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Readiness For Blended Learning and ICT Classroom Teaching Practices of Secondary School Teachers in Bambang I District
Readiness For Blended Learning and ICT Classroom Teaching Practices of Secondary School Teachers in Bambang I District
Readiness for Blended Learning and ICT Classroom Teaching Practices of Secondary
School Teachers in Bambang I District
Helen S. Ibasco*, Claudette F. Hernandez, Gerardo S. Ibasco, Jr.
For affiliations and correspondence, see the last page.
Abstract
This study focused on the assessment of the ICT readiness of Secondary School teachers in Bambang
I District of the Schools Division of Nueva Vizcaya, Philippines. An adopted three-part questionnaire
was distributed to 113 teachers and the consolidation of their IRCR rating for school year 2020 –
2021 was utilized in acquiring data needed for the study. Both descriptive and inferential statistics
were utilized in treating and analyzing the research data. Wherein it was found out that their ICT
readiness was highly positive with a mean score of 3.25. Furthermore, it was gleaned from the
consolidated IPCR rating of the teachers that they have a very satisfactory performance during the
rating period with significant differences with their ICT readiness/skills and COT performance rating
with a t – value of 14.7691 and p – value of 0.0000. The very satisfactory rating of the respondents in
their PPST – COT performance for quarter 1 – 4 of SY 2020 – 2021, indicates the readiness of the
respondents to integrate ICT based instruction as part of the blended learning modality. The
significant difference in the research findings implies that their ICT skill affects their teaching
performance through the use of higher- level online teaching materials such google forms, google
meet, and other online tools necessary for the integration of ICT – based instruction. The proposed
intervention is gleaned to be necessary in providing hands-on training for teachers in using new and
more accessible software’s for instruction in the new normal. Since the ICT classroom
pedagogy/skills of the participants are highly positive
not make use of the potential of ICT to contribute to ICT to support their existing pedagogies, and that it is
the quality of learning environments, although they used most when it fits best with traditional practices.
value this potential quite significantly (Smeets, 2005).Teachers use computers because their conceptions of
Harris (2002) conducted case studies in three primary using ICT already fit within their existing notions of
and three secondary schools, which focused on effective teaching practices. Its greatest impact is with
innovative pedagogical practices involving ICT. teachers who are experienced users and who have
Wherein he concluded that the benefits of ICT will be
already made progress integrating ICT into their
gained when confident teachers are willing to explore
teaching. Teachers who perceive a highly positive
new opportunities for changing their classroom
practices by using ICT. As a consequence, the use of
impact of ICT use it in the most project-oriented,
ICT will not only enhance learning environments but collaborative, and experimental ways. With ICT,
also prepare next generation for future lives and teachers tend to become advisors, critical dialogue
careers (Wheeler, 2001). Changed pool of teachers partners, and leaders for specific subject domains.
will come changed responsibilities and skill sets for Teaching with technology requires an understanding of
future teaching involving high levels of ICT and the the representation of concepts using technologies;
need for more facilitative than didactic teaching roles.pedagogical techniques that use technologies in
(Littlejohn et al., 2002) constructive ways to teach content; knowledge of what
makes concepts difficult or easy to learn and how
People have to access knowledge via ICT to keep pace technology can help redress some of the problems that
with the latest developments (Plomp, Pelgrum & Law,
students face; knowledge of students’ prior knowledge
2007). ICT can be used to remove communication
and theories of epistemology; and knowledge of how
barriers such as that of space and time (Lim and Chai,
technologies can be used to build on existing
2004). ICTs also allow for the creation of digital
resources like digital libraries where the students,
knowledge and to develop new epistemologies or
teachers and professionals can access research material strengthen old ones.
and course material from any place at any time (
Bhattacharya and Sharma, 2007). Such facilities allow
the networking of academics and researches and hence
Methodology
sharing of scholarly material. This avoids duplication
of work (Cholin, 2005). ICT eliminating time barriers
The study utilized the quantitative and descriptive
in education for learners as well as teachers, it can also
method. Clause (2013) claimed that the descriptive
eliminate geographical barriers as learners can log
research method is used when the researcher wants to
from any place. ICT provides new educational
approaches. It can provide speedy dissemination of describe specific behavior as it occurs in the
education to target disadvantageous groups. Bottino environment. There are a variety of descriptive
and Sharma (2003) mentioned that the use of ICT can research methods available, and once again, the nature
improve performance, teaching, administration and of the question that needs to be answered drives which
develop relevant skills in disadvantaged communities. method is used.
It improves the quality of education by facilitating
learning by doing, real time conversation, delayed time In this study, the descriptive approach was employed
conversation, directed instruction, self – learning, in the assessment of the participants COT – RPMS and
problem solving, information seeking and analysis, the participants self – assessment on their ICT
and critical thinking, as well as the ability to Pedagogy Integration in teaching. The data projected
communicate, collaborate and learn. (Yuen et al., in the findings of the study served as basis for the
2003) proposal of LAC session among the High School
teachers of Bambang I District.
With the literatures and studies cited, it is gleaned that
teachers resort to the conventional method of teaching
Participants
due to the inability to utilize technology for 21st
century teaching. Most teachers do not make use of the
potential of ICT to contribute to the quality of learning Total enumeration was utilized in the study wherein
environments, although they value this potential quite the total respondents of High School teachers teaching
significantly. The way ICT is used in teaching is in Bambang I District were utilized as respondents.
influenced by the teachers’ knowledge about their
subject and how ICT is related to it. That teachers’ use
Results
Instruments of the Study
This part presents the data gathered through the
Mean score was used to assess the participants level of research instrument including the interpretation and
ICT practices and teaching readiness for blended analysis of data. The tabular presentation of data and
learning through the ICT survey questionnaire adopted corresponding discussion follow the sequence of the
from James (2019) and their COT – RPMS rating from problems posted.
the previous school year. To assess the participants
self – assessment on their ICT practices and teaching Table 2. Participants level of ICT classroom teaching
readiness, the independent t – Test was used utilizing practices and integration (N =113)
the 5% level of significance.
Procedure
Ethical Considerations
Table 3. Summary of the PPST – COT performance of As gleaned on the table, the participants were able to
acquire an accumulated point of 0.96 in the area of
the participants from quarter 1 to quarter 4 of SY
Content Knowledge and Pedagogy (KRA 1), 0.98 for
2020– 2021 (N = 113)
Learning Environment and Delivery of Learners (KRA
2) and Curriculum and Planning (KRA 3), 1.03 in the
area of Assessment and Reporting, and 4.37 for their
Plus Factor. The accumulated scores in the IPCRF
rating of the participants were able to yield a total
score of 4.37 which garnered an adjectival rating of
“very satisfactory”.
need to be involved in collaborative projects and respondents in order to upgrade their ICT skills. The
development of intervention change strategies, which teacher’s level of ICT readiness may also be assessed
would include teaching partnerships with ICT as a in order to identify the level of training that will be
tool. According to Zhao and Cziko (2001) three implemented in the LAC sessions. Simulation
conditions are necessary for teachers to introduce ICT activities may be included in the training/LAC session
into their classrooms: of the teachers in order to assess their mastery in
teaching through online platforms. Software’s and
teachers should believe in the effectiveness of online learning platforms that will be introduced in the
technology; teachers training/LAC sessions should be accessible
teachers should believe that the use of technology and can be navigated through mobile phone and
will not cause any disturbances; and
cellphone data in case there is in availability of
finally teachers should believe that they have control
internet connection.
over technology.
based on ICT instruction be conducted among the Yusuf, M.O. (2005). Information and communication education: