INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION i

IN THE TEACHING LEARNING PROCESS IN PUBLIC ELEMENTARY

SCHOOL DISTRICT I IN THE DIVISION OF PASIG CITY:
BASIS FOR ACTION PLAN

A Thesis
Presented to
The Faculty of the Graduate School of Education
University of Perpetual Help System DALTA
Las Piñas City

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

JADE D. PEPITO

2020
 ii
APPROVAL SHEET

This thesis entitled “INFORMATION AND COMMUNICATION

TECHNOLOGY INTERGRATION IN THE TEACHING LEARNING PROCESS IN
PUBLIC ELEMENTARY SCHOOL DISTRICT I IN THE DIVISION OF PASIG CITY:
BASIS FOR ACTION PLAN” prepared and submitted by JADE D. PEPITO in
partial fulfillment of the requirement for the degree Master of Arts in Education,
Major in Educational Management has been examined and recommended for
acceptance and approval for Final Oral Examination.

DR. RUBEN H. OPEÑA, Ed.D.

Adviser

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a grade of ______________

DR. RAYMOND B. MAGNO, Ph.D. DR. ESTELA M. SANTOS Ed. D.

Member Member

Dr. CORAZON S. MANLULU

Chairman
Accepted and approved in partial fulfillment of the requirements for the degree
of Master of Arts in Education, Major in Educational Management

DR. EDUARDO C. ZIALCITA

 Dean, Graduate School iii

ACKNOWLEDGEMENT

The researcher expresses her genuine thanks and heartfelt appreciation to the

following individuals whose valuable assistance and cooperation made possible to

the finishing point of this study.

University of Perpetual Help System Dalta, for its schools' image for

excellence that inspires her to finish this course in this institution.

Dr. Eduardo C. Zialcita, Dean, Graduate School, for allowing the

researcher to conduct the study.

Dr. Ruben H. Opeña, the researcher's thesis adviser for his supervision and

priceless support, and patience extended that made the completion of this study

possible.

Principals of the District I, Division of Pasig City, for granting the researcher

the privilege to conduct the research study in their school.

Teachers of the District I, Division of Pasig City, their cooperation in

answering the questionnaire as participants of this study. To all her friends and co-

teachers of Nagpayong Elementary School, who gave their untiring support,

encouragement, and assistance.

 Dr. Donato G. Talenjale, for his untiring help and guidance to this study. iv

Nobody has been more important to the researcher in the pursuit of this study

than the members of the family. She would like to thank her parents whose love

and guidance are with her in whatever she pursues. Most importantly to her loving

and encouraging husband Mr. Ruel P. Pepito and her two children Ryan Jacob

and Yvonna Roselle who provide unending inspiration.

Above all, to Almighty God for His blessings and guidance that made the

researcher strong enough to finish this study.

Jade D. Pepito
 v
DEDICATION

The writer entirely dedicated this humble piece of work:

To her beloved husband, Ruel P. Pepito

To her children, Ryan Jacob and Yvonna Roselle

To her parents, brother, and sister

Above all to ALMIGHTY GOD,

Who made all things possible.

JDP
 vi
ABSTRACT

The objective of this research is to assess the effectiveness of ICT in the

classroom in terms of the instructional practices, the instructional roles, and the
instructional environment in selected Public Elementary Schools in District 1,
Division of Pasig City employing 103 teachers and 7 school heads using the
descriptive method research design.
Specifically, covered the profile of teacher- respondents in terms of age, sex
number of years in teaching, highest educational attainment, and number of
trainings/seminars attended related to ICT. For school head respondents, it
identified the age and sex. It also determined the extent of ICT integration in the
teaching learning process in terms of supporting work experience; enhancing
traditional teaching; facilitate learning; and creating innovative learning
environment; significant difference between the assessments of the teacher-
respondents on the extent of ICT integration when grouped according to their
profile; extent of the school head- respondents on the ICT integration of teachers in
terms of entry stage, adaptation, appropriation, adoption; and invention; significant
difference between the assessments of the school head- respondents on the ICT
integration of the teachers when grouped according to their profile; and inputs for
action plan.
Findings indicated that ICT based innovation in education encourages
teachers and students to explore, research and use all the tools to uncover
something new. Technology has a great impact on almost all aspects of education.
It provides many opportunities for learning. However, digital divide between
genders is prevalent on the use and acceptance of it.
It shows that through continuous learning and professional growth, teachers
adapt better concept of ICT in education. It also helps them to enhance their skills
on the use of it to supplement learning in a more innovative way.
With various changing needs on educational practices, teachers have become
adept and are able to use computer with ease and confident. It has become natural
for them to integrate ICT in the process of teaching. ICT is transforming schools
and classrooms in a new look by bringing in computer application and experience
into the educational field. Also, it become useful in providing tools for enhancing
learning, providing teachers and students more opportunities for feedback and
enhancement of interdisciplinary approach.
 Keyword: Information and Communication Technology, integration, teaching vii
learning process, action plan.

TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Theoretical Framework 3
Conceptual Framework 6
Statement of the Problem 7
Hypotheses 9
Scope and Delimitation of the Study 10
Significance of the Study 10
Definition of Terms 11

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 13

Related Studies 17

Synthesis 24

CHAPTER 3 METHODOLOGY
 Research Design 28 viii
Population and Sampling 28
Respondents of the Study 29
Research Instrument 30
Validation/Reliability of the Instrument 30
Data Gathering Procedure 31
Statistical Treatment of Data 32
CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA

Problem No. 1 33
Problem No. 2 48
Problem No. 3 55
Problem No. 4 62

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings 69
Conclusions 74
Recommendations 78
REFERENCES 80
APPENDICES
A Permission Letter to the Schools Division Superintendent 87
B Permission Letter to the School Head 88
C Validation Letter 89
D Expert Evaluation Form 91
E Certification of Originality 93
F Certification of Language Editing 94

G Certification of Statistical Package for the Social Sciences

. 95
H Research Instrument 96
CURRICULUM VITAE 105
 ix

LIST OF TABLES

TABLE PAGE
1. Teacher- Respondents in Terms of Age 33
2. Teacher- Respondents in Terms of Sex 35
3. Teacher- Respondents in Terms of Number of Years
in Teaching 35
4. Teacher- Respondents in Terms of Highest Educational
Attainment 37
5. Teacher- Respondents in Terms of Number of Trainings/
Seminars Attended Related to ICT 38
6. School Head-Respondents in Terms of Age 39
7. School Head-Respondents in Terms of Sex 40
8. Teacher-Respondents on the Extent of Supporting
Work Experience 42
9. Teacher-Respondents on the Extent of Enhancing
Traditional Learning 43
10. Teacher-Respondents on the Extent of Facilitate
Learning 45
11. Teacher-Respondents on the Extent of Creating
 Innovative Learning Environments 47 x
12. Teacher-Respondents Grouped According to Age 49
13. Teacher-Respondents Grouped According to Gender 50
14. Teacher-Respondents Grouped According to Years in Service 51

15. Teacher-Respondents Grouped According to Highest Educational

Attainment 52
16. Teacher-Respondents Grouped According to Number
of Trainings Attended Related to ICT 54
17. Assessment of School Head-Respondents on the Extent
of ICT Integration in Terms of Entry Stage 55
18. Assessment of School Head-Respondents on the Extent
of ICT Integration in Terms of Adaptation 57
19. Assessment of School Head-Respondents on the Extent
of ICT Integration in Terms of Appropriation 58

20. Assessment of School Head-Respondents on the Extent

of ICT Integration in Terms of Adoption 59
21. Assessment of School Head-Respondents on the Extent
of ICT Integration in Terms of Invention 61
22. School Head-Respondents Grouped According to Age 62
23. School Head-Respondents Grouped According to Sex 63

LIST OF FIGURES
FIGURE PAGE xi
1. Pedagogical Usage of ICT 4
2. Research Paradigm 6