CONCORDIA COLLEGE Inc.

Integrated Basic Education Department

S.Y. 2022-2023

Propose title:
Correlation of Educational Technology Skills of Practice Teachers on Students' Assessment Scores

Introduction

The impact of the COVID-19 pandemic affected many aspects of the world, most
significantly the education system. The immediate response to the academic challenge was to
shift from the traditional face-to-face classes to the distance learning modality. Specifically,
online classes are utilized by most students. Despite its popularity and benefits, online learning
contributes to students’ poor comprehension, lack of motivation, low retention, and participation
rate (Belgica, et. al., 2020; Muljana & Lou, 2019) and seemed to be a recurring and widespread
problem (Hewitt, 2005; Hew & Cheung, 2007). While online learning is convenient, flexible, and
cost-effective (Gherges, 2021), concerns with an unstable internet connection, inadequate
learning resources and educational support, information overload, limited teacher scaffolds, and
peer interaction, conflict with other responsibilities, and financial and health problems (Rotas &
Cahapay, 2020) outweigh the advantages and burden learners. It is evident in the research locale
of this study wherein only several students are observed to be actively engaged in online
learning. Some are chronically absent from the class or unable to submit their outputs. Moreover,
it is observed that limited technological resources and tools were used to aid students' learning
and retention.

Academic performance is observed through class participation and student retention.

Eliciting retention in online classes became more complicated as compared to the traditional way
of assessing students through quizzes and quarterly examinations. In online learning, retention is
assessed through performance tasks, activities, and interactive or online quizzes. Teachers play a
significant role in making these assessments and the lessons reliable and at the same time,
enjoyable to the online students. Meeting these two expectations requires teachers to have a
certain level of expertise in the use of technological tools. To meet the said expectations,
teachers must integrate appropriate technology tools into their practice.

According to Sanjaya (2009), educational technology refers to the “study and ethical
practice of facilitating learning and improving performance” through technological resources.
Moreover, technology in the classroom can help teachers to have technology-related teaching
skills that can help them to be digital-literate educators (Salier, et. al. 2020). This means that the
technology used for teaching is appropriate and effective to maximize learning. As the need for
learning progresses continuously, teachers are required to follow through. Ghavifekr & Athirah
(2015) notes that integration of Information, Communication, and Technology (ICT) in classes
improves classroom management and participation as they are engaging and interesting which
also fosters the learning of students. Thus, teachers must employ different technology-related
mediums to aid in their teachings such as Multimedia-based, Gamification, Video-based, and
Social Media-based strategies. Salier, et. al. (2020) prepared a cyclical model that can help
teachers with technology-related problems in 4 different areas of teaching: Planning,
implementing, evaluating, and sharing.
 The first phase of the model is the Planning phase which refers to the planning and
designing of technologies that will be used in the class. This is where the teacher takes into
consideration the creative use, legal, ethical, and psychological aspects of the technologies
that will be utilized. The next phase is the Implementation which happens in the class. The
teacher is expected to assess how literate the students are with the basic digital skills while at
the same time diagnosing the effectiveness of the problems and learning to adapt to issues
and technology-related behavioral problems in the classroom. Next is the Evaluation in
which teachers collect and reflect on the technology-supported learning of students after
class. Lastly, Sharing is the collaborative development of lessons where learning scenarios
present in the class are presented, communicated, and shared. This is also where the digital
learning scenarios are researched, evaluated, adapted, and developed by others. Utilizing this
framework ensures the quality of teaching and learning with the use of technology.
Accordingly, teachers need to be capable of using technology and knowledgeable about how
it might enhance students' learning to offer their students opportunities for technology-
supported learning. (Sailer, Stadler, Schultz-Pernice, et. al, 2020). Hence, the results of this
study will further illuminate the relationship between technology-related teaching skills and
student retention.

This paper will concentrate on Area 2: Basic Education System - Pedagogical

Innovations following the university's research priorities. The results will be significant to
educators as this will guide them in their professional development and give them the ability
to implement, assess and share efficient and effective educational technology techniques that
will enhance the teaching and learning process. Educational technology instruction is deemed
essential for guaranteeing high-quality education (DCB, 2017; Kaendler et al., 2015; Kelly &
McAnear, 2002; Krumsvik, 2011; Wiedmann et al., 2019; Sailer et. al., 2020) thus, improves
teaching methods and learners’ knowledge. The students will also gain from this study
because it will concentrate on how technology-related teaching techniques might improve
students' success in the online class and help them learn efficiently. Since every aspect of
teaching is considered in this framework, technology-based teaching becomes more relevant
and appropriate to the needs of the learners which can, in the long run, facilitate learning to
improve the assessment scores of students. Moreover, this paper aims to make a contribution
to the area of education by educating pre-service and in-service teachers about the value of
technology-related teaching abilities and how they relate to students’ performance. Thus, this
study aims to utilize educational technology to assess if there is a correlation between the
technology-related skills of teachers to the assessment scores of learners.
 Literature Review

As there are changes brought by the K-12 Reform as well as by global and 21st-
century expectations, Philippine Professional Standards for Teachers (PPST) was developed.
PPST requires teachers to have educational technology skills specifically presented in
Domain 1: Content Knowledge and Pedagogy (1.3 Positive use of ICT) and Domain 4:
Curriculum and Planning (4.5 Teaching and learning resources including ICT). In addition,
the global pandemic greatly affects the education system globally which forces schools to
temporarily halt face-to-face classes. These circumstances cause schools to enhance the
curricula and adopt various pertinent technology materials. These are used for both
instruction and learning as part of the digital transformation of higher education (Barrot, et
al., 2021).

Educational Technology
In a study by Stošić (2015), educational technology (EdTech) was defined as a
systematic and organized process of applying modern technology to improve the quality of
education. According to Stošić (2015), EdTech has evolved and has been in demand for
teaching in the present time and in the following years to come. It was specifically stated that
"the role of EdTech in teaching is of great importance because of the use of information and
communication technologies”. With the help of various applications for distance education,
the Internet, teachers, and students themselves, they see the advantage of EdTech" (Stošić,
2015).
EdTech materials are acquired and improved with sufficient training which the
teachers use as their main resources or supplementary learning materials (Boholano, et al.,
2020; Ansayam & Tan, 2021). De Vera, et al. (2021) reported that novice teachers are highly
competent upon evaluating their own EdTech abilities. Other studies have found that pre-
service teachers have ‘strong knowledge about the elements of the Technological
Pedagogical Content Knowledge (TPACK), or the knowledge required by teachers to
integrate technology into their teaching in any content area. It was revealed that the majority
of teachers (87% of the study’s respondents) know the use of educational technology tools
(Castro & Santos, 2021; Namco, 2019). The same studies discovered and concluded that
teachers have the necessary knowledge about EdTech but lack the skills to effectively
implement educational tools. Their level of proficiency is found to be still at the "beginner’s
level of proficiency." Thus, teachers’ teaching skills and knowledge of the advancement of
technology have to be a concluding factor in the success of utilizing technology in
classrooms.
Numerous studies reported that the use of technology is essential for effective
classroom instructions as well as formative assessments that enhance, motivate, and help
students learn independently, improve language engagements, and maximize learning
opportunities (Elmahdi, Al-Hattami, and Fawzi, 2018; Mulyadi, Prastikawati, Singh and
Wijayatiningsih 2021). The results of the study revealed that using technology-based tools
improves students’ learning and engagement and provides individualized learning that leads
to an effective teaching and learning environment. Thus, teachers should integrate technology
in classroom discussion and in formative assessments.
 Furthermore, a study by Mulyadi, Prastikawati, Singh, and Wijayatiningsih (2021),
reported that using technology in Task-Based Language Teaching in the listening activities of
students has a positive effect on their comprehension of spoken language. However, varied
results from the students’ speaking performance tasks were revealed because of learners’
motivation, facilities and the platforms to be used for the tasks. Hence, students should be
closely supervised and well-motivated to perform online presentation tasks and participate more
in online group discussions. When it comes to all competencies (grammatical, sociolinguistic,
discourse, and strategic), Bikowski (2018) mentioned that in teaching grammar language
educators see technology to address the many challenges it faces. Thus, according to Bikowski
(2018), the pedagogical implication of teaching grammar with technology requires its integration
into curriculum, course, and lesson to be effective.

Teacher’s Perception of Educational Technology

Previous results about teachers’ knowledge in terms of websites, applications, and
other tools, connect to the challenges perceived by the teachers in integrating EdTech tools in
their language classrooms. One of the struggles in integrating technology in the classroom is
their lack of competencies in online instructional preparation (De Vera, et al., 2021). This can
be related to the study by Taghizadeh and Yourdshahi (2019) which reported that there are no
avenues for teachers to have comprehensive knowledge about various tools because they lack
resources. There are not enough computers thus the teachers believe that they lack skills.
Other factors include teachers’ age, the safety of available tools, and other instructional
materials in schools that do not support the technological advances that can be utilized in the
classroom. In line with this, Ansayam and Tan (2021) highlighted other challenges that
teachers experience in implementing EdTech in instruction such as limited and incompatible
ICT equipment, inadequate monetary resources, unstable internet connection, not uploadable
and poor quality videos, time inadequacy, insufficient proper training for teachers, and lack
of familiarity of students.

Moreover, De Coito & Richardson (2018) also looked into how teachers perceive
technology in practice and its other factors. The findings show that there is a separation
between the teachers’ beliefs and practice. Although there are few teachers who described the
use of technology in the class to have shaped their students’ work and have been effective in
sharing data with their colleagues, the majority of the teachers perceive technology as an
important tool in teaching but do not necessarily implement it effectively due to barriers that
hinder the maximization of technology use. Furthermore, external factors such as learning
resources, teacher training, and support, as well as internal factors such as personal
investment in technology, attitudes towards technology, and peer support, may have
influenced the respondents (De Coito & Richardson, 2018). Teachers note that reliable access
to technology is a requirement to be able to use it in class effectively.
 Taghizadeh and Yourdshahi (2019) further discussed the limitations and challenges of
the integration of EdTech into young learners’ classes through language teachers’
perceptions. First, the teachers’ knowledge in terms of 1) website, shows that the teachers are
most knowledgeable on LinkedIn while they are least knowledgeable on Pinterest; 2)
application, reveals that online/offline dictionaries had the highest amount of knowledge by
the teachers while Adobe Connect Pro had the lowest amount of knowledge obtained; and 3)
other tools, CDs/DVDs gained the highest amount of knowledge on teachers’ responses
while they are least knowledgeable in Podcasts.

A more comprehensive report on limitations and challenges in using EdTech in the

classroom is identified by Petko et. al. (2017) such as 1) other factors that affect positive
attitudes toward technology may not be present in the study; 2) high-achieving students may
be inclined to have more positive attitudes towards technology compared to lower-
performing students; 3) the variables in the study solely focused on students’ background,
other contextual factors are not taken into account; 4) there is no consistent pattern on the
economic factors or other variables of the countries; 5) students’ perception on the quality of
educational technology might also be influenced by other personal technology-related
interests. With these points in consideration, Petko et. al. (2017) suggest a further look into
the quality of educational technology use and positive perceptions and its correlation to
student achievement.

Further, according to Solano, Cabrera, Ulehlova, & Espinoza (2017), some teachers
do not use technological tools in teaching because they do not have enough facilities to
incorporate them, so they use traditional methods that do not have such a great impact on
students’ performance. Teachers show poor knowledge of other types of technological tools
and little enthusiasm to make their classes more attractive for students. In conclusion,
pedagogical knowledge and EdTech tools are significantly correlated but with a very weak
uphill relationship (Castro & Santos, 2021). Teachers' knowledge of EdTech tools and
pedagogical content should be on par with their skills for them to properly execute and utilize
technology in their classrooms.

Despite these limitations in teachers’ knowledge and their perceived challenges, the
teachers’ attitude towards the use of technology in their language classroom still provides a
positive outlook. The highest amount of agreement from the teachers was that they believe
that the “teachers need to be aware of technology’s potential benefits or harm to young
children.” Furthermore, most agreed that computers and technological tools can aid in
learners’ language development as it is motivating, interesting, helpful, and increases
learners’ familiarity with technology. It also provides authentic resources to the class which
makes learning easier.
 When it comes to assessment, Petko et. al. (2017) reanalyzed the PISA 2012 data by
combining the frequency of the data and the positive perception of technology as predictors
of students’ test scores. The study suggests that positive attitudes toward EdTech are a result
of positive experiences in using technology. The study further supported that technology used
at home for school-related purposes showed a positive correlation with the test scores in the
three main areas in PISA 2012 as compared to the frequency of technology used in schools.
Additionally, students’ belief in the efficiency of technologies as a learning tool also has
positive effects in most countries. Thus, the research concludes that the quality of EdTech
used in the class matters and not the quantity of the technology used. Utilizing EdTech in
teaching and learning, improves the quality of learning for students, enhances education, and
makes it more authentic for the students and use it not just as a tool for teaching but also as a
tool for learning (Namco, 2019; Ruggiero & Mong, 2015; Castro & Santos, 2021).

Research Questions

This study aims to determine the correlation of the use of EdTech skills with the assessment
scores of Grade 7 students in a public school in Manila during the School Year 2021-2022.
Specifically, the study sought to answer the following questions:
1. What is the competency level of educational technology skills of practice teachers?
2. What are the assessment scores of students upon experiencing educational
technology pedagogy?
3. Is there a correlation between the educational technology skills of the practice
teachers and the assessment scores of students?
 Theoretical/Conceptual Framework

Figure 1. Correlation of the practice teacher’s EdTech skills on student assessment scores

Two independent variables must be tested and analyzed. The first is the teachers’
competency level in EdTech skills in terms of the PT’s self-assessment scores and the
students’ assessment on the PTs Ed Tech skills. Second, the learners’ assessment scores who
experience EdTech pedagogy. After analyzing these variables independently by utilizing a
self-assessment tool that uses the scenario-based instrument IN.K19 and organizing student
assessment scores, their relationship is studied to answer the correlation of the practice
teacher’s EdTech skills on student assessment scores.

Methodology
A. Research Design
This study followed a quantitative method approach. Particularly, the
researchers used the correlational research design which involves measuring the
"degree of association between two or more variables" (Plano Clark & Creswell,
2015).

B. Research Locale
The study was conducted at Victorino Mapa High School, a DepEd-managed
secondary public school situated in San Miguel, Manila. It is one of the oldest public
high schools in the city. The institution is considered one of the top schools in Manila
in terms of its performance in achievement tests and competitions. It is also one of the
public schools in the Philippines that implements limited face-to-face classes.
However, most students are still using the online learning modality.

C. Respondents

The participants in the study will be the three (3) practice teachers from the
Bachelor in English Education program at the Philippine Normal University (PNU)
and eighty-two (82) Grade 7 students in their deployment school in Manila in the
school year 2021–2022. The study used convenience sampling since the participants
were handled by the teacher-researchers where the classroom phenomenon that will
be studied was identified.
 D. Instruments and Data Gathering Procedure

The researchers recorded and applied EdTech pedagogy in their Grade 7

online synchronous classes. The researchers utilized a standardized test in collecting
data regarding the competency skill level of teachers as well as the students' view of
the use of EdTech upon experiencing it. The instrument was based on an assessment
tool called IN.K19 (Sailer et al., 2021) to assess the technology-based teaching skills
of teachers. The researchers modified the tool focusing on the knowledge aspects of
teaching and learning with technology, excluding the behavioral aspects because the
nature of the online learning environment is unmeasurable. Another version of the
instrument was created to assess the students' perspectives on their view of their
teachers' use of technology in their learning. The data to evaluate the assessment
scores of students was obtained from their assessment scores. Then, the students’ data
were correlated and analyzed with the competency level of the PTs’ EdTech skills.

E. Statistical Treatment of Data

Researchers used Spearman's Rho in measuring the correlation between the

variables since the data has no normal distribution. Then, the Statistical Package for
the Social Sciences (SPSS) was utilized for the statistical analysis.

F. Ethical Considerations

Consent was gathered from the participants. The study's intention was
discussed before their participation in the study. Every participant was guaranteed that
their responses were strictly confidential. Accordingly, the identities of the
participants were not revealed in the results. All the participants' involvement was
ensured to be voluntary.

Results and Discussion

RQ1: What is the competency level of educational technology skills of practice teachers?

Table 1. Competency Level of Technology-related Skills

Phases Self-Assessment Student’s Assessment

Mean Interpretation Mean Interpretation

Planning 4.40 Very 4.65 Very Competent

Competent
Implementing 4.20 Competent 4.55 Very Competent

Evaluating 4.58 Very 4.54 Very Competent

Competent
Sharing 4.67 Very 4.54 Very Competent
Competent
Weighted Mean 4.47 Very 4.57 Very Competent
Competent
 Table 1 shows that in the PTs’ Education Technology skills assessment, all phases of
teaching with Education Technology tools were deemed very competent by the participants
with a
4.47 mean score for self-assessment and a 4.57 mean score for students’ assessment.

Among the phases of teaching, Sharing scored highest for PTs’ self-assessment with a
mean score of 4.67. In Salier et al. (2021), this phase is where “the teachers must be able to
describe their digital lessons in a comprehensive, structured way in terms of learning goals,
instructional design, classroom experience, outcomes, and consequences” (p. 3). During the
PTs' deployment, Sharing is their way to relieve their experiences. During the process, they
also share and present the EdTech tools they use; thus, this phase is the most competent for
them. Contrarily, PTs perceive that they are least competent in Implementing. A good
indicator of this phase is when the teachers possess the skills in the digital classroom needed
when things do not go according to plan (Salier, 2021). Therefore, the PTs’ perception that
they lack the skills needed to handle unexpected glitches can be deduced from the result.

Among the phases of teaching, Planning scored highest for students’ assessment for
their PTs with a mean score of 4.65. This shows that for the learners, it is important that the
PTs know how to plan the lessons accordingly with the use of Ed Tech tools that will foster
active, self-regulated, and creative use of technology among learners. While the least
competent phases that students marked for their teachers are Evaluating and Sharing which
both have a mean score of 4.54. These are the phases that learners have limited to no
undertaking since these are teacher-centered; thus, students would have little to no exposure
to these phases.

RQ2: What are the assessment scores of students upon experiencing educational technology
pedagogy?

Table 2. Assessment Scores using Educational Technology

Scores Mean Interpretati

on
Preposition Assessment 14.28 High Scores

Listening Assessment 13.95 High Scores

Overall 14.11 High Scores

Legend: 17-20 Very High; 13-16 High; 9-12 Average

Table 2 exhibits the students’ assessment scores in their Preposition and Listening
Assessments wherein Educational Technology was used by the PTs. It is revealed that the
students got high scores with an overall mean score of 14.11; therefore, the technological
tools used by the PTs such as Jamboard, videos, Powerpoint, audio files, Canva, Mentimeter,
and Polls Everywhere contribute to students’ high scores.

Between the two assessments, the Preposition had the higher mean score of 14.28;
whereas, the Listening Assessment got 13.95. This result implies that the audio materials
utilized in the Listening topic are less effective for the students compared to the visual
materials in the Preposition topic because the students are presumed to learn more visual than
auditory; hence, a
higher assessment score in the Preposition. Moreover, Bikowski (2018) reported that it is still
a struggle to use technology in low-resource environments. The sound in the audio tech tools
may not be clear on the students’ end because of internet connection problems.

RQ3: Is there a correlation between the educational technology skills of

the practice teachers and the assessment scores of students?

Table 3: Relationship Between Educational Technology and Assessment Scores using Preposition and
Listening Assessments

Variables Comput P- Decisio Conclusi

ed value n on
value
EdTech Prepositi .23 .042 Reject Significa
skills on Ho nt
Assessm
ent
Listenin -.08 .489 Accept Not
g Ho Significant
Assessm
ent
*significant
at .05

Table 3 shows the Spearman rho test of the relationship between EdTech skills and
the assessment scores of the students in the Preposition and Listening topic. It can be gleaned
from the table that the p-value for the relationship between EdTech skills and Preposition
Assessment is .042, which is less than the significant value; thus, the hypothesis is rejected.
However, the p-value for the relationship between EdTech skills and Listening Assessment is
.489, which is more than the significant level, thus the hypothesis is accepted.

Therefore, the following conclusions can be drawn: There is a significant relationship

between EdTech skills and assessment of Prepositions, but there is no significant relationship
between EdTech skills and Listening Assessment.. Any changes to the EdTech skills have
been statistically related to the change in Preposition Assessment. While any changes to the
EdTech skills have not been statistically related to the change in Listening Assessment.

Therefore, the researchers conclude that the EdTech skills of PTs correlate to the
results of the learners' assessment in terms of topic wherein learners aimed higher results for
Preposition which is a grammar topic than the Listening Lesson; thus, in a language
classroom, technology has the most impact in teaching the grammatical competencies than in
the skill area of listening. The PTs were able to use technology to teach grammar effectively
by integrating it into the “curriculum, course, and lesson” that agrees with Bikowski’s study
(2018).

Limitation/Delimitation

Although the current study provided important information concerning the use of
EdTech in learning, several limitations exist that warrant discussion as well as further
investigation. First, the study only had Grade 7 participants, which limited the researchers'
ability to further analyze the study in the scope of other grade level data. Additionally, the
participants remained at 82 because the validity of data obtained from students was not
qualified as absentees
missed some assessments and were unable to participate in the study. Second, the study
focused only on the assessment scores of the students. It cannot provide a comprehensive
view of the students' possible performance in learning with EdTech on other aspects of their
learning. Moreover, the students' participation was also not maximized since the PTs only
had the final three weeks of the last quarter to teach, affecting the students' performance,
which dictated the students' assessment scores that were collected and evaluated. Third, the
PTs only had specified EdTech tools (Jamboard, videos, Powerpoint, audio files, Canva,
Mentimeter, Polls Everywhere, Google Forms, and Google Classroom) that were used within
their lessons. This may not reflect the knowledge as well as the situations and skill levels of
other teachers regarding their use of the other varieties of EdTech tools. Further, the amount
of time available for the researchers to implement the research was short. Due to this, it is
unclear whether the EdTech tools used primarily contributed to the students' high
performance. Finally, the students in this study were drawn from a single public school in
Manila therefore the generalizability of the results may be constrained.

Conclusion and Recommendations

The correlation between the EdTech skills of PTs and the assessment scores of
students was analyzed in this study. Self-assessment and evaluation of teachers’ skills is a
significant part of professional development. This study conducted a self-assessment of
EdTech skills of PTs as well as an evaluation of educators’ EdTech skills from the
perspective of students. The findings are then correlated with the assessment scores of
students from two specific English content knowledge: prepositions and listening.

The researchers determined that the PTs are highly competent in implementing
EdTech skills during the teaching process: (1) planning; (2) implementing; (3) evaluating;
and (4) sharing. This is reflected in the assessment scores obtained from the students who
reported to have high scores in their overall total scores upon implementation of EdTech
skills of practice teachers in discussing prepositions and listening to English lessons.

In conclusion, there is a significant correlation between the EdTech skills of teachers

and the assessment scores of students on Preposition, and there is no significant correlation
between the EdTech skills of teachers and the assessment scores of students on Listening. It
can be inferred that students perform better with tech tools as they can learn from them
visually, as compared to the audio materials that are utilized in the Listening assessment.
Moreover, various Edtech tools affect teachers’ EdTech skills (Taghizadeh and Yourdshahi,
2019; Ansayam and Tan, 2021; De Coito and Richardson, 2018). This study suggests that
teachers should be able to find accessible and appropriate tools that they can use and
integrate into their teaching.

This research also encourages the Department of Education, educational institutions,

and school stakeholders to provide teachers ample support and opportunities to improve their
EdTech skills. These provisions might significantly contribute to the positive outcomes of
students' learning process. Teachers could also focus on improving their EdTech skills
specifically in teaching listening as well as in other learning competencies. This could be
done
through sufficient training as specified by previous studies by Boholano, et al., 2020;
Ansayam & Tan (2021).

Future researchers can further assess a more extensive scope of correlation between
other parts of the learning process (e.g. motivation, discussion, and group and individual
classroom activities), and students’ learning acquisition and performance. With this, future
researchers can highlight the psychological factors such as technology-related interests
(Petko, et al., 2017), motivation, behavior, and practices of both teachers and students in the
implementation of EdTech in instruction and learning. These evaluations can be used in the
improvement of teacher training, materials and equipment provision for both teachers and
students, and classroom preparations related to EdTech. Moreover, allotting longer time for
implementation of integrating EdTech in instruction must also be considered to fully see and
assess how students react and learn from the given materials and tools. Additionally, both
teacher-participants and their students must have an ample amount of time to be familiar with
the tech tools that are used in class. Most importantly, future researchers can look into a more
comprehensive and varied assessment of EdTech tools and student assessment scores by
probing other grade levels, different content knowledge, and various EdTech tools
appropriate for learning.

Acknowledgments

The completion of this undertaking would not be possible without the assistance of so
many people whose names may not all be enumerated. However, the group would like to
express their gratitude, particularly to the following:

Our Grade 7 critic teachers: Mrs. Bautista, Mrs. Agner, Mrs. Rodrigo, and Ms.
Jambaro, for extending their help to the teacher-researchers which greatly supports the
writing process and completion of the research;

Dr. Thei Manicio, our supervisor, who welcomed our inquiries and give
recommendations to the best of her ability;

Mr. Enrico J. Calantas, our statistician, for his valuable comments and provisions of
his knowledge in the analysis of data and statistical computation that helps the researchers in
the completion of their paper;

To our family and friends who gave their support may it be morally, financially, and
physically;

Above all, to the Lord God, who gave us the knowledge and wisdom that we need, for
the sustenance which gave us strength and courage to push forward, and for gracing us with
his presence all throughout the course of this journey.
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 Appendices
Appendix A. Survey Questionnaire (Google Forms)
a. Teachers’ Survey Questionnaire (Likert-Scale survey questionnaire)
 Appendix A. Survey Questionnaire (Google Forms)
b. Students’ Survey Questionnaire (Likert-Scale survey questionnaire)
Appendix B. Consent Forms
a. Teachers’ Consent Form
 b. Students’ Consent Form

Appendix C.
Appendix C. Statistical Tool (Spearman’s Rho)