Utilization of information and communication technology (ICT) in teaching filipino in selected elementary schools in caloocan north district: towards improvement of pupils academic performance
Type
Thesis
Authors
Category
Pages
166
Abstract
UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING FILIPINO IN SELECTED ELEMENTARY SCHOOLS IN CALOOCAN NORTH DISTRICT: TOWARDS IMPROVEMENT OF PUPILS ACADEMIC PERFORMANCE
Author
JENNY V. KAPALUNGAN
Degree:
MASTER OF ARTS IN EDUCATION MAJOR IN ADMINISTRATION AND SUPERVISION
This researcher aimed to determine utilization of information communication technology (ICT) for the improvement of pupils' academic performance in Filipino from selected elementary schools in Caloocan North District 1.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of the
following:
1.1 Age.
1.2 Gender, 1.3 Length of leading esperands.
14Highest educational attainment
1.5 Grade level assignment, and
1.0 Number of seminantraining attended related to computer?
2. What are the factors that influence the respondents utilization of ICT in teaching?
2.1 Facilities and equipments:
22 Teacher competence; and
23 Curriculum and instruction?
3. To what extent do teachers utilize ICT in teaching Filipino to pupils in the
elementary level?
4. Is there a significant difference between the teachers ICT utilization and
their demographic profile specifically length of teaching experience. number of seminars training attended related to computer?
5. What problems are encountered by the respondents in the utilization of
6. What solutions are proposed to address problems encountered?
7. What training module maybe proposed to enhance the effectiveness of
utilization of ICT to elementary Filipino teachers?
ICT? The descriptive method of research was used to determine the unization of Information Communication Technology (CT) for the improvement of pupil's academic performance in Papino in elementary level in selected school in Caloocan North District Observations and interviews were also conducted among the respondents to clanty certain aspects in their responses. The data were gathered through the use of researcher-made questionnaire, which were answered by selected elementary Filipino teachers in selected schools in Caloocan North District The sample framework of the study constituted one hundred (100) elementary teachers from Caloocan North 1 District, 38% aged 50- 39 years old, 35% aged between 50 above, 17% aged between 40-49 and 10% to those aged under 30 years old.
In terms of gender, 91% were female teachers while 9% were male teachers. This confirms that most elementary teachers belong to feminine group since female teachers are more tolerant in dealing with their pupils. In terms of length of teaching experience, most of the respondents rendered 16 to 20 years that constituted 41% in the teaching profession, 25% had 5 years and below, 6 to 10 years and 21 above both have a percentage of 15% and 4% had respondents
with 11 to 15 years in teaching experience. in terms of highest educational attainment, out of one hundred (100) respondents, sixty-three porcent (63%) of the elementary Espino teacher respondents were graduates of Bachelor in Elementary Education in view of the fact that they are teaching in the elementary level, seventeen percent (17%) were graduates of Bachelor of Secondary Education, and fourteen percent (14%) had a Master's Degree
In terms of grade level assignment, thirty-two (32%) were Grade One teachers, twenty-nine (29%) were Grade Two teachern, seventeen (17%) were Kindergarten teachers, twelve (12%) were Grade Five teachers, seven (7%) were Grade Three teachers, two (2%) were Grade Six teachers and one (1%) were Grade Four teacher participated in the study.
And in terms of number of seminars/training attended related to computer fifty-three (53%) of the respondents attended 1 seminar/ training, twenty-four percent (24%) of the respondents attended 2 seminars/ trainings, eighteen percent (18%) of the respondents got 3 seminars/trainings and six percent (6%) of the respondent had 4 seminars/trainings related in ICT.
To test the validity and reliability of the study, the following statistical instruments were used. These were the frequency distribution, percentage. ranking average weightact roman and One-Way ANOVA (test) The significant difference of utilization of ICT based on the respondents age with the use of one way analysis of vanance (ANOVA), the computed value which to 2.207 in ess than the Fortical value at 0.05 which is 2.000 This suggests that no significant difference can be established with the utilization of ICT by the respondents across their age groups. Thus, the null hypothesis is ACCEPTED The findings show that the utilization of ICT does not differ in age. Other factors such as availability of ICT tools and equipment and availability of instructional materials with ICT integration are in fact not dependent on one's age
The significant difference of utilization of ICT based on the respondents sex, the computed F-value which is 0.09 is less than the F-entical value of 3.939 at a=0.05 Therefore, the null hypothesis is ACCEPTED. This means that no significant difference can be seen on the ICT utilization of male and female teachers. This suggests that regardless of one's sex, the utilization of ICT is of the same extent. The fact that the present report management and performance system (RPMS) calls for the teachers' integration of ICT in teaching, its use is not dependent on one's sex. Rather, it is somehow compelling to use by all teachers
in general The significant afference of son of ICT donpondents ngth of teaching exgenence the computed F of 1.30 less than the F ctical van of 2467 at 0.05 which suggestive of the absence of difference beton nach class of the teachers length of teaching experience Therefore the null hypothesis ACCEPTED. That is, no significant difference can be seen on the ICT utilization of teachers based on the length of their teaching experience. This is due to the fact that old teachers have had trainings on ICT integration while the new teachers, though not formally trained in ICT integration, have innate knowledge about ICT being digital migrants themselves
The significant difference of utilization of information and communication technology as assessed by the respondents based on their highest educational attainment. The computed F-value of 1.45 is below the F-critical value of 2.311 at a=0.05. Thus the null hypothesis ACCEPTED. This means that no difference on ICT utilization can be established across the teachers' highest educational attainment. A bachelor degree holder's ICT utilization is no different from an MA degree holder. The reason for this is that ICT utilization does not depend on one's educational attainment, rather, it is much dependent of teachers' access to ICT in the school. The availability of technological tools/ equipment is more likely
to influence one's utilization of ICT rather than their educational attainment.
Author
JENNY V. KAPALUNGAN
Degree:
MASTER OF ARTS IN EDUCATION MAJOR IN ADMINISTRATION AND SUPERVISION
This researcher aimed to determine utilization of information communication technology (ICT) for the improvement of pupils' academic performance in Filipino from selected elementary schools in Caloocan North District 1.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of the
following:
1.1 Age.
1.2 Gender, 1.3 Length of leading esperands.
14Highest educational attainment
1.5 Grade level assignment, and
1.0 Number of seminantraining attended related to computer?
2. What are the factors that influence the respondents utilization of ICT in teaching?
2.1 Facilities and equipments:
22 Teacher competence; and
23 Curriculum and instruction?
3. To what extent do teachers utilize ICT in teaching Filipino to pupils in the
elementary level?
4. Is there a significant difference between the teachers ICT utilization and
their demographic profile specifically length of teaching experience. number of seminars training attended related to computer?
5. What problems are encountered by the respondents in the utilization of
6. What solutions are proposed to address problems encountered?
7. What training module maybe proposed to enhance the effectiveness of
utilization of ICT to elementary Filipino teachers?
ICT? The descriptive method of research was used to determine the unization of Information Communication Technology (CT) for the improvement of pupil's academic performance in Papino in elementary level in selected school in Caloocan North District Observations and interviews were also conducted among the respondents to clanty certain aspects in their responses. The data were gathered through the use of researcher-made questionnaire, which were answered by selected elementary Filipino teachers in selected schools in Caloocan North District The sample framework of the study constituted one hundred (100) elementary teachers from Caloocan North 1 District, 38% aged 50- 39 years old, 35% aged between 50 above, 17% aged between 40-49 and 10% to those aged under 30 years old.
In terms of gender, 91% were female teachers while 9% were male teachers. This confirms that most elementary teachers belong to feminine group since female teachers are more tolerant in dealing with their pupils. In terms of length of teaching experience, most of the respondents rendered 16 to 20 years that constituted 41% in the teaching profession, 25% had 5 years and below, 6 to 10 years and 21 above both have a percentage of 15% and 4% had respondents
with 11 to 15 years in teaching experience. in terms of highest educational attainment, out of one hundred (100) respondents, sixty-three porcent (63%) of the elementary Espino teacher respondents were graduates of Bachelor in Elementary Education in view of the fact that they are teaching in the elementary level, seventeen percent (17%) were graduates of Bachelor of Secondary Education, and fourteen percent (14%) had a Master's Degree
In terms of grade level assignment, thirty-two (32%) were Grade One teachers, twenty-nine (29%) were Grade Two teachern, seventeen (17%) were Kindergarten teachers, twelve (12%) were Grade Five teachers, seven (7%) were Grade Three teachers, two (2%) were Grade Six teachers and one (1%) were Grade Four teacher participated in the study.
And in terms of number of seminars/training attended related to computer fifty-three (53%) of the respondents attended 1 seminar/ training, twenty-four percent (24%) of the respondents attended 2 seminars/ trainings, eighteen percent (18%) of the respondents got 3 seminars/trainings and six percent (6%) of the respondent had 4 seminars/trainings related in ICT.
To test the validity and reliability of the study, the following statistical instruments were used. These were the frequency distribution, percentage. ranking average weightact roman and One-Way ANOVA (test) The significant difference of utilization of ICT based on the respondents age with the use of one way analysis of vanance (ANOVA), the computed value which to 2.207 in ess than the Fortical value at 0.05 which is 2.000 This suggests that no significant difference can be established with the utilization of ICT by the respondents across their age groups. Thus, the null hypothesis is ACCEPTED The findings show that the utilization of ICT does not differ in age. Other factors such as availability of ICT tools and equipment and availability of instructional materials with ICT integration are in fact not dependent on one's age
The significant difference of utilization of ICT based on the respondents sex, the computed F-value which is 0.09 is less than the F-entical value of 3.939 at a=0.05 Therefore, the null hypothesis is ACCEPTED. This means that no significant difference can be seen on the ICT utilization of male and female teachers. This suggests that regardless of one's sex, the utilization of ICT is of the same extent. The fact that the present report management and performance system (RPMS) calls for the teachers' integration of ICT in teaching, its use is not dependent on one's sex. Rather, it is somehow compelling to use by all teachers
in general The significant afference of son of ICT donpondents ngth of teaching exgenence the computed F of 1.30 less than the F ctical van of 2467 at 0.05 which suggestive of the absence of difference beton nach class of the teachers length of teaching experience Therefore the null hypothesis ACCEPTED. That is, no significant difference can be seen on the ICT utilization of teachers based on the length of their teaching experience. This is due to the fact that old teachers have had trainings on ICT integration while the new teachers, though not formally trained in ICT integration, have innate knowledge about ICT being digital migrants themselves
The significant difference of utilization of information and communication technology as assessed by the respondents based on their highest educational attainment. The computed F-value of 1.45 is below the F-critical value of 2.311 at a=0.05. Thus the null hypothesis ACCEPTED. This means that no difference on ICT utilization can be established across the teachers' highest educational attainment. A bachelor degree holder's ICT utilization is no different from an MA degree holder. The reason for this is that ICT utilization does not depend on one's educational attainment, rather, it is much dependent of teachers' access to ICT in the school. The availability of technological tools/ equipment is more likely
to influence one's utilization of ICT rather than their educational attainment.
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