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INTRODUCTION
literate to use ICT, these programs will surely lead to students’ higher order thinking
skills, provide creative and individualized options to express their own understandings,
and prepare them to deal with ongoing technological changes in society particularly in
school.
According to (UNESCO, 2003), this past few years, there are studies and even
reports that emphasized the potential benefits and possible opportunities that they can
acquire through the information and communication technologies (ICT) for improving the
quality of education in every school institution. The ICT is considered as a major way in
order to build and sharpen the knowledge of the society and a tool for school educational
level that will provide a new way of thinking and redesign the school systems and
Technologies are not similar in potential and use and their proper implementation
fit-for-purpose. The use of the technologies does not intend to replace teachers who are
still the main facilitator inside the classroom, but a big help to enrich, enhance and add
However, there should be a redefinition in educational programs and the role of teachers
in terms of training and teaching, new skill competencies and new skills in using the ICT
Efficacy of ICT in Teaching Science 2
when it integrates into education systems. This can be used as a tool to enhance learning
outcomes, provide skills and competence, opportunities for lifelong learning, vocational
education, prepare for work or create opportunities for work, and can enhance
This study aimed to determine the Efficacy of ICT in teaching Science to the
terms of:
1.1. Age;
4. Is there a significant relationship between the use of ICT and the students’
academic performance?
Efficacy of ICT in Teaching Science 4
This research focused on the Efficacy of ICT in teaching Science to the academic
respondents of this study are fifty (50) random grade seven students from Polomolok
use of ICT and the academic performance of the students. The time frame of the study is
Government of the Philippines. The result of the study will allow the
law implementing bodies to develop laws that might support the use of ICT in all
department of education to determine the pros and cons of using ICT as medium
of instruction in class.
School’s Division Office. The findings of the study will allow the division
office to know the necessary actions they need to establish in order to assess the
School heads. This study can be used in assessing the common problems
in using ICT and how they can solve it for the better use of the educational
Institution. This study can be used in assessing the technical needs and
Teachers. The findings of the study will allow them to know the positive
as well as the negative sides of using the ICT in their teaching practice.
Students. This study will help them become aware of the benefits as well
as the challenges in using the ICT as a tool for teaching and learning process.
Parents. The result of the study can assess the parents about the support
they can provide to their children in relation with the use of ICT.
Efficacy of ICT in Teaching Science 6
about the pros and cons of using ICT in the teaching and learning process.
DEFINITION OF TERMS
Efficacy of ICT in Teaching Science 7
This is intended to assist the readers in understanding commonly used terms and
concepts. It includes general words and phrases defined within the context of how they
The extent to which a student, teacher or institution has achieved their short or long-
Availability of Materials. Indicates whether the sources for learning are available or not.
Means capable of being used or the extent to which resources are available to meet
The length of an existence extending from the beginning to any given time.
Learning Facilities. A facility such as building that is built for learning purposes.
sources.
Two major forms individuals that occur in many species and that are distinguished
and structure.
background.
Efficacy of ICT in Teaching Science 8
CONCEPTUAL FRAMEWORK
Efficacy of ICT in Teaching Science 9
Students’ Academic
Efficacy of ICT Performance
terms
This study determines the Efficacy of ICT in teaching Science to the academic
independent variables are the effects of ICT which are presumed to have effect on the
HYPOTHESIS
and the academic performance of the grade seven students in Polomolok Creek Integrated
School.
Efficacy of ICT in Teaching Science 11
THEORITICAL FRAMEWORK
Efficacy of ICT in Teaching Science 12
According to infoDev, a program conducted by the World Bank, ICTs enable the
teachers and learners to upgrade change and advance the development of ‘21st century
skills and potentials, there are data which support this claim but not enough and still
limited. Many believe both in private and public sectors that the use of ICTs will provide
empowerment to the teachers and learners, transfigure the way of teaching and learning
processes from being authoritative to learner-centered, and the outcome of this new
approach will result to a positive effect for the learning gains of students, more
opportunities for the development and creativity of the learners will open in terms of
higher-order thinking skills. However, there are still very limited data to support this
claim.
students. The appropriate ages for introducing computers to students are still being
argued. The only thing clear is that certain uses are more or less appropriate, given
student ages and abilities. There are some research cautions emerging against the
In a study conducted in South Africa, both male and female students said that they
have access to social networks and support, the only thing that is different is the strategy
how they use it. The females look for help to their family members while males solve
problems using ICTs on their own. There is also not enough institutional support in using
opportunity for both genders. This statement is according to Johnson (Johnson 2005)
who also notes that motivation and access were equal among boys and girls thus
creating equal opportunities for use. However despite this equity of access differences in
use are still apparent in some contexts (Brown & Czerniewicz, 2009).
As early as the year 1960s, there are already educational deprivations take place
that have been found in some educational researches. There’s a latest explanation model
that leads to possible adjustment problems at school because of contradiction between the
social environment of the students and the features and requirements of the school
context. An example for this classic model is Bourdieu’s theory of cultural capital
(Bourdieu, 1966, 1986; Bourdieu and Passeron, 1970), which has often bring about the
backgrounds (de Graaf et al., 2000; Katsillis and Rubinson, 1990) and of immigrant or
ethnic minority students (Duquet et al., 2006; Roscigno and Ainsworth-Darnell, 1999).
He states that learners enter school with different levels of cultural background and
cultural know-how, based on their social origin. He also presents the notion of cultural
capital as: a theoretical hypothesis which makes it possible to explain the unequal
scholastic achievement of children coming from the different social classes in relation to
In this modern day where mostly everything relies on technology, the use of ICT
is very significant way in providing opportunities for both teachers and learners. As the
world turns into information age, they are able to work progressively and updated to the
Efficacy of ICT in Teaching Science 14
current way of teaching and learning process. However, there are still issues that hinders
the teachers to integrate their teaching practice to ICT. ( Salehi and Salehi, 2012).
Lack of technical support and maintenance is one of the main hindrances to the
advancement of ICT in schools. Without the good technical support in the classroom and
to the entire school resources, teachers will have a hard time to overcome the possible
problems that might occur and will prevent them from using ICT as their teaching tool
(Bingimlas, 2009;Salehi and Salehi). A school with limited access and resources can be
in great challenge that will limit and delay the initiative of the instructors to use the ICT
in class. It needs to be planned carefully the implementation and the use of ICT. There
should be enough support provided in terms of facilities, trainings and even the software
that are necessary in technology teaching –learning process (Tiwari & Singh, 2018;
appropriate training for teachers in using ICT would result to a productive outcome to the
curriculum are one based on empirical science and one on a model of scientific
reasoning. Computer assisted way of learning is still the most ideal tool to enhance and to
education is very important. Where investigative science plays a central part, there are
applications of ICT, which can both support real life scenarios and some, which can even
Efficacy of ICT in Teaching Science 15
replace it, providing a virtual system to investigate using the same principles as in the
laboratory.
At this age, teachers who handle Science subjects are encouraged to design their
learning activities that promote the use of ICT in order for them to give opportunities to
their students in terms of conducting research and analyze information from multimedia
resources; synthesize, create, report, collaborate, and communicate results with peers and
Sakellariou, 2002).
Efficacy of ICT in Teaching Science 16
METHODOLOGY
This chapter presents the research design and methodology of the study which
includes respondents of the study, research locale, the research instrument procedure as
Research Design
The correlative research design was used to investigate, determine and describe
the study. This study dealt on the efficacy of ICT in teaching Science to the academic
The respondents of the study were fifty (50) grade seven students of Polomolok
Instrumentation
The researcher will pick and distributes questionnaires to fifty random grade
seven students in Polomolok Creek Integrated School. The GWA of those who will be
chosen will also be gathered along with the permission of the PCIS school head.
Sampling Techniques
Efficacy of ICT in Teaching Science 17
A random sampling procedure will be used for selecting the participants in this
study. This technique was employed to ensure a fairly equal representation of the
Since the researchers used a correlative research design. They applied the
following steps:
2. The letter was addressed to the school head of Polomolok Creek Integrated
3. The researchers selected fifty (50) grade seven students randomly to secure them
respondents.
Statistical tool
The researchers utilized the weighted mean, frequency and percentage distribution
to answer problems 1 and 2. Multiple regressions were used to determine the significant
REFFERENCES
Brown, Cheryl & Czerniewicz, Laura. (2009). Making sense of Gender and ICTs in
Tondeur, Jo & Sinnaeve, I & Van Houtte, Mieke & van Braak, Johan. (2010). ICT as
Salehi, Hadi & Salehi, Zeinab. (2012). Challenges for Using ICT in Education:
McFarlane, Angela & Sakellariou, Silvestra. (2002). The role of ICT in science
10.1080/03057640220147568.
Efficacy of ICT in Teaching Science 19
Appendix A
Permission Letter
Department of Education
Region XII
Division of South Cotabato
Polomolok Creek Integrated School
Barangay Magsaysay, Polomolok, South Cotabato
Sir:
Greetings!
In connection with this, we would like to ask permission from your good office to allow us to
administer our questionnaire in pursuit to this study. Rest assured that the data gathered will be
treated confidentially and will be used solely for this research.
Respectfully yours,
Noted by:
Appendix B
Sample Questionnaire
Directions: Please provide honest answers to the given items. Rate how regular you
corresponds to your choice using the scale below. Your utmost cooperation is
appreciated.
Sex: _______
WPA:_________
Legends:
Availability of Materials 5 4 3 2 1
1. Functional Computers
2. School Projectors
3. Room with LED T.V
4. Speakers
5. Printers
Learning Facilities 5 4 3 2 1
1. Internet connection
2. Audio Visual room
3. Use of simulation room
4. Use of ICT room
Efficacy of ICT in Teaching Science 21
Subject Teacher 5 4 3 2 1
Appendix C
Department of Education
Region XII
Division of South Cotabato
Polomolok Creek Integrated School
Barangay Magsaysay, Polomolok, South Cotabato
Dear Respondents:
The Researchers would like to determine the Efficacy of ICT in teaching Science
to the academic performance of Grade Seven Students in Polomolok Creek Integrated
School.
Furthermore, your participation in the study by answering the questionnaire is truly
necessary. Rest assured that the data gathered will be treated confidentially.
Noted by:
Approved by: