58 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66

Journal of Multidisciplinary in Social Sciences

Journal homepage : http://jmss.dusit.ac.th

Educational Technology Utilization and Effectiveness in Public Elementary Schools in

District I, Isabela Negros Occidental, Philippines

Rosalie M. Missiona*, Vicente V. Mission IIb, & Richelle Y. Medencelesc

a
Rumirang Elementary School, Isabela Negros Occidental, 6128 Philippines
b
Tinongan Elementary School, Isabela Negros Occidental, 6128 Philippines
c
Marikudo Settlement Elementary School, Isabela Negros Occidental, 6128 Philippines

Article info Abstract

Article history: This study's central goal was to investigate the degree of the utilization and
Received: 12 February 2021 effectiveness of technology integrated into teaching pupils and to make suggestions
Revised: 20 April 2021
for more effective incorporation of technology in education among teachers in
Accepted: 29 April 2021
District 1 of Isabela Negros Occidental, Philippines. This study employed a
Keywords: descriptive research design. The study respondents were 171 teachers selected from
Technology in education, 12 public elementary schools in District I of Isabela, Negros Occidental, Philippines
Te c h n o l o g y u t i l i z a t i o n ,
Technology effectiveness,
during 2015-2016. Simple random sampling was used. The researcher used a
Senior high school validated self-made questionnaire for data gathering. Frequency count, percentage
distribution, mean, standard deviation, t-test, and Pearson r were employed for data
analysis. The results revealed that the degree of technology integration in teaching
pupils was minimal, yet it is effective. The younger teachers utilized technology
more than the older teachers did; there was a significant difference in the degree of
technology utilization in teaching pupils when respondents were grouped according
to the length of service [F(4, 166) = 13.389, p = 0.000]; both male and female
teachers utilized technology in the same manner. Teachers were more likely to
incorporate educational technology into their classrooms since they were aware of
its relevance. Specific school procedures on how technology should be used
within the school did not influence teachers confident with using technology in their
classroom. The Department of Education and stakeholders are encouraged to provide
more technologies in the classroom as students learn better with technology.

Introduction 2010). Moreover, Matulac (2013) stated that closing the

Pervasively, technology is a growing part of awareness regarding technology changes would mean
any society today; it has brought significant changes in death, especially to educators. Lensing into education
different fields such as health, medicine, entertainment, is also a critical factor in the radical changes in the
business, trade and commerce, leisure, among others. educational system (Gulbahar & Bates, 2011). It has
Technology is at least one unavoidable reality twenty turned the classroom environment from teacher-centered
years after introducing the personal computer (Almeqdade, to student-centered.

Educational Technology Utilization and Effectiveness in Public Elementary Schools * Corresponding Author
in District I, Isabela Negros Occidental, Philippines e-mail: bitik101479@gmail.com
 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66 59

The use of the computer has increasingly moved of effectiveness of the technologies integrated into teach-
the boundary of educational resources. It has transformed ing pupils.
the traditional concepts of education. Technology in
education is becoming an essential part of the teaching- Conceptual framework
learning program. Teachers' reasons to use technology This study investigated teachers' educational
in classroom instruction are to promote student agree- technology utilization and effectiveness in the District I
ment, teach 21 st-century skills, stay current, have of Isabela, Negros Occidental during the 2015-2016
hands-on interactive learning, vary instructional methods, school year. It also assessed the respondents' socio-
conduct research, and communicate (Vermette, 2012). demographic profile, such as age, sex, length of service,
As transformative tools, computer technologies help and educational attainment, and their assessment on the
students develop their ability for structured yet flexible degree of utilization and level of effectiveness of
inquiry and investigation to link ideas, explore solutions technologies integrated into teaching pupils.
and examine consequences to create value from Likewise, it determined the difference in the
information. degree of technology utilization when respondents were
However, for many teachers, the lack of personal grouped according to demographic profile and the
experience with technology presents a challenge. To relationship between the degree of technology utilization
incorporate technology-based activities and projects into by the teachers and the level of effectiveness of
their curriculum, these teachers must first find the time technologies integrated into teaching pupils. The concept
to learn to use the tools and understand the terminology of this study is illustrated in Figure 1.
necessary for participation in those projects or activities
(Starr, 2011). If these technologies are used properly, Socio-demographic profile Technology utilizeded in school
they can be a tool for teachers and students to gain new Age
Sex
experiences. Length of Service
In District 1 of Isabela Negros Occidental, most Educational Attainment Technology utilizeded in school
school teachersschoolteachers utilize e-classrooms to
provide activities, project- based learning, one-on-one Figure 1 Conceptual framework

coaching, and peer support. Some teachers have personal

computers, laptops, mobile internet, and other Research methodology
technological gadgets for preparing school Research Design
worksschoolwork; however, the teachers lack knowledge This study employed a descriptive research
on technology use and howand how to apply technology design. Belawati (2013) claims that descriptive research
to teaching and learning. Thus, there is a need to assess design is appropriate for a study that aims to find out
the use of education technology among teachers in what prevails in the present conditions or relationships,
District 1 of Isabela Negros Occidental. held opinions and beliefs, processes and effects, and
developing trends. It also seeks to determine phenomena,
Objectives test hypotheses, and develop generalizations, principles,
1. To determine the socio-demographic profile or conditions and things that exist at the time of the study;
of respondents when grouped according to: (1) Age, it also considers past events related to the present.
(2) Gender, (3) Length of Service, and (4) Educational Research Instrument
Attainment. The researcher used a self-made questionnaire.
2. To investigate the degree of the utilization of The first of the questionnaire constituted the socio-
technologies integrated into teaching pupils. demographic profile such as age, sex, length of service,
3. To examine the degree of the effectiveness of and educational attainment. The second part included the
technologies integrated into teaching pupils. degree of the teacher's utilization of technologies. The
4. To find the significant difference in the extent third component consisted of the effectiveness of
of utilization of technology when grouped according to technology utilization. For the degree of utilization of
demographic profile. technologies, the following scores and descriptive
5. To establish the relationship between the interpretations were assigned: 4.50 - 5.00 - frequently
teachers’ extent of technology utilization and the degree utilized, 3.50 - 4.49 - almost every time 2.50 - 3.49 -

Mission et al. Educational Technology Utilization and Effectiveness in Public Elementary Schools
in District I, Isabela Negros Occidental, Philippines
60 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66

sometimes, 1.50 - 2.49 - seldom, and 1.00 - 1.49 - never and distributed to the respondents of the study. The
utilized. For the level of the effectiveness of the researchers retrieved and submitted them for statistical
technologies, the following scores and verbal treatment after the respondents completed the
interpretations were: 4.50 - 5.00 - highly effective, questionnaire.
3.50 - 4.49 - effective, 2.50 - 3.49 - moderately effective, Data Analysis
1.50 - 2.49 - ineffective, and 1.00 - 1.49 - very ineffective. Frequency count and percentage distribution were
Validity and Reliability to determine the respondents' profile and the technologies
A research instrument is valid if it serves the integrated into classroom instruction for teaching pupils.
purpose it was designed for (Buehl, 2012). Content Mean, and standard deviation were used to show the
validity involves the systematic examination of the test level of effectiveness of technology usage. T-test
items and their content to determine whether it covers determined the significant difference in the utilization of
the representative sample of the behavior domain to be technology. Finally, Pearson r correlation was employed
measured. The questionnaires were further subjected to to determine the relationship between the teachers' degree
content validity analysis among three- panel validators. of technology utilization and the technologies integrated
Based on these professionals' reasoned judgment, the into teaching pupils.
test items and the data gathering tool were rated valid,
appropriate, adequate, and suited to the purpose for which Results
it was constructed. Using the criteria set forth by Collins Socio-demographic profile of teachers in terms
(2014), the researcher rated the instrument as 1 - Poor; of age, sex, length of service, and educational
2 - Fair; 3 - Good; 4 - Very Good, and 5 - Outstanding. attainment.
The validity score was 4.25, interpreted as very good. Table 1 provides the socio-demographic profile
Reliability is the ability to inference from a of the respondents. In terms of age, 55 or 32.16% of the
sample to the population (Curtis, 2015). Besides, Dede teachers were young (below 40 years old), and 116 or
(2014) clarifies the meaning of reliability as the degree 67.84% were older (above 40years old). In terms of
of consistency or stability of a research instrument sex, there were 15 or 8.77% male teachers and 156 or
to produce or yield the same or identical results. The 91.23% female teachers who participated in this study.
reliability of the gathered data in this investigation was Concerning the length of service of the teachers, 14 or
established through the test-retest technique. The two 8.19% had a teaching experience of 5 years, 34 or 19.88%
tests' results were computed and correlated using the had 6 to 10 years of teaching experience, 30 or 17.54%
Pearson Product-Moment Coefficient of Correlation or had 11 to 15 years of teaching experience, 45 or 26.32%
Pearson r. The reliability result was 0.83, interpreted as had 16 to 20 years of teaching experience, and 48 or
highly reliable. 28.07% had 21 years and above of teaching experience.
Data Gathering Procedure With the teachers' educational attainment profile,
The study respondents were 171 teachers 27 or 15.79% were college graduates, 131 or 76.61% had
selected from 12 public elementary schools in the District master's degree units, and 13 or 7.60% had a master's degree.
I of Isabela, Negros Occidental during 2015-2016. A
Table 1 Socio-demographic Profile of Teachers in Terms of Age
simple random sampling was employed in this study. A
Variable Category Frequency Percentage
simple random sample is a randomly selected subset of
Age Younger 55 32.16
a population. In this sampling method, each member of Older 116 67.84
the population had an exactly equal chance of being Total 171 100.00
Sex male 15 8.77
selected. This method is the most straightforward of all female 156 91.23
the probability sampling methods since it only involves Total 171 100.00
a single random selection and requires little advanced Length of 5 years and below 14 8.19
service 6 to 10 years 34 19.88
knowledge about the population. Because it uses 11 to 15 years 30 17.54
randomization, any research performed on this sample 16 to 20 years 45 26.32
21 years and above 48 28.07
should have high internal and external validity. The Total 171 100.00
researcher asked permission from the District Supervisor Educational College Graduate 27 15.79
Attainment Master's Degree Units 131 76.61
of Isabela I to investigate the concerned schools. Master's Degree 13 7.60
Sufficient copies of questionnaires were reproduced Total 171 100.00

Educational Technology Utilization and Effectiveness in Public Elementary Schools Mission et al.
in District I, Isabela Negros Occidental, Philippines
 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66 61

The Degree of Utilization of Technologies Inte- had a effective degree of effectiveness while teachers
grated in Teaching Pupils. with 21 and above years (M = 3.44, SD = 0.34) of
Table 2 presents the degree of utilization of experience had a moderatly degree of effectiveness.
technologies integrated into teaching pupils. The When respondents were grouped according to
overall degree of utilization was never utilized, with educational attainment, college graduate (M = 3.55, SD
a mean = 1.20 and an SD = 0.14. When respondents = 0.32), teachers with master's degree units (M = 3.72,
were grouped according to age, both younger (M = SD = 0.39), and teachers with master's degree (M = 3.68,
1.18, SD = 0.09) and older (M = 1.21, SD = 0.16), SD = 0.51 had a effective degree of effectiveness.
teachers had never utilized. For sex, both male (M =
Table 3 Degree of Effectiveness of the Technologies Integrated in Teaching
1.18, SD = 0.13) and female (M = 1.21, SD = 0.15) Pupils
teachers had never utilized . For the length of service,
teachers with five years and below (M = 1.20, SD = 0.09), Variable M S.D. Interpretation
6 to 10 years (M = 1.16, SD = 0.08), 11 to 15 years (M Age Younger (n = 55) 3.92 0.42 Effective
Older (n = 116) 3.58 0.33 Effective
= 1.19, SD = 0.10), 16 to 20 years (M = 1.19, SD = 0.14) Sex Male (n = 15) 3.67 0.58 Effective
and 21 years and above (M = 1.26, SD = 0.20) had a Female (n = 156) 3.69 0.37 Effective
Never utilized. When grouped according to educational Length of 5 years and below (n=14) 3.86 0.37 Effective
service 6 to 10 (n=34) 3.99 0.39 Effective
attainment, college graduate (M = 1.20, SD = 0.11), 11 to 15 years (n=30) 3.70 0.40 Effective
teachers with master's degree units (M = 1.20, SD = 0.15), 16 to 20 years (n=45) 3.67 0.26 Effective
21 years and above (n=48) 3.44 0.34 Moderately
and teachers with master's degree (M = 1.22, SD = 0.12)
Educational College graduate (n = 27) 3.55 0.32 Effective
had never utilized technologies integrated into teaching attainment Master's degree units (n = 131) 3.72 0.39 Effective
pupils. Master's degree (n = 13) 3.68 0.51 Effective
Total (n = 171) 3.69 0.39 Effective
Table 2 The degree of utilization of the technologies integrated in teaching pupils
Significant Difference in the Extent of
Variable M S.D. Interpretation
Age Younger (n = 55) 1.18 0.09 Never utilized
Utilization of Technology in Teaching Pupils According
1.18 0.09 Never utilized to Age and Sex.
Older (n = 116) 1.21 0.16 Never utilized
Independent samples t-test was used to determine
Sex Male (n = 15) 1.18 0.13 Never utilized
Female (n = 156) 1.21 0.15 Never utilized the significant difference in technology utilization in
Length of 5 years and below (n = 14) 1.20 0.09 Never utilized teaching pupils when grouped according to age and sex.
service 6 to 10 years (n = 34) 1.16 0.08 Never utilized The result revealed a significant difference in the
11 to 15 years (n = 30) 1.19 0.10 Never utilized
16 to 20 years (n = 45) 1.19 0.14 Never utilized teachers' extent of technology utilization in teaching
21 years and above (n = 48) 1.26 0.20 Never utilized pupils when grouped according to age [t(169)=5.762,
Educational College graduate (n = 27) 1.20 0.11 Never utilized p=0.000].
attainment Master's degree units (n = 131) 1.20 0.15 Never utilized
Master's degree (n = 13) 1.22 0.12 Never utilized
Total (n = 171) 1.20 0.14 Never utilized Table 4 Significant difference in the extent of utilization of technology in
teaching pupils in terms of age and sex
Degree of Effectiveness of the Technologies Age
t df p
Integrated in Teaching Pupils. Younger (n = 55) Older (n = 116)
Table 3 presents the degree of effectiveness of Extent of 3.92 3.58 5.762* 169 3.92
utilization of (0.42) (0.33)
technologies integrated into teaching pupils. The overall technology Age
degree of efficacy was effective (M = 3.69, SD = 0.39). Male (n = 15) Female (n = 156)
t df p

When respondents were grouped according to age, both 3.67 3.69 -0.184 169 0.854
younger (M = 3.92, SD = 0.42) and older (M = 3.58, SD (0.58) (0.37)
= 0.33) teachers had a effective degree of effectiveness. Note: *The difference in the means is different when p<0.05
With sex, both male (M = 3.67, SD = 0.58) and female
(M = 3.69, SD = 0.37) teachers had a effective degree of The significant difference in the degree of
effectiveness. Concerning the length of service, teachers technology utilization when grouped according to the
with five years and below (M = 3.86, SD = 0.37), 6 to length of service and educational attainment.
10 years (M = 3.99, SD = 0.39), 11 to 15 years (M = 3.70, The degree of technology utilization results when
SD = 0.40), and 16 to 20 years (M = 3.67, SD = 0.26) grouped according to the length of service and

Mission et al. Educational Technology Utilization and Effectiveness in Public Elementary Schools
in District I, Isabela Negros Occidental, Philippines
62 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66

educational attainment are provided in Table 5. Analysis Moreover, educators commonly agree that technology
of Variance was used to determine the significant has the potential to improve student learning outcomes
difference in the degree of technology utilization in and effectiveness. Integration has a sense of completeness
teaching pupils. Significant difference was noticed in or wholeness, by which all essential elements of a system
technology utilization in teaching pupils when grouped are seamlessly combined to make a whole (Chang & Wu,
according to the service length (F = 13.389, p = 0.000). 2012).
On the other hand, there was not significant difference
Table 6 Relationship between the extent of utilization of technology and extent
in technology utilization in teaching pupils when grouped of effectiveness of the technologies Integrated in teaching pupils
according to educational attainment (F = 2.092, p =
Variables r df p I
0.127).
Availability of technology -0.305 169 0.000 Significant
Based on the length of service, teachers with x extent of utilization of
11-15 years (n = 30), 16-20 years (n = 45), and 21 years technology

and above (n = 48) did not differ in their degree of Note: The relationship is significant when p<0.05
technology utilization. However, they differed significantly The degree of effectiveness of the technologies
from 5 years and below (n = 14), and 6 to 10 (n = 34). integrated in teaching pupils.
Table 5 Significant difference in the extent of utilization of technology in Table 7 presents the degree of effectiveness of
teaching pupils according to the length of service and educational
attainment
technologies integrated into teaching pupils. The degree
of effectiveness as a whole (M = 3.69, SD = 0.39) was
Variable M F df p I high. When grouped according to age, both younger
Length of service (M = 3.92, SD = 0.42) and older (M = 3.58, SD = 0.33)
5 years and below (n = 14) 3.86bc
(0.37)
teachers had a high degree of effectiveness. In terms of
6 to 10 (n=34) 3.99c sex, both males (M = 3.67, SD = 0.58) and female
(0.39)
11 to 15 years (n=30) 3.70ab 13.389 4,166 0.000 S
(M = 3.69, SD = 0.37) teachers had a high degree of
(0.40) effectiveness. Concerning the length of service, teachers
16 to 20 years (n=45) 3.67ab
(0.26)
with five years and below (M = 3.86, SD = 0.37), 6 to 10
21 years and above (n=48) 3.44a years (M = 3.99, SD = 0.39), 11 to 15 years (M = 3.70,
(0.34)
SD = 0.40), and 16 to 20 years (M = 3.67, SD = 0.26) had
Educational attainment
a high degree of effectiveness while teachers with 21
College Graduate (n=27) 3.55
(0.32) years and above (M = 3.44, SD = 0.34) experience had
Master's Degree Units 3.72 2.092 2,168 0.127 NS a moderate extent of effectiveness. When grouped
(n=131) (0.39)
Master's degree (n=13) 3.68 according to educational attainment, college graduate
(0.51) (M = 3.55, SD = 0.32), teachers with master's degree units
(M = 3.72, SD = 0.39), and teachers with master's degree
Relationship between the degree of utilization (M = 3.68, SD = 0.51) had a high degree of effectiveness.
of technology and the degree of effectiveness of the
technologies integrated into teaching pupils. Table 7 The Extent of Effectiveness of the Technologies Integrated in Teaching
Pearson product moment correlation was used Pupils

to determine the significant relationship between Variable M S.D. Interpretation

technology utilization and the integrated technologies' Age Younger (n = 55) 3.92 0.42 High
Older (n = 116) 3.58 0.33 High
effectiveness. There was a significant relationship
Sex Male (n = 15) 3.67 0.58 High
between technology utilization and the level of Female (n = 156) 3.69 0.37 High
effectiveness of the technologies integrated [r (169) = Length of 5 years and below (n = 14) 3.86 0.37 High
-0.305, p = 0.000]. service 6 to 10 (n = 34) 3.99 0.39 High
11 to 15 years (n = 30) 3.70 0.40 High
The study's findings imply that the level of 16 to 20 years (n =45) 3.67 0.26 High
technology utilization had influenced the extent of its 21 years and above (n = 48) 3.44 0.34 Moderate
Educational College graduate (n = 27) 3.55 0.32 High
effectiveness. Research has indicated that technology attainment Master's degree units (n = 131) 3.72 0.39 High
can support new instructional approaches and Master's degree (n = 13) 3.68 0.51 High
make hard-to-implement instructional methods such as Total (n = 171) 3.69 0.39 High
simulation or cooperative learning more feasible.

Educational Technology Utilization and Effectiveness in Public Elementary Schools Mission et al.
in District I, Isabela Negros Occidental, Philippines
 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66 63

Discussion pointed out that the teachers' use of technology

The degree of utilization of technologies noticeably influences students' academic achievements.
integrated in teaching pupils. Teachers' technological literacy directly reveal whether
The result implies that irrespective of the they can incorporate technology into the curriculum to
socio-demographic profile, the teacher's utilization of the improve students' academic achievements (Chang & Wu,
technologies integrated into teaching pupils is very 2012). In this manner, most teachers in the District I of
minimal. This means that socio-demographic profile has Isabela are older and find it hard to adapt to the current
no bearing on the use of technology integration in school. technology. Further (Chang & Wu, 2012) discussed that
This finding is supported by Delicath (2012) which has educators must know their subject matter and current
reported that teachers in most developing countries do issues in their discipline's content standards and teaching
not use technology to help student-centered instruction methodologies. Teacher candidates should learn to
as required by today's learners. For teachers who claim use technology in ways that support attaining content
that their classrooms are student-centered, technology standards.
usage is described as powerful or innovative depending Meanwhile, no significant difference exists in
on the learning areas or subjects being utilized. the utilization of technology by both male and female
Furthermore, achieving the kinds of technology used for teachers. [t(169) =- 0.184, p = 0.854], implying that
teaching and learning requires 21st-century teachers to both male and female teachers utilize technology in the
know how to use technology to facilitate meaningful same manner. Henry (2012) examined the effects of
learning (Harris & Rainer, 1992). technology use in the classroom on teacher self-efficacy.
Degree of effectiveness of the technologies Findings indicated there were no statistically significant
integrated in teaching pupils. gender differences in teacher self-efficacy for technology
It could be inferred from the results that even use. Hubona (2014) discovered that gender was not a
though the teachers' technology utilization very minimal, substantial variable in new technology implementation
they were highly effective in their utilization. This could in studying the effects of gender on new technology
be explained by the fact that the school is not endowed implementation in a developing country.
with enough technology for teaching and learning. The Significant Difference in the Degree of
Evidence suggests that self-efficacy may be more Technology Utilization when grouped according to the
important than skills and knowledge among teachers who Length of Service and Educational Attainment.
implement technology in their classrooms. Research Professional development was one of the means
indicates a link between the teacher's computer self- that could change teachers' self-efficacy and the level
efficacy, the teacher's comfort level regarding technology, that they integrate technology in the classroom. It was
and classroom technology integration. Freeman (2011) evident that high-quality professional development is
found a positive relationship between a teacher's central to any education improvement effort, especially
computer self-efficacy and technology integration those that pertain to the integration of technology to
in the classroom. Green (2014) revealed that the support classroom instruction. Professional development
stronger the teachers' beliefs were in their capabilities is useful in providing teachers with the knowledge
to teach in new ways, the stronger their thoughts and practice they need to implement technology
were in their ability to use technology to do so. successfully. More specifically, professional development
Similarly, other studies indicated that the more has been identified as one of the most critical factors
comfortable teachers are using computers for influencing teachers' integration of technology into the
classroom use, the more they will become effective classroom (Inah & Lowther, 2014).
in implementing technology for higher-level services Successful implementation of educational
(Hadley & Shiengold, 2012). technologies depends on high-quality professional
Significant difference in the degree of development along with ongoing support. Teachers
technology utilization in teaching pupils according to who have successfully integrated technology in their
age and sex. classrooms have reported participating in professional
It could be deduced that the younger teachers development that helped them understand how
utilized technology more than the older teachers did. curriculum, standards, and technologies connect (Koh &
In the study by Chang & Wu (2013), the researchers Frick, 2013). Moreover, there was a significant difference

Mission et al. Educational Technology Utilization and Effectiveness in Public Elementary Schools
in District I, Isabela Negros Occidental, Philippines
64 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66

in the degree of technology utilization in teaching pupils [t(169) = -0.184, p = 0.854].

when grouped according to the length of service [F(4, This implies that both male and female teachers
166) = 13.389, p = 0.000]. The Post hoc test revealed utilize technology in the same manner. Scheffer & Logan
that 21 years and above teachers are significantly lower (2014) examined the effects of technology use in the
than five years and below and 6 to 10 years teachers. Koh classroom on teacher self-efficacy. Findings indicated
& Frick (2013) explained that technology integration is no statistically significant gender differences in
related to teaching service years. Moeller & Abrams teacher self-efficacy for technology use. Hubona (2010)
(2012) report a positive relationship, indicating that as discovered that gender was not a significant variable in
teachers' years of experience increased, the level of new technology implementation in studying the effects
technology implementation also tended to increase. of gender on new technology implementation in a
The degree of effectiveness of the technologies developing country.
integrated in teaching pupils. Significant difference in the extent of utilization
The results imply that, even though the teachers' of technology in teaching pupils when grouped according
utilization of the technology is minimal, it was highly to the length of service and educational attainment.
effective. Evidence suggests that self-efficacy may Professional development is useful in providing
be more important than skills and knowledge among teachers with the knowledge and practice they need to
teachers who implement technology in their classrooms. implement technology successfully. More specifically,
Research indicates a link between the teacher's professional development has been identified as one of
computer self-efficacy, the teacher's comfort level the most critical factors influencing teachers' integration
regarding technology, and classroom technology of technology into the classroom (Starr, 2012). Successful
integration. Koh & Frick (2013) found a positive implementation of educational technologies depends
relationship between a teacher's computer self-efficacy on high-quality professional development along with
and technology integration in the classroom. Muecher et ongoing support. Teachers who have successfully
al. (2014) revealed that the stronger the teachers' beliefs integrated technology in their classrooms have reported
were in their capabilities to teach in new ways, the participating in professional development that helped
stronger their beliefs were in their ability to use them understand how curriculum, standards, and
technology to do so. Similarly, other studies indicated technologies connect (Ringstaff & Kelley, 2014).
that the more comfortable teachers use computers for Moreover, there is a significant difference in the extent
classroom use, the more they will become useful of technology utilization in teaching pupils when grouped
in implementing technology for higher-level benefits according to the length of service [F(4, 166) = 13.389,
(Perkins, 2012). p=0.000]. Post hoc test revealed that 21 years and above
The difference in the extent of utilization of teachers are significantly lower than five years and below
technology in teaching pupils according to age and sex. and 6 to 10 years teachers. Logan (2014) explained that
This implies that younger teachers utilize technology integration is related to the years of teaching
technology more than the older teachers. A study service. Perkins (2012) revealed a positive relationship
showed that the teachers' use of technology noticeably indicating that as teachers' years of experience increased,
influences students' academic achievements. Teachers' technology implementation also tended to increase.
technological literacy directly reveals whether they can Significant relationship between the extent of
incorporate technology into the curriculum to improve utilization of technology and extent of effectiveness of
students' academic achievements (Chang & Wu, 2013). the technologies integrated in teaching pupils.
In this manner, most teachers in the District I of The study's findings imply that the level of
Isabela are older and find it hard to adapt to the current technology utilization has influenced the extent of its
technology. Further (Chang & Wu, 2013) discussed that effectiveness. Research has indicated that technology
educators must know their subject matter and current in can support new instructional approaches and make
their discipline's content standards and teaching it hard-to-implement instructional methods such as
methodologies. Teacher candidates should learn to simulation or cooperative learning more feasible.
use technology in ways that support attaining content Moreover, educators commonly agree that technology
standards. Meanwhile, no significant difference exists in has the potential to improve student learning outcomes
technology utilization by both male and female teachers and effectiveness. Integration has a sense of completeness

Educational Technology Utilization and Effectiveness in Public Elementary Schools Mission et al.
in District I, Isabela Negros Occidental, Philippines
 Journal of Multidisciplinary in Social Sciences (January - April 2021), 17(1): 58-66 65

or wholeness, by which all essential elements of a system Freeman, L. (2011). Teachers and machines: the classroom use
are seamlessly combined to make a whole (Chang & Wu, of technology since 2010. New York: Teachers College
Press.
2012).
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