many samples

of respondents they can have. Below, it shows the Slovin’s formula.

Grade 11 Students Total Population

N
n= 2
1+ N (e)

727
n= 2
1+727 (0.05)

727
n=
1+727 ( 0.0025 ) U

727
n=
1+1.82

727
n=
2. 82

n=257.80
 27

n=258

Grade 12 Students Total Population

N
n= 2
1+ N (e)

665
n= 2
1+665 (0.05)

665
n=
1+665 (0.0025)

665
n=
1+1.66

665
n=
2.66

n=250

where as:

n = sample size

N = total population of Grade 11 (727) and Grade 12 students (665)

e = margin of error (0.05)

The recommended number of sample is 258 for Grade 11 students and

250 for Grade 12 students. The researchers will get fifty percent (50%) of the

total population of Grade 11 and Grade 12 students. The Grade 11 has fourteen

qualified sections; therefore, the researchers will get respondents in every

 28

classroom or section ranging from 22 to 29 students. The Grade 12 has thirteen

qualified sections; therefore, the researchers will also get respondents in every

classroom or section ranging from 17 to 31 students.

The actual number of respondents are 701 students. The Table 1 and

Table 2 shows the number of respondents in total population as well as the

number of sample respondents per classroom or section.

Grade 11 Section N n (50%)

St. Andrew 50 25
St. Isidore 57 29
St. James 51 26
St. John 56 28
St. Luke 58 29
St. Mark 43 22
St. Matthew 58 29
St. Matthias 54 27
St. Philip 58 29
St. Pius X 52 26
St. Simon 44 22
St. Thaddeus 51 26
St. Thomas 46 23
49 26
727 367

Table 1. Number of Respondents of Grade 11 Students

Grade 12 Section N n (50%)

St. Albert 50 25
St. Alphonsus 60 30
St. Augustine 51 26
St. Benedict 34 17
St. Benilde 44 22
 29

St. Catherine 62 31
St. Dominic 50 25
St. Ignatius 62 31
St. Joseph 56 28
St. Nicholas 47 24
St. Paul 45 23
St. Therese 54 27
St. Vincent 50 25
Grade 12 665 334

Table 2. Number of Respondents of Grade 12 Students

Research Instruments

The Research Instruments are measurement tools (for example,

questionnaires or scales) designed to obtain data on a topic of interest from

research subjects. Instrument  is the general term that researchers use for a

measurement device (survey, test, questionnaire, etc.). To help distinguish

between instrument and instrumentation, consider that the instrument is the

device and instrumentation is the course of action (the process of developing,

testing, and using the device).

The researchers used questionnaire and checklists instrument for

quantitative research. Checklists are often presented as lists with

small checkboxes down the left hand side of the page. A small tick

or checkmark is drawn in the box after the item has been completed.

A questionnaire is a research instrument consisting of a series of questions (or

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other types of prompts) for the purpose of gathering information from

respondents. The questionnaire was invented by the Statistical Society of

London in 1838. The questionnaire is the commonly used instrument for

collecting research data from the participants of a study. “It basically seeks the

opinions of individuals in a sample or a population on issues directly related to

the objectives of the research study” (Aina, 2004:348).

Research Procedures

This research procedure followed the following scheme: preliminary,

administration and collection of instrument, scoring and statistical treatment of

the data.

As an initial data collection, the researchers made a written permission to

the principal about the impact of ICTs on senior high school students learning

and achievement where the grade 11 and grade 12 students of Colegio de San

Antonio de Padua will be involved in the purpose in conducting the research. The

researchers will also provide the students an informed consent, an agreement

between the researchers and the respondents, where the students are aware

about the research they will be participating. The respondents will answer the

checklist questionnaire for about (15) minutes. This research instrument will be

administered personally by the researchers.

 31

During the actual gathering, the respondents will be employed on one type

of survey questionnaire. In this juncture, there will be administration and

collection of research instruents in order to collect the researchers’ intended

data.

The results of the test will be analyzed to determine the impact of ICTs on

senior high school students learning and achievement. The results will be given

the appropriate statistical treatment.

Statistical Treatment

The respondents will be employed on one type of survey questionnaire. In

this juncture, there will be administration and collection of research instruments

in order to collect the researchers’ intended data. The respondents will answer

the quetionnaire for about (15) minutes. This research instrument will be

administered personally by the researchers.

During the actual gathering, the respondents will be employed on one type

of survey questionnaire. The rseults will be given the appropriate statistical

treatment.
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BIBLIOGRAPHY
 33

Internet Sources

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case study of Allidan Visram high school. Retrieved from

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Kumar, A., & Kedar, S. (n.d.). IMPACT OF ICT ON STUDENT'S LEARNING

ACHIEVEMENT AND MOTIVATION - SOME DEBATABLE ISSUES. Retrieved from

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Kotsokoane, P. (2014, December 10). The impact of ICTs on learning and

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Kurt, S. (2018, May 12). Technological Pedagogical Content Knowledge (TPACK)

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The 3 Basic Types of Descriptive Research Methods. (2011, September 27).

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ResearchClue.com. (n.d.). Retrieved from

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Questionnaire. (2018, August 19). Retrieved from

https://en.wikipedia.org/wiki/Questionnaire

Instrument, Validity, Reliability. (2018, February 07). Retrieved from

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LibGuides: CINAHL (Cumulative Index to Nursing and Allied Health Literature):

Research Instruments. (n.d.). Retrieved from

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Checklist. (2018, October 03). Retrieved from

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