PERCEPTIONS AND PRACTICES ON ICT INTEGRATION:

ITS IMPACT TO TEACHING PERFORMANCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 8
Pages: 724-733
Document ID: 2024PEMJ1707
DOI: 10.5281/zenodo.10949522
Manuscript Accepted: 03-11-2024
 Psych Educ, 2024, 18(8): 724-733, Document ID:2024PEMJ1707, doi:10.5281/zenodo.10949522, ISSN 2822-4353
Research Article

Perceptions and Practices on ICT Integration: Its Impact to Teaching Performance

Norhaina Hadji Abubacar Dimakuta,* Junge B. Guilenna
For affiliations and correspondence, see the last page.
Abstract
The purpose of the study was to determine the impact of Information and Communications Technology (ICT) to the
teaching performance of the teachers. The study included the teaching performances of the teachers based on their
Individual Performance Review Commitment Form (IPCRF) in school year 2020- 2021 at Amai Pakpak Central
Elementary School, Marawi City. One hundred seventeen (117) teachers were utilized as participants. The data were
treated using frequency count and percentage, mean and standard deviation, one way anova, independent T- Test.
Findings revealed that most of the respondents were 31 years of age, nearly ¾ were female, majority were married,
several of the respondents had master’s units, 1/3 obtained master’s degree, and almost one- half had 1-5 years of
service. On the impacts of ICT in teaching relative to basic computer skills, workplace and instructional materials,
results showed that ICT highly impacted the basic computer skills and instructional materials. Most of them were
classified as having very satisfactory performance. Results also revealed the respondents’ assessment on the impacts
of ICT in teaching were statistically different in terms of educational attainment. It was also revealed that teachers’
perception on the impact of ICT in teaching was not significantly associated to their teaching performance.
Keywords: perception, practices, ICT integration, teaching performance, Marawi City

Introduction
Information and Communications Technology (ICT) is necessary for educators particularly for their working knowledge of media and
its influence on learner’s performance and engagement (Zhang & Martinovic, 2012). In the last 30 years, ICT has appeared as an
important topic in the field of education. Studies over the years have presented its importance in the teaching learning process and in
achieving desired educational outcomes. Many scholars with their studies have witnessed that the knowledge, conceptual
understanding, problem solving and team working skills of students are important for their learning success. That is why most of the
documents related to curriculum state the importance of ICT utilization and encourage all stakeholders to use them properly for
maximum benefits and lifelong learning. For this purpose, teachers are to be trained to integrate ICT into their daily teaching (Yildirim,
2010).
Information and Communications Technology (ICT) has the greatest potential role in pre-service teacher training programs. It helps to
counter negative factors such as high student-teacher ratios; shortage of instructional materials; and poor physical infrastructure that
has a strong positive impact on student achievement and classroom practices (Leach, 2013). Teaching is becoming one of the most
challenging professions due to expansion of knowledge and demands to learn modern technologies to use in teaching-learning process.
ICT can provide more flexible and effective ways or methods for the professional development of teachers to maintain their jobs,
improve their competencies and connect them to global teacher community (Jung, 2015).
However, not all teachers in the field are skilled enough to integrate ICT in their teaching and learning process. This may be due to
some barriers like lack of knowledge or lack of proper training skills, unavailability of ICT equipment, lack of expert technical staff,
lack of genuine software, inadequate computer in the classroom, low speed internet connection or worse lack of motivation from the
teacher to use ICT. Since, the school is an important training environment for the students, it is very essential to include them to
participate in a wide range of computer activities and other information and communication technology. Husain (2010) believes that if
it is being applied successfully in the instruction, learning, and assessment it may be considered a powerful tool for educational
advancement and reform.
Also, Lipoff (2011) believes that ICT is considered as a powerful tool for education. He found out in his study that the appropriate use
of ICT can raise educational quality and connect learning to real-life situations if it is properly integrated into education; it has been
assumed as the latent of the new technological tools to transform a modern educational system. Thus, educational reforms to utilize
ICT in the classroom need acceptance and assistance coming from teachers and administrators.
The researcher was a student intern in Amai Pakpak Central Elementary School in 2016 and she observed that some teachers
experienced difficulties in utilizing ICT operations that had a strong influence on the kind of job they do. From these reasons, the
researcher was challenged to find out the impact of information and communications technology (ICT) integration in the teaching
performance of teachers in the one of the schools in Marawi City, the Amai Pakpak Central Elementary School in the academic year
2022-2023.
Research Questions
This study aimed to determine the impact of Information and Communication Technology (ICT) on the teaching performance of
teachers in Amai Pakpak Central Elementary School, Marawi City, Lanao Del Sur for the Academic Year 2022-2023.

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Research Article

Specifically, this study sought to answer the following problems:

1. What is the socio-economic profile of the respondents in terms of,
1.1 age,
1.2 sex,
1.3 civil status,
1.4 educational attainment, and
1.5 teaching experience?
2. What are the perceptions and practices on Information and Communications Technology (ICT) integration as perceived by
the respondents?
3. What is the teaching performance of the teachers?
4. Is there a significant difference between the perceived practices on Information and Communications Technology (ICT) when
respondents are grouped according to their profile?
5. Is there a significant relationship between the perceived practices on Information and Communications Technology (ICT) and
the teaching performance?
6. What action plan can be designed based on the results of the study?

Methodology
Research Design
This study employed descriptive-correlational research design to investigate the impact of Information and Communications
Technology (ICT) to elementary teachers and their correlates to their teaching performances based on their IPCRF ratings for S.Y.
2021-2022. As a descriptive type of research, an adapted and modified structured questionnaire served as the main instrument in
collecting data. Correlation was also appropriate in the study since it sought to determine the significant relationship between the
teaching performances of the teachers, socio-economic profile, and the impact of ICT.
Respondents
The respondents of this study were the entire population of elementary school teachers at Amai Pakpak Central Elementary School,
Marawi City, during the school year 2022-2023. The school had one hundred seventeen (117) teachers from Kinder 1 to Grade Six
level. The researcher decided to choose Amai Pakpak Central Elementary School because it was the most populated school and one of
the pioneering schools of Marawi City in terms of academic and other non-academic activities. Because of this, the researcher became
more interested and more curious about how ICT was used in their institution.
Instruments
The researcher utilized survey questionnaire adapted and modified from the study of Caluza et al. (2017) as the main tool for gathering
data for the study. The questionnaires for the respondents included three parts: Part 1 focused on the demographic profile of the
respondents in terms of age, sex, civil status, educational attainment, years in service, and family monthly income. Part II included the
impact of Information and Communications Technology (ICT) to the teaching performances of teachers. Part III included the teaching
performance of teachers that were measured using their IPCRF (Individual Performance Commitment and Review Form) ratings for
S.Y. 2021-2022.
Procedure
Before conducting the study, the researcher performed the standard research protocol to ensure the validity and reliability of the research
finding. The researcher requested consent and approval from the adviser for a careful assessment and review of the manuscript and the
appropriateness of the survey questionnaires. The researcher submitted a letter to the Division Superintendent of Lanao del Sur, with
recommendations from the adviser and the Dean of the Graduate Studies of St. Peter’s College, to allow her to distribute the survey
questionnaires to the respective teachers of Amai Pakpak Central Elementary School.
After all permits were signed, the researcher presented the signed letters to the respective school heads. Likewise, a letter of
participation for the participants requesting for appointments were given. The researcher personally distributed and retrieved
questionnaires at their agreed schedules.
The teachers agreed that they would be available during the distribution of modules and that the researcher could retrieve the answered
questionnaires every Friday. Social distancing and other protocols were followed, such as wearing masks and wearing face shields.
They were assured of the ethics of research on confidentiality.
Once all the data were completed, the questionnaires were classified, tallied, and tabulated and submitted to the school’s statistician
Data Analysis
This study utilized the following necessary and appropriate statistical tools to interpret and analyze the data gathered: For Problem 1
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Research Article

and 3, Frequency and Percentage Distribution were used to determine the demographic profile of the respondents and their teaching
performances based on their IPCRF ratings. For Problem 2, Mean and Standard Deviation (SD) were used to describe the impact of
ICT on the teachers. For Problems 4, One-way ANOVA or Independent T-test were used to determine the differences on the perceived
impacts of ICT when respondents were grouped according to their demographic profile. For Problem 5, Pearson r Correlation was
employed to measure the significant relationship between perceived impacts of ICT and the teaching performance of the respondents.

Results and Discussion

Problem 1. What is the demographic profile of the respondents in terms of age, sex, civil status, educational attainment and
teaching experience?
Problem 1 presents the results and interpretation of the results for the data gathered on the demographic profile of the respondents in
terms of their age, gender, civil status, educational attainment and teaching experience.
Table 1. Age of the Respondents
Age (in years) Frequency Percentage (%)
Below-25 16 13.7
26-30 29 24.8
31-40 45 38.5
41-above 27 23.1
Total 117 100.0

Table 1 presents the age of the respondents. Results showed that 61.6% of the respondents were least 31 years of age, ¼ or 25% of
them belonged to bracket 26-30 years old and 14% of them were classified at most 25 years of age. According to Adeyemi et al.,
(2010), teachers’ age influences their readiness of ICT skills and their attitudes towards its integration in the teaching and learning
process.
Table 2. Sex of the Respondents
Sex Frequency Percentage (%)
Male 31 26.5
Female 86 73.5
Total 117 100.0

Table 2 presents the sex of the respondents. Results revealed that nearly ¾ (73.5%) of the respondents were female and 26.5% of them
were male. Researchers on ICT integration have found out that there were no significant differences among gender when it comes to
teachers’ knowledge, skills, and attitudes towards ICT (Pynoo et al., 2011).
Table 3. Civil Status of the Respondents
Civil Status Frequency Percentage (%)
Single 35 29.9
Married 74 63.2
Widow 2 1.7
Separated 6 5.1
Total 117 100.0

Table 3 presents the civil status of the respondents. Result displayed that majority (63.2%) of the respondents were married, 30% of
them were single, 5% of them were separated and only 2 or 1.7% of them were widowed. According to previous researchers on ICT
use among teachers, their marital status does not have contribution to their level of ICT use and integration in teaching (Mahdi & Al
Dera, 2013).
Table 4. Educational Attainment of the Respondents
Educational Attainment Frequency Percentage (%)
College Graduate 11 9.4
With Master Units 53 45.3
Master’s degree 39 33.3
With PhD units 12 10.3
Full Fledged PhD 2 1.7
Total 117 100.0

Table 4 presents the educational attainment of the respondents. Results revealed that several of the respondents had master units, 1/3
(33.3%) of them obtained master’s degree, 10.3% of them were on completion of their PhD degree and only 2% of them were full-
fledged doctoral degree holders. The results implied that the teachers continually seek and work for professional growth.

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Research Article

Table 5. Years of Service of the Respondents

Years of Service Frequency Percentage (%)
1-5 54 46.2
6-10 35 29.9
11-15 18 15.4
16-20 5 4.3
21-above 5 4.3
Total 117 100.0

Table 5 presents the years of service of the respondents. Results displayed that 46% of the respondents belonged to bracket 1-5 years
of service, 45% of them were belong to 6-15 years of service and 8.6% of them were having at least 16 years of service. According to
Chai (2010) beginning teachers were required to undergo trainings and seminars on ICT integration. Nowadays, teachers were
considered more knowledgeable and skilled in technology integration due to the developing and growing birth of emerging advances
of technology in teaching.
Problem 2. What are the perceptions and practices on Information and Communications Technology (ICT) integration as
perceived by the respondents?
This section presents the results and interpretation for the data gathered on the impact of Information and Communications Technology
(ICT) in teaching as perceived by the respondents relative to basic computer skills, workplace and preparation of instructional materials.
Table 6. Impacts of Information and Communications Technology (ICT) in Teaching in Terms of Basic Computer Skills
Basic Computer Skills Mean ± SD Description
1. ICT allowed me to become knowledgeable about the main 0.43 Strongly Agree
4.75 ±
components of the computer such as monitor, mouse, CPU and etc.
2. ICT helped me identify computer peripherals (i.e. printer, scanner, 0.47 Strongly Agree
4.67 ±
modem, digital camera, speaker, etc.)
3. ICT helped me properly connect main components, configure 0.46 Agree
4.31 ±
peripherals and install drivers.
4. ICT helped me organize and manage my school files. 4.73 ± 0.45 Strongly Agree
5. ICT helped me store and share my files. 4.65 ± 0.48 Strongly Agree
Total Measure 4.62 ± 0.21 Strongly Agree
Note: 1.00-1.49 Strongly Disagree 1.50-2.49 Disagree 2.50-3.49 Moderately Agree 3.50-4.49 Agree 4.50-5.00 Strongly Agree

Table 6 presents the impacts of ICT in teaching in terms of basic computer skills. Results showed that the respondents strongly agreed
that ICT allowed them to become knowledgeable about the main components of the computer (M=4.75) and helped them to organize
and manage their school files (M=4.73). Further, they also strongly agreed that ICT helped them identify computer peripherals
(M=4.67) and helped them to store and share their files (M=4.65).
Respondents believed that basic computer skills are very indispensable in their teaching work especially these times that they did offline
teaching or doing modules for the learners. Wei et al., (2016) found out that a very significant determinant of the teachers’ levels of
engagement in ICT was their level of confidence in using the technology. Their confidence come from being proficient of the basic
skills of the computer. According to Mahmud and Ismael (2010), teachers who were not knowledgeable of the main components of the
computer who had little or no confidence in using computers in their work would try to avoid them altogether.
In this time of the pandemic, teachers used technology operations most of the time when preparing their modules and instructional
materials. Thus, their knowledge of the basic skills of the computer assisted them a lot in producing quality materials. Further, according
to Teo (2018), using computers more frequently and developing a variety of computer related skills and techniques increased one ‘s
knowledge of the computer.
Table 7 presents the impact of ICT in teaching in the workplace. Result showed that the respondents strongly agreed that they discovered
additional teaching techniques through their interaction with the Internet (M=4.62). In addition, the respondents agreed that their lesson
content was enriched through additional information from the internet (M=4.43) and helped them to download and install relevant
application for their instructional materials (M=3.56).
The teachers really believed that the ICT application in teaching improved their horizon of discovering additional teaching methods,
enriching their lessons and even downloading and installing relevant application that enhanced their instructional materials. Amidst the
pandemic, the teachers face significant challenges in adapting to technology, and maintaining at least a minimum of communication
with students and supporting students’ learning and development (Konig, 2020). Accordingly, the presence of the distance education
in the country paved ways for teachers to have regular use of the internet resources. The same goes for parents and learners. In some
public school, modular learning with audio and video learning materials were also employed allowing teachers to make use of the
internet resources to enhance their instructional materials (Dangle & Sumaoang, 2020).

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Research Article

Table 7. Impacts of Information and Communications Technology (ICT) in Teaching in Terms of ICT in the Workplace
Basic Computer Skills Mean ± SD Description
1. I discover additional teaching techniques through my interaction 4.62 0.49 Strongly Agree
±
with the internet.
2. My lesson content is enriched through additional information 4.43 0.50 Agree
±
from the internet.
3. I have greatly improved my school presentation abilities through 3.51 0.50 Agree
improved knowledge on creating presentation with simple ±
animations
4. I make use of any of the following learning environment: google 1.44 0.50 Strongly Disagree
±
classroom, Edmodo, Moodle, Skype and etc..
5. ICT helped me download and install relevant applications for 3.56 0.50 Agree
±
modern instructional materials
Total Measure 3.51 ± 0.23 Agree
Note: 1.00-1.49 Strongly Disagree 1.50-2.49 Disagree 2.50-3.49 Moderately Agree 3.50-4.49 Agree 4.50-5.00 Strongly Agree

Table 8 presents the impact of ICT in teaching in terms of preparation of instructional materials. Results revealed that the respondents
strongly agreed that they could easily finish their instructional materials and school works through Microsoft word, spreadsheet or
PowerPoint applications (M=4.97) and even creating presentation of the modules provided with video or audio clips (M=4.90). Through
ICT, the teachers responded that it allowed them to design learning materials faster (M=4.84) and helped to download or upload
curriculum resources from/to websites or learning platforms for students to use (M=4.62). The results implied that the teachers had
high trust on the importance of the ICT in their teaching particularly in designing or creating instructional materials for their learners.
According to Tria (2020), the use of ICT among teachers were extremely high especially in the preparation of instructional materials.
Table 8. Impacts of Information and Communications Technology (ICT) in Teaching in terms of Preparation of Instructional
Materials
Basic Computer Skills Mean ± SD Description
1. ICT allowed me to design learning materials faster. 4.84 ± 0.37 Strongly Agree
2. ICT allowed my students and I to access DepEd Commons. 3.79 ± 0.53 Agree
3. ICT helped me to download or upload curriculum resources 4.62 0.49 Strongly Agree
±
from/to websites or learning platforms for students to use.
4. I can easily finish my instructional materials and school works 4.97 0.16 Strongly Agree
±
through Microsoft work applications, spreadsheets,
5. Create a presentation of the modules provided with video or 4.90 0.30 Strongly Agree
±
audio clips.
Total Measure 4.62 ± 0.19 Strongly Agree
Note: 1.00-1.49 Strongly Disagree 1.50-2.49 Disagree 2.50-3.49 Moderately Agree 3.50-4.49 Agree 4.50-5.00 Strongly Agree

Additionally, the use of modular learning delivery required teachers to prepare modules either via print or electronically. The school
lockdown confronted teachers, students, and parents with an entirely new situation (Huber & Helm, 2020). Continued teaching and
learning were only possible through alternative means of schooling. Teachers had to change to online teaching, requiring them to use
various digital tools and resources to solve problems and implement new approaches to teaching and learning (Eickelmann & Gerick
2020).
Table 9. Impacts of Information and Communications Technology (ICT) in Teaching
Components Mean ± SD Description
Basic Computer Skills 4.62±0.21 Strongly Agree
Workplace 3.51±0.23 Agree
Instructional Materials 4.62±0.19 Strongly Agree
Total Measure 4.25±0.14 Agree
Note: 1.00-1.49 Strongly Disagree 1.50-2.49 Disagree 2.50-3.49 Moderately Agree 3.50-4.49 Agree 4.50-5.00 Strongly Agree

Table 9 presents the consolidated findings of the impacts of ICT in teaching relative to basic computer skills, workplace and
instructional materials. Results showed that ICT highly impacted the basic computer skills and instructional materials. As the COVID-
19 pandemic lockdown affected almost all aspects of society and everyday life, teachers had to learn to organize communication and
interaction in a new way. Almost all teachers reported having maintained communication with students and their parents. The majority
of teachers reported having introduced new learning content in addition to assigning tasks and providing feedback to their students.
They were trained on the basic skills in preparing their instructional materials (Karalis, 2020).
Problem 3: What is the teaching performance of the respondents?
This section presents the teaching performances of the respondents based on the previous Individual Performance Commitment and
Review Form (IPCRF) for S.Y. 2021-2022.

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Table 10. Teaching Performance of the Respondents

Teaching Performance Level Frequency Percentage (%)
Outstanding 11 9.4
Very Satisfactory 106 90.6
Total 117 100.0

Table 10 presents the teaching performance of the respondents. Results showed that most of the teachers (106 or 90.6%) were classified
to very satisfactory performance and nearly 10% (9.4% to be exact) were belong to outstanding teaching performance. This result
described that 9 out of every 10 respondents were obtained a very satisfactory teaching performance. Very satisfactory rating means
that the performance of the teachers exceeded expectations. All goals, objectives and target were achieved above the established
standards.
This result also revealed that the teachers performed their tasks and responsibilities as indicated in the criteria of Individual Performance
Commitment Review (IPCRF). The very satisfactory ratings of the teachers mean that their performance exceeded expectations wherein
all goals, objectives and target were achieved above the established standards. Hence, it can be analyzed that the teachers did their best
in attaining the goals, objectives and targets for the school year 2021-2022.
Problem 4: Is there a significant difference between the perceived practices of Information and Communications Technology
(ICT) when respondents are grouped according to profile?
This section presents the results and interpretations for the significant difference between the perceived practices of Information and
Communications Technology (ICT) when grouped according to age, gender, civil status, educational attainment, and years in service.
Table 11. Difference Between the Perceived Impacts of ICT when Respondents Are Grouped According to Their Age
Age Group F-value
≤ 25 26-30 31-40 ≥ 41
Impacts of ICT (p-value) Decision Remarks
(n=16) (n=29) (n=45) (n=27)
0.657 Do not
Basic Computer Skills 4.68 4.59 4.62 4.63 Not significant
(0.580) Reject Ho
0.799 Do not
Workplace 3.45 3.53 3.54 3.48 Not significant
(0.497) Reject Ho
0.913 Do not
Instructional Materials 4.65 4.66 4.62 4.58 Not significant
(0.437) Reject Ho
0.309 Do not Not
Total Measure 4.26 4.26 4.26 4.23
(0.819) Reject Ho significant
Note: 1-based on One-way ANOVA not significant means p-value > 0.0

Table 11 presents the differences between the perceived practices of ICT when grouped according to their age using One-way ANOVA.
Results depicted that the perceived impacts of ICT were not significantly differ by the age (F=0.309, p=0.819). These results suggested
that the perceived practices of ICT on basic computer skills, workplace and instructional materials were not differed across their age.
Young teacher and older or middle-aged teacher had comparable assessment on the perceived impacts of ICT. Thus, the null hypothesis
of no significant difference between the perceived practices of ICT when grouped according to their age was not rejected.
Age was found as a non-contributor to ICT performance among teachers. Their level of confidence on the use of ICT in the workplace
do not differ by age but of experience and personal knowledge of the computer’s basic operations and concepts (Mahdi et al., 2013).
Also, Teo (2008) found that teacher’s age was not positively correlated with level of computer confidence
Table 12. Difference Between the Perceived Practices of ICT when Respondents Are Grouped According to Their Sex
Sex Group t-value (p- value)
Impacts of ICT Male (n=31) Female (n=86) Decision Remarks
Basic 4.62 4.62 -0.036 Do not Not significant
Computer (0.971) Reject Ho
Skills
Workplace 3.55 3.50 1.055 Do not Not significant
(0.294) Reject Ho
Instructional 4.55 4.65 -2.439* Reject Ho Significant
Materials (0.016)
Total Measure 4.24 4.26 -0.525 Do not Not
(0.601) Reject Ho Significant
Note: 2-based on Independent T-test *-significant at 0.05 level not significant means p-value > 0.05

Table 12 presents the differences between the perceived practices of ICT when respondents were grouped according to their sex using
Independent T-test analysis. Results revealed that the respondents’ perception on the practices of ICT integration did not significantly
differ by their gender (t=-0.525, p=0.601). Both genders had comparable assessment of the perceived of practices of ICT in teaching
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relative to basic computer skills (t=-0.036, p=0.971) and workplace (t=1.055, p=0.294).
However, the teachers’ assessment on the perceived practices of ICT integration in instructional materials differed by their gender (t=-
2.439, p=0.016). This result depicted that female teacher (M=4.65) had higher assessment on the perceived practices of ICT on
instructional materials as compared to male teacher (M=4.55). The corresponding null hypothesis of this problem was rejected at the
0.05 level. In totality, the gender profile did not significantly affect the teachers’ assessment on the perceived impact of ICT in teaching.
Thus, the null hypothesis was not rejected.
According to Mahdi et al. (2018), the use of ICT between male and female teachers in terms of the basic computer skills and operations
do not differ with gender. The results of this study are in contrast with some of the previous studies (Cassim & Obono, 2011) wherein
they found out that research on computer self- efficacy in general also revealed that males on average tend to acquire computer self-
efficacy faster than females. Significant differences between males and females were observed for technical ICT capabilities, and
situational and longitudinal sustainability. In this case, male teachers' scores were higher. Also, according to Chai (2010), teachers'
gender did not have direct influence on their ICT capabilities.
Table 13. Difference Between the Perceived Practices of ICT when Respondents Are Grouped According to Their Civil Status
Impacts of ICT Civil Status Group t-value (p-value) Decision Remarks
Single (n=35) Married (n=82)
0.865
Basic Computer Skills 4.65 4.61 Do not Reject Ho Not significant
(0.389)
-1.674
Workplace 3.46 3.53 Do not Reject Ho Not significant
(0.097)
1.035
Instructional Materials 4.65 4.61 Do not Reject Ho Not significant
(0.303)
-0.022
Total Measure 4.25 4.25 Do not Reject Ho Not significant
(0.983)
Note: 2-based on Independent T-test not significant means p-value > 0.05

Table 13 presents the differences between the perceived practices of ICT when grouped according to their civil status using Independent
T-test analysis. Results depicted that the perceived impacts of ICT were not significantly differed by their civil status (t=-0.022,
p=0.983). These results implied that the perceived practices of ICT integration on basic computer skills, workplace and instructional
materials were not differed across their civil status. Married or single teachers showed comparable assessment on the perceived impacts
of ICT. Thus, the null hypothesis of no significant difference between the perceived practices of ICT integration when grouped
according to their civil status was not rejected. According to previous researchers on ICT use among teachers, their marital status did
not have contribution to their level of ICT use and integration in teaching (Mahdi et. al., 2013). Married or single, teachers were trained
with ICT basic skills integration after being hired in the profession.
Table 14. Difference Between the Perceived Practices of ICT when Respondents Are Grouped According to Their Educational
Attainment
Educational Attainment Group F- value (p- value)
Impacts of ICT College Master unit Master PhD level Decision Remarks
Degree (n=53) Degree (n=14)
(n=11) (n=39)
Basic
Computer 4.73b 4.53a 4.69b 4.69b 7.034** (0.000) Reject Ho Significant
Skills
Workplace 3.47ab 3.44a 3.61b 3.54ab 4.861** (0.003) Reject Ho Significant
Instructional 1.580 Do not Not
4.69 4.62 4.65 4.54
Materials (0.198) Reject Ho significant
Total 4.30b 4.20a 4.31b 4.26ab 7.325** (0.000) Reject Ho Significant
Measure
Note: 1-based on One-way ANOVA **-significant at 0.01 level not significant means p-value > 0.05

Table 14 presents the differences between the perceived practices of ICT when respondents were grouped according to their educational
attainment using the One-way ANOVA. Results revealed the respondents’ assessment on the practices of ICT integration in teaching
were statistically different (F=7.325, p=0.000). Duncan analysis showed that the teachers who have college degree (M=4.30) has
significantly higher perceived assessment of ICT in teaching as compared to those teachers who had Master’s unit (M=4.20). Further,
the teachers’ assessment of the impact of ICT on basic computer skills (F=7.034, p=0.000) and in the workplace (F=4.861, p=0.003)
also significantly differed by their educational attainment. Teachers who had Master’s degree have significantly better assessment on
the impacts of ICT in teaching relative to basic computer skills and in the workplace as compared to those teachers who had Master’s
unit. But the teachers had comparable assessment on the impact of ICT in teaching relative to instructional materials across their
educational attainment (F=1.580, p=0.198). Thus, the null hypothesis of no significant difference between the perceived impacts of

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ICT when grouped according to their educational attainment was rejected.

Researchers had emphasized the significant relationship between the educational background of the teachers and their knowledge and
skills in ICT integration. According to Shamim and Raihan (2016), teachers’ educational attainment influenced their level of
proficiency on ICT integration in teaching. They found that teachers who had finished additional degrees have more experienced and
exposures to technology operations and network systems that influence their teaching strategies.
Table 15. Difference Between the Perceived Practices of ICT when Respondents Are Grouped According to their Years of Service
Years of Service Group F-value
1-5 6-10 11-15 ≥ 16
Practices of ICT (p-value) Decision Remarks
(n=54) (n=35) (n=18) (n=1 0)
1.037 Do not
Basic Computer Skills 4.59 4.66 4.64 4.58 Not significant
(0.379) Reject Ho
0.936 Do not
Workplace 3.49 3.56 3.48 3.54 Not significant
(0.426) Reject Ho
0.684 Do not
Instructional Materials 4.63 4.64 4.57 4.62 Not significant
(0.564) Reject Ho
1.198 Do not Reject
Total Measure 4.24 4.29 4.23 4.25 Not significant
(0.314) Ho
Note: 1-based on One-way ANOVA not significant means p-value > 0.05

Table 15 presents the differences between the perceived practices of ICT when grouped according to their years of service using One-
way ANOVA. Results displayed that the perceived practices of ICT were not significantly differed by their years of service (F=1.198,
p=0.314). The results suggested that the perceived practices of ICT on basic computer skills, workplace and instructional materials
were similar across their years of service. Novice or experienced teacher showed comparable assessment on the perceived impacts of
ICT. The results implied that years of service had no significant effect to the teachers’ assessment on the impact of ICT in teaching.
Thus, the null hypothesis of no significant difference between the perceived impact of ICT when respondents were grouped according
to their years of service was not rejected.
According to Osuji (2010), teachers’ years in service accompany their experiences and background of the technology operations. He
further argues that almost all the areas of human life today require knowledge of the computer. It is therefore mandatory for the modern-
day teacher to be highly computer literate to be able to assist learners to fit well into the modern society. Their years in the teaching
service provided them with foundations of skills and knowledge on technology operations that influence their ICT integration.
Problem 5: Is there a significant relationship between the perceived practices of Information and Communications Technology
(ICT) and the teaching performance of the teachers?
This section presents the results and interpretations for the significant relationship between the perceived practices of Information and
Communications Technology (ICT) and the teaching performance of the teachers.
Table 16. Relationship Between the Perceived Practices of ICT Integration and the Teaching Performance of the Teachers
Teaching Performance
Impacts of ICT Pearson Chi- square (df) p-value Decision Remarks
Basic Computer Skills 0.019 (1) 0.890 Do not Reject Ho Not significant
Workplace 2.501 (1) 0.114 Do not Reject Ho Not significant
Instructional Materials 2.101 (1) 0.147 Do not Reject Ho Not significant
Total Measure 0.601 (1) 0.438 Do not Reject Ho Not significant
Note: 3-based on Pearson Chi-square test not significant means p-value > 0.05

Table 16 presents the relationship between the perceived practices of ICT integration and the teaching performance of the teachers
using the Likelihood Chi-square test. Teachers’ perception on the impact of ICT in teaching was not significantly associated to their
teaching performance (X2=0.601, p=0.438). Teachers who obtained at least very satisfactory performance rating in their teaching did
not significantly relate to their level of assessment on the impact of ICT in teaching. Thus, the null hypothesis of no significant
relationship between the perceived impact of ICT and the teaching performance of the respondents was not rejected. According to
Ghavifekr et al., (2015), teachers’ knowledge and skills in ICT did not affect their performances. ICT integration is used to aid teaching
and learning however, teachers have varying ways and strategies to strengthen their skills and knowledge and to seek for professional
growth.

Conclusion
Teachers used diverse ICT tools to communicate, create, disseminate, store, and manage information. ICT as aid to learning play a
significant role in fulfilling their roles and responsibilities to provide quality teaching and learning experience to students despite the
pandemic. Though some researchers found several impacts of ICT, the study concluded that teachers’ perception on the impact of ICT
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Research Article

in teaching was not significantly associated to their teaching performance. Thus, ICT as a tool aids teachers but does not control their
goals for performing well.
Based on the findings and conclusions made on the study, the following recommendations were drawn: Teachers should attend seminars
and training in ICT integration on designing instructional materials. School administrators must provide additional ICT resources to
help teachers increase their knowledge of ICT integration and technology applications. Parents and the community should be provided
with training on basic computers to strengthen their assistance to their children, especially during an educational crisis. Future
researchers should study on the importance of ICT integration among teachers during an educational crisis.
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Affiliations and Corresponding Information
Norhaina Hadji Abubacar Dimakuta
St. Peter’s College – Philippines
Junge B. Guilenna, PhD
St. Peter’s College – Philippines

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