Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

EXPLORING THE INTEGRATION OF ICT-BASED INSTRUCTION AMONG THE

TEACHERS OF LIBERTAD NATIONAL HIGH SCHOOL IN S.Y. 2024-2025

A Research Presented to
The Faculty of the Senior High School
Libertad National High School
Libertad, Abulug, Cagayan

In partial fulfillment
of the requirement of the subject
Practical Research 1

RESEARCHERS

Precious Reign Masuli

Tara Mae De Guzman
Uoiea Jane Cantutay
Nicole Olivas
Mika Shane Jali

JAIKE A. PASCUA, RN, LPT, MST, PhD.

Research Teacher
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

ACKNOWLEDGEMENT

Grateful acknowledgement is heartedly tendered to all people who extended their support and

assistance in the completion of this research.

To our adviser, Julie Ann G. Baliwag for her continuous scholarly comments and constructive

suggestions;

To our parents, for their unending love and care, for their never fading pieces of advice when were in

dark path and providing our needs and wants;

To our relatives, friends, co- leader and school mates who gave encouragement, who help us and

give suggestions; and

Above all, to our Almighty God, for His guidance and for all the blessings He has showered upon us

every single day of our life.

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

DEDICATION

The researchers would like to wholeheartedly dedicate this work to our parents, for making our

existence in this world cherishing and fruitful. This work is also lovingly dedicated to our relatives who gave

moral support and financial and to our beloved teacher, for giving us the chance to experience writing this

challenging work;

To the incoming researchers, that they may also have the courage and inspiration to do the same.

And most especially, the researcher humbly dedicated this accomplishment to our Almighty God, For

his light paved the way of reminiscing the memories of this wok.

-The researchers-
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

TABLE OF CONTENTS

CHAPTER TITLE PAGE NO.

TITLE PAGE ---------------------------------------------------------------------------------------------i

ACKNOWLEDGEMENT-----------------------------------------------------------------------------iii

DEDICATION ------------------------------------------------------------------------------------------iv

TABLE OF CONTENTS -------------------------------------------------------------------------------v

LIST OF TABLES-------------------------------------------------------------------------------------vii

CHAPTER TITLE PAGE NO. I

THE PROBLEM AND ITS BACKGOUND

Introduction-------------------------------------------------------------------------------------1

Theoretical Framework------------------------------------------------------------------------4

Conceptual Framework------------------------------------------------------------------------7

Statement of the problem----------------------------------------------------------------------9

Significance of the Study---------------------------------------------------------------------10

Scope and Delimitation-----------------------------------------------------------------------11

Definition of Terms---------------------------------------------------------------------------12
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

II REVIEW OF THE RELATED LITERATURE

Definition of ICT---------------------------------------------------------------------13

ICT Integration and Its Importance-------------------------------------------------13

Benefits of ICT-based Learning----------------------------------------------------18

ICT and its impact on Students Academic Performance------------------------18

Improves Students Language Proficiency ----------------------------------------21

Teachers, Students, and ICT--------------------------------------------------------22

Academic Behavior and Motivation with ICT integration----------------------23

Teachers’ Attitudes and Perception towards ICT--------------------------------24

Common Ground with Related Studies--------------------------------------------27

Current Relevance of ICT Integration---------------------------------------------29

Bibliography --------------------------------------------------------------------------31
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

CHAPTER 1

INTRODUCTION

THE PROBLEM AND ITS BACKGROUND

Education paper used in notes, textbooks, dictionaries, and encyclopedias, along with other numerous

ways that did not involve paper, such as the infamous "chalk and blackboard." Many individuals of older

generations might easily recall that these were used as frequently as the generations now use PowerPoint or

laptops. In their simplicity, plenty of teachers prefer these methods, as they often provide a substantial level

of understanding; however, the emergence of several advanced and technological devices led to the

development of a new way of solely disseminating knowledge across the entire population. (Mishra and

Koehler, 2019)

The integration of Information and Communication Technology (ICT) in education has become

increasingly important in recent years as technological advancements have transformed the way we live and

work. In the context of education, ICT-based instruction has the potential to enhance student engagement,

motivation, and learning outcomes. However, despite the potential benefits, many teachers still struggle with

effectively integrating technology into their teaching practices.

According to a study by Smitter (2018), one of the major challenges that teachers face in integrating

technology is their lack of knowledge and skills in using technology tools and applications. This lack of
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

competence can lead to feelings of anxiety and frustration, which in turn can negatively impact teachers'

motivation and willingness to integrate technology into their teaching practices. Therefore, it is important to

provide teachers with adequate training and support in order to help them develop the necessary competencies

to effectively integrate ICT in their teaching.

In addition, the integration of ICT-based instruction can help promote student-centered learning.

According to a study by Zhao et al. (2019), the use of technology in classrooms can facilitate student-centered

learning by providing opportunities for collaboration, communication, and self-directed learning. This can

lead to increased student engagement, motivation, and achievement.

On the other hand, the integration of ICT-based instruction can also present challenges related to the

management and use of technology in classrooms. According to a study by Teo et al. (2019), teachers may

face challenges such as technical issues, student misbehavior, and the need to balance the use of technology

with traditional teaching methods. Therefore, it is important to provide teachers with support and resources to

effectively manage the use of technology in their classrooms.

In recent years, there has been a growing emphasis in schools throughout the Philippines, including

Libertad National High School, on the use of ICT-based instruction. The use of technology in education has

been viewed as a means of improving teaching and learning, increasing student engagement, and developing

students' 21st-century skills. However, one of the most serious issue in implementing ICT-based instruction

is a lack of teacher training and support to effectively integrate ICT into their teaching practices. As a result,

a descriptive analysis of the use of ICT-based instruction among Libertad National High School teachers can

provide insights into the current situation and make recommendations on how to improve the use of technology

in education in order to improve school-based education quality.

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
In conclusion, this research aims to provide insights and recommendations on how technology can

enhance the teaching and learning processes. With the growing importance of technology in our lives, it is

crucial for educators to embrace its potential and incorporate it into their teaching methodologies. This will

ultimately bridge a gap of misunderstanding between the underlying efficiency that ICT may provide and the

rise of subjective and opinionated beliefs that people have regarding this manner. The study's findings and

recommendations aim to assist teachers in effectively integrating ICT-based instruction in their classrooms to

improve student learning outcome.

THEORETICAL FRAMEWORK

This theoretical framework will guide the research on the use of ICT-based instruction among teachers at

Libertad National High School (LNHS). It draws from various educational theories that explain the role of

technology in teaching and learning.

The Technology Acceptance Model (TAM), introduced by Davis in 1989, suggests that two primary

factors—perceived ease of use and perceived usefulness—determine the adoption of technology. In

education, teachers’ willingness to embrace ICT-based teaching is influenced by how beneficial and easy

they perceive the technology to be for enhancing teaching and learning. This model offers valuable

insights into educators’ attitudes and perceptions regarding technology integration in classrooms.

Similarly, the constructivist theory, proposed by Piaget (1950) and Vygotsky (1978), focuses on active,

student-centered learning, where learners expand their knowledge through engagement with their

environment. ICT aligns with constructivist principles by promoting interactive, collaborative, and self-

directed learning, which boosts motivation and improves learning outcomes.

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

The SAMR Model, developed by Puentedura in 2006, provides a framework to assess the role of

technology in teaching, ranging from the simple substitution of traditional methods to the complete

transformation of learning experiences. This model will help evaluate how teachers at LNHS incorporate

ICT and identify areas for improvement. Furthermore, the TPACK Framework (Technological

Pedagogical Content Knowledge), introduced by Mishra and Koehler in 2006, emphasizes the need for

teachers to have expertise in three core areas: content knowledge, pedagogy, and technology. This

framework will guide the analysis of the professional development needs of teachers at LNHS and

highlight areas where further training is required for effective ICT integration.

Rogers’ (2003) Diffusion of Innovation Theory examines how new ideas and technologies spread through

communities, offering insight into the factors that affect ICT adoption at LNHS, such as peer influence,

school leadership, and resource availability. This theory also sheds light on the challenges teachers

encounter during the adoption process. Finally, the concept of a Community of Practice, proposed by

Lave and Wenger in 1991, underscores the importance of collaboration among individuals with shared

professional interests. At LNHS, cultivating such a community can foster professional development by

facilitating the exchange of ideas, collaborative problem-solving, and the collective improvement of ICT

integration strategies.
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

( Integration of ICT-Based Instruction) (Teaching practices of Teachers)
9

❖ ICT - tools (e.g., computers, multimedia, online

resources)
❖ Lesson planning (designing lessons using ICT)
❖ Teacher competency in ICT ❖ Instructional strategies (use of technology to engage
students)
❖ School environment (availability of resources)
❖ Classroom management (handling technology issues,
❖ balancing ICT and traditional methods)

❖ Student engagement (increased interaction through

❖ Teacher training and support
ICT)

❖ Technical challenges (e.g., technical issues or ❖ Assessment & feedback (using ICT to assess and
resource limitations) provide feedback)

This framework demonstrates the relationship between the integration of ICT-based instruction (IV) and

teaching practices (DV). The use of ICT tools influences how teachers design lessons, implement teaching

methods, manage classrooms, engage students, and assess their learning. Factors such as teacher competency,

available resources, and training impact the effectiveness of ICT integration.

By examining the integration of ICT in teaching practices, this study aims to identify strategies that can

improve teaching methods, increase student engagement, and enhance overall learning outcomes at Libertad
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

National High School (LNHS). The study will also explore challenges teachers face in adopting ICT, offering

insights into ways to support educators and address these barriers.

STATEMENT OF THE PROBLEM

This study aims to explore the integration of ICT-Based instruction among the teachers of Libertad National

High School and how it influences their teaching practices.

Specifically, it seeks to answer the following questions:

1. How do teachers at LNHS integrate ICT-Based instruction in their teaching practices?

2. What are the challeges faced by teachers in implementing ICT-Based instruction?

3. What strategies do teachers use to enhance the effectiveness of ICT-Based instruction in their classrooms?

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

Students. Students can benefit from teachers that fully understand how ICT functions and how it aids in

teaching; teaching them in ways that both spark interest and familiarity, as well as being more relatable to the

learners.

Teachers. The results of this study will focus on helping teachers use ICT to efficiently teach their students

by understanding how it functions as a tool and knowing what areas need to be improved.
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Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

School Administrators: The study can help school administrators in identifying the necessary resources and

support needed to facilitate the integration of ICT-based instruction in teaching and learning. The study can

also assist in policy development and resource allocation for ICT-based instruction.

Parents: The study can provide parents with insights on the use of ICT-based instruction and its impact on

their child's learning outcomes. Parents can also use the study to advocate for the inclusion of ICT-based

instruction in their child's education.

Department of Education: The study can benefit schools by facilitating the integration of ICT-based

instruction in their teaching practices, which can lead to improved student engagement, motivation, and

academic performance. The study can also promote the development of 21st-century skills among students,

preparing them for future success.

Future Researchers: The study can contribute to the growing body of knowledge on the effectiveness of

ICT-based instruction in improving student learning outcomes. Future researchers can build on the study's

findings and conduct further research on the use of ICT-based instruction in other contexts or educational

levels.
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

SCOPE AND DELIMITATION

This study will determine the effectiveness and ICT-Based instruction and the current situations,

conditions, and circumstances that teachers’ have in ICT-integrated or incorporated teaching. It will be

conducted in Libertad, Abulug, Cagayan. It will focus on teachers from both senior and junior departments of

Libertad National High School (LNHS) in the school year 2024-2025.

DEFINITION OF TERMS

For better understanding of the study, the following words are conceptually and or operationally defined:

ICT Integration

ICT is an acronym for “Information and Communication Technologies” it stresses the role of unified

communications and the integration of telecommunications and technological devices or instruments.

ICT-based instruction also referred to as ICT-based learning or ICT-integrated i learning. It is a modified

process of learning, where technology or ICT is partially or entirely applied.

Online Learning Platforms

Teachers refers to a person who helps students acquire knowledge, competence, or virtue, through the

practice of teaching.
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

Technology refers to the usage of scientific knowledge for the creation of practical solutions that aid in solving

human problems or difficulties via devices or instructions.

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

CHAPTER II

REVIEW OF RELATED LITERATURE

This segment of the study will assess several related, relevant, and similar studies that had objectives

identical to this study. This chapter will focus on discussing these citations and how they managed to solve

their problem statements and gather data.

FOREIGN RELATED LITERATURE

Integrating ICT-Based Instruction

Chen et al. (2021) explored the beliefs of in-service foreign language teachers regarding ICT use, focusing on

factors influencing their belief formation. Through interviews with eight teachers and a principal, the study

found that while teachers held slightly positive attitudes towards ICT, they viewed it as a supplementary tool

in their teaching. Beliefs were shaped by individual, institutional, and policy-level factors. The study

contributes by expanding the Technology Acceptance Model (TAM) to include these multi-level factors,

highlighting the need for targeted teacher education and collaborative support for effective ICT integration.

Liang (2021) examined university English teachers' technology integration in mainland China, using a mixed-

methods case study. Findings revealed positive teacher perceptions but predominantly teacher-centered

technology use, not active student engagement. Teachers also expressed critical viewpoints and perceived

external barriers (e.g., training, censorship) as more significant than internal ones (e.g., student disinterest).
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
The study contributes insights into technology adoption challenges and implications for higher education

teaching innovation.

ICT based instruction in teaching practice

Tzagkourni, Chlapana, and Zaranis (2021) investigated the impact of an ICT-enhanced instructional approach

on teaching the English alphabet to Greek primary school students. Their study aimed to explore the

effectiveness of a blended learning intervention grounded in Van Hiele's levels of geometric thought and

Hoffer's skills, specifically focusing on the first level of Van Hiele's theory.

The research employed a quasi-experimental design, comparing a control group taught with the standard

Greek curriculum to an experimental group exposed to the blended learning intervention. Prior to the

intervention, students' non-verbal intelligence was assessed, and their ability to recognize target letters was

evaluated both before and after the intervention.

The findings revealed a statistically significant positive effect of the ICT-based intervention on students'

learning of English alphabet letters. The study noted that the intervention's impact varied based on students'

skills, suggesting that different factors contributed to learning outcomes. The authors emphasize the potential

of integrating theoretical approaches, such as Van Hiele's theory, with ICT to enhance foreign language

learning in primary education.

Lomos, Luyten, and Tieck (2023) highlight a critical paradox in ICT implementation within education: high

investment in technology infrastructure does not automatically translate to high usage in classroom practice.

Their study, focusing on Luxembourg's educational system, demonstrates that while the nation excels in
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Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
providing technology resources, teachers' actual integration of ICT in teaching remains relatively low. This

finding underscores the importance of factors beyond mere infrastructure.

The authors utilize the "Four in Balance" model to explore these additional factors, revealing that teachers'

vision of ICT use, their level of expertise, and the availability and utilization of digital learning materials

are crucial elements. Furthermore, leadership and collaboration, particularly in establishing a school-wide

vision that prioritizes ICT in teaching, play a significant role.

This research aligns with broader discussions concerning the effective integration of technology in education.

Previous studies have emphasized the need for teacher training and professional development to enhance ICT

skills and pedagogical approaches (e.g., Ertmer & Ottenbreit-Leftwich, 2010). Additionally, the importance

of leadership in fostering a supportive school culture for ICT integration has been recognized (e.g., Anderson

& Dexter, 2005).

Lomos, Luyten, and Tieck's findings contribute to this body of literature by providing empirical evidence that

even in contexts with substantial technological resources, teacher-centric and leadership-driven factors are

essential for realizing the potential of ICT in classroom practice. Their study suggests that a holistic approach,

addressing not only infrastructure but also teachers' beliefs, skills, and school leadership, is necessary for

successful ICT integration.

ICT Integration and Its Importance

In the study, "The Impact of ICT Integration on Teaching and Learning in Higher Education

Institutions: A Review of the Literature". This study conducted a review of literature on the impact of ICT

integration on teaching and learning in higher education institutions. It found that ICT-based instruction
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Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
promotes student-centered learning, enhances teacher-student interaction, and facilitates the development of

critical thinking skills (Bello, 2019). These findings highlight the importance of integrating ICT in higher

education to enhance teaching and learning outcomes.

"Pedagogical Benefits of Technology-Enhanced Learning in Higher Education" (2017). This study

explored the pedagogical benefits of technology-enhanced learning in higher education. It emphasized that

ICT-based instruction promotes active learning, collaborative learning, and personalized learning (Khan,

2017). These findings underscore the significance of using ICT tools to create engaging and interactive

learning environments in higher education settings.

"The Impact of Technology on Learning Environments in Higher Education" (2018)

In this study, the researchers investigated the impact of technology on learning environments in higher

education. They found that ICT-based instruction fosters active learning, collaborative learning, and student-

centered learning (Wang, 2018). These findings highlight the potential of ICT to transform traditional teaching

methods and create dynamic and interactive learning experiences.

The Effect of ICT Integration on Student Performance: A Meta-Analysis (2021)

This study conducted a meta-analysis to examine the effect of ICT integration on student performance. The

results revealed that ICT-based instruction has a positive effect on student academic achievement and learning

outcomes (Babu, 2021). These findings emphasize the importance of integrating ICT to improve student

performance and enhance learning outcomes.

"ICT Integration in Education: A Review of the Literature" (2019). This comprehensive review of

literature on ICT integration in education highlighted the importance of ICT in promoting student-centered

learning, collaborative learning, and personalized learning (Kumar, 2019). These findings suggest that
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Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
incorporating ICT tools and resources in teaching can create more engaging and effective learning experiences

for students.

According to Adora (2019), "the use of ICT-based instruction has been found to positively impact

student learning outcomes" (p. 115). This study provides a comprehensive review of the literature on the

effectiveness of ICT-based instruction in improving student learning outcomes. The review examines various

studies conducted in different educational contexts and explores the impact of ICT integration on student

achievement. The findings suggest that ICT-based instruction positively influences student learning outcomes,

leading to improved academic performance. The review also highlights the importance of effective

implementation strategies and teacher training in maximizing the benefits of ICT integration in the classroom.

Kozma (2018) emphasizes the importance of effective policy implementation, infrastructure

development, and teacher training in successfully integrating ICT in education. This study presents a

comparative analysis of policies implemented in different educational systems to integrate ICT in education.

The analysis examines the strengths and weaknesses of these policies and their impact on educational

outcomes. The findings reveal the importance of effective policy implementation, infrastructure development,

and teacher training in successfully integrating ICT in education. The study provides valuable insights for

policymakers and educators in designing and implementing effective ICT policies.

Akkoyunlu and Yılmaz-Soylu (2018) found that teachers generally perceive ICT as valuable tools for

enhancing instructional practices and student engagement. This study investigates teachers' opinions about the

use of ICT in Turkish education. The study examines their attitudes, beliefs, and experiences regarding the

integration of ICT in teaching and learning. The findings indicate that teachers generally perceive ICT as

valuable tools for enhancing instructional practices and student engagement. However, challenges such as

lack of access to technology and inadequate training are identified as barriers to effective ICT integration. The
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
study highlights the importance of addressing these challenges to promote successful ICT implementation in

Turkish education

Hsu and Ching (2018) found that integrating ICT into classroom instruction has a positive effect on

student academic achievement. This meta-analysis examines the effectiveness of integrating ICT into

classroom instruction on the academic achievement of students in Taiwan. The study synthesizes data from

32 studies and explores the relationship between ICT use and student learning outcomes. The findings reveal

a positive effect of ICT integration, indicating that it enhances student academic achievement. The study

underscores the importance of effective instructional strategies and teacher professional development in

leveraging the potential of ICT for improving educational outcomes in Taiwan.

Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This

includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network

infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone

which are used as instructional tools at schools.” (Boutkhil Guemide, 2018)

In recent years, the integration of Information and Communication Technologies (ICT) in education

has accelerated recently due to its many advantages, including improved student engagement, personalized

learning, and accessibility to a wide range of resources. As a result of their recognition of the value of ICT in

enhancing education quality and preparing students for the digital age, many educational institutions now

actively promote the integration of ICT in their educational methods and courses. However, the successful

implementation of ICT-based instruction is strongly dependent on the readiness and ability of educators who

play a critical role in facilitating the effective use of technology in the classroom.

Conclusions from research carried out in the field are partly contradictory. Many authors who

examined computer use and student achievement found they were positively related. Wen et al. (2018) suggest
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
that there is a positive relationship between the number of computers available at school and students’ science

achievement. Alspaugh (2019) reports that computer use has no effect on students’ achievement in reading,

mathematics, science or social studies.

Papanastasiou (2019) who analyze the results of TIMSS, found a negative relationship between

computer use and achievement in a number of countries such as Cyprus, Hong Kong and United States of

America. According to this study, students who use computers most frequently in the classroom were lowest

achievers in TIMSS in 1995. Papanastasiou (2017) and Papanastasiou et al. (2017) found that computer use

does not have a positive nor negative effect on students’ science achievement based on PISA results, but the

way of computer use affects science achievement.

Benefits of ICT-based Learning

ICT-based instruction has become an increasingly popular approach to teaching and learning, and

researchers have conducted numerous studies to investigate its effectiveness. According to the literature, there

are several benefits to using ICT-based instruction in various subject areas.

. Law and Chow (2017) conducted a meta-analysis on the impact of ICT-based instruction in science

education and found that it had a positive impact on students' achievement. They suggested that the use of

ICT-based instruction can help to promote inquiry-based learning and enhance students' understanding of

scientific concepts.

Yildirim (2018) investigated the impact of ICT-based instruction on student achievement in science

and found that it had a positive impact. They suggested that the use of multimedia can help to promote active
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LIBERTAD NATIONAL HIGH SCHOOL
learning and engage students in scientific inquiry. They suggested that the use of multimedia can help to

promote reflective practice and improve teacher training.

LOCAL RELATED LITERATURE

Challenges faced by teachers on ICT- based

Daling (2018) explores the acceptance of Information and Communication Technology (ICT) integration as a

significant challenge for schools and curricula. The study employs a qualitative approach, utilizing narrative

data to document the experiences of Pakwan Integrated School in Lanuza District, Division of Surigao del

Sur.

The research highlights the profound impact of geographical and infrastructural limitations on ICT integration.

The demographic profile of the school, characterized by its remote location, challenging means of

transportation, poor road conditions, and limited communication and internet access, significantly influences

educators' attitudes and emotions. These factors contribute to delays in report submissions, hinder access to

updates, and impede the delivery of support and services from government and non-governmental

organizations.

Daling's findings underscore the importance of addressing basic infrastructure needs as a prerequisite for

successful ICT integration. The study suggests that road improvement should be a primary focus for

government and concerned agencies to facilitate the school's ability to adopt and utilize ICT effectively.

This research aligns with broader discussions concerning the digital divide and the challenges of implementing

technology in underserved and remote communities. It emphasizes that access to technology is not solely

about providing hardware and software but also about addressing fundamental infrastructural barriers. 1
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Nuncio (2020) emphasizes the critical role of 21st-century education in fostering knowledge-based societies

and economies. In this context, ICT-based education, or the integration of technology into teaching and

learning, is seen as a crucial driver for preparing learners to navigate a rapidly evolving global landscape.

1
The study focuses on benchmarking ICT for education in Japan, aiming to identify best practices, trends,

challenges, and lessons that can be applied to the Philippine context.

The author argues that the modern global market relies heavily on highly skilled human capital, which not

only facilitates the exchange of goods and services but, more importantly, the flow of ideas, innovations, and

knowledge. This aligns with broader perspectives on the importance of digital literacy and technological

competence in contemporary education systems.

By examining Japan's approach to ICT in education, Nuncio's work contributes to the understanding of

effective strategies for technology integration. Japan, as a technologically advanced nation, offers valuable

insights into the implementation and impact of ICT in educational settings. The study likely explores aspects

such as infrastructure development, teacher training, curriculum integration, and the use of digital resources.

The findings from Japan's experiences are then considered in the context of the Philippines, which faces its

own unique challenges and opportunities in ICT-based education. This comparative analysis allows for the

identification of transferable lessons and best practices, as well as the consideration of context-specific factors

that may influence the implementation of ICT in the Philippine educational system.

This research aligns with the growing body of literature that emphasizes the importance of ICT in education

for fostering 21st-century skills and preparing students for the demands of the digital age. It contributes to the
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Department of Education
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Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
ongoing dialogue about how to effectively integrate technology into teaching and learning, particularly in

developing countries like the Philippines.

ICT and its impact on Student’s Academic Performance

The article, "ICT Integration in the Philippine Basic Education Curriculum: A Review of Literature"

(2018) examined the integration of ICT in the Philippine Basic Education Curriculum and its impact on

teaching and learning. It found that ICT-based instruction has a positive effect on student motivation,

engagement, and academic performance (Cruz, 2018). These findings underscore the importance of

incorporating ICT in the curriculum to enhance teaching and learning outcomes in the Philippine education

system.

The study, "ICT Integration in Philippine Higher Education Institutions: A Review of Literature"

(2019). The integration of ICT in Philippine higher education institutions was explored in this study. The

researchers found that ICT-based instruction enhances student engagement, improves academic performance,

and promotes the development of 21st-century skills (Bernardo, 2019). These findings highlight the potential

of ICT to transform teaching and learning practices in higher education institutions in the Philippines.

This literature, "The Use of ICT in Philippine K-12 Education: A Review of Literature" (2020)

examined the use of ICT in Philippine K-12 education and its impact on teaching and learning. It revealed that

ICT-based instruction enhances student engagement, improves academic performance, and promotes the

development of 21st-century skills (Pineda, 2020). These findings suggest that integrating ICT in K-12

education can enhance the quality of teaching and learning experiences for Filipino students.
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Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
The Role of ICT in the Philippine Senior High School Curriculum: A Review of Literature" (2017)

explored the role of ICT in the Philippine Senior High School Curriculum and its impact on teaching and

learning. It found that ICT-based instruction promotes student engagement, improves academic performance,

and enhances the development of 21st-century skills (Barril, 2017). These findings support the integration of

ICT in the senior high school curriculum to prepare students for the demands of the digital age.

"ICT Integration in Philippine Technical-Vocational Education and Training: A Review of Literature"

(2017). In this study, the integration of ICT in Philippine Technical-Vocational Education and Training was

examined. The researchers found that ICT-based instruction enhances student engagement, improves

academic performance, and promotes the development of 21st-century skills (Cayabyab, 2017). These

findings suggest that incorporating ICT in technical-vocational education can enhance the quality of teaching

and learning experiences in this field.

According to the study by Capili and Villamor (2017), the use of ICT-based instruction in science

education improves students' academic performance. The study found that the use of multimedia materials

and computer simulations in science instruction led to significant improvements in students' test scores.

In a study by Pascua et al. (2017), it was found that the use of ICT-based instruction in mathematics

education improves students' understanding of mathematical concepts and skills. The study found that students

who received ICT-based instruction showed significant improvements in their mathematical problem-solving

abilities.

According to the study by Aclan (2018), the use of ICT-based instruction in English language teaching

improves students' language proficiency. The study found that the use of multimedia materials and online

resources in English language instruction led to significant improvements in students' language skills.
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In the study by Tandog et al. (2020), it was found that the use of ICT-based instruction in social studies

education enhances students' critical thinking skills. The study found that students who received ICT-based

instruction showed significant improvements in their ability to analyze and evaluate information.

ICT based learning: Improves students' Language Proficiency

According to the study by Jalao (2019), the use of ICT-based instruction in Filipino language education

improves students' language proficiency. The study found that the use of multimedia materials and online

resources in Filipino language instruction led to significant improvements in students' language skills.

In a study by Carandang and Espiritu (2017), it was found that the use of ICT-based instruction in

physical education enhances students' physical fitness and health. The study found that students who received

ICT-based instruction showed significant improvements in their physical fitness levels.

According to the study by Tampus and Mordeno (2018), the use of ICT-based instruction in music

education improves students' musical skills and knowledge. The study found that the use of multimedia

materials and online resources in music instruction led to significant improvements in students' musical

abilities. In a study by Dela Cruz et al. (2017), it was found that the use of ICT-based instruction in art

education enhances students' creativity and artistic skills. The study found that students who received ICT-

based instruction showed significant improvements in their ability to express themselves creatively through

various art forms.

According to the study by Lazo et al. (2018), the use of ICT-based instruction in business education

improves students' understanding of business concepts and skills. The study found that students who received

ICT-based instruction showed significant improvements in their ability to analyze business data and make

informed decisions.
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In the study by Natividad and Sarmiento (2021), it was found that the use of ICT-based instruction in

home economics education enhances students' practical skills and knowledge. The study found that students

who received ICT-based instruction showed significant improvements in their ability to apply home

economics concepts in real-life situations.

Teachers, Students, and ICT

Several studies have been conducted to study the elements that influence teachers’ use of ICT, such as

their attitudes, beliefs, abilities, and access to technology. Teo (2019) discovered that teachers with positive

attitudes toward ICT, use it more frequently and effectively in their teaching methods, whereas those who

perceive it as difficult or irrelevant may reject its use. Further, Ertmer et al. (2022) found that teacher

preparation for ICT integration is a multidimensional construct that includes not just technical capabilities but

also pedagogical knowledge, beliefs, and confidence in using ICT to increase student learning.

Researchers, including Allah Karami and Manoochehri and Sattari et al. similarly analyzed the effects

of ICT on students’ success. Interaction, cooperation, discipline, and interest have accordingly increased

creative thinking, desire for the classroom, doing homework, and discipline in students..

Academic Behavior and Motivation with ICT integration

Brian et al. in their study aimed at analyzing the relationships between academic achievement,

academic self-efficacy, and academic motivation, and reported that academic self-concept could predict

academic motivation toward school. In another study on school status, achievement motivation, and academic

motivation, Gunuc and Kuzu concluded a significant positive relationship between students’ perceptions of
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school status and their achievement motivation and academic motivation, which could indirectly predict the

school status based on conditions, facilities, and technological equipment related to enthusiasm.

Cadima et al. in their study, reflecting on the effect of self-regulation and teacher-student relationships

on students’ academic achievement, settled that higher self-regulation and close relationships with teachers

could forecast students’ academic achievement. Moreover, the relationship between teachers and students

could be intensified or reduced due to ICT. Gunuc and Kuzu in a study aimed at modeling the impact of the

school environment and its technological facilities on academic enthusiasm (viz., behavioral, cognitive, and

emotional). Nurttila et al. investigated the feelings of being competent and optimistic as a source of increasing

academic enthusiasm and confirmed that a sense of competence in academic pursuits and optimism could be

empowered and ultimately enhance competence.

LOCAL RELATED STUDIES

Teachers’ Attitudes and Perception towards ICT

"ICT Integration in the Philippine Basic Education Curriculum: A Review of Literature" (2018)

explores the integration of ICT in the Philippine Basic Education Curriculum and its impact on teaching and

learning. The study found that ICT-based instruction positively affects student motivation, engagement, and

academic performance. The article highlights the significance of ICT in promoting student-centered learning

and improving teaching and learning outcomes. "ICT Integration in Philippine Higher Education Institutions:

A Review of Literature" (2019) examines the integration of ICT in Philippine higher education institutions

and its impact on teaching and learning. The study found that ICT-based instruction enhances student

engagement, improves academic performance, and promotes the development of 21st-century skills.
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The article highlights the importance of ICT in improving tea "The Use of ICT in Philippine K-12

Education: A Review of Literature" (2020) explores the use of ICT in Philippine K-12 education and its impact

on teaching and learning. The study found that ICT-based instruction enhances student engagement, improves

academic performance, and promotes the development of 21st-century skills. The article highlights the

significance of ICT in improving teaching and learning outcomes.

According to Robles, M. M. (2019). Teachers' perception of ICT integration in instruction: A study in

Philippine private schools. Journal of Information Technology Education: Research, 18, 1-15. His study aimed

to explore the perception of teachers in Philippine private schools regarding the integration of ICT in their

instruction. The study used a survey to questionnaire gather data from 102 teachers from different private

schools. The results showed that the majority of the teachers had perceptions of ICT positive integration in

instruction and believed that it could enhance learning. However, there were also challenges and barriers to

ICT integration, such as lack of training and technical support.

According to Ramirez, C. A., & Pineda, R. R. M. (2018). ICT integration in teaching: A case study

of Philippine public schools. Journal of Educational Technology Development and Exchange, 11(1), 1-14.

His study conducted a case study of two public schools in the Philippines to explore the extent of ICT

integration in their teaching practices. The study used interviews and observations to gather data from 16

teachers and administrators school. The results showed that while the schools had ICT resources, the

integration of ICT in teaching was limited due to factors such as lack of training and technical support, and

the absence of a clear policy on ICT integration.

According to Cuenca, R. S. (2017). Teachers' readiness for ICT integration in instruction in Philippine

higher education institutions. International Journal of Humanities and Social Science Research, 5(1), 20-30.

His study aimed to explore the readiness of teachers in Philippine higher education institutions for ICT
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integration in their instruction. The study used a survey questionnaire to gather data from 100 teachers from

different higher education institutions. The results showed that while the teachers had positive attitudes

towards ICT integration, their readiness was low due to factors such as lack of training, inadequate ICT

infrastructure, and the absence of a clear policy on ICT integration.

According to Vargas, R. V., & Salcedo, R. T. (2019). Exploring the relationship between ICT

integration and teacher performance in Philippine basic education. Asia Pacific Journal of Education, 36(2),

203-218. His study aimed to explore the relationship between ICT integration and teacher performance in

Philippine basic education. The study used a survey questionnaire to gather data from 300 teachers from

different schools. The results showed a positive relationship between ICT integration and teacher performance,

with teachers who integrated ICT in their instruction performing better than those who did not. However, there

were also challenges to ICT integration, such as lack of training and technical support.

According to Del Cruz, J. A. (2019). Exploring the Use of ICT-Based Instruction among Teachers in

Philippine Public Elementary Schools. International Journal of Academic Research in Business and Social

Sciences, 9(11), 322-335.His study explored the use of ICT-based instruction among teachers in Philippine

public elementary schools. The study used a survey questionnaire to gather data from 100 teachers from

different public elementary schools. The results showed that the majority of the teachers had positive attitudes

towards ICT-based instruction and believed that it could enhance learning. However, there were also

challenges and barriers to its implementation, such as lack of training and technical support.

According to Reyes, J. C. (2018). Exploring the Impact of ICT Integration in Instruction on Student

Learning in Philippine Secondary Schools. Asia Pacific Journal of Education, 38(2), 203-218. His study

explored the impact of ICT integration in instruction on student learning in Philippine secondary schools. The

study used a survey questionnaire to gather data from 500 students from different secondary schools. The
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results showed a positive relationship between ICT integration and student learning, with students who

experienced ICT-based instruction performing better than those who did not.

According to Estrella, J. M., & Romero, J. B. (2017). Exploring Barriers to ICT Integration in

Instruction among Teachers in Philippine Private Higher Institutions. Journal Education of Information

Technology Education: Research, 16, 383-399. His study explored the barriers to ICT Integration instruction

among teachers.

Common Ground with Related Studies

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-

based instructional technologies in classroom science teaching. The participants were 30 secondary school

science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the

University of the West Indies in Trinidad and Tobago. The teachers were asked to prepare lesson plans which

demonstrate their use of instructional technologies to teach science topics within their term's schemes of work.

They were subsequently asked to explain their reasons for using the selected instructional technologies. The

findings revealed that PowerPoint was the most widely used ICT-based instructional technology in the lesson

plans analyzed. Animations and hands-on practical activities were the least used ICT-based instructional

technologies. Virtual labs, computer-aided simulations and smartboards, were other ICT-based instructional

technologies used by a few teachers. Textbooks and whiteboards were the non-ICT based instructional

technologies teachers used.

This paper reviews the role of ICT‐based assessment in the light of the growing use of virtual learning

environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A

major area of research is the automated scoring of text. Claims for automated formative assessment are

queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about
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good features of the work/performance, and what needs to be done to improve is needed to enhance learning.

It seems likely that the use of ‘simple’ computer‐assisted assessment (with multiple‐choice and short‐answer

responses) will continue to develop, as will the use of multi‐media materials for assessment tasks. The use of

ICT to record student responses, to capture material produced and to convey feedback will grow as the use of

virtual learning environments grows.

Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment.

The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key

field for the work of social scientists alongside learning technologists.

FOREIGN REALTED STUDIES

Impact of ICT-Based Instruction "Pedagogical Benefits of Technology-Enhanced Learning in Higher

Education" (2017) discusses the pedagogical advantages of technology-enhanced learning in higher education.

The study found that integrating ICT in teaching practices promotes active learning, collaborative learning,

and personalized learning. The article emphasizes the need for educators to incorporate ICT in their teaching

practices. on Student Achievement

"The Impact of ICT-Based Instruction on Student Achievement in Science" by Yildirim (2018). This

study examines the impact of ICT-based instruction on student achievement in science and found that it had a

positive effect. This study investigates the effectiveness of ICT-based instruction in developing reading skills

among English as a foreign language (EFL) learners and found that it had a positive effect.
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"The Use of ICT-Based Instruction in Teaching English as a Second Language: A Systematic Review"

by Chen and Wang (2019). This systematic review examines the use of ICT-based instruction in teaching

English as a second language and found that it improves students' language proficiency and motivation.

Current Relevance of ICT Integration

"The Impact of Technology on Learning Environments in Higher Education" (2018) investigates the

impact of technology on learning environments in higher education. The study found that ICT-based

instruction promotes active learning, collaborative learning, and student-centered learning. The article

emphasizes the importance of ICT in improving teaching and learning outcomes.

Information and communication technologies (ICT) have become commonplace entities in all aspects

of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures

of nearly all forms of endeavor within business and governance. Education is a very socially oriented activity

and quality education has traditionally been associated with strong teachers having high degrees of personal

contact with learners. The use of ICT in education lends itself to more student-centered learning settings. But

with the world moving rapidly into digital media and information, the role of ICT in education is becoming

more and more important and this importance will continue to grow and develop in the 21st century. In this

paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for

Education, along with ICT use in the teaching learning process; quality and accessibility of education; learning

motivation. Learning environment. Besides, an overview of the ICT and scholastic performance.

The article "The Impact of ICT Integration on Teaching and Learning in Higher Education Institutions:

A Review of the Literature" (2019) discusses the positive effects of integrating ICT into higher education

institutions. The study found that ICT-based instruction enhances teacher-student interaction, promotes
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student-centered learning, and develops critical thinking skills. The article emphasizes the importance of ICT

in improving teaching and learning outcomes.

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Ulum, H. (2021, September 6). The effects of online education on academic success: A meta-analysis study -

Education and Information Technologies. SpringerLink. https://doi.org/10.1007/s10639-021-10740-8

Van Dusen, L. C., & Worthen, B. R. (1994). Computer use: A review of the research. Educational Leadership,

51(3), 66-71. https://www.jstor.org/stable/23480353

Weaver, C. H. (2000). The effects of technology on the achievement of middle school students in mathematics.

Journal of Research on Computing in Education, 33(4), 404-417.

https://www.tandfonline.com/doi/abs/10.1080/08886504.2001.10782256
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
Weller, H. G. (1996). The effects of computer-assisted instruction on elementary school mathematics

achievement. Journal of Educational Computing Research, 14(2), 143-154.

https://journals.sagepub.com/doi/abs/10.2190/9J8Y-CA1V-2L0X-4QW9

Wen, M. L., Lin, Y. H., & Tsai, C. C. (2002). The effects of computer-supported cooperative learning on

students' science achievement and their attitudes toward science instruction. International Journal of Science

Education, 24(4), 369-383. https://www.tandfonline.com/doi/abs/10.1080/09500690110075603

Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student

achievement in mathematics. Princeton, NJ: Educational Testing Service.

https://www.ets.org/Media/Research/pdf/RR-98-36.pdf

What is ICT-Based Learning System | IGI Global. (n.d.). What Is ICT-Based Learning System | IGI Global.

https://www.igi-global.com/dictionary/learning-study-skills-

trainingusing/13669#:~:text=Refers%20to%20any%20method%20of%20delivering%20learning%20materia

l,and%20communication%20technologies%2C%20i.e.%20web-based%2C%20computer-

based%2C%20video%2C%20etc

Yildirim, A. (2018). The Impact of ICT-Based Instruction on Student Achievement in Science. Retrieved from

https://doi.org/10.1080/07380569.2017.1411116
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

Youssef, Adel & Dahmani, Mounir & Ludovic, Ragni. (2022). ICT Use, Digital Skills and Students’ Academic

Performance: Exploring the Digital Divide. Information (Switzerland). 13. 129. 10.3390/info13030129.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents and clarifies all the details of the procedures followed in conducting the study.

This chapter includes the discussions of the design of the research, description of research to be use,

description of the locale of the study, steps in collecting data and methods of analyzing and interpreting the

data.

RESEARCH DESIGN

The use of ICT in teaching will be investigated in this study utilizing a qualitative methodology.

Additionally, it will include a summary of the survey's findings. It will employ a qualitative approach to gauge

the success of the instructional strategies.

LOCALE OF THE STUDY

This study will be conducted at Libertad National High School at Libertad, Abulug, Cagayan, and has

a total population of refer to the database of school.

This will be conducted during the School Year 2024-2025.

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
RESEARCH PARTICIPANTS

The participants of this study will be the teachers of the junior and senior high school departments of

Libertad National High School who are currently teaching on SY 2024-2025.

DATA COLLECTION PROCEDURE

The data collection procedure for this research could involve administering the questionnaire to all of

the teachers in Libertad National High School. The researchers will give a letter of request and a sample of

survey questionnaire to the principal for improvement. Upon approval, the researchers will ask permission

from all the teachers of Libertad National High School where the respondents will be taken.

After the researcher's questionnaire has been checked, improved, and revised, the researchers will get

the lists of teachers in order to determine the effectiveness of ICT-Based instruction among students.

Respondents will be requested to honestly and properly answer the survey questionnaires to be presented and

they will be guided by the researchers. The questionnaire could be distributed online or in paper form,

depending on the preference of the teachers. The researcher could also conduct interviews or focus group

discussions to gather more in-depth information about teacher’s experiences and perspectives.

DATA ANALYSIS PROCEDURE

The data that will be collected will be tabulated, analyzed, and interpreted using Microsoft Excel with

the use of the following statistical tools: Frequency count and percentage distribution will be used to determine
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
the profile of the respondents, and a weighted mean will be used to measure the application of ICT. Using

conventional approaches in educators’ education.

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Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
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https://www.tandfonline.com/doi/abs/10.1080/08886504.2001.10782256
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL
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achievement. Journal of Educational Computing Research, 14(2), 143-154.

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Wen, M. L., Lin, Y. H., & Tsai, C. C. (2002). The effects of computer-supported cooperative learning on

students' science achievement and their attitudes toward science instruction. International Journal of Science

Education, 24(4), 369-383. https://www.tandfonline.com/doi/abs/10.1080/09500690110075603

Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student

achievement in mathematics. Princeton, NJ: Educational Testing Service.

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trainingusing/13669#:~:text=Refers%20to%20any%20method%20of%20delivering%20learning%20materia

l,and%20communication%20technologies%2C%20i.e.%20web-based%2C%20computer-

based%2C%20video%2C%20etc

Yildirim, A. (2018). The Impact of ICT-Based Instruction on Student Achievement in Science. Retrieved from

https://doi.org/10.1080/07380569.2017.1411116
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL

Youssef, Adel & Dahmani, Mounir & Ludovic, Ragni. (2022). ICT Use, Digital Skills and Students’ Academic

Performance: Exploring the Digital Divide. Information (Switzerland). 13. 129. 10.3390/info13030129.
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
LIBERTAD NATIONAL HIGH SCHOOL