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CHAPTER 4
RESULTS AND DISCUSSIONS

This chapter presents the data gathered, its analysis and

interpretation. The data were presented according to the specific

problems of the study.

Problem 1. How interactive is the science learning among the Grade

11 students using ICT as to Contents and objectives of Science?

Table 5 shows the mean values for learning science using ICT

as to the Contents and Objectives of Science. From the table, the

statement “Explain the evolving concept of life based on emerging

pieces of evidence using ICT-based instructional materials (e.g.,

PowerPoint presentation, video clips, and other digitized

materials)” ranks first with weighted value of (4.20)from the

students and teachers of among the indicators whereas the

statement “Describe the general and unique characteristics of the

different organ systems in representative animals using ICT-based

instructional materials (e.g., PowerPoint presentation, video

clips, and other digitized materials” ranks 9th with weighted value

of (3.10). The results implies that both the students and teachers

viewed ICT integration as effective in advocating the learning and

contents towards science interactive learning.

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Table 5. Mean Distribution on the Respondents’ Perception as to

Content and Objectives
Contents and objectives Student Teachers
1.1 Earth and Life Science s (x) (I) (x) (I) Weighted Rank
Mean
a. Explain the evolving concept of life based on emerging
pieces of evidence using ICT-based instructional
materials (e.g., PowerPoint presentation, video clips, 1st
4.66 Always Often 4.20
and other digitized materials).
3.5
b. Describe how unifying themes (e.g., structure and
function, evolution, and ecosystems) in the study of life
show the connections among living things and how they 2.80
Sometimes 3.65 2nd
interact with each other and with their environment using
ICT-based instructional materials Often
3.5
c. Describe the different ways of how representative Often
animals reproduce using ICT-based instructional materials
2.84 3.15
(e.g., PowerPoint presentation, video clips, and other Sometimes 8th
digitized materials).
3.5
d.Describe the process of genetic engineering using ICT- Often
based instructional materials (e.g., PowerPoint
3.10 3.30
presentation, video clips, and other digitized Often 4th
materials).
3.5
e. Evaluate the benefits and risks of using GMOs using Often
ICT-based instructional materials (e.g., PowerPoint
3.77 3.56
presentation, video clips, and other digitized 3rd
Always
materials).
3.35
f. Describe the general and unique characteristics of the Often
different organ systems in representative animals using
2.71 3.10
ICT-based instructional materials (e.g., PowerPoint Sometimes 9th
presentation, video clips, and other digitized materials
3.5
g. Analyze and appreciate the functional relationships of Often
the different organ systems in ensuring animal survival
using ICT-based instruction using ICT-based instructional 3.03 3.26
Often 5th
materials (e.g., PowerPoint presentation, video clips,
and other digitized materials).
3.5
h. Explain how populations of organisms have changed and Often
continue to change over time showing patterns of descent
with modification from common ancestors to produce the
2.99 3.20
organismal diversity observed today using ICT-based Sometimes 7th
instructional materials (e.g., PowerPoint presentation,
video clips, and other digitized materials).]
3.5
i. Describe how the present system of classification of Often 3.24
organisms is based on evolutionary relationships using
ICT-based instructional materials (e.g., PowerPoint 2.99
Sometimes 6th
presentation, video clips, and other digitized
materials).]
3.5
Total Mean Value 2.91 3.41
Sometimes
3.483333 Often
Legend (I)-Interpretation

The findings of the study were in conformity with Young (2015) that

the process of adoption of ICT is not a single step, but it is on-going

and continuous steps that fully support teaching and learning and

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information resources. Hence, admittedly, formulation of learning

activities needs further understanding, investigation and

implementation.

According to Cuban (2015), the concept of ICT integration is

widely dependent in school management. It shows that the efficacy

of the teacher and learning materials increases when school

management fully support such for the schools could provide

opportunities for teachers to reflect on teaching and learning

with their colleagues and for administrators and teachers to

collaborate and communicate, as well as support the use of

instructional resources.

Problem 1.2 How interactive is the science learning among the

Grade 11 students using ICT as to ICT Facilities?

Table 6 shows the respondent’s responses as to the ICT

facilities. In this study, the researched made distinctions as to

the hardware and software applications. From the data, the

statement “Use of Google Classroom and Edmodo for creating,

distributing, and grading assignments” ranks 1st among the

statements with weighted value of (3.825) and the statement “Use

of Microsoft excel in analyzing data gathered” ranks 11 th with

weighted value of (3.31). The ranks were based upon the students

and teachers’ responses. It is shown that in terms with using

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hardware and software which implies that ICT facilities as to both

applications were effective.

Table 6. Mean Distribution on the Respondents’ Perception as to

ICT Facilities
Students Teachers
ICT FACILITIES (x) (I) (x) (I) Weighted Rank
Mean
2.1 Availability and utilization of
ICT facilities (hardware) used in
Science:
a.Use of laptops and projector in 3.11 3.75 Always
Often 7th
classroom during discussion 3.43
b. Use of computers in computer 3.07 3.75 Always
Often 8th
laboratory for hands-on activities 3.41
c. Use of TV and speakers for video 3.19 3.5 Often
Often
showing 3.34 10th
2.2 Availability and utilization of
ICT facilities (software) used in
Science:
a. Use of Word Processing application 3.65 Alway 3.75 Always
for encoding and output making. s 3.7 3rd
b. Use of internet using search
engines such as google, yahoo, etc. in
gathering and searching information 3.22 Often 4 Always 6th
most especially in downloading
worksheets for students. 3.61
c. Use of PowerPoint/slide 3.59 Alway 3.75 Always
presentation during discussion. s 3.67 4th
d.Use of Video clips for motivation 2.83 Somet 4 Always
8th
and reinforcement. imes 3.41
e. Use of Microsoft excel in analyzing 2.62 Somet 4 Always
data gathered. imes 3.31 11th
f.Use of google meet, zoom, and 4 Always
messenger for online communication, 3.31 Often 5th
follow up and monitoring of the
student’s status. 3.655
g.Use of ICT applications such as 4 Always
Wondershare Quiz Maker, MS Office form 2.72 Somet
quiz, Learners Management System for imes 9th
student’s assessment and evaluation. 3.36
h.Use of Google Classroom and Edmodo 4 Always
3.65 Alway
for creating, distributing, and 1st
s
grading assignments. 3.825
i. Use of Quiz maker and Google form 4 Always
2.86 Somet
in crafting surveys and formative
imes 7th
quiz. 3.43
j.Use of Facebook and other social 4 Always
3.59 Alway
media platforms in posting information 2nd
s
and updates. 3.795
k. Use of other ICT applications not 2.83 Somet 4 Always 8th
mentioned above. imes 3.41
: Total Mean Value 3.16 Often 3.875 Always 3.52

Legend (I)-Interpretation

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The results indicate that ICT integration has a

great effectiveness for both teachers and the students. Findings

indicate that teachers' well-equipped preparation with ICT tools

and facilities is one the main factors in success of technology-

based teaching and learningg (Araba, 2015)

The necessity for using ICT facilities in the instructional

delivery process of agricultural science in the secondary schools

cannot be overemphasized. Instructional delivery refers to the act

of sending information and procedures to comprehend and adhere by

the receiver (Merriam, 2019).

Further, it has validated Pilgrim’s (2001) contention that

ICT facilities were the perceived availability and suitability of

the ICT tools such as hardware, software and peripheral equipment

provided in the school. These recourses and facilities in schools

are designed and enabled in the direction of supporting continuous

transformation and development of various learning approaches.

Problem 1.3 How interactive is the science learning among the

Grade 11 students using ICT as to ICT Know-How among Science

Teachers?

Resta (2002) defines technical support as specialised skill

personnel who are able to support and assist the educators in

implementing technology into instruction.

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Table 7 shows the student’s perception as to the

technological skills of their teachers. From the data, students

perceived that “Teacher uses downloaded self-learning modules,

worksheets, and other latest additional learning materials for

students” as it ranks 1st among the statements, on the other hand,

the statements’ “Teacher constructs a learning website” ranks 9th

in this indicator. The results implies that ICT integration

requires technical support as in the case of creating a learning

website. According to Dexter, Anderson, and Ronnkvist (2002)

emphasized that technical support is the access, operation and

troubleshooting of hardware, software and network resources.

Table 7. Mean Distribution on the Respondents’ Perception as to

ICT Know-How Among Science Teachers?

ICT Know-How Among Science Studen Teachers

ts (x) (I) (x) (I) Weight Rank
Teachers ed
Mean

a.Teacher uses PowerPoint presentation

Alway
and craft Computer Aided Instructional 3.53 Always 3.75 3rd
s
Materials (CAIMs). 3.64
b.Teachers troubleshoots technical
problems in terms of computer hardware 2.87 Sometimes 3.5 Often 8th
and software malfunctioning. 3.185
c.Teacher uses conferencing apps such
as google meet, zoom, and messenger for 3.5
Often Often 6th
online communication, follow up and 3.27
monitoring of the student’s status. 3.385
d.Teacher uses digital or social media
platforms to post homework and give 3.26 Often 3.75 Alway 4th
students updates online. s 3.505
e.Teacher constructs a learning Somet
website. 1.37 Never 2.75 9th
imes 2.06
f.Teacher uses ICT tools such e-class Alway
record or spreadsheets to provide 4 s
Often 2nd
feedback and/or assess students’ 3.33
learning. 3.665
g.Teacher uses downloaded self-learning 3.47 Often Alway 3.735 1st

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modules, worksheets, and other latest 4 s

additional learning materials for
students.
h.Teacher uses downloaded video clips, Alway
pictures, and graphics for classroom 3.13 Often 3.75 s 5th
discussions and activities. 3.44
i.Teacher crafts assessment activities 4 Alway
using ICT tools such as Google s
Sometimes 7th
applications, Wondershare Quiz 2.57
Maker,Etc. 3.285
TOTAL MEAN VALUE 2.98 Sometimes 3.3
2.92
Legend (I)-Interpretation

Technology support has an encouraging impact on educators’

own uses of ICT (Moses et al., 2008), and their integration of ICT

into the teaching-learning practices as well. For this reason, it

is essential to provide guidance, support and services as parts of

the technology application.

In the integration of the ICT, technical support is needed

for technology use throughout the curriculum because the lack of

it may create difficulties and result in diminished support for

the curriculum (Resta, 2002). At the same time, Resta (2002) also

suggested giving more technical support to overcome the identified

barriers. It is evident that technical support is important to

teachers.

Table 9. Over-all Analysis as to Interactiveness of Science

Learning using ICT
Variables Students Teachers Weighted
(x) (I) (x) (I) Mean Rank
Contents and 2.91 Sometimes 3.4 Often 3.31 2nd
objectives of
Science 11
ICT Facilities 3.16 Often 3.85 Always 3.52 1st
ICT know- how 2.98 Sometimes 3.3 Often 2.92 Third
among teachers
Legend (I)-Interpretation

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As shown in Table 9, over-all results yield that

interactiveness of science learning using ICT on the indicated

that among the indicators, ICT facilities ranks 1st, followed by

Contents and Objectives of Science 11 and the last is the ICT

Know-how among teachers.

This implies that ICT integration further needs deeper

analysis, development towards the availability of technical

support for teachers. The identified challenges discussed in the

preceding sections needs to be addressed in order to maximize the

potential of ICT in learning.

Problem 2 How adequate is Science learning among Grade 11 students

using ICT as to Learner – Content?

Table 10 shows the respondent’s perception as to the learner-

content interaction, from the data, it revealed that the statement

that “As a student/teacher I am guided by the content and

objectives of Science Curriculum” ranks 1st among the indicators.

This result has validated the objected discuss in problem 1. On

the other hand, the statement that “sourcing out additional

knowledge from another source received the lowest mean value

(2.725) from the students and teachers’ responses. This finding

has defeated the main purpose of ICT and that is outsourcing

different information from the internet at the same time.

According to Gillespie (2006) one of the potential benefits is the

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encouragement of communication and collaboration in science

research activities where students may able to collect science

information and interact with resources.

Table 10. Mean Distribution on the Respondents’ Perception as to

Learner – Content?

Learner – Content Students Teachers

(x) (I) (x) Weigh Rank
ted
Mean
a. As a
student/teacher I am
guided by the 4 Always
Often 1st
content and
objectives of 3.33
Science Curriculum. 3.665
b. As a
student/teacher I am 4 Always
aware of my own
learning. I know Often 2nd
what knowledge I
need and how I will 3.26
get that knowledge. 3.63
c. I know how to use
hyperlinks to select 4 Always
and explore Sometimes 3rd
different topics in
a website. 2.22
3.11
d. Source out 4
additional knowledge 1.45 Never Always 5th
from other sources. 2.725
e. Nothing is
changed with my 4 Always
learning capacity Sometimes 4th
even with ICT 2.11
integration. 3.055
Total Mean Value 2.47 Sometimes 4 Always
3.237
Legend (I)-Interpretation

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This was further validated by Murphy (2006) and reviewed the

impact on the teaching and learning science and indicated that

internet is used as a reference source and as a means of

communications which was not observed in this study.

Problem 2.1 How adequate is Science learning among Grade 11

students using ICT as to Learner – Teacher?

Table 11 shows respondent’s perception as to learner-teacher

interaction. Among all the statements, “ Teacher using ICT in teaching

- learning in the field of experimentation is essential to prepare

students to live and work in the 21st century” ranks 1 st with weighted

value from the students and teachers of (3.47) whereas the statement “To

come up with the ideas and concepts between learners and the teacher it

must be assisted by digital instructions and other sources” ranks last

with weighted value of (3.4). This implies that ICT integration provides

positive outlook in this information age. Thus, it is considered a

learning progress among learners, teachers and schools as a whole.

Table 11. Mean Distribution on the Respondents’ Perception as to

Learner – Teacher Interaction?

Learner – Teacher Interaction Students Teachers (I)

(x) (I) (x) Weighted Rank
Mean
a. Teacher using ICT in
teaching - learning in the Alway
field of experimentation is 3.19 s
Often
essential to prepare 3.75 1st
students to live and work
in the 21st century. 3.47
b. Teacher gives feedback 3.32 Often Alway 3.535

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to the learner’s 3.75 s 2nd

performance using ICT as a
tool for clarification and
verification.
c. To come up with the 3.75 Alway
ideas and concepts between s
learners and the teacher it 3.05 Often 5th
must be assisted by digital
instructions and other
sources. 3.4
d. In e-learning teachers 3.74 Alway
will be able to guide s 3rd
learning process based on 3.18 Often
each learner’s learning
speed. 3.465
e. To establish connection 4 Alway
between teacher and learner s
outside classroom,
synchronous and 3.11 Often 4th
asynchronous method of
instruction must take
place. 3.425
TOTAL MEAN VALUE 3.17 3.8 Alway
Often
s 3.585

This finding was further supported Dawes (2001) that in

view of new technologies it has supported education across the

curriculum and provide opportunities for effective communication

between teachers and students in ways that have not been possible

before. It has potential to be influential in bring about changes

in ways of teaching. Further, Osborne and Henessy (2003) state

using ICT in science education expands the pedagogical resources

available to science teachers and hence effective ways of

utilizing internet allows teachers to help students to become

scientifically literate community.

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Problem 2.3 How adequate is Science learning among Grade 11

students using ICT as to Learner – Learner Interaction?

Table 12 shows the students perception as to learner-learner

interaction. Data revealed that the statement “To come up with the

ideas and concepts between learners and the teacher it must be assisted

by digital instructions and other sources” ranks 1 st among the statements

whereas the statement “To establish connection between teacher and

learner outside classroom, synchronous and asynchronous method of

instruction must take place” has the lowest weighted value and ranks

last. This implies that ICT integration requires definitive frame,

policies, plans and programs paving forward to efficiency and

effectiveness of ICT potential.

Table 12 Mean Distribution on the Respondents’ Perception as to

Learner – Learner Interaction?
Learner – Students Teacher (I)
(x) (I) s Weighte Rank
Learner Interaction
(x) d Mean

a. Teacher using ICT in Always

teaching - learning in
the field of
experimentation is 3.23 2nd
Often 4
essential to prepare
students to live and
work in the 21st
century. 3.615
b. Teacher gives Always
feedback to the
learner’s performance 3.26 4th
Often 3.75
using ICT as a tool for
clarification and
verification. 3.505
c. To come up with the 3.35 Often 4 Always 3.675
ideas and concepts 1st
between learners and the
teacher it must be
4assisted by digital

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instructions and other

sources.
d. In e-learning Always
teachers will be able to
guide learning process 3.15 Often 4 3rd
based on each learner’s
learning speed. 3.575
e. To establish Always
connection between
teacher and learner 3.75 5th
outside classroom, 2.37 Someti
synchronous and mes
asynchronous method of
instruction must take
place. 3.06
TOTAL MEAN VALUE 3.07 Often 3.9 Always
3.485

According to Jason (2015), that with the COVID-19

pandemic, distance learning approached has paved its way through

synchronous and asynchronous, it has created a new dimension of

learning at the learner’s pace however; there is no feedback

mechanism for students to ask the teacher’s expertise and

guidance. Hence, there is still a need to establish the connection

for effective learning strategy.

Further, it validated the findings conducted by Traxler

(2018), in formal distance education; there is enormous potential

for widening access to higher education and increasing the

diversity of student population since online technologies provide

opportunities to learn anywhere, anytime from anyone. New

technologies facilitate greater collaboration, both with global

partners and at a more local level. Technology has been co-opted

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to support changes, as universities and colleges use online and

distance learning approaches to compete in more distant markets,

and technologies replace human pedagogic and administrative

functions, amounting to the creeping industrialization of the

universities’ and colleges’ core business.

Problem 3. How adequate is Science learning among Grade 11

students using ICT as to Assessment Exams in Science 11 using ICT?

Table 13 shows the ICT role is the assessment exams in

Science. Data revealed that statement on “Digital outputs such as

blogs, crafted videos, slides presentation and digital posters are

graded as performance task” ranks 1st whereas statement on

“Assessment online does not guarantee legitimacy of learning

capacity” has the lowest mean value as it ranks last. This finding

reflects the current situation of ICT integration in Philippine

education. It can be inferred that there are questions as to the

legitimacy as to the assessment online for the plain reason is

that everything is in Google right now, all information is just a

click away, hence, learning adaptability requires more than that.

According to Tomaro (2018) that there is a need to revitalized and

developed processes and systems that ensure efficient, transparent

and effective teaching strategy using ICT.

Table 13. Mean Distribution on the Respondents’ Perception as to

Assessment Exams in Science 11 using ICT?

Assessment Exams in Student Teachers (I)

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Science 11 using ICT? s (x) (I) (x) Weigh Rank

ted
Mean
a. Conduct of assessment Alway 3rd
exam is done through s
2.68 Sometime 3.75
online platform such as s
MS Office Form quiz, LMS,
Google form,etc. 3.215
b. Conduct of assessment 3.75 Alway 3rd
exam is done through s
2.68 Sometime
offline platforms such as s
wondershare quiz maker,
etc. 3.215
c. Digital outputs such 3.75 Alway
as blogs, crafted videos, s
slides presentation and 1st
3.09 Often
digital posters are
graded as performance
task. 3.42
d. Assessment online does 3.75 Alway 4th
2.64 Sometime s
not guarantee legitimacy s
of learning capacity. 3.195
e. Students like to be 2.99 Sometime 3.75 Alway 2nd
assessed online. s s 3.37
Total Mean Value 2.82 Sometime 3.75 Alway
s s 3.285

Further, this result could be attributed that there is no

skilled personnel that is capable of basic computer repairs.

Teachers were revealed to possess low computer skills and

knowledge about software and hardware. This is supported by the

results of the study of Caluza et al. (2017) revealing that most

of the public school teachers they have assessed have basic

knowledge on ICT and are in need of improvement. In addition,

there are no technical support staffs to maintain the

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functionality and usability of computers and teachers were given

very limited training due to their (teachers) hectic schedule.

Lastly, teachers’ knowledge, skills, and attitude towards

ICT integration are also a challenge that must be addressed.

Resistance to technological introduction and educational reform is

always a present hurdle but an effective technological leader is

always needed to facilitate the acceptance and adoption through

trainings, workshops, and seminars. The effective development of

ICT curriculum standards and its integration to the educational

system would only be effective is the challenges are met with the

forward-looking acceptance that technology has to be embraced than

feared (Cajilig, 2009).

Table 14. Over-all Analysis as to Adequacy of Science Learning

using ICT
Variables Students Teachers (I) Rank
(x) (I) (x) Weighted
Mean
Learner – 2.47 Sometimes 4 Always 3.237 4th
Content
Learner – 3.17 Often 3.8 Always 3.585 1st
Teacher
Learner–Learner 3.07 Often 3.9 Always 3.485 2nd
Assessment 2.82 Sometimes 3.75 Always 3.283 3rd
Exams in
Science 11

However, over-all analysis provides Learner-teacher

interaction has played important aspects in ICT integration as it

ranks 1st among the indicators whereas Learner-content has the

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lowest weighted value and ranks last. The result implies that

effective teaching strategy with ICT requires a two-way process,

teachers may provide learning materials generally using ICT,

however, learners have the vital role in it in order to measure up

the positive effects of ICT in education. Further, it implies that

there is a need still to align curriculum development with ICT. As

it will bring a whole new dimension on learning ability.

Nevertheless, This implies that the learning interaction of

students using ICT was effective.

Problem 3.Is there a significant relationship between the

variables of sub- problem 1 and those of sub- problem 2?

Embedding the use of ICTs into the curriculum must be

considered a key priority and part of national strategy for

learning in an online world by every developing countries of the

world. The reason for this is because we live in a technological

world where information and communication technologies (ICT) are

fundamental to most activities. Hence, it is important to

determine the relationship of interdisciplinary variables to

ensure effective ICT integration. Table 12 shows whether or

variables in sub-problem 1 have significant relationship with the

variables in sub-problem 2 at 0.05 level of significance.

Table 15. Level of Significance

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Test-
Variables Remarks
_ Statistic
X SD Value P-Value
Sub-Problem 1 3.25
0.83559 0.4414 Not
Sub-Problem 2 3.40 0.10 Signicant

From the data in the table, it can be concluded that there is

no significant relationship as to the interactiveness of science

learning as to contents and objectives of Science 11, ICT

facilities and ICT know- how among teachers and adequacy of

science learning as to Learner – Content; Learner –Teacher;

Learner –Learner interaction and Assessment Exams in Science 11

using ICT. This finding is a reflection on the status quo of ICT

in Philippine education. According to Kubota, Yamamoto and Morioka

(2018) emphasized that despite the wide adoption of ICT in

developed countries, in the Philippines, a developing country;

there is a gap of accessibility present between rural and urban

areas of the country. This said gap was grounded by in the

educational setting by delving into the ICT-adoption statuses of

schools in the country. In light of this forwarded notion,

investment to not only facilities and infrastructures for ICT-led

learning but also to the trainings and workshops that must be

provided to the teachers and staff must also remain as a priority

to effectively provide ICT literacy.

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Problem 4. What measures can be recommended to strengthen the

interactive science learning among Grade 11 of Unidad National
High School?

The researcher set-up recommended parameters and allowed

respondent’s to assess such measures. Table 16 shows that among

all the statement, “There must be a strong support of the department

and school administration when it comes to the procurement of ICT

related facilities” ranks 1st whereas the statement “Teachers must

explore other sources in coming up with the learning materials to be

provided to the students” ranks last. This finding validated that ICT

integration is not between the learner and the teacher but includes the

school administration and government support as a whole. It also

suggests that teachers will always play a vital role in student’s

learning by providing adequate, accurate and up-to-date materials.

According to Grabe and Grabe (2007 that the use of computers

can help students to become knowledgeable, reduce amount of direct

instruction given to them and give teachers an opportunity to help

those students with particular needs.

Table 16. Mean Distribution on the Respondents’ Perception as to

Recommended Measures using ICT?

Recommended Measures Students Teachers RANKS

using ICT (x) (I) (x) (I) Weighted
Mean
a. There must be 3.38 Often 4 3.69 6th
continuous giving of Alway

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feedback between s
teacher and learner as
to the concepts of
subject matter using
ICT.
b. Students should be Alway 9th
given ample to utilize s
ICT facilities 3.30 Often 3.75
especially on the
manipulative
activities. 3.525
c. Teachers must be Alway 3rd
trained and oriented 3.45 s
Often 4
with the latest trends
on ICT. 3.725
d. Teachers should Alway
innovate and craft s
digital learning
materials that would 3.58 Always 3.75 7th
engage learners and
enhance students
learning. 3.665
e. Teachers must
explore other sources Often 10th
in coming up with the 3.40 Often 3.5
learning materials to
be provided to the
students. 3.45
f. There must be a Alway
strong support of the s
department and school 1st
administration when it 3.57 Always 4
comes to the
procurement of ICT
related facilities. 4.285
g. Students must be Alway
exposed on different s
digital platforms where 3.41 Often 4 5th
teaching-learning takes
place. 3.705
h. Science learning Alway
materials must contain s 2nd
interactive activities 3.47 Often 4
particularly using ICT
as a tool. 3.735
i. Digital assessment Alway 8th
should be practiced at 3.27 Often 4 s
least per quarter. 3.635

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j. Assistance should be Alway

extended to teachers s
who wish to acquire a 5th
personal computer or 3.41 Often 4
laptop to help build
basic computer
competence and ICT
pedagogical skills. 3.705
k. There must be Alway
continuous giving of s
feedback between 4th
teacher and learner as 3.42 Often 4
to the concepts of
subject matter using
ICT. 3.71
TOTAL MEAN VALUE 3.38 Alway
Often 3.9
s 3.64

Thus, Bonifacio (2013) argued that in order to effectively

utilize ICT in ‘improving the quality of education and heighten

teaching efficiency, pre-service training and programs that are

relevant and responsive to the needs of the education system’ must

be provided. This is to provide teachers sufficient subject

knowledge, a repertoire of teaching methodologies and strategies,

professional development for lifelong learning and for them to be

exposed on the new channels of information

Another important measure which was given “excellent”

qualitative description is the statement, “There must be a strong

support of the department and school administration when it comes

to the procurement of ICT related facilities”. This suggest that

educators, teachers and school principals need to collaborate to

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overcome any of the gaps and challenges in order to have a

meaningful integration of ICT into teaching and learning.

Schools need to provide training courses for teachers to gain

experience in dealing with the new devices, modern technologies

and new pedagogical approaches. Technical support needs to be

provided in schools. Additionally, schools must provide teachers

with necessary ICT resources including hardware and software. It

is important for schools to cooperate with teachers by providing

sufficient time to implement new technologies in the classroom.

Problem 5.What intervention plan can be proposed to strengthen

interactive Grade 11 Science learning using ICT in Unidad National
High School?

Based on the findings of the study, the following are the

proposed intervention plan to further strengthen ICT in

interactive Science learning. Table 17 shows the proposed

intervention plan on the gaps and challenges identified by the

researcher.

Table 17. Proposed Intervention Plan

Intervention
Gaps and For School For Teacher
Challenges
The school needs to provide Teachers should take
There is lack internet connections, advantage on the
of access on hardware and software is a resources offered at
ICT resources must. schools
The school also needs to Teachers should also
provide ICT be able to access to
rooms/laboratories ICT resources at home
The school needs to provide Teachers should take

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Lack of training courses on the new opportunities for

teachers’ devices and modern training offered at
training technologies schools
The school needs to Teachers should learn
understand and explore new how to access the
pedagogical approaches resources
Lack of The school needs to Teachers’ needs to
technical provide technical support rely on themselves to
support be able to solve
problem in their use
of ICT and to access
available support.

However, the researcher believed that overcoming these

challenges may not guarantee successful implementation in teaching

for learning is not merely because of lack of infrastructure,

technical support or training but of wider perspective’s which

involves student’s participation, innovative teaching strategies

and collaborative school administrators.

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CHAPTER V
CONCLUSION AND RECOMMENDATIONS
This chapter contains the conclusions extracted from the

given findings and the recommendations based from the conclusions.

5.1 CONCLUSION
The adoption and use of ICTs in education have a positive

impact on teaching, learning, and research. ICT can affect the

delivery of education and enable wider access to the same. In

addition, it will increase flexibility so that learners can access

the education regardless of time and geographical barriers. It can

influence the way students are taught and how they learn. It would

provide the rich environment and motivation for teaching learning

process which seems to have a profound impact on the process of

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learning in education by offering new possibilities for learners

and teachers.

These possibilities can have an impact on student performance

and achievement. Similarly wider availability of best practices

and best course material in education, which can be shared by

means of ICT, can foster better teaching and improved academic

achievement of students. The overall finding suggests that

successful ICT integration in education needs a deeper

understanding, investigation and implementation.

5.2 RECOMMENDATIONS
Based on the investigations carried out on topic, the

following recommendations are made:

(1) ICT equipment and facilities should be made available to

all students.

(2) Teachers that are not ICT compliance should be encouraged

by the secondary school administrators to study further in order

to meet up with new demand of ICT literate teacher.

(3) Attention should be paid to ICT system and facilities

like laboratory should be provided in Unidad High School.

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