PUPIL'S EXPOSURE TO AND USE OF INFORMATION AND COMMUNICATION

TECHNOLOGY AS RELATED TO PUPIL'S LEARNING INTEREST

AND PERFORMANCE IN PANGIL-PAKIL DISTRICT

A Thesis Proposal Presented to the

In Partial Fulfilment
of the Requirements for the Degree

Name nyo po

2018
 TABLE OF CONTENTS

Preliminaries Page

Title Page

Approval Sheet

Acknowledgement

Dedication

Table of Contents

List of Tables

List of Figure

Abstract

Chapter

1 THE PROBLEM AND ITS SETTING

INTRODUCTION

BACKGROUND OF THE STUDY

THEORETICAL FRAMEWORK

CONCEPTUAL FRAMEWORK

THE PROBLEM

Statement of the Problem

Null Hypothesis

Scope and Delimitation of the Study

Significance of the Study

DEFINITION OF TERMS
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Information and Communication Technology (ICT) includes computers, the

Internet, and electronic delivery systems such as radios, televisions, and projectors

among others, and is widely used in today’s education field.

Kent and Facer (2014) indicated that school is an important environment in which

students participate in a wide range of computer activities, while the home serves as a

complementary site for regular engagement in a narrower set of computer activities.

Increasingly, ICT is being applied successfully in instruction, learning, and assessment.

ICT is considered a powerful tool for educational change and reform. A number of

previous studies have shown that an appropriate use of ICT can raise educational

quality and connect learning to real-life situations.

As Tatnall (2013) have pointed out, learning is an ongoing lifelong activity where

learners change their expectations by seeking knowledge, which departs from

traditional approaches. As time goes by, they will have to expect and be willing to seek

out new sources of knowledge. Skills in using ICT will be an indispensable prerequisite

for these learners. ICT tends to expand access to education. Through ICT, learning can

occur anytime and anywhere. Based on ICT, learning and teaching no longer depend

exclusively on printed materials. Multiple resources are abundant on the Internet, and

knowledge can be acquired through video clips, audio sounds, and visual presentation
and so on. Current research has indicated that ICT assists in transforming a teaching

environment into a learner-centered one (Castro Sánchez and Alemán 2012).

Since learners are actively involved in the learning processes in ICT classrooms,

they are authorized by the teacher to make decisions, plans, and so forth (Huang 2013).

ICT therefore provides both learners and instructors with more educational affordances

and possibilities.

Before the advent of technology in Philippines, people communicated using

various instruments and codes such as talking drums, flutes, gongs, town criers and

village square meetings. The use of writing and invention of printing materials

transformed the type and context of recorded history communication on a universal

scale became possible through the use of Books, Newspapers, Magazines and Radio.

The advancement in technology has created so many ICT tools that are

necessary and useful in the development process. These new technologies are central

to contemporary societies and therefore referred to this age as information technology

age driven by knowledge economy. The education community is not left out in this trend

as there have been considerable investments towards teaching and learning methods

that necessitated the quest to measure the impact of these investments on students’

academic performance as return on investment in education.

Although interest has been on how to use ICTs to support teaching methods in

order to enhance motivation to learning, students’ characteristics as well as teachers

have been noted as hindering factors. But the need arises for one to look at both direct

and indirect effects of ICTs to learning.

 This study seeks to explore the pupil's exposure to and use of information and

communication technology as related to pupil's learning interest in Pangil-Pakil District

and their use in education, particularly influences students’ performance/output to

learning.

The researchers made the preliminary data gathering, the training skills of ALS

Teachers in terms of; training skills of ALS teachers; Communication skills; Computer

literacy; professional skill ?What are the performances of ALS learners in terms of:

Communication skills; writing; reading; listening;

However, this scenario is the basis of the conduct of this study. Hence, the

researchers aim to study to find out the Pupil's Exposure to and Use of Information and

Communication Technology as Related to Pupil's Learning Interest and Performance in

Pangil-Pakil District.
Background of the study

Technology integration in K-12 has a history of a century. However, for about two

decades, the inclusion of computers and related technologies has sped up this

movement (Russell, 2013). Huge budgets are allocated and schools have been

equipped with computers and computer labs (Cuban, 2013). Educational policies and

curriculums have been redesigned to fulfill desired ICT integration. The underlying

reason for this highly expensive effort is the belief that technology use in schools will

improve teaching and the learning process 2 (Barton, 2012).

Indeed, Cuban (2013) proposed three points as the power of ICT: to improve

student achievement, to prepare a future workforce, and increase the quality of

instruction Roblyer and Edwards (2012) emphasized five reasons behind the in and out

of class use of ICT. These are the effects of ICT on (a) students‟ motivation, (b) unique

instructional capabilities, (c) support for new instructional approaches (d) increase

teacher productivity, and (e) required skills for an information age.

The purpose of this study is to analyses what is happening at schools

regarding the integration and use of information and communication technologies

(ICT) and to examine teachers’ perceptions about what teaching and learning

processes can be improved through the use of ICT. A multiple-case-study

research methodology was applied. From a previous exploratory research, four

different types of schools were determined. Data show there is a widespread

view that ICT in teaching favours several teaching and learning processes. In

particular, it shows that the contribution of ICT to the improvement of teaching

and learning processes is higher in the schools that have integrated ICT as an

innovation factor. To attain this highest level implies that a school not only has to

modernise the technological tools, but also has to change the teaching models:

the teacher’s role, issues regarding classroom organisational, the teaching and

learning processes, and the interaction mechanism

THEORETICAL FRAMEWORK

The 21st century society makes great demands on its members because of

rapidly developing and ever-changing political, cultural, social, economic and

technological situations. Personal computers, cell phones, and social networks, all of

which were once considered frivolous, have made such a huge impact on our culture

that our daily lives will not be easy without them. Consequently, the society expects its

members to keep pace with these changing situations and adapt their skills and

expertise in all aspects of life. Many societies around the world strongly believe that it is

the duty of higher education institutions to provide its youths with these skills and

expertise. These raises increasing societal concern for the quality of learning and

teaching at higher education institutions. As a result of such unprecedented pressure on

educational institutions to keep pace with the ever-changing societal needs and

expectations, the emphasis in educational approaches has shifted over time in order to

reflect the transition from less formal schooling in the agrarian society to remedial

repetitive learning in the industrialization age to learning with an understanding (rather

than teaching) in today’s knowledge society. Educational approaches have also been

influenced by the recent rapid advances and proliferation of new communications

technology. The kind of skills students need to develop to be prepared for the jobs of

the 21st century is different from what they needed 20 and odd years ago. Today’s

employers look for young people with problem-solving, interpersonal and team skills.

The concept of 'lifelong learning' and its role in building a 'knowledge society' are also
high on the agenda. As a result, learning design approaches, goals and processes as

well as appropriate learning environments must support the development of the

aforementioned skills and expertise. Thus, an urgent need to devise new ways of

teaching and learning is critical if we are to prepare our students to live, work and

prosper in the 21st century. As a result, different modern educational strategies such as

self-directed learning, collaborative learning, experiential-based learning and active

learning have emerged. Although the new technology has significant impact on most

segments of our society— work, leisure, culture and social interaction— the same

degree of its uptake has not been seen in the higher education classrooms. Many

educators believe that technology has the potential to solve many of the pressures

associated with the societal change in attitude and delivery of education (Franklin and

Peat, 2001). Considering the growing understanding of the potential of the internet and

communications technology (ICT) to connect learners with learners as well as with

instructors, and to provide them with interactive and engaged learning experiences, the

transformation of teaching and learning in HE is inevitable. As new educational

technologies become available, re-thinking conventional practices around teaching and

learning is of paramount importance as resources gradually diminish and demand for

access to better quality higher education dramatically increase. Information overload is

a serious concern in an information-based, technology-driven society. So much

information is available in the form of facts, concepts, rules and procedures. For

educators, the rapid changes in information and technology present several challenges.

Information literacy skill has become one of the essential skills as the other 3R’s
(Reading, writing, and arithmetic) in order to judge what information is “essential” and

what content information has to be included into their curriculum. All these require

educators to train their students to search for, access, retrieve, interpret, synthesize,

organize, and communicate information, as well as to become independent, life-long

learners. In order to address the needs and demands associated with a knowledge

society and the wave of technological innovations, the HE system in Botswana must

transform.

Conceptual framework

The profile of the respondents such as age, gender, length of teaching

experience, educational attainment, subject area of assignment, seminars/trainings

attended related to computer are the inputs of the study. Further, in the process of

finding out the status of computer use, other inputs such as adequacy of instructional

materials, problems encountered by teachers related to computer technology use and

the extent of use of computer technology for instruction are being assessed.

With the assessment of the different variables, it is expected that this will bring

about improvement in the use of computer technology for instruction in the public and

private secondary schools.

 INPUT PROCESS OUTPUT
1. Profile of Respondents 1. Assess the
1.1. Age Profile of
1.2. Gender teachers
1.3. Length of 2. Assess the
Teaching status of
Experience adequacy of
1.4. Highest computer
Educational technology Improved Learning
Attainment instructional Interest and
1.5. Subject Area of materials Performance
Assignment 3. Assess the through the use of
1.6. seminars/training problems information
attended related encountered by Technology
to computer teachers
2. Adequacy of 4. Assess the extent
instructional materials of computer
3. Problems encountered technology use
by teachers related to for instruction
computer technology 5. Correlate the
use perceptions of
4. Extent of use of teachers and
Computer Technology their personal
for Instruction profile variable

- - - - - - - - - - - - - - - - - - - Feedback - - - - - - - - - - - - - - - -

Figure 1. Paradigm of the Study

Statement of the problem

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age

1.2 gender

1.3 length of teaching experience

1.4 highest educational attainment

1.5 subject area of assignment

1.6 seminars/training attended related to computer

2. What are the available computer Peripherals/Programs used as Instructional

Materials?

3. What are the problems encountered on the computer technology integration for

instruction?

4. What is the extent of the use of Computer Technology for Instruction by the

teachers?

5. Is there a significant relationship in the perception of the teachers on the extent

of use of computer technology when grouped according to their profile?

Hypothesis of the Study

 There is no significant relationship between the perception of the teachers on the

use of computer technology for instruction and the following variables;

a. Age

b. Gender

c. Length of teaching experience

d. Highest educational attainment

e. Subject area of assignment

f. Seminars/trainings attended related to computer

g. Adequacy of instructional materials

h. Problems encountered by teachers related to computer technology use

i. Extent of computer technology use for instruction by the teachers

Significance of the study

The study should be of great importance to the policy makers and District

administrators of Pangil-Pakil District helping them to appreciate the usefulness of ICT

in learning so as to come up with policies that promote ICT in learning.

The findings and recommendations of the study should be of importance to

Pangil-Pakil District lecturers and other lecturers of higher institution of learning on the

use of ICT to aid learning.

The researcher hopes that result of the study may be useful to future researchers

with interest in examining further the effects of ICT on students learning. This should
lead to the generation of new ideas for the better implementation of ICT into learning

process.

Scope and Delimitation of the Study

The study on the Effect of ICT on students learning was carried out in Pangil-

Pakil District, between June 2018 and October 2018. The study specifically sought to

determine the effects of the availability, accessibility and user-ability and to identify the

significant effect of using computer technology on the teaching and learning process

and improve the student-teacher interaction through the use of ICT resources on

students learning in Pangil-Pakil District.

Definition of Terms

The following terminologies are used throughout the thesis and are elucidated for

better understanding, to wit:

Accessibility refers to the design of products, devices, services, or environments for people

who experience disabilities.

Access – the right to obtain or make use of or take advantage of something for use.

Availability - the degree to which a system, subsystem or equipment is in a specified operable

and committable state at the start of a mission.

Computer technology resources – in the context of this study, ‘computer technology

resources’ is used as a general term referring to any computer, Internet or Web-based

resource that can be used in language instruction.

Computer-related technology – constantly evolving forms of computers, peripherals

and supporting software used to enhance learning.

Conferencing - a service that allows conferencing events to be shared with remote locations.

Educational technology – the use of technology in education to improve learning and

teaching. Educational technology is also known as instructional technology or learning

technology.

E-Mail–electronic communications between two or more individuals by way of an

Internet Service Provider (ISP).

Information and communication technology (ICT) is another/extensional term for information

technology (IT) that stresses the role of unified communications and the integration

of telecommunications (telephone lines and wireless signals), computers as well as

necessary enterprise software, middleware, storage, and audio-visual systems, which enable users

to access, store, transmit, and manipulate information.

Instructional technology–the use of technology (computers, compact discs,

projectors, interactive media, modem, satellite, teleconferencing, etc.) to support

learning

Internet–an international connection of millions of computers on-line for the purpose of

communications and the sharing of information.

Preconception–an idea or opinion formed in advance of or prior to formal instruction.

Technology in the classroom–the use of computers, the internet, or other computer-

related techniques during traditional classroom-based instructional delivery.

Technology non-users–faculty members who have not adopted or had ceased using a

form of computer technology to enhance their traditional classroom methodologies at

the time the survey was conducted.

Technology users–faculty members who have adopted the use of computer technology

techniques to enhance their traditional classroom methodologies.

Software - the programs and other operating information used by a computer.

Spreadsheet is an interactive computer application for organization, analysis and storage of

data in tabular form.

World wide web–a method of interconnecting large number of computers via the use of

browsers and capable of incorporating audio and video images, as well as text.
 CHAPTER II

LITERATURE REVIEW

Introduction

This chapter presents the theoretical framework, the conceptual framework and

review of related literature.

Foreign Literature

According to Fishman (2016) that teachers are considered as an important factor

in educational technologies. Technologies are increasing basic changes in the teachers’

role and in the classroom activities.

As stated by Zhu (2013) that teachers have different roles. They are called

expert, formal authority, personal model, facilitator, and delegator. In the role of expert,

the teachers should have a lot of knowledge about the area they teach and should play

the role of knowledge source for their learners. In the role of authority, the teachers

should be very knowledgeable about the subject they teach and they consider

themselves to be authoritarian in this area and learners should follow the rules the

teachers determine for them. In the role of model, what the teachers say, perform or

indicate in the classes acts as a model for learners to follow and learn from their

teachers and this role can have an important effect on their learners’ development
 Daviz,( 2014) mentioned that the role of facilitator, the teacher’s guide their

learners to learn new things according to what they already know and facilitate their

learning processes. In the delegator role, the teachers give assignments to learners and

urge them to work independently.

According to Schellens (2014), the adoption of particular teacher roles in the use

of technologies can facilitate or stop learners’ ability to acquire language skills. It should

be mentioned that teachers can adopt the above roles in different situations.

Kook (2012) stated that technologies change the teaching and learning process

and the roles of the teachers will certainly change. Teachers will have the roles of

information consultants, team collaborators, facilitators, course developers, and

academic advisors.

Cuban (2012) indicated that teachers are the gatekeepers of instructional

technology. Teachers have a significant role in performing changes into their classes

and providing the bridge between the school’s objectives and the advantages learners

get from these objectives. Teachers are the key persons in using ICT in schools

because they are at the center of changing and can change the teaching and learning

process; thus, the implementation of ICT depends on their eagerness and skills

Albirini (2016) emphasized that teachers who have positive beliefs in the cultural

aspects of computer technology will use it in education. Williams et al.

(2012) expressed that teachers should be skilled to implement ICT in teaching

and learning effectively.

 According to Tong and Trinidad (2015), some teachers accept the application of

computers in their classes but they do not know how to change their teaching methods.
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter shows how the research was carried out. It discusses the research

design, population, sampling strategies, data collection instruments, data quality control,

research procedure and the data analysis techniques employed in the study.

Research Design

The study employed a cross-sectional research design. Cross-sectional design

allowed for the study of the population at one specific time and the difference between

the individual groups within the population to be compared. It also provided for the

examination of the co-relationship between ICT and students learning in the context of

Pangil-Pakil District seeking the views of the students and lecturers. The choice of this

design was dependent on the nature of the study variables.

Population

The study was carried out among students of selected schools in Pangil-Pakil

District to find out the effect of ICT on their learning. The District had a total of _______

staff of which _______ are administrative, ________ support and ________academic

staff, with a total student enrolment of about _________. The students were considered

the true representative population and they came from the different faculties, and
schools within the District. Lecturers and administrators also formed part of the study

because of their roles in the teaching and learning process.

Sample Selection

The study was conducted in Pangil-Pakil District. A sample of _____ respondents

was targeted with the guide of a Table for sample selection. Lecturers formed part of

the study because they are involved in the teaching and learning process. The

researcher identified students, lecturers and administrators as the relevant stratum and

their actual representation in the population.

Data collection Method

Secondary data was collected by the method of analysis of documents. Such

documents included official records, newspaper accounts, reports, as well as the

published data used in the review of outstanding literature. Primary data on the other

hand was got directly from the field and collected through observation, self-administered

questionnaires, and interviews.

Questionnaires

Questionnaires were designed (Appendices A and B) such that each question

was related to a given research question and the topic. Both closed and open-ended

questions were used. Open ended questions were to help supplement the information

given in the closed ended questions and helped in obtaining more complete data. The
questionnaires are preferred because it gives clear and specific responses and enable

the respondent to express themselves freely especially lecturers who may not have

enough time to attend to personal interview.

Interview Guide

Interview guide was used to collect primary data. Semi-structured face-to-face

interview guide (Appendix C) were set up with sets of outlined questions about issues to

be explored. The outlined questions were meant to guide and make sure that all the

relevant topics are covered. Interview guides permitted the researcher to probe and

guide the respondents for detailed information and help keep interaction focused.

Interviews were suitable for administrators since they had limited time to respond to

questionnaires and verbal interaction with them helped in detecting biased answers.

Data collection techniques

The questionnaires were administered to the students during classes and at their

free time by the help of a research assistant. Those students who could fill them there

and then were welcomed but those who opted for more time were granted a one and

half week period to return the filled questionnaires to the research assistant. The

lecturer’s questionnaires were administered and collected after a week. This technique

enabled the researcher to approach many respondents more easily.

Interview schedules were set up with administrators who made appointment

dates of convenience for the interviews. Guideline questions (Appendix C) guided the
interview process and made sure that all the relevant questions were covered. Through

the face to face exchange of words in personal interviews with the deans of faculties,

and heads of departments, the researcher was able to get what was not mentioned by

the students.

The researcher carried out observation of the schools visiting the faculties and

monitoring student’s reaction to technology. With the guide of a check list, the

researcher could tick as well as write down key features of the observation.

Data analysis

Data collected was mainly presented by use of quantitative methods. Data from

the open-ended questions and interviews were analyzed by indicating the magnitude of

responses. Expressions like the bigger number, the least number, to a large extent, to a

small extent, most respondents. comments and the majority of respondents were

applied. In some cases, respondents. comments were directly quoted. The responses

from the structured questions were computed into frequency counts and percentages,

charts. It was summarized and tabulated for easy presentation, assessment, analysis

and interpretation. Data from the open-ended questions enriched output from the closed

ended questions and information from the documentary sources and interviews helped

to bring out concrete evidence in the data analyzed. Hypotheses were then tested with

the use of Pearson Correlation techniques demands.