2. INTRODUCTION
Information and Communication Technology (ICT) helps in enhancing the
effectiveness of learning and in adding a dimension to learning that was not
previously available. The use of laptop, computer, tablet and flash drive are
examples of ICT. Unlike the traditional way of teaching that uses the chalkboard and
numerous visual aids, in ICT the teacher presents his topic or lesson in PowerPoint
Presentation or PPT that is flashed on board through LCD projector.
The trends in education are changing inevitably. This is the result of the learners’
changing nature. Because of this, teachers should respond to the changes in schools
and in its contexts, the learner per se. The traditional way of teaching is not suitable
for the learners of the 21st century that are exposed to different technologies.
(Bilbao, Dayagbil , & Corpuz , 2014)
ICT has a great impact in the student’s learning in a way that they can easily see and
hear the specific topic, which is 88% of learning using senses, said Gonzales (2017)
during an interview.
3. Information and Communication Technology has a crucial role in the world since the people
are now in the Technology Era. It is also important in every person’s daily lives. The lack of
appropriate information will result in low productivity. Nowadays, ICT cannot be separated
from people’s daily needs. There is a widespread research interest in Information and
Communication Technologies (ICTs). ICTs are crucially important for sustainable
development in developing countries. (Crede & Mansell, 1998)
The researcher conducted a pre-survey at Pasig Elementary School and Lanang Elementary
School,Candaba West District , Division of Pampanga ; she randomly asked students to name
a teacher who is using PowerPoint Presentation, video presentation or any strategies that
use ICT during class discussion. The approximate number of teachers at Pasig Elementary
School and Lanang Elementary School,Candaba West District , Division of Pampanga is 60
and the students named some teachers who are using ICT in the teaching-learning process.
This study can help to determine if the present teachers at Pasig Elementary School and
Lanang Elementary School,Candaba West District , Division of Pampanga were competent in
using ICT. In addition, this study aimed to find out if the teachers were habitual users of IT
base materials and applications. The study was conducted to prove that the teachers should
come up with the evolving nature of the learner. The questionnaire given to the respondents
is based on the National ICT Competency Standards or Teachers that has 4 Domain. The
researcher used only the first domain with for standards.
4. PARTICIPANTS OF THE STUDY
The researchers were able to
accumulate information from the
elementary school teachers of Pasig
Elementary School and Lanang
Elementary School,Candaba West
District , Division of Pampanga
5. OBJECTIVES
The demographic profile of the respondents in terms of:
Age;
Gender;
Number of years in service;
Training and seminars attended about ICT; and,
Resources.
Laptop;
Computer; and,
Internet connection.
CONCLUSION
Majority of the teacher-respondents at Pasig Elementary School and Lanang Elementary School,Candaba West District ,
Division of Pampanga has an age of 41 above, females, are 0-5 years in service, do not attended training and seminars about
ICT, and have desktop or laptop only.
RECOMMENDATION
Most of the respondents do not have training or seminar about ICT. It is the right and reasonable time to strengthen the
Advisory of DepEd that has an objective of discussing to teachers that ICT is a response to the needs of K to 12 Curriculum,
the current curriculum in the Philippines.
6. Percentage and Frequency of Demographic Profile of the Respondents in terms of
Age
AGE Frequency Percent
41 above 33 51.56
36-40 4 6.25
31-35 7 10.94
25-30 10 15.63
20-25 10 15.63
Total 64 100.00
Mean Age 34.94
As shown in Table 1, with the total population of 64
respondents, there are 33 or 51.56 percent of the teacher-
respondents are aged 41 above, ten or 15.63 percent were
25-30 years old and 20-25 years old, seven or 10.94% are 31-
35 years old, and four or 6.25% are 36-40 years old. The table
reveals that majority of the teacher-respondents at Pasig
Elementary School and Lanang Elementary School,Candaba
West District , Division of Pampanga has an age of 41 above.
7. Distribution of Respondents by Gender
Gender Frequency Percent
Female 47 67.19
Male 21 32.81
Total 64 100.00
As shown in Table 2, 47 or 67.19 percent
of the 64 respondents are female
respondents and 21 or 32.81% are males.
This implies that most of the teacher-
respondents at Pasig Elementary School
and Lanang Elementary School,Candaba
West District , Division of Pampanga are
female.
8. Distribution of Respondents by Number of Years in Service
NO. FOR YEARS OF SERVICE Frequency Percent
21 ABOVE 15 23.44
16-20 5 7.81
11-15 10 15.63
6-10 9 14.06
0-5 25 39.06
Total 64 100.00
As shown in Table 3, 25 or 39.06 percent of the teacher-
respondents are teaching for 0-5 years. 15 or 23.44 percent
are teaching for 21 years and above. Ten or 15.63 percent are
teaching for 11-15 years. Nine or 14.06 percent are teaching
for 6 – 10 years; and five or 7.81 percent teaching for 16-20
years. This simply means that majority of the teacher-
respondents at Pasig Elementary School and Lanang
Elementary School,Candaba West District , Division of
Pampanga are teaching for 0-5 years.
9. Distribution of Respondents by Training or Seminars Attended about ICT
Training Or Seminars Attended By ICT Frequency Percent
NONE 38 59.38
1995-2000 3 4.69
2001-2005 2 3.13
2006-2010 4 6.25
2011-2015 10 15.63
2016 TO PRESENT 7 10.94
Total 64 100.00
As shown in Table 4, 38 or 59.38 percent of the teacher-respondents
does not have training or seminars attended by ICT. Ten or 15.63 percent
have training or seminars attended by ICT during the year 2011-2015.
Seven or 10.94 percent of the teacher-respondents have attended training
or seminars about ICT during 2016 up to the present. Four or 6.25
percent have training or seminars attended about ICT during 2006-2010.
Three or 4.69 percent have their training or seminars about ICT during
the year 1995-2000. Two or 3.13 percent have their training or seminars
about ICT during 2001-2005. The table shows that most of the teacher
respondents at Pasig Elementary School and Lanang Elementary
School,Candaba West District , Division of Pampanga does not attended
training and seminars about ICT.
10. Distribution of Respondents by Resources
Resources Frequency Percent Rank
None 7 10.94 3
Desktop/Laptop 27 42.19 1
Internet Connection 5 7.81 5
Desktop, Interned Connection 6 9.38 4
Laptop, Internet Connection 2 3.13 6
Laptop, Desktop, Internet Connection 17 26.36 2
Total 64 100.00
As shown in Table 5, 27 or 42.19 percent of the teacher-
respondents have their own laptop or desktop. 17 or 26.36
percent have laptop or desktop and internet connection.
Seven or 10.94 percent does not have any resources. Six or
9.38% have desktop and internet connection. Five or 7.81
percent have an internet connection, and two or 3.13 percent
have laptop and internet connection. Based on the result of
the survey, majority of the teacher-respondents at Pasig
Elementary School and Lanang Elementary School,Candaba
West District , Division of Pampanga , have desktop or laptop
only.
11. OBJECTIVE
Level of ICT competence when assessed by teacher-respondents in terms of:
Knowledge and skills in basic computer operation;
Used of office and teaching tools;
Use Internet and network application and resources; and,
Knowledge and skills in information and data management.
CONCLUSION
The respondents’ competency in ICT in terms of their knowledge and skills in basic computer operation, using
appropriate office and productivity tool, understand and effectively use the Internet and network application
and resources, and demonstrating knowledge and skills in information and data management is advanced as
an overall assessment. Meanwhile, they have a hard time in using effectively the internet and network
application and resources and demonstrate knowledge and skills in information and data management.
RECOMMENDATION
Respondents are not competence in using internet and network application and resources and information and
data management. The researchers recommend having numerous workshops, training, and seminars for
teachers that is currently in service to have knowledge in extending the use of the Internet and network
application in their teaching practice. The training complies the fourth standard of the National ICT Standard
for Teachers. It is due to the fact that ICT is the first rate in the education system.
12. Respondents’ Competence as Assessed by Themselves in Terms of Knowledge
and Skills in Basic Computer Operation
Knowledge and skills in basic computer operation and other
information devices including basic troubleshooting and
maintenance
N WM VI
1. Identify and define the functions of the main components
(i.e. monitor, CPU, keyboard, mouse) of the computer
64 4.34 Advanced
2. Identify and define the function of computer peripherals
(i.e. printer, scanner, modern digital camera, speaker, etc.)
64 4.33 Advanced
3. Properly connect main components, configure peripherals
and install drivers when required
64 3.97 Advanced
4. Configure computer settings of various software and
hardware
64 3.77 Advanced
5. Understand the basic functions of the operating system 64 3.93 Advanced
Average Weighted Mean 64 4.05 Advanced
Table 6 shows that majority of the teachers are knowledgeable and skilled in basic
computer operation and other information devices including information devices, basic
troubleshooting, and maintenance, the highest rank with the weighted mean of 4.34 is question
number one, which identifies and define the functions of the main components of computer like
monitor, CPU, keyboard, and mouse, and verbally interpreted as Advanced , and with the
standard deviation of 0.76, however, the lowest rank is number 5, their understanding of the
basic functions of the operating system with the weighted mean of 3.93 and verbally interpreted
as Advanced and with the standard deviation of 0.83.
13. Respondents’ Competence as Assessed by Themselves in Terms of
Using Internet and Network Application and Resource
Understand and effectively use the Internet and network application and
resources
N WM VI
1. Connect to the internet via dial-up or LAN 64 3.88 Advanced
2. Configure and use web browser and Help applications 64 3.86 Advanced
3. Send and receive emails with attachments, manage e-mails and use LAN
and web-based mail servers
64 3.71 Advanced
4. Effectively use synchronous and asynchronous web-based
communication tools like instant messengers, voice, and teleconferencing
64 3.61 Advanced
5. Connect and use shared printer, shared folders and other devices within
a network
64 3.66 Advanced
6. Effectively use Search engines, web directories, and bookmarks 64 3.89 Advanced
7. Download and install relevant application including freeware shareware,
updates, patches, viewers and support application
64 3.83 Advanced
Average Weighted Mean 64 3.71 Advanced
Table 8 shows that in terms of understanding and effectively use the internet and network
application and resources, majority of the teachers effectively use search engines, web
directories, and bookmarks, ranked 1 with the weighted mean of 3.89 and standard deviation of
0.94, verbally interpreted as Advanced, however majority of the teacher don’t effectively use
synchronous and asynchronous web-based communication tools like instant messengers, voice,
and teleconferencing with the weighted mean of 3.61 and standard deviation of 1.03 and verbally
interpreted as Advanced
14. Respondents’ Competence as Assessed by Themselves in Terms of Knowledge
and Skills in Information and Data Management
Demonstrate Knowledge and Skills in
Information and Data Management
N WM VI
1. Effectively use search engine, directories,
crawlers, and agents to locate information
sources
100 3.61 Advanced
2. Search and collect textual and non-textual
information from online and offline sources
100 3.66 Advanced
3. Efficiently store and organized collected
information using directories, drives or
databases
100 3.58 Advanced
4. Distribute, share, publish and print
information via print or web
100 3.65 Advanced
5. Properly acknowledge information sources –
online and offline
100 3.69 Advanced
Average Weighted Mean 100 3.64 Advanced
Table 9 shows that in demonstrating knowledge and skills in information and data
management majority of the teachers ranked 1 in properly acknowledging information
sources- online and offline, with the weighted mean of 3.69 and standard deviation of 0.88,
verbally interpreted as Advanced, however, majority of the teachers don’t efficiently store
and organized collected information using directories, drives or databases, verbally
interpreted as Advanced, ranked 5 with the weighted mean o 3.58 and standard deviation of
0.75.
15. OBJECTIVE
The significant relationship between the areas of the level of ICT competence as
assessed by teacher-respondents.
CONCLUSION
There is a high significant relationship between knowledge and skills in basic
computer operation and other information devices including basic troubleshooting
and maintenance and understand and effectively use the internet and network
applications and resources; and significant relationship between knowledge and skills
in basic computer operation and other information devices including basic
troubleshooting and maintenance and use appropriate office and teaching
productivity tool, and use appropriate office and teaching productivity tool and
demonstrate knowledge and skills in information and data management.
RECOMMENDATION
The researcher recommends to have a seminar about configuring computer settings of
various software and hardware to be hosted by an IT expert for 3 hours.
16. Significant Relationship between the Given Competencies of Knowledge and Skills in Basic
Computer Operation, Use of Office and Teaching Tool, Use of Internet and Network
Application and Resources and Demonstrate Knowledge in Information and Data
Management
Demonstrate Knowledge and Skills in Information and
Data Management
N WM VI
1. Effectively use search engine, directories,
crawlers, and agents to locate information sources
100 3.61 Advanced
2. Search and collect textual and non-textual
information from online and offline sources
100 3.66 Advanced
3. Efficiently store and organized collected
information using directories, drives or databases
100 3.58 Advanced
4. Distribute, share, publish and print information via
print or web
100 3.65 Advanced
5. Properly acknowledge information sources –online
and offline
100 3.69 Advanced
Average Weighted Mean 100 3.64 Advanced
17. The data shown in Table 11 were used to correlate competencies in information and communication technology as
assessed by the teacher-respondents. The coefficients of correlation obtained using Pearson r showed high
significance along knowledge and skills in basic computer operation and other information devices including basic
troubleshooting and maintenance and understand and effectively use the internet and network applications and
resources (0.99**). Meanwhile, there existed significant relationships between knowledge and skills in basic
computer operation and other information devices including basic troubleshooting and maintenance and use
appropriate office and teaching productivity tool (0.46); and use appropriate office and teaching productivity tool and
demonstrate knowledge and skills in information and data management (0.58). All of the competencies, which were
not mentioned in the former, demonstrated no significance at 0.05 level. Thus, there is a high significant relationship
between knowledge and skills in basic computer operation and other information devices including basic
troubleshooting and maintenance and understand and effectively use the internet and network applications and
resources; and significant relationship between knowledge and skills in basic computer operation and other
information devices including basic troubleshooting and maintenance and use appropriate office and teaching
productivity tool, and use appropriate office and teaching productivity tool and demonstrate knowledge and skills in
information and data management.
18. OBJECTIVE
The significant difference in the ICT competency of the respondents when grouped
according to their profile.
CONCLUSION
There is a significant difference in the competency of the respondents according to their
age, number of years in service, training and seminars attended about ICT, and
resources.
RECOMMENDATION
The use of ICT should start to the Universities and Colleges having Education
Department. This way, the future teacher could innovate and implement the use of ICT
as a partner in the teaching-learning process.
