TABLE OF CONTENTS

Cover Page
Table of contents
List of tables
List figures

CHAPTER

1 THE PROBLEM AND ITS SCOPE

Rationale of the Study

Theoretical Framework

Conceptual Framework

Statement of the Problem

Null Hypothesis

Review of Related Literature

2 METHODOLOGY

Research Design

Research Local/ Environment

Research Respondents

Research Instrument

Data Gathering Procedures

Data Analysis

Ethical Consideration
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Technology is continually developing and becoming more and more integrated into

our daily lives in the current digital era. Students are better equipped to harness emerging

technology by developing their ICT abilities. They can now negotiate the constantly shifting

digital environment and maintain their competitiveness on the job market.

Employability Employers across a range of industries place a high value on ICT

skills. Student employability can be greatly improved by proficiency in areas like computer

programming, data analysis, digital literacy, and communication technologies. Employers are

looking for workers who can successfully use technology to boost innovation, productivity,

and communication.

Information access ICT expertise enables students to efficiently access and make use

of the enormous amount of information available on the internet. Students can conduct

research, obtain pertinent information, and broaden their knowledge in a variety of subject

areas if they have the skills to use search engines effectively, recognize reliable sources, and

analyse information critically. This encourages self-directed learning and a wider perspective

on the world.

Communication and collaboration Students who are proficient in ICT can

communicate with others and work together regardless of distance. Students can participate

in collaborative projects, exchange ideas, and speak with classmates and experts from various

fields through online platforms. These kinds of group activities foster the cooperation,

communication, and problem-solving abilities that are essential for success in the digital age.
Developing ICT skills also encourages responsible and moral online behaviour, or digital

citizenship. Students study copyright concerns, cyberbullying, privacy, and internet safety.

They learn how their digital presence affects others and acquire the skills needed to use

online resources properly, ensuring that both their personal and professional relationships are

performed honourably.

Innovation and creativity ICT abilities help students develop an innovative and

creative culture. Students can let their imaginations run wild, produce digital material, build

applications, and solve challenging problems by learning how to use a variety of software,

programming languages, and digital tools. With the use of these abilities, students can

become active members of society who progress technology and the realms of possibility.

In the final analysis, enhancing students' ICT skills is crucial to preparing them for

the digital world, improving employability, facilitating access to information, fostering

collaboration and communication, encouraging responsible online behaviour, and nurturing

innovation and creativity.

Conceptual Framework
The constructivist theory emphasizes that learning is an active process where students

construct knowledge through their experiences and interactions with the environment. In the

context of enhancing skills and creativity in hardware and software proficiency, this

framework recognizes that Grade 12 students learn best when they are engaged in hands-on,

experiential activities that allow them to explore and manipulate hardware and software tools.

By actively participating in problem-solving, designing projects, and collaborating with

peers, students can construct a deeper understanding of ICT concepts and develop their skills

and creativity.
 The cognitive load theory suggests that learning is influenced by the cognitive load

imposed on learners' working memory. When introducing hardware and software concepts to

Grade 12 students, it is important to consider the complexity of the information presented and

manage the cognitive load effectively. Breaking down complex concepts into manageable

chunks, providing clear explanations, and offering opportunities for practice and reflection

can help reduce cognitive load and enhance students' comprehension, retention, and

application of hardware and software proficiency.

The theory of multiple intelligences, proposed by Howard Gardner, posits that

individuals possess different types of intelligences, including linguistic, logical-mathematical,

spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.

Recognizing and catering to these diverse intelligences can enhance students' engagement,

motivation, and creativity in hardware and software proficiency. Providing a variety of

learning experiences, such as visualizations, hands-on activities, group projects, and

individual reflections, can tap into different intelligences and enable Grade 12 students to

explore their strengths and interests in ICT.

The self-determination theory focuses on intrinsic motivation and the satisfaction of

basic psychological needs, including autonomy, competence, and relatedness. When fostering

skills and creativity in hardware and software proficiency, it is important to create an

environment that supports students' autonomy and allows them to take ownership of their

learning. Providing choices, encouraging self-directed learning, and fostering a sense of

competence through achievable challenges can enhance students' intrinsic motivation,

engagement, and perseverance in developing their hardware and software skills.

By employing this theoretical framework, your research can explore how

constructivism, cognitive load theory, multiple intelligences, and self-determination theory

effectively enhance the emerging skills and creativity in hardware and software proficiency

of Grade 12 students in ICT.

Statement of the Problem

Even though information and communication technology (ICT) abilities are becoming

more and more crucial in the current digital world, there are several obstacles and problems

that prevent students from effectively enhancing these skills. The following is a summary of

these difficulties.

Limited access to resources and technology Many students, especially those from

underprivileged origins or in developing countries, experience this problem. Their capacity to

gain ICT skills is hampered by inadequate infrastructure, a lack of computers or internet

connectivity, and insufficient financing. This digital divide makes already existing disparities

worse and obstructs possibilities for skill development for everybody.

Education institutions frequently find it difficult to keep up with the rapid

improvements in technology, which leads to obsolete curricula and teaching techniques.

Students lack the necessary abilities to succeed in the digital world due to a lack of current

and relevant ICT content in the curriculum. The development of skills might be further

hampered by conventional teaching strategies that place a heavy emphasis on theory without

actual application.

Lack of competent instructors: Improving students' skills is difficult due to the lack of

qualified ICT instructors. For effectively transferring ICT concepts, helping, and facilitating

hands-on learning experiences, qualified and skilled teachers are crucial. The quality of ICT
education is hampered and students' possibilities to improve their abilities are constrained by

the lack of experienced instructors, particularly in rural areas.

Disparities in gender and diversity are present when it comes to developing ICT skills.

Societal prejudices and preconceptions frequently confront women, underrepresented groups,

and marginalized populations, discouraging their participation in ICT fields. These prejudices

limit the possibilities for innovation and skill development by resulting in a lack of diversity

in the workforce and in ICT education.

Inadequate integration of ICT across disciplines to optimize their potential impact,

ICT skills should be integrated across a variety of disciplines. ICT is frequently not included

in disciplines that are not STEM (science, technology, engineering, and mathematics)-related.

The exposure of students to ICT skills and their capacity to use them outside of technology-

specific subjects are both hampered by this restricted integration.

Absence of digital literacy and responsible use While technological skills are

important, there is frequently a lack of attention paid to these issues. Students might not have

the knowledge and abilities necessary to evaluate material critically, safeguard their online

privacy, use digital platforms safely, and act morally online. Neglecting these factors may

result in false information, cyberbullying, privacy violations, and other undesirable outcomes.

It will take coordinated efforts by educational institutions, policymakers, and key

stakeholders to address these issues. Effective ways to improve student ICT skills include

updating curricula, enhancing technology infrastructure, giving teachers professional

development opportunities, fostering diversity and inclusivity, integrating ICT across

disciplines, and emphasizing digital literacy and responsible use.

Null Hypothesis:
 "There will be no significant difference in the emerging skills and creativity in

hardware and software proficiency of Grade 12 students in Information and Communication

Technology (ICT) before and after the intervention."

"There is no relationship between the implementation of enhanced teaching methods

and the improvement of emerging skills and creativity in hardware and software proficiency

among Grade 12 students in Information and Communication Technology (ICT)."

Chapter II

METHODOLOGY

This chapter discusses the methods and procedures used by the researchers in the

conduct of the study. This includes a research design, research local/environment, research

respondent, research objectives, data gathering procedures and ethical consideration of the

study.

Research Design

Hardware

Consider an experimental or quasi-experimental research design that allows for a

controlled study. For example, you could divide the participants into experimental and

control groups and introduce interventions to enhance hardware proficiency in the

experimental group while maintaining the control group without the intervention.

Software
 Consider a mixed-methods research design that combines qualitative and quantitative

approaches to gain comprehensive insights into software proficiency enhancement.

Qualitative methods can help explore students' experiences, perceptions, and challenges,

while quantitative methods can provide statistical analysis of software proficiency levels.

Research Local/ Environment

The research on the local environment and its influence on enhancing the emerging

skills and creativity in hardware and software proficiency of Grade 12 students in ICT is of

paramount importance. The local environment plays a significant role in shaping the

opportunities and challenges faced by students in their pursuit of developing these skills.

Evaluating the local infrastructure and resources available, such as computer labs, software

tools, and internet connectivity, provides insights into the level of access and technological

support available to students. Additionally, exploring the local curriculum and educational

policies reveals the extent to which hardware and software proficiency is emphasized within

the educational system. Understanding the engagement between local ICT industry

professionals and educational institutions sheds light on potential collaborations, internships,

or mentorship programs that can enhance students' proficiency in these areas. It is crucial to

examine the challenges specific to the local environment, including resource constraints or

outdated equipment, as well as any cultural or societal factors that may impact students'

opportunities to develop their hardware and software proficiency. By delving into these

factors, the research can identify areas for improvement and propose targeted interventions to

enhance the skills and creativity of Grade 12 students in ICT within the local context.

Research Respondent

The research will involve multiple key respondents to gain a comprehensive

understanding of enhancing hardware and software proficiency among Grade 12 ICT

selected from a specific school or educational institution. The inclusion of students with

varying levels of hardware and software proficiency will ensure a diverse representation.

Research Objectives

Clearly state your research objectives related to enhancing hardware proficiency. For

example, objectives could include assessing the impact of hands-on hardware training,

evaluating the effectiveness of interactive learning tools, or measuring the correlation

between hardware proficiency and academic performance.

Data Gathering Procedures

The data gathering procedures for assessing hardware and software proficiency will

involve a combination of practical assessments, coding exercises, software-based projects,

and surveys/questionnaires. Practical assessments will be administered to Grade 12 ICT

students, which will include tasks requiring them to demonstrate their hardware and software

proficiency in specific programming languages, software tools, and problem-solving

scenarios. Coding exercises will be assigned to evaluate their coding skills and ability to

apply programming concepts. Software-based projects will be assigned to assess their ability

to develop software applications or systems. Additionally, surveys or questionnaires will be

distributed to gather qualitative feedback from the students, teachers, and professionals in the

industry. These surveys will capture their experiences, perceptions, and self-assessment of

hardware and software proficiency, providing insights into their learning experiences and

challenges faced. The combination of these data gathering methods will allow for a

comprehensive assessment of the hardware and software proficiency levels of Grade 12 ICT

students while capturing their subjective experiences and perceptions.

 Apply appropriate statistical analysis techniques to quantify and interpret the collected

data.

 Perform descriptive statistics to summarize the participants' hardware proficiency levels.

 Use inferential statistics, such as t-tests or ANOVA, to compare the experimental and

control groups, if applicable.

 Conduct correlation analysis to explore relationships between hardware proficiency and

other variables of interest.

Ethical Considerations

Informed Consent

Obtain informed consent from all participants, including the Grade 12 students,

teachers, industry professionals, and parents/guardians, prior to their involvement in the

study. Clearly explain the purpose, procedures, potential risks, benefits, and their rights as

participants. Assure participants that their participation is voluntary, and they have the right

to withdraw at any time without consequences.

Confidentiality and Anonymity

Ensure the confidentiality of participant data and maintain anonymity by assigning

participant codes or using pseudonyms when reporting the findings. Store all data securely

and restrict access to authorized researchers only. Avoid including any identifying

information in reports or publications to protect the privacy of participants.

Data Protection
 Adhere to data protection regulations and guidelines, such as obtaining necessary

permissions for data collection, storage, and transfer. Handle personal data responsibly and

securely, ensuring that it is used only for research purposes and protected from unauthorized

access.

Minimizing Harm and Risks

Take measures to minimize any potential physical, emotional, or psychological harm

to participants during the research process. Ensure that the practical assessments, coding

exercises, or software-based projects are designed in a way that does not unduly stress or

burden the participants.

Voluntary Participation and Withdrawal

Emphasize that participation in the study is voluntary, and participants can withdraw

their consent at any stage without facing any negative consequences. Provide a clear and

accessible process for participants to withdraw from the study and ensure that they

understand their rights to do so.

Institutional and Regulatory Approval

Seek necessary approvals from relevant institutional review boards or ethics

committees before commencing the research. Comply with any specific ethical guidelines,

policies, or regulations set forth by the educational institution or other governing bodies.

Transparency and Reporting

Ensure transparency in reporting the research findings, accurately representing the

data collected and avoiding any fabrication or manipulation of results. Clearly acknowledge
the contributions of all participants and maintain transparency in data analysis, interpretation,

and reporting.