READINESS FOR BLENDED LEARNING AND ICT

CLASSROOM TEACHING PRACTICES OF

SECONDARY SCHOOL TEACHERS IN BAMBANG I
DISTRICT

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 257-263
Document ID: 2023PEMJ747
DOI: 10.5281/zenodo.7976241
Manuscript Accepted: 2023-26-5
Psych Educ, 2023, 9: 257-263, Document ID:2023 PEMJ747, doi:10.5281/zenodo.7976241, ISSN 2822-4353
Research Article

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

Keywords: blended learning, ICT readiness, teaching practices

Introduction increasing worldwide. In order to avoid the infection,

The COVID-19 pandemic has brought extraordinary
challenges worldwide and has affected the educational
sectors. Every country is presently implementing plans
and procedures on how to contain the virus, and the
infections are still continually rising. In the educational
context, to sustain and provide quality education
despite lockdown and community quarantine, the new
normal should be taken into consideration in the
planning and implementation of the “new normal
educational policy”.
One of the most recent public health emergencies of
global concern is the recent COVID-19 pandemic,
which started in China and almost infected every
country in the whole world. This disease is caused by a
novel coronavirus (SARS-CoV-2, previously known as
2019-nCoV) and has received global attention from
growing infections and on how to eradicate the disease
and flatten the curve of infections (Guo et al., 2020).
Symptoms include cough, fever and shortness of
breath which can be transferred through close contact
with an infected person by coughing, sneezing,
respiratory droplets or aerosols (Shereen et al.,
2020). Though it affects people of all ages, it is most
vulnerable to adults, children and people with
underlying medical conditions (WHO, 2020b). As of
this time, the number of infections and deaths is still
containment, mitigation, contact tracing, self-isolation,
social distancing, wearing of face masks, improved
health care systems, hand-washing and surface
cleaning is recommended by the World Health
Organization (WHO, 2020).
One of the most recent public health emergencies of
global concern is the recent COVID-19 pandemic,
which started in China and almost infected every
country in the whole world. This disease is caused by a
novel coronavirus (SARS-CoV-2, previously known as
2019-nCoV) and has received global attention from
growing infections and on how to eradicate the disease
and flatten the curve of infections (Guo et al., 2020).
Symptoms include cough, fever and shortness of
breath which can be transferred through close contact
with an infected person by coughing, sneezing,
respiratory droplets or aerosols (Shereen et al., 2020).
Though it affects people of all ages, it is most
vulnerable to adults, children and people with
underlying medical conditions (WHO, 2020b). As of
this time, the number of infections and deaths is still
increasing worldwide. In order to avoid the infection,
containment, mitigation, contact tracing, self-isolation,
social distancing, wearing of face masks, improved
health care systems, hand-washing and surface
cleaning is recommended by the World Health
Organization (WHO, 2020)

Ibasco et al. 257/263

Psych Educ, 2023, 9: 257-263, Document ID:2023 PEMJ747, doi:10.5281/zenodo.7976241, ISSN 2822-4353
Research Article
The COVID-19 pandemic has created the largest
disruption of education systems in history, affecting
nearly 1.6 billion learners in more than 190 countries
and all continents. The crisis is exacerbating pre-
existing education disparities by reducing the
opportunities for many of the most vulnerable
children, youth, and adults – those living in poor or
rural areas, girls, refugees, persons with disabilities
and forcibly displaced persons – to continue their
learning. Learning losses also threaten to extend
beyond this generation and erase decades of progress.
Similarly, the education disruption has had, and will
continue to have, substantial effects beyond education.
Closures of educational institutions hamper the
provision of essential services to children and
communities, including access to nutritious food,
affect the ability of many parents to work, and increase
risks of violence against women and girls. (UN, 2020)
In response to the current pandemic, the Department of
Education (DepEd) is working hard to find ways to
transition the modality of teaching from conventional
“face – to – face” learning or the traditional brick –
and – mortar schools to so – called blended learning.”
At the moment, the DepEd is absorbed in its month –
long “remote enrolment process” (ASEAS Post, 2020).
With this, the researchers, who are educators from
both tertiary and secondary learning were motivated to
conduct a study on ICT Classroom Teaching Practices
and Teachers’ Readiness for Blended Learning. The
research is further conducted in response with the
DepEd adoption of the Basic Education Learning
Continuity Plan (BE – LCP) approved by the COVID
– 19 Inter – Agency Task Force (IATF), the National
Educators Academy of the Philippines (NEAP).
Research Questions
This study aims to assess the ICT classroom teaching
practices and teachers’ readiness for blended learning.
Specifically, this research study sought to answer the
following questions:
1. What is the ICT pedagogy/skill of the participants
before and after their COT?
2. What is the PPST – COT performance of the
participants from quarter 1 to quarter 4?
3. Is there a significant difference between the ICT
pedagogy/Skill of the participants and their PPST –
COT performance of the participants from quarter 1 to
quarter 4?
4. What intervention design may be proposed to
address the findings of the study?
Ibasco et al.
Literature Review
The field of education has been affected by ICT’s,
which have undoubtedly affected teaching, learning,
and research (Yusuf, 2005). A great deal of research
has proven the benefits to the quality of education (Al
– Ansari, 2006). ICTs have the potential to innovate,
accelerate, enrich, and deepen skills, to motivate and
engage students, to help relate school experience to
work practices, create economic vitality for
tomorrow’s workers, as well as strengthening teaching
and helping schools change (Yusuf, 2005). As Jhurree
(2005) stated, much has been said and reported about
the impact of technology, especially computers in
education. Initially computers were used to teach
computer programming but the development of the
microprocessor in the early 1970s saw the introduction
of affordable microcomputers into schools at a rapid
rate.
Conventional teaching has emphasized content. For
many years course have been written around
textbooks. Teachers have taught through lectures and
presentations interested with tutorials and learning
activities designed to consolidate and rehearse the
content. Contemporary settings are now favoring
curricula that promote competency and performance.
Curricula are starting to emphasize capabilities and to
be concerned more with how the information will be
used than with what information is. Contemporary
ICTs are able to provide strong support for all these
requirements and there are now many outstanding
examples of world class settings for competency and
performance – based curricula that make sound use of
the affordances of these technologies. (Oliver, 2000)
The integration of information and communication
technologies can help revitalize teachers and students.
This can help to improve and develop the quality of
education by providing curricular support in difficult
subject areas. To achieve these objectives, teachers
need to be involved in collaborative projects and
development of intervention change strategies, which
would include teaching partnerships with ICT as a
tool. According to Zhao and Cziko (2001) three
conditions are necessary for teachers to introduce ICT
into their classrooms:
teachers should in the effectiveness of technology;
teachers should believe that the use of technology
will not cause any disturbances; and
finally teachers should believe that they have control
over technology.
However, research studies show that most teachers do
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Research Article

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

Ibasco et al. 259/263

Psych Educ, 2023, 9: 257-263, Document ID:2023 PEMJ747, doi:10.5281/zenodo.7976241, ISSN 2822-4353
Research Article

Table 1. Teachers’ Profile

programs that to help address the ICT issues that are
being encountered by High School teachers in
Bambang I District, particularly now that various
modalities of teaching and learning are implored due
to the effects of the COVID – 19 pandemic.

Instruments of the Study
Mean score was used to assess the participants level of
ICT practices and teaching readiness for blended
learning through the ICT survey questionnaire adopted
from James (2019) and their COT – RPMS rating from
the previous school year. To assess the participants
self – assessment on their ICT practices and teaching
readiness, the independent t – Test was used utilizing
the 5% level of significance.
Results
This part presents the data gathered through the
research instrument including the interpretation and
analysis of data. The tabular presentation of data and
corresponding discussion follow the sequence of the
problems posted.
Table 2. Participants level of ICT classroom teaching
practices and integration (N =113)

Procedure

The researchers subjected the proposal under

evaluation through the District In-Charge since the
district do not have an organized research council. In
terms of the appropriateness of the adapted research
instrument, the research instrument validation sheet
was utilized in assessing the tool in terms of: clarity
and direction of items (3.7 or highly valid),
presentation and organization of items (3.7 or highly
valid), suitability of items (3.7 or highly valid),
adequateness of the content (3.3 or valid), attainment
of purpose (3.7 or highly valid), objective (3.7 or
highly valid), and scale and evaluation of rating (3.3 or
valid). The scale of the validation under a rating scale
of 4 being the highest, and 1 as the lowest was utilized.
Upon acquiring approval from the District In-Charge,
the proponent complied and incorporated all
corrections and revisions in the research. After which,
the proponent incorporated the necessary corrections
and revisions, then the proponent subjected the
research proposal to the District In-Charge in order to
acquire the needed endorsement for the study to be
accepted. After acquiring the endorsement from the
District In-Charge, the proponent prepared the
necessary requirements for submissio

Ethical Considerations

The data that was gathered were treated with utmost

confidentiality and were used for research purposes
only as basis for intensifying the intervention

Ibasco et al. 260/263

Psych Educ, 2023, 9: 257-263, Document ID:2023 PEMJ747, doi:10.5281/zenodo.7976241, ISSN 2822-4353
Research Article
Table 3. Summary of the PPST – COT performance of
the participants from quarter 1 to quarter 4 of SY
2020– 2021 (N = 113)
Table 4. Significant difference between the ICT
pedagogy/Skill of the participants and their PPST –
COT performance of the participants from quarter 1 to
quarter 4 (N = 113)
Discussion
Table 2 presents the participants perceived level of
ICT teaching practices and integration. It can be
gleaned on the table that the participants level of ICT
teaching practices and integration as high with an
overall mean score of 3.25 with a qualitative
description of “very often or highly positive”.
It is also found out in the study that most of the
teachers use computer mediated communication
(CMC) technologies (e.g email and chat) (3.71 or
Highly Positive), while, they least use web 2.0 tools
(e.g animation tools, digital story tools, etc) to teach
which garnered the lowest mean score in the survey
conducted of 2.76. However, despite of garnering the
least score in the survey the result is still good since it
is qualitatively described as “true or positive”.
The above findings can be associated with the fact that
computer mediated technologies like e - mail and chat
are common due to the presence of social media like
facebook, yahoo mail and gmail. While 2.0 tools
which are commonly used in animation and video
editing are too tasking and time consuming for
teachers, particularly that it requires internet
connection which will not function if the classroom
does not have internet access. The table above presents
the summary of the PPST – COT performance of the
participants from quarter 1 – 4 of SY 2020 – 2021.
Ibasco et al.
As gleaned on the table, the participants were able to
acquire an accumulated point of 0.96 in the area of
Content Knowledge and Pedagogy (KRA 1), 0.98 for
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”.
It could be seen in the table that the dependent t – test
yielded a t-value of 14.7691 with corresponding p-
value of 0.0000 which is much lesser that the level of
significance of 0.05. This led to the rejection of the
null hypothesis of the study. Therefore, there is a
significant difference in the participants ICT
Pedagogy/Skills and their PPST – COT Performance.
The finding shows that people have to access
knowledge via ICT to keep pace with the latest
developments (Plomp, Pelgrum & Law, 2007). ICT
can be used to remove communication barriers such as
that of space and time (Lim and Chai, 2004). ICTs also
allow for the creation of digital resources like digital
libraries where the students, teachers and professionals
can access research material and course material from
any place at any time (Bhattacharya and Sharma,
2007). Such facilities allow the networking of
academics and researches and hence sharing of
scholarly material.
This avoids duplication of work (Cholin, 2005). ICT
eliminates time barriers in education for learners as
well as teachers, it can also eliminate geographical
barriers as learners can log from any place. ICT
provides new educational approaches. It can provide
speedy dissemination of education to target
disadvantageous groups. Bottino and Sharma (2003)
mentioned that the use of ICT can improve
performance, teaching, administration and develop
relevant skills in disadvantaged communities. It
improves the quality of education by facilitating
learning by doing, real time conversation, delayed time
conversation, directed instruction, self – learning,
problem solving, information seeking and analysis,
and critical thinking, as well as the ability to
communicate, collaborate and learn. (Yuen et al.,
2003)
The integration of information and communication
technologies can help revitalize teachers and students.
This can help to improve and develop the quality of
education by providing curricular support in difficult
subject areas. To achieve these objectives, teachers
261/263
Psych Educ, 2023, 9: 257-263, Document ID:2023 PEMJ747, doi:10.5281/zenodo.7976241, ISSN 2822-4353
Research Article
need to be involved in collaborative projects and
development of intervention change strategies, which
would include teaching partnerships with ICT as a
tool. According to Zhao and Cziko (2001) three
conditions are necessary for teachers to introduce ICT
into their classrooms:
teachers should believe in the effectiveness of
technology;
teachers should believe that the use of technology
will not cause any disturbances; and
finally teachers should believe that they have control
over technology.
However, research studies show that most teachers do
not make use of the potential of ICT to contribute to
the quality of learning environments, although they
value this potential quite significantly (Smeets, 2005).
Harris (2002) conducted case studies in three primary
and three secondary schools, which focused on
innovative pedagogical practices involving ICT.
Wherein he concluded that the benefits of ICT will be
gained when confident teachers are willing to explore
new opportunities for changing their classroom
practices by using ICT. As a consequence, the use of
ICT will not only enhance learning environments but
also prepare next generation for future lives and
careers (Wheeler, 2001). Changed pool of teachers
will come changed responsibilities and skill sets for
future teaching involving high levels of ICT and the
need for more facilitative than didactic teaching roles.
(Littlejohn et al., 2002)
Conclusion
The respondent’s ICT classroom practices are highly
positive which reflects a positive readiness on blended
learning instruction. 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. It is recommended that LAC sessions
based on ICT instruction be conducted among the
Ibasco et al.
respondents in order to upgrade their ICT skills. The
teacher’s level of ICT readiness may also be assessed
in order to identify the level of training that will be
implemented in the LAC sessions. Simulation
activities may be included in the training/LAC session
of the teachers in order to assess their mastery in
teaching through online platforms. Software’s and
online learning platforms that will be introduced in the
teachers training/LAC sessions should be accessible
and can be navigated through mobile phone and
cellphone data in case there is in availability of
internet connection.
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Affiliations and Corresponding Information

Helen S. Ibasco, MAT
Nueva Vizcaya State University - Philippines
Claudette F. Hernandez, MAT
Nueva Vizcaya State University - Philippines
Gerardo S. Ibasco, Jr., PhD
Nueva Vizcaya State University - Philippines

Ibasco et al. 263/263