enhancing the relevance and responsiveness of k to 12 ......ausaid computer tablet ... nayon es...
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Sitio Mata ES
Nayon ES
Abuyod NHS
San Juan ES
F.P. Felix MNHS
Enhancing the Relevance and Responsiveness of K to 12 Classes
Through Information and Communication Technology (ICT)
Integration
Objective:
To determine the effectiveness of ICT integration to quality of teaching-learning process and improvement of learning outcomes.
Decisions Made for this
Research Study
•Identification of critical competencies per learning area
ICT helps students focus on higher-level concept (Levin & Wadmany 2006
and McMahon 2009)
• Selection of schools based on the positive attitude of the school heads and teacher-researchers toward ICT integration in teaching
Teacher-related factors influence technology integration outcomes
(Sang et. al. 2011)
Findings of Related Studies
• Orientation and equipping on teaching tools that will enhance the learners’ competence and confidence in using ICT tools
The important characteristics are
needed to develop good quality teaching and
learning with ICT (Lowther et. al. 2008)
•Familiarization sessions on ICT tools for learners prior to the utilization in regular lessons
ICT technical skills of students considered as barriers in technology-
based learning (Fu 2013)
Decisions Made for this
Research Study
Findings of Related Studies
1. What is the profile of the respondents in terms of:
a. ICT skills; b. perceptions towards ICT; andc. students’ performance?
Mean Average,FGD and Mean
2. What ICT tools (softwares, applications, etc.) are effective in improving student performance?
Mean Average
3. What is the level of acceptance of the ICT tools (softwares, applications, etc.) introduced to the respondents in terms of content, learning activities and usefulness?
Mean Average
4. What are the facilitating and hindering factors in pursuing ICT integration in teaching?
FGD
5. Is there a significant difference on the level of engagement of learners who have no, limited or full exposure to ICT prior to the research study?
Two-way ANOVA
6. Is there a significant difference
between the performance of the
respondents in terms of pre-test and post-test results of the two groups?
T-test
Experimental Research Design
AusAid Computer Tablet
Modules
Mirosoft (MS) Office
Powerpoint
Active Inspire Software
EZCast App
Proshow Producer
Augment Google Earth
Web application
Laptop
Desktop Computer
Tablet Computer
Digital Light Processing
(DLP)
Smart TV
Miracast Dongle
Air Keyboard/Mouse
Multi-user mouse
ICT tools used in the research study
Average mean is within the range of 4.20-5.00.
Level of Acceptance of ICT Tools
Content Very Much Accepted
Learning Activities Very Much Accepted
Usefulness Very Useful
• The learners’ level of ICT skills
prior to the study is not a
determining factor to their class
performance in subjects taught
with ICT integration.
Sitio Mata ES
Nayon ES
Abuyod NHS
San Juan ES
F.P. Felix MNHS
“Explore”
“Explore”“Explore”
“Develop”
“Develop”
Source DF SS MS F P VI
Factors 1 0.431 0.431 17.010 0.000 Significant Difference
School 4 1.093 0.273 10.800 0.000 Significant Difference
Interaction 4 0.204 0.051 2.020 1.110No Significant
Difference
Error 40 1.012 0.035
Total 49 2.741
• Even learners with no or
limited exposure to ICT
can respond positively
on the use of ICT tools
or softwares for learning
• The level of engagement
of learners to lessons with
ICT integration is not an
indicator of the quality of
learning
• ICT integration in teaching can drastically improve learners’ performance
Sources of Data Mean SD dfP
value
Verbal
Interpretation
Control
Group
Pre-test 11.57 4.41
8 0.226
No
Significant
DifferencePost-test 14.98 3.80
Experimental
Group
Pre-test 11.95 4.83
8 0.030Significant
DifferencePost-test 19.44 4.10
0
5
10
15
20
25
Nayon ES Sitio Mata ES San Juan ES Abuyod NHS FP Felix MNHS
15.918.4
8.67 8.4 8.4
25
21.47
18.73
14
18
School Pre-test
School Post-test
School Pre-test and Post-test Results of the Experimental Groups
•Absence of ICT integration in engaging lessons facilitated by equipped teachers still limits learning outcomes
RECOMMENDATIONS
Development of localized ICT instructional materials
RECOMMENDATIONS
Capacity building program
ICT tools that work
Evaluating multimedia materialsProducing multimedia materials
RECOMMENDATIONS
Consideration of ICT integration to curriculum planning
RECOMMENDATIONS
Research study on the effect of ICT integration to teaching in averting absenteeism and drop-out incidence
RECOMMENDATIONS
Continuous advocacy program
Use of tablet computer providing access
to more comprehensive sources of
information for students;
Collaboration and teamwork among
teachers and students;
Mastery of the subject matter and ICT
competence of the teachers; and
Interactiveness of ICT tools.
FACILITATING FACTORS
Language used in some applications not user-friendly;
Tendency of the students to get distracted on otherfeatures of ICT tools;
Voluminous instructional materials
Unaligned multimedia materials to learning goals;
Technical malfunction/glitch; and
Time requirement in lesson preparation as this must
be prepared and reviewed by the school researchteam.
FACILITATING FACTORS
Research Proponents:Cherrylou D. de Mesa
OIC-Schools Division Superintendent, DepEd Cavite
Buddy Chester M. RepiaSenior Education Program Specialist of DepEd Rizal
Contributing Researchers from DepEd Rizal:
Lolita D. de Leon, Aniver M. Vergara, Lyndel R. David, Jinky S. Olfindo, Concepcion M. Aragoza, Lerma V.
Regalario, Virgilio Ayhon, Joseph P. Mendoza, Vidal S. Mendoza, Editha L. Bautista, Cristopher C. Midea