LEVEL OF INTEGRATION AND PROFICIENCY IN INFORMATION AND

COMMUNICATION TECHNOLOGY IN TEACHING SCIENCE

IN PUBLIC SCHOOLS AT LAL-LO, CAGAYAN

A Topic Outline
Presented to the Faculty of the
Department of Teacher Education
Cagayan State University

As Partial Fulfillment
Of the Requirements for the Degree
Of Bachelor of Secondary Education

Submitted by:
David Louie S. Acosta
Victor Ramirez

JUNE 02, 202

 Chapter I

Background of the Study

Since pandemic started, online learning has been a great concern in education. Teaching
science becomes hybrid and complex, it encourages flexibility while also providing the social
aspects of education. As such, with the use of ICT tools and materials to deliver information, the
learning becomes more effective and meaningful. In fact, the technological tool present
nowadays provides a safe space for teachers and learners to bridge the gap in terms of learning
and teaching communication.

Hence, with these tools, teaching can take anywhere and any place which add to the
concept of ICT utilization. In fact, according to e-learning Industry (2021) a leading publishing
platform, these tools including other social media platform improve the academic performance of
students as well as an opportunity for teacher to engage to their learners and improve their
teaching style.

However, because of the existing condition that people are facing with, we can’t deny the
fact that some teachers are being and still challenge to teach student online, for that reason that
some of them might not well versed on manipulating and accessing these ICT tools or materials.

Perhaps, it was well understood even before COVID-19 pandemic that Information and
Communication Technology (ICTs) have significant potential to ensure quality teaching by
providing innovative solutions to facilitate teachers’ to achieve the institutional mission. Many
studies had been made in the previous year’s emphasizing the need for ICT competency keeping
in view the profound potential of it (Martin et al., 2019 P) ( Zovko, 2016) ( Uslu & Usle ., 2019)
( Garcia et al.m2019) ( Valtonen et al.,2018) )( Tadesse et al.,2018))( Kang Park, 2017).

Yet, for the teaching profession, ICT is not only an essential tool for teachers in their
daily work, but it also offers them opportunities for their own professional development. It can
be used to encourage new ways of working as part of professional learning teams and it offers
schools themselves the possibility of a faster route to establishing a meaningful role in the wider
community, embracing learners of all ages, linking and networking to other educational
establishments and bringing professionals together across a range of areas.
 The new education policy 2020 has also rightly emphasized the extensive use of
technology in teaching and learning. But the implementation would have been taken a dedicated
strategy and considerable time especially in this crisis; however in the bright side of the situation
it accelerates the pace of utilization of technology in the education sector. The COVID-19
pandemic brought an unprecedented situation where the academic world had to respond literally
overnight to keep the learning ongoing which usually happened in high school. Integration of
technology with education has changed the traditional teaching and learning paradigm and has
created a greater demand on teachers to engage with various types of technology platform in
carrying out their routine work with more efficiency and effectiveness. It has been proved
beyond doubt that ICT has the power and potential which helped the academia to overcome the
challenges.

In addition to this, some study state that ICT can make some additional impact to classes
that could result for improvement of teacher and learner performance, leading to enhance
learning experience. Hence, it is quite possible that the integration of Information and
Communication Technology (ICT) in education will be further accelerated and that hybrid
education will eventually become an integral component of all level of education.

B. Statement of the Problem

Generally, this study aims to examine the impact of using ICT tools as IM’s in teaching
science. Specifically, this research seeks to answer the following questions:

1. What is the profile of public junior high school science teachers at Lal-lo, Cagayan in terms

of;

1.1 Age;

1.2. Gender;

1.3. Civil Status;

1.3. Monthly income;

 1.4. Years of Experience;

1.5. Highest Educational Attainment;

1.6. Position;

1.7. Availability of ICT tools utilized in teaching; and

1.8. Seminars and Trainings attended related to ICT?

2. What is the respondents’ level of integration on the use of ICT tools in teaching?

3. What is the respondents’ extent of use of ICT tools in teaching on the following domains:

3.1. Preparing content

3.2. Structuring learning environment

3.3 Delivering instruction

3.4. Evaluating outcomes

3.5. Maintaining accurate records

3.6. Communicating progress

4. What are the problems encountered by science teachers in the use of ICT in instruction

5. Is there any significant difference in respondents’ extent of use of ICT tools in the different

domains of teaching when grouped according to their demographic profile variables?

6. Is there any significant difference in respondents’ proficiency on the use of ICT tools in

teaching when grouped according to their demographic profile variables?

8. Is there any significant relationship between the respondents’ extent of use of ICT tools and:

7.1 profile variables

7.2. Proficiency on the use of ICT tools in teaching

Scope and Delimitation:

The study is restricted with science teacher affiliated to with four different public schools

comprising all secondary including junior and senior school science teachers situated here in Lal-

lo, which one of the Municipality of Cagayan.

Further the study is restricted only for science teachers selected through total

enumeration. Hence generalization of the findings without additional research will not be free

from flaws. However, this research study will definitely serve as a call to action for public school

and other academic communities leading to dedicated efforts in enhancing the digital

competencies of the teachers as well as the ICT utilization.

Significance of the Study

The finding of the study may provide deeper insight on how teaching can be made easier
and more meaningful by the utilizing ICT materials. Likewise, the study determined the
significant and contribution of ICT to teaching as well as for the benefit of the following people:

To School Heads - the result of the study would provide insights, pertinent data and information

in improving the Science instruction and to improve the delivery of their administrative and

supervisory services to the teachers.

ICT Coordinator- Through this study the ICT coordinator would strengthen their assistance in

teacher in terms of utilizing computer for teaching and administrative purposes as well as to

enhance teachers’ skills in the use of the computer as a teaching tool.

Department of Education- Having this study would serve as a basis if the distributed ICT tools

on public school are being utilized properly in delivering the lesson. As such, serve as a ground

on what programs and action would they implement for the betterment of teaching and

education.

Teachers- the results of this would primarily benefit the teachers as this would provide them

awareness as well as self-reflection on how their method of teaching affects the students’

academic achievement.

To the Students- the students being the center of our educational system would be primarily

beneficiary of the study. This would provide them opportunity to address their perception

towards their teachers’ instructional strategies.

 II. REVIEW OF RELATED LITERATURE

With the new normal post pandemic. Pinto and others presented an analysis of the state of
the policies and plans on information literacy in Ibero-America. For this purpose, a survey was
carried out on librarians and academics those were specialized in the development of information
skills consisting of 13 different countries. The study reported that there was a large amount of
confusion in regard to the concepts of digital and information literacy, with governments and
institutions paying more attention to the former (Pinto et al., 2019). Given to the surge in
research in this domain Stopar & Bartol had conducted a scientometric study on digital
competences, computer skills and information literacy in secondary education to find out the
publishing pattern and trends. As per the opinion of the authors unlike higher education ICT
skills in context of secondary education were investigated less frequently.

Data from Web of Science and SCOPUS were considered for the study (Stopar & Bartol,
2019). Sales and others through their study tried to investigate the perception of the Social
Sciences faculty of three Spanish universities about their own as well as their students’
information and digital competency before and during lockdown due to COVID-19.

Group discussion and interview method was used for the collection of the data. The
findings show that as per the opinion of the teachers, despite being tech savvy the students lack
capacity for evaluation, critical use, and communication of information. The study reports that
even the teachers are not digitally competent as per their own admission as they doubt their own
ability to train students to enhance the critical literacy skill and secondly shifting to online
platform for teaching during lockdown had never been an easy task to deal with (Sales et al.,
2020).

Soomro and others through their study reported that digital divide indeed exists among
the faculty in respect to access to technology. Through the study they had tried to access the
digital divide among higher education faculty of Pakisthan. The study reports that as per the
findings, age, gender, and university type had a significant impact in creating the gap. (Soomro
et al., 2020)

Aside from this, the study base from Teachers’ level of ICT integration in teaching and
learning: A survey in Malaysian private preschool concluded that,” Knowledge of teachers on
how to use this technology in the teaching-learning process has an important impact for using
them effectively. Although this study did not examine the attitudes of teachers, but this issue is
important for teachers to use this technology. Likewise, those who have years of experience of
knowledge more positive, because the experience of ICT increase has been, their attitude is also
improved, which was a very important result because it will show that teacher training
continuing is an important factor in the effective use of ICT in the learning-teaching.

Teachers’ awareness towards ICT is important and also an added advantage to the
implementation of ICT related programs. The effective implementation of ICT programs clearly
depends on teachers’ readiness and also professional training towards ICT and those who
perceive it to be useful in promoting learning will surely integrate ICT more easily. Therefore,
preschool teachers in Malaysia require intensive training in the use of ICT to facilitate
integration into the classroom in ways that enhance thinking and creativity. The teachers also
need to learn how to help and encourage students to control their own learning. The findings
show that teachers still have difficulty using a particular application such as MS Excel. For long
term, it is recommended that in order to remain confident in their knowledge about the
application of technology, teachers need to improve their skills on a regular basis and stay up to
date through continuing professional development. Furthermore, methods of teaching all subjects
requires a new orientation towards a more student-centered experience and supported by tools
and interactive multimedia ICT learning network IT or Information Systems (IS).

There is a need to produce preschool teachers with skills and knowledge in the use of technology
in instructional sign and delivery. It is time to equip and learn all the necessary skills. Positive
attitude to encourage individuals to use ICT effectively and improve the skills required. For
future research it is proposed that the researchers focus on two areas: classroom observations to
determine the actual use of ICT in teaching and learning and school administration role in the
integration of ICT in private preschool.
 Conceptual Framework

In this study the researcher will be using the IV-DV model or the Independent variable and
Dependent Variable, this model represents using two vertical boxes connected to each other.
Information or material objects flow through a series of tasks or activities based on a set of rules
or decision points. The boxes and arrow is often used to represent the process. The dependent
variable is responding on the independent variable that is being used in the study; the level of
integration and proficiency of science teacher will depend on the respondents’ profile variable.

The first component is the independent variable which bears the respondent’s

personal circumstances as to age, gender, civil status, monthly income, years of experience,

highest educational attainment as well as the position, availability, seminars attended and lastly

the respondents’ problem encountered.

The second component on the on the other hand, is the dependent variables; this area is

the presumed and assumed result or the responding result which emphasizing the level of

integration and proficiency of science teacher in utilizing ICT materials.

 Figure I

Conceptual Framework

Independent Variable Dependent Variable

Profile of Science Teacher in terms of;

1.1 Age;
1.2. Gender;
1.3. Civil Status; Teaching of Science
1.3. Monthly income; The level of integration on the use ICT
1.4. Years of Experience; tools in teaching

1.5. Highest Educational Extent of use of ICT tools in teaching

Attainment; science.

1.6. Position; Proficiency of Science Teacher on

Utilizing ICT tools
1.7. Availability of ICT tools
utilized in teaching; and
1.8. Seminars and Trainings
attended related to ICT?

2. Problem Encountered by science

teacher utilizing ICT tools.
Definition of Terms

ICT Tools - Refers to instructional materials such as LCD projector, overhead

transparencies, computers, printed materials, models, video tapes and audio recorder.

Teacher’s Pedagogy - Refers to the teaching strategies being executed by the teachers in

delivering or explaining the concepts in Science and Mathematics.

Modern Technology – A high technological tools used in delivering lessons or a high

medium instruction to teach student more effectively such us Laptops, white screen and

projector, smart phones and others.

 III. METHODOLOGY

A. Design of the Study

A quantitative research methodology was adopted to assess the ICT competencies of

school teachers with an emphasis on their transitions to the online platform and the level of ICT
utilization in teaching science. The data will be collected through a pre designed close ended
questionnaire. The items of the questionnaire were based on available research primarily related
to digital information literacy and teaching. Specifically, the study will be utilized descriptive-
correlational research design because the study will try to examine the availability of
technological tools and its utilization in teaching Science relating to demographic profile of
respondent. Also, correlational method will be used to test the relationship between the
utilization of ICT in teaching science and profile variable and proficiency on the use of ICT.

B. Locale of the Study

The study will be conducted in selected schools of Lal-lo, Cagayan. Particularly on its

three biggest public schools; the Magapit National High School, Lal-lo National High School,

and Logac National High School, these schools are considered because of their capability to

provide and sustain their institution with the ICT materials. The population of each school is

approximately 150 including the faculty staff. With that number, the Junior High School Teacher

who is teaching science is 15. The researcher refused other public and private school to avoid

being subjective, comparison, and any form of biases.

C. Respondents of the Study

The study will be conducted in selected schools of Lal-lo, Cagayan. The respondents of

the study will be restricted only for science teacher from selected schools. In doing such, the
researcher would proceed for a total enumeration for fair assessment and respondent. With this,

the researcher will set a parameter to select the respondent. Hence, possibly of inaccurate

responses either deliberately or owing to difficulty in understanding the questions by the

respondents cannot be ruled out.

D. Data Gathering Instruments (Discuss further this part)

The study will be using a set of questionnaires to collect the following variables:

 Respondent demographic profile

 Availability of ICT tools

 The respondents’ proficiency on the use of ICT tools in teaching

 The respondents’ extent of use of ICT tools in teaching on the following domains:

 The respondents’ perceived effectiveness of ICT tools in teaching Science?

 The problems encountered by science teachers in the use of ICT in instruction

 The significant difference in respondents’ extent of use of ICT tools in the different

domains of teaching when grouped according to their demographic profile variables?

 The significant difference in respondents’ proficiency on the use of ICT tools in teaching

when grouped according to their demographic profile variables?

 The significant relationship between the respondents’ extent of use of ICT tools and:

E. Statistical Treatment of Data (Discuss this part)

1. Frequency 2. Weighted Mean and Standard Deviation

3. Ranking 4. Percentage
References:

Adelabu, O. A., & Adu, E. O. (2014). Assessment of accessibility and utilization of Information
and Communication Technology (ICT) for effective teaching of biological science in secondary
schools. Mediterranean journal of social sciences, 5(23), 1439.

Ahmad, T. B. T. (2014). Between School Factors and Teacher Factors: What Inhibits Malaysian
Science Teachers from Using ICT?. Malaysian Online Journal of Educational Technology, 2(1),
1-10.

Bhebhe, S., & Maphosa, C. (2016). Examining teachers’ computer literacy and utilization of
ICTs in teaching and learning at primary school level. Journal of Communication, 7(2), 231-240.

Dadhe, P. P., & Patil, S. M. (2021). An Empirical Study of Awareness and Use of ICT by School
Teachers Before and During Lockdown Due to COVID-19 Pandemic. Library Philosophy and
Practice, 2021.

Kamaruddin, K., Abdullah, C. A. C., Idris, M. N., & Nawi, M. N. M. (2017, October). Teachers’
level of ICT integration in teaching and learning: A survey in Malaysian private preschool.
In AIP Conference Proceedings (Vol. 1891, No. 1, p. 020075). AIP Publishing LLC.

Okolocha, C. C., & Nwadiani, C. O. (2015). Assessment of Utilization of ICT Resources in

Teaching among Tertiary Institution Business Educators in South Nigeria. Journal of Education
and Learning, 4(1), 1-10.

Suleiman, M. M., Yahya, A. T., & Tukur, M. (2020). Effective Utilization of ICT Tools in
Higher Education. development, 2, 5.

Yunus, M. M., Hashim, H., Embi, M. A., & Lubis, M. A. (2010). The utilization of ICT in the
teaching and learning of English:‘Tell Me More’. Procedia-Social and Behavioral Sciences, 9,
685-691.

Yushau, B., & Nannim, F. A. (2020). Investigation into the Utilization of ICT Facilities for
Teaching Purposes among University Lecturers: Influence of Gender, Age, Qualification and
Years of Teaching Experience. Pedagogical Research, 5(2).

Name (optional): ________________________________________

Name of School currently employed in: ____________________________________

 1. Sex
o Male
o Female
2. Age: _______

3. Civil Status
o Single
o Married
o Widowed
o Separated
o Divorced

4. Monthly Income
o 10,000 below
o 10,001- 20,000
o 20,001- 30,000
o 30,001- 40,000
o 40, 001 and above

5. Years of Experience: _______

6. Highest Educational attainment

o Bachelor’s degree
o Master’s degree
o Doctor’s degree
o Post doctorate degree

7. Position: ______

8. Availability of ICT tools in teaching

What ICT equipment, tools, software, and applications are available for your instructional use?

(Check all that apply)

A. ICT Hardware

_____ Tablet

_____ Smartphone
_____ Laptop

_____ Desktop

_____ Internet Modem

_____ Pocket Wifi

_____ Web Cams

_____ Head phones

_____ Lapel/ Microphones

_____ Projector system

_____ Others, Please specify

B. Educational Software and Applications

______ Internet Browsers

 Google Chrome
 Microscope Edge

______ Online Storage

 Google Drive
 Clouds

______ Podcasts/ Vlogs / Blogs

______ Teleconferencing Tools

 Zoom
 Google meet

______ Online Assessment Tools

 Quizziz
 Quizlet
 Kahoot

_______ E- resources, E-Lib, E-Books

______ Presentation Software

 Class point
 World wall
 White Ward

______ World Processor Software

 Microsoft word
 Google docs
 Abiword
 WPS Office
 LibreOffice
 Google Docs
 Office Word Online
 Dropbox Paper
 Apache OpenOffice
 FocusWriter
 Etherpad
 SoftMaker FreeOffice
 Writemonkey

______ Spread Sheet:

 Google Spreadsheet
 Microsoft Excel
 Apple Numbers
 Google Sheets
 Quip
 EtherCalc
 Zoho Sheets
 LibreOffice
 Apache OpenOffice Calc
 Smartsheet
 Airtable
 Stackby
 SeaTable

______ Video and Photo Software, Captioning and Editing Tools

 Adobe
 OBS
 Active Presenter

______ Learning Management System
  DepEd Commons
 Edmodo
 Mindflash
 SkyPrep
 Rippling
 MasterStudy WordPress LMS
 ProProfs LMS
 iSpring Learn
 TalentLMS
 Docebo
 Moodle
 Litmos
 Canvas
 Edmodo
 Blackboard
 Joomla LMS
 Schoology
 eFront
 Adobe Captivate Prime LMS

______ Simulation and Modeling Software (Net Logo)

______ Interactive Digital Learning Resources

______ Social Media

 Facebook
 Twitter
 Messenger Chat

______ Designing Software

______ 0thers, please specify

8. Trainings attended related to integration of ICT in teaching

Please check all that applies:

______ Course on ICT applications (e.g., word processing, presentations,

Internet use, spreadsheets, databases

* Adopted from IEA International Computer and Information Literacy Study Teacher
Questionnaire, The Australian Council for Educational Research
 Participate in social networks
1. Download and install software on a computer
2. Download or upload curriculum resources from/to websites
or learning platforms for students to use
3. Teach students how to behave safely online\
4. Teach students how to behave ethically online
5. Prepare materials to use with an interactive whiteboard
6. Programming

Do you have the following ICT equipment, software, or applications for

Yes No
instructional use?
Personal computer
Interactive whiteboard
Video conferencing system (i.e., messenger room
Audio equipment (like speakers, microphones, etc.)
Mobile phones
Projector System (DLP and white screen)
Tablet
Other (Please specify; web cam
Questionnaire:

Utilization of ICT materials 4 3 2 1

1 Produce a text using a word processing program

2 Use messaging platform (i.e., messenger, emails,
IG and Facebook) to communicate online
3 Create data base and report card thru spreadsheets
4 Create questionnaire and administer tests online
5 Create presentation online
6 Upload and download learning content to and
from internet engines and learning platforms.
7 Use interactive whiteboard during presentation
8 Browse/ search the internet to collect information
to prepare lessons
9 Browse / search the internet to collect resources to
be used during lessons
10 Use application to prepare presentation for lessons
11 Create your own digital learning materials for
students
12 Prepare exercises and task for students using ICT
tools
13 Post home work for students on the school
website or Learning Management System Moodle,
Edmodo, Eduthinker, MS Teams
14 Use social media and learning platforms to
provide feedback and/ or assess student’s learning
15 Evaluate digital learning resources using software
like grammar and plagiarism checkers, etc.
16 Communicate with parents through video
conferencing tools (Zoom, Google Meet, MS
 Teams)
17 Create chat rooms and virtual class rooms using
Messenger Chat rooms, Google classroom
18

Legend:

4- Always
3- Often
2- Seldom
1- Never

No. Proficiency on the use of ICT Tools 4. 3 2 1

1. Produce a text using
a word processing
program
2. Use emails to communicate with others
3. Capture and edit digital photos, movies or other images
4. Edit text online containing internet links and images
5. Create a database
6. Create and/or edit a questionnaire online
7. Email a file to someone
8. Organize computer files in folders and subfolders
9. Use a spreadsheet (e.g., Excel)
10. Create a presentation with simple animation functions
11. Create a presentation with video or audio clips
12. Participate in a discussion forum on the internet
13. Create and maintain blogs or web sites
14. Participate in social networks
15. Download and install software on a computer
 16. Download or upload curriculum resources from/to websites
or learning platforms for students to use
17. Teach students how to behave safely online\
18. Teach students how to behave ethically online
19. Prepare materials to use with an interactive whiteboard
20. Programming

Legend:

4- Always
3- Often
2- Seldom
1- Never

* Adopted from IEA International Computer and Information Literacy Study Teacher
Questionnaire, The Australian Council for Educational Research
EXTENT OF USE

A. Preparing Content 4 3 2 1
Find useful teaching resources on the Internet

Produce presentations (e.g., Microsoft PowerPoint or a

similar program) with simple animation functions

Use internet to search for material for teaching

Use search engine to download current information
Use power point to plan for teaching

B. Structuring Learning
Use a learning management system (e.g., Blackboard,
Edmodo, Moodle)

Use multimedia for class management and control

C. Delivering Instruction
Use overhead projector for presentation/delivery
lectures
Use film strip application as teach
Use video conferencing in networking to networking to
other computers while teaching.

D. Evaluating Outcomes
Use spread sheet grading student scripts
Use computer to assess student’s response/performance
E. Maintaining accurate records
Use emails to send feedback from students
Use emails to assign class work/home work
Providing digital feedback on the work of others (such
as
classmates)

Legend:

4- Always
3- Often
2-Seldom
1- Never