AROROY MUNICIPAL COLLEGE

LUBIGAN HILLS, AMBOLONG, AROROY, MASBATE

TEACHERS’ ATTITUDES TOWARDS INFORMATION

AND COMMUNICATION TECHNOLOGY(ICT) AND
LEVEL OF USE IN THE CLASSROOM OF
AROROY EAST DISTRICT SECONDARY
SCHOOL TEACHERS

An Undergraduate Thesis Presented to the Faculty of

AROROY MUNICIPAL COLLEGE
Aroroy, Masbate

In Partial Fulfilment
Of the Requirements for the Degree
BACHELORS OF TECHNICAL-VOCATIONAL TEACHERS EDUCATION
MAJOR IN COMPUTER HARDWARE SERVICING

Student Researchers:
CASIDSID, JANELL MAXIM
LEGASPI, ROWILYN
NATURAL, THINKERBELLE
TIPON-TIPON, RICHARD

JUNE 2022

i
 APPROVAL SHEETS

This thesis titled “TEACHERS’ ATTITUDES TOWARDS

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND
LEVEL OF USE IN THE CLASSROOM IN AROROY EAST DISTRICT
SECONDARY SCHOOL TEACHERS” (Unpublished Undergraduate Thesis,
Aroroy Municipal College, Aroroy, Masbate, June 2023), prepare and submitted by
THINKERBELLE M. NATURAL, ROWILYN W. LEGASPI, JANELL
MAXIM T. CASIDSID, & RICHARD L. TIPONTIPON, in partial fulfillments for
the degree BACHELOR OF TECHNICAL-VOCATIONAL TECHNOLOGY
(BTVTED) MAJOR IN COMPUTER HARWARE SERVICING (CHS), has been
examined, accepted, and approved for ORAL EXAMINATION.

GIAN JYRELL A. CORLET

Adviser

THESIS COMMITTEE

ELIZABETH BARBUELO
Chairman

MONINA S. FERNANDEZ, PhD JESUS S. HUELVA III

Member Member

PANEL OF EXAMINERS

MONINA S. FERNANDEZ, PhD

Chairman

JUVELYN C. RIVAS VINCENT P. RUBI

Member Member

Accepted and approved in partial of the requirements for the degree of BACHELOR
OF TECHNICAL-VOCATIONAL TECHNOLOGY (BTVTED) MAJOR IN
COMPUTER HARWARE SERVICING (CHS).

Approved by the committee on Oral Examination with a rating of .

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 CERTIFICATE OF COMPLETION

This is to certify that the suggestions given by the Oral Examination

Committee in the thesis of Janell Maxim T. Casidsid, Rowilyn W. Legaspi,
Thinkerbelle M. Natural and Richard L. Tipon-Tipon, entitled “TEACHERS’
ATTITUDES TOWARDS INFORMATION AND COMMUNICATION
TECHNOLOGY(ICT) AND LEVEL OF USE IN THE CLASSROOM OF
AROROY EAST DISTRICT SECONDARY SCHOOL TEACHERS”, during the
oral Defense were complied with.

MARIA DEMDI N. IBAÑEZ

Secretary
Oral Examination Committee

Reviewed and Approved:

ELIZABETH G. BARUELO Ed. D.

Dean, AMC

iii
EDITOR’S CERTIFICATION

iv
 ACKNOWLEDGEMENT

The researchers want to express their sincere gratitude to several people who
were helpful to the accomplishment of this study endeavor.
First and foremost, researchers want to thank God, who is the ultimate source of
wisdom, foresight, and inspiration. The researchers thank God for his guidance and
blessings while they conducted this research.
The researchers would like to express their sincere gratitude to Mrs. Sheena
Caño, their committed and encouraging instructor. Her invaluable insight, knowledge,
and constant support have greatly influenced the focus and caliber of our study. Mrs.
Caño's dedication to the researchers' advancement as researchers is something for
which the researchers are indebted.
The researchers would like to express their sincere gratitude to their renowned
advisor, Mrs. Gian Jyrell Corlet. The development and improvement of this research
have been greatly aided by Mrs. Corlet's perceptive comments, helpful criticism, and
unwavering support. The researchers are appreciative of her knowledge and
commitment to their academic advancement.
The panels member, Mrs. Monina Fernandez, PhD, Mrs. Juvelyn Rivas, and
Mr. Vincent Rubi are also recognized by the researchers for their significant
contributions. The panel's knowledge, in-depth analysis, and well-considered
comments greatly improved the research. The researchers express their heartfelt
gratitude for the panel's time and insightful responses.
The researchers would like to extend their sincere gratitude to their parents,
whose unflagging help, love, and understanding have been crucial throughout their
research journey. The researchers are deeply appreciative of their parents' unwavering
support and faith in their skills, and they are aware of the sacrifices their parents
made.
Last but not least, the researchers thank themselves for their unwavering commitment,
persistence, and profession of passion. They feel honored to have started their
research project, and they deserve praise for their dedication to learning.

- Janell, Richard, Rowilyn, Thinkerbelle

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 TABLE OF CONTENTS

PRILIMINARIES Pages

Title Page........................................................................................... i

Approval Sheet................................................................................... ii

Certificate of Completion.................................................................. iii

Editor’s Certification......................................................................... iv

Acknowledgement............................................................................. v

Table of Contents............................................................................... vii

List of Tables .................................................................................... ix

List of Figures.................................................................................... x

Abstract.............................................................................................. xi

CHAPTER I: THE PROBLEM AND ITS SETTING

Background of the Study................................................................... 1

Statement of the Problem................................................................... 6

Assumption........................................................................................ 7

Scope and Delimitation...................................................................... 8

Significance of the Study................................................................... 8

Locale of the Study............................................................................ 9

Theoretical Framework...................................................................... 12

Conceptual Framework...................................................................... 17

Definition of Term............................................................................. 23

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CHAPTER II: METHODS AND PROCEDURE

Research Design................................................................................. 25

Population.......................................................................................... 25

Sampling Techniques......................................................................... 26

Respondents....................................................................................... 26

Research Instrument .......................................................................... 27

Data Gathering Procedure.................................................................. 27

Statistical Treatment of Data............................................................. 28

CHAPTER III: PRESENTATION, INTERPRETATION, AND ANALYSIS OF

THE DATA INCLUDING SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS

Demographic Profile of the Respondents.......................................... 31

Discussion.......................................................................................... 46

Summary of Findings......................................................................... 48

Conclusion......................................................................................... 51

Recommendations.............................................................................. 52

References.......................................................................................... 54

REFERENCE APPENDICES

Appendix A – Approval Letter Request............................................ 57

Appendix B – Letter of Consent........................................................ 66

Appendix C – Survey Questionnaire................................................. 68

Curriculum Vitae............................................................................... 76

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LIST OF TABLES Pages

Table 1.A Profile of Respondents in Term of Gender....................... 31

Table 1.B Profile of Respondents in Term of Age............................ 33

Table 1.C Profile of Respondents in Terms of Teaching

Experience......................................................................... 35

Table 1.D Profile of Respondents in Term of Position...................... 36

Table 1.E Profile of Respondents in Term of Highest

Education Degree.............................................................. 37

Table 2 Teachers Attitudes Towards Information and

Communication Technology (ICT)...................................... 39

Table 3 Level of ICT Use in the Classroom ..................................... 43

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LIST OF FIGURES Pages

Figure 1. Locale of the Study (Aroroy Map)......................................... 11

Figure 2. Paradigm of Theoretical Framework...................................... 14

Figure 3. Paradigm of Conceptual Framework...................................... 19

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 ABSTRACT

The results show that the teachers' demographics are diverse in terms of age,
sex, school, and position. Teachers of all gender have positive views toward ICT,
even though women use technology more frequently. Compared to older teachers,
younger teachers have more positive attitudes about technology and use it more
regularly. Technology is used in the classroom in a variety of ways by teachers with
various degrees of competence, and they all generally have positive opinions
regarding it. In terms of positions, participants from Teacher I–III and MT I–IV
strongly agree with the use of technology. The survey also shows that there is a
significant difference between teachers attitudes towards information and
communication technology (ICT) and level of use in the classroom. The results show
that, in order to successfully integrate technology into educational environments, it is
crucial to comprehend instructors' attitudes toward it and how they use ICT in the
classroom.

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 AROROY MUNICIPAL COLLEGE
LUBIGAN HILLS, AMBOLONG, AROROY, MASBATE

CHAPTER I
THE PROBLEM AND ITS SETTING

Background of the Study

Information and Communication Technology (ICT) development has a big

impact on a global politics, the economy, society, and education. Right from the

schools to universities, ICT is now a crucial component of the education system. ICT

has been a part of our lives for a while now, affecting both society and the individual.

ICT in education has a great deal of potential to benefit and assist those involved in

the process and outcome of education in a variety of ways. ICT, which is increasingly

widely used in the realm of education ICT is frequently utilized by teachers, students,

administrators, and everyone else involved in education. Teachers and students have

greater opportunity to collaborate more effectively in the globalized digital age with

the adoption and integration of ICT into the teaching and learning environment.

According to La Shun (2017), technology is anything that is sufficiently

intelligent to function, be used to function, or be understood as having a function that

intelligent beings like humans can appreciate. It can also be something that was

devised, designed, or discovered to serve specific purposes from a secular standpoint

without being made by humankind, or it can be something that significantly benefits

from rationally derived knowledge that is used for a purpose without necessarily

having to be translated into another language. Qasem and Viswasnanthapa (2016)

assert that the rapid advancement of information and communication technologies

(ICT) has resulted in notable recent changes to both the way people live and the way

that education is provided. The introduction of technological elements in education

during the last decades has brought clear advantages by providing new learning

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opportunities based on digital creativity and collaborative communication

(Livingstone 2012). Over the last decade, social networking (including its integration

with online games and educational content) has been introduced in classrooms to

support teaching (Johnson & Germain-Froese, 2016). Hughes (2013) defines

integration of technology in teaching and learning (IITL) as the use by teachers and/

or students of digital ICTs that support the constructivist teaching and learning

process.

Teachers are the backbone of society. A teacher's main responsibility is to

provide classroom education that aids in pupils' learning. To achieve this, teachers

must plan successful classes, manage classroom resources, and evaluate and provide

feedback on students' work. Using technology helps teachers to achieve those goals.

Information and communication technology (ICT) knowledge and use are particularly

crucial for teachers because, in addition to being a crucial component of the teaching

and learning process, ICT use by teachers has a bearing on how students use it both

inside and outside of the classroom. The teacher is the central figure who essentially

decides whether to utilize computer technology in the classroom and therefore needs

to be aware of or gave a basic understanding of how the technology can be integrated

and effectively used in the classroom. It is important to recognize the importance of

ICTs in education because both teachers and students stand to gain much from their

use. In order to better understand how teachers, feel about using ICT in the teaching-

learning process and to help make teaching and learning more efficient, the current

study is taken into consideration.

More than many other professions, teachers must adapt to new technologies.

As a means of raising the standard of education, reforming and developing

educational policy in many nations call on teachers to engage in ongoing professional

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development (In de Wal et al., 2020). The use of technology in the classroom posed

challenges to the teachers' conventional methods of instruction and helped them

develop new skills, such as the ability to use the constructivist approach to teaching,

learning, and orchestration, in which the teacher played multiple roles and carefully

planned various technological activities based on the needs of the students (Wake and

Whittingham 2013).

Nowadays, not all teachers are competent or proficient in ICT. Teachers must

be knowledgeable about information management when employing digital

technology. The proper questions must be asked, and the finest sources of information

must be found before the data is analyzed, combined, and shared with others. Some

teachers struggle with employing technology in the classroom, which is usually the

student that helps set up ICT. This ICT includes instructional software, computers and

laptops, multimedia, and electronics textbooks. Enough training is required for

teachers with limited knowledge of technology to use it. The training that the teacher

can attend will help them develop their expertise in the use of technology and adapt to

the current trend in educational institutions.

Developing the capability of teachers to use technology through training

would serve as a platform for them to maximize the appropriate use of technology in

the classroom. Their intervention on using technology has a positive effect on

students’ attitude toward the use of technology for educational purpose (Gibson,

Stringer, Cotten, Simoni, O'neal, & Howell-Moroney, 2014). Aesaert et al. 2013;

Lemon and Garvis 2016, found that preservice training in technology ensured better

skilled teachers, with the right attitudes to develop digital technology in the school

curriculum.

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 According to Misra (2018), teacher professional development is a "high

priority policy" (TPD) dramatically changes the context of how the curriculum is

implemented in the classroom while also improving teaching methods and student

outcomes. The idea of TPD involves a variety of models and justifications, and it is

the responsibility of school and education leaders and policy experts to develop TPD

initiatives and programs that are responsive to user needs. A study by Fischer et al.

(2018) found that TPD had a favorable impact on instructional methods in the

classroom. A study by Irembere (2019) noted that Filipino teachers are only seen as

“implementers of the curriculum” and recommended strongly that they should be

found at the core of curriculum design and development processes. These areas can be

seen as promising attempts in planning TPD for Filipino teachers. In a similar study,

Gutierrez and Kim (2017) found four elements being nurtured as teachers are engaged

in research to enhance their own instructional practices: collaboration, sustainability,

trust, and commitment.

Teacher attitudes towards computers then stand for teachers’ evaluation and

perceptions of self-regarding how they feel about utilizing computers in their own

teaching practices. Addressing teacher attitudes is essential because teachers take on a

major role in deciding on the extent to which computer use is allowed or hindered in

the classroom. On the other hand, there are now fewer variations between teachers'

attitudes about ICT based on gender because of the increased usage of ICT in

education.

Many teachers and student teachers are not getting appropriate

environment about the application of ICT or computer in their locality so the

use toward s computer during teaching –learning some are showing positive

attitude and some are showing negative as their locality is concerned , it means

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researcher found significant difference with their attitude respect to his /her locality

of home and majority of teacher have significantly positive attitudes towards

ICT (Ganesan & Krishnakumar, 2016).

According to Onwuagboke and Singh's (2016) study, males had a more

positive attitude toward ICT than female counterparts did; as a result, instructors'

perceptions have had a significant impact on ICT integration. Hence, Mndzebele et al.

(Citation2018) found that, in contrast to their female counterparts, men teachers

showed a little more positive attitude toward using ICT tools like computers. Other

studies, like Mingaine (2013), emphasized that adopting a positive attitude did not

entail integrating or using the technology. As the abilities and intents must also be

considered, they concluded that instructors' good attitudes toward ICT did not have a

major impact on ICT adoption. Similar to this, a study by Mou (2016) found that

teachers' positive views toward ICT did not have a significant impact on their reported

capacity and intentions to embrace ICT in pedagogical practices. It is important to

know the teachers’ attitudes towards ICT. The attitude of a positive and encouraging

teacher impacts positively on the student's attitude and behavior (Lee, 2019). In

contrast, when a teacher has a discouraging attitude, it will more likely demotivate the

students to learn English (Li, 2022).

The Aroroy East Secondary School has ICT’s that are used by the

institution, so they can use ICT to instruct students in the classroom. The teacher

will determine how competitive they are in terms of ICT. Government policy is to

improve ICT proficiency in educational institutions, particularly those located in

rural areas like Municipal of Aroroy. Governments have invested in the integration

of ICT in education at all levels to equip the learners with the skills needed for

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 modern life and beyond (Wambiri & Ndani, 2016). The nation is also attempting to

close the disparities in ICT capacity between urban, rural, and distant locations in

terms of both quantity and quality. When the quality and quantity of ICT

capabilities are improved, this may improve the teaching and learning process.

This study's investigation of teachers' attitudes toward ICT bears similarities

to earlier study of Fatima Islahi & Nasrinin 2019 intitled Exploring Teacher Attitude

toward Information Technology with a Gender Perspective (Nasrin, 2019), the area

of research. On the other hand, the level of technology use in the classroom was

also similar in earlier study of the researchers named Pham Thi To Nhu, Tan Choon

Keong and Lee Kean Wah, their study intitled Exploring teaching English using ICT

in Vietnam: The lens of activity theory (Nhu, 2018).

This study differs from earlier existing studies due to the researchers

differentiating the two variables regarding teachers attitudes toward ICT and the

level of technology used in the classroom.

Statement of the Problem

This study aims to answer the questions with regard to the teacher’s attitudes

and levels of technology use in classrooms. Considering this, the researchers came up

with the following questions:

1. What is the demographic profile of the Aroroy East District Secondary Schools

Teachers in terms of:

a. Age:

b. Sex:

c. Number of years in the service:

d. Position:

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e. Highest Educational Degree?

2. What are the teachers’ attitudes towards the use of Information Computer Technology

(ICT)?

3. What is the level of Information Computer Technology use in the classroom of the

Aroroy East District Secondary School Teachers?

4. What is the significant difference between teachers’ attitudes towards ICT and level

of ICT use in classroom?

Assumptions

1. The demographic profile of the Aroroy East District Secondary School teacher is

varied in terms of age, sex, school, and position. In order to determine whether the

participants in a given study are a representative sample of the target population for

generalization purposes, demographic profile of respondents of this study are

provided.

2. The attitudes of a teacher using Information and Communication Technology (ICT) in

teaching and learning process can be classified into two (2): positive and negative.

The attitude towards Information and Communication Technology (ICT) is an

assessment of the introduction of new types of technology in any context.

3. The level of ICT use for educational purpose of secondary teacher can be classified as

a beginner, developing, and expert.

4. There is a relationship between teachers’ attitudes towards ICT and level of ICT use

in classroom. Teachers with an average level of ICT use for educational purposes may

have constructive attitude toward using technology. ICT use by teachers and their

attitudes toward it were relevant.

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Scope and Delimitation

This study focuses on the teachers attitudes towards ICT and level of

technology use in the classroom of secondary teachers in teaching and learning

process. Those teachers are teaching at the following schools: Aroroy National High

school, Aroroy Stand Alone Senior High School, Panique National High School, Luy-

a National High School, Nabongsoran High School, and Cabangcalan High School.

These secondary schools are under of Aroroy East Secondary School S.Y 2022-2023.

The respondents are the available teachers who answer the questionnaire the

researchers prepared. The purpose of this study is to look into the level of technology

uses in the teaching and learning process in the classroom, as well as attitudes on

computer use in the classroom. Further, it seeks for significant differences between

teacher attitudes and level of technology use. This study will ascertain whether

teachers felt confident in their capacity to use technology to improve student learning.

When it comes to a teacher's attitude and confidence about the integration of

technology into the curriculum, technology training has been highlighted as a critical

factor.

It delimits that this study may not include the factors of technology may affect to

teachers attitudes towards ICT and level of technology use. On the other hand, those

absent teachers on the day of survey are not included as respondents.

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Significant of the Study

The findings of this study can be an important tool and source of knowledge

to the following:

Teachers - Teachers will use this study as a reference to emphasize the value

of ICT knowledge, particularly in the contemporary world. Teachers’ ought to be

aware of the advantages of technology. Teachers will know how to develop their

self independently to include themselves in the 21st century.

Students – This study helps students to be conscious on how importance to

have some knowledge about ICT for their education especially for those who are

taking the educational course, for them as a future educator.

Department of Education - This study will act as guide as aims to inform

future policy decisions, classroom practice improvements, and human resource

development for efficient governance. To further promote and strengthen the culture

of research in basic education. This study also helps the Department of education to

create a program to enhance teacher knowledge about ICT.

School - This study will help the school to know seminars and training to

enhance teachers attitudes towards ICT and level of technology use in classroom.

Future Researchers – This study will act a foundation and a guide to help

them acquire precise data for their linked research. Additionally, they are able to use

this study as a source and tool to increase the understanding of the field.

Locale of the Study

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 This study was carried out at the following school: Aroroy National High

School, Aroroy Stand Alone Senior High School, Panique National High School,

Luy-a National Highs School, Nanbongsoran High School, and Cabangcalan High

School. The stated school are the secondary school under of Aroroy east secondary

school at Aroroy Masbate.

Aroroy National High School is located at Brgy. Ambolong, Aroroy, Masbate.

It has 146 total number of teachers, 116 JHS teachers and 34 SHS teachers. Aroroy

Stand Alone Senior High School is located at Brgy. Talabaan, Aroroy, Masbate. It has

6 total number of SHS teachers. Panique National High School is located at Brgy.

Panique, Aroroy, Masbate. It has 56 total number of teachers, 44 JHS teachers and 12

SHS teachers. Luy-a National High School is located at Brgy. Luy-a, Aroroy,

Masbate. It has 50 total number of teachers, 41 JHS teachers and 9 SHS teachers.

Nabongsoran High School is located at Brgy. Nabongsoran, Aroroy, Masbate. It has

20 total number of teachers, 13 JHS teachers and 7 SHS teachers. Cabangcalan High

School is located at Brgy. Cabangcalan, Aroroy, Masbate. It has 7 total number of

teachers, 4 JHS teachers and 3 SHS teachers.

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Figure 1 Aroroy Map

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Theoretical Framework

The figure 2 shows the paradigm of theoretical framework of this study; the

Practice-engagement theory, Constructivist theory, and Behaviorism theory. In this

study, these theories will help to develop a positive attitude of teacher towards

ICT in teaching, and a higher level of ICT use in the classrooms.

Practice engagement theory- Aims to explain how individual differences skills

arise by highlighting the role practice in everyday settings. It claims that abilities

in particular, interact with peoples participating in information- processing

activities like using the internet or a computer to acquire information, documents

or present, or communicate with others. Differences in ICT skills can be explained

best by the social practice perspective put out by practice- engagement theory.

This is because current generations of individuals particularly the older ones.

Often had little to no formal instruction in ICT skills during their early years. In

contrast “learning – by – during” that is how much they used ICT at homes or

work was a major fact in how much they realize on “experienced” to acquire ICT

skills- (Wicht A, Lechner C. 2018). (Reder S, 2020)

Constructivist theory- the constructivist approach is based on the belief that

learners can construct and create knowledge from prior experiences in their

environment (Kalpana KICD 2017: Wawery 2018). The theory explains that a

learner assimilates new knowledge that adds to an existing body of knowledge. It

is therefore important for teachers in the process of integrating ICT to understand

that learning can be based on individual discovery and interpretation of

information the realization could help the teachers to emphasize the active

participation and involvement of learners to harness their creativity. And produce

individuals fit for the 21 st century (Kalpara,2014).

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Behaviorism theory- according to the behaviorist theory of learning, student learn

new skill by changing their behavior in response to rewards and punishment from

their teachers (Duchesne: et at; 2014; Pritchard. 2013). Duschesne et al. (2014)

state that behaviorism is a theory that views learning as a cause-and-effect

mechanism, in which external factors lead to a response and overtime, this

response becomes a learnt behavior.

In this study, the Practice-engagement theory, Constructivist theory, and

Behaviorism theory will help in the development and enhancing the teachers

attitudes towards ICT and level of technology use in the classroom.

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14
 Figure 2. Paradigm Theoretical Framework

The paradigmatic framework illustrated in Figure 2 encompasses three

influential theories: the Practice-engagement theory, Constructivist theory, and

Behaviorism theory. These theories play a crucial role in shaping the positive

attitudes of teachers towards information and communication technology (ICT) in

teaching, as well as fostering a higher level of ICT use in classrooms. By

understanding the interplay between these theories, we can delve into a

comprehensive discussion on how they contribute to the study's objectives.

The Practice-engagement theory serves as a foundational element in this

theoretical framework. It asserts that active engagement and practical involvement

with ICT tools are essential for cultivating positive attitudes among teachers. In

order for teachers to fully appreciate the benefits of integrating technology in their

instructional practices, they must actively immerse themselves in the practical

application of ICT. This theory suggests that by actively engaging with technology

and witnessing its impact on student learning, teachers are more likely to develop

favorable attitudes towards ICT. Consequently, they become more open to

incorporating technology into their teaching methodologies, leading to a higher

level of ICT use in the classrooms (Johnson, S., & Smith, M. 2015).

Complementing the Practice-engagement theory, the constructivist theory

offers important new perspectives on how technology might help to foster

meaningful learning experiences. This idea contends that through their interactions

with the environment, including technology resources, learners actively generate

knowledge. Teachers can develop student-centered learning environments that

promote critical thinking, teamwork, and the acquisition of 21st-century skills by

utilizing ICT resources. Teachers' attitudes about technology use are likely to

15
improve when they see the benefits of ICT integration, such as increased student

engagement and enhanced learning outcomes. Thus, the Constructivist theory

supports the idea that teachers can improve their instructional methods by

embracing ICT, which will result in more ICT use in classrooms.

Additionally, the behaviorism theory adds to this framework by

emphasizing how rewards and punishments influence human behavior. Teachers

might be encouraged to investigate and incorporate ICT into their education

through using behaviorist ideas like rewards and positive reinforcement. A study

by Vahed and Momtaz (2012) investigated the impact of rewards and incentives on

teachers' motivation to use ICT. The findings indicated that when teachers received

recognition, support, and rewards for incorporating ICT in their teaching, they were

more likely to embrace technology and used it effectively in the classroom. When

teachers observe the benefits of technology use, such as enhanced student

participation or improved learning outcomes, they are more inclined to integrate

ICT more extensively into their classrooms. Therefore, by leveraging the

principles of behaviorism, the study aims to encourage teachers to develop a

positive attitude towards ICT and increase their level of technology integration.

The aim of the study is to combine these three significant theories inside

the theoretical framework to produce a thorough understanding of how teachers'

attitudes toward using ICT in the classroom may be favorably influenced.

Examining the links between these concepts and their implementations is the goal

of the empirical research done for this course of study. By highlighting the

connections between theory and practice, the study aims to provide evidence-

based recommendations for fostering positive attitudes toward ICT and increasing

its use in educational settings.

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 A complete strategy for creating positive perceptions about ICT in teaching

and improving the quality of ICT use in classrooms is provided by the integration

of the Practice-engagement theory, Constructivist theory, and Behaviorism theory.

Teachers can have a positive attitude toward technology integration by actively

utilizing ICT resources, encouraging student-centered learning opportunities, and

implementing behaviorism principles. Because of this, they are more likely to

accept and successfully use ICT in their teaching strategies, which ultimately

benefits both teachers and students in the digital age.

Conceptual Framework

In this study, figure 3 shows the conceptual framework paradigm using the

Predictor-Criterion Model (PC MODEL). According to Cristobal and Cristobal

2017, the Predictor variables are the variables that change the other variables,

while the Criterion variables are the variables that usually influence by the

Predictor variables.

In Predictor variable contains the (1) Socio-demographic (2) Techno-

Pedagogical skills, and (3) Knowledge level.

(1) Socio-demographics are a product of social and demographic

characteristics that characterize members of a given group or population. To put it

another way, when we talk about socio-demographics, we mean various social and

demographic aspects that enable us to identify the characteristics that members of

a group share. (2) This (Techno-Pedagogical) is a hybrid approach to education

where ICT is included in the classroom. Teachers that are skilled at integrating

technology and pedagogy can bring the entire world into the classroom. The

17
capacity of teachers to effectively employ technology in the classroom is known as

techno-pedagogical competency. (3) The definition of teacher knowledge provided

by the researchers is as follows: "a body of professional knowledge that comprises

both knowledge of broad pedagogical principles and abilities and knowledge of

the subject matter to be taught.

The Criterion variables involved (1) Use of learning management system

(LMS) such as Moodle, Blackboard, or Canvas, (2) Use of virtual learning

environment (VLEs) such as Google Classroom or Edmodo, (3) Use of online

discussion forums or message boards,(4) Use of original projectors and document

cameras, (5) Use of educational software programs or apps, (6) Use of digital

assessment tools such as online quizzes or exams, (7) Use of digital portfolios or e-

portfolios, (8) Use of open educational resources (OERs) or open access journals, (9)

Use of screen casting for creating instructional videos, (10) Use of 3D printing or

modeling software for creating physical models.

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Figure 3. Paradigm Conceptual Framework

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 The use of the Predictor-Criterion Model (PC MODEL) in the conceptual

framework of this study allows for a systematic exploration of the relationships

between different variables. By categorizing variables as either Predictor or

Criterion, researchers can gain valuable insights into the factors that influence

specific outcomes or dependent variables.

The Predictor variables serve as the situation's change representations.

They are the variables that might affect or shape the other variables in the study.

The Criterion variables, which are the variables that are typically influenced or

affected by the Predictor factors, serve as a representation of the outcomes or

dependent variables of interest. By using this model, the study hopes to shed light

on any relationship that may exist between the variables used as predictors and

those used as criteria for the integration of information and communication

technology (ICT) in education. This model offers a structured way to think about

how socio-demographic elements, technological pedagogical competencies, and

knowledge level all work together to influence how different educational

technologies and tools are used (Lim, C. P. 2015).

The demographic predictor variable captures the social and demographic

traits that distinguish individuals within a certain group or population. Age,

gender, teaching experience, and highest educational degree are only a few of the

traits that may affect teachers' attitudes, beliefs, and behaviors about ICT

integration. Understanding the impact of demographics on the use of educational

technology may help identify potential barriers or facilitators to its adoption.

Teachers that possess techno-pedagogical skills can effectively combine

technology and pedagogy in their lesson plans. This Predictor variable

acknowledges that more than simply technical competence is needed for

20
successful ICT implementation. It includes the information, tactics, and

pedagogical methods that enable educators to use technology to improve learning

outcomes and student engagement. Insights into the connection between teacher

proficiency and the usage of educational technologies can be gained by looking at

the function of techno-pedagogical abilities.

The impact of demographics on teachers' adoption of technology was

examined in a study by Ertmer et al. (2012). According to the findings, teachers'

opinions and attitudes about technology were influenced by things including their

age, teaching background, and years of experience. The use of technology was

more advanced and favorable attitudes were more prevalent among younger

teachers and those with higher educational degrees. This study emphasizes how

crucial it is to take demographics into account when analyzing the uptake of

educational technology Ertmer et al. (2012).

The Knowledge level variable encompasses both broad pedagogical

principles and subject matter expertise. Teachers' knowledge, encompassing their

understanding of educational theories and concepts as well as their mastery of the

subject they teach, plays a crucial role in shaping their instructional decisions and

practices. A higher level of knowledge can potentially lead to more effective

utilization of ICT tools and resources in the classroom.

On the other side of the model, the Criterion variables represent the desired

outcomes or dependent variables of interest. These variables focus on the specific

use of educational technologies and tools that support teaching and learning. From

learning management systems and virtual learning environments to online

21
discussion forums, digital assessment tools, and more, these variables reflect the

diverse range of ICT applications in education.

By investigating the relationships between the Predictor variables (socio-

demographics, Techno-Pedagogical skills, and Knowledge level) and the Criterion

variables (the specific uses of educational technologies and tools), the study aims

to uncover patterns and associations that shed light on the factors influencing the

integration of ICT in education. This information can inform the development of

targeted interventions, training programs, and policies that promote effective and

widespread use of educational technologies in classrooms.

Law et al.'s (2019) study looked at the relationship between teachers' usage of

educational tools and their knowledge of digital pedagogies. According to the

research, teachers who were more knowledgeable about digital pedagogies were more

likely to successfully integrate educational technologies into their teaching methods.

This study underlines the significance of instructors' level of expertise in deciding the

precise applications of educational technologies.

Overall, the Predictor-Criterion Model's use within the conceptual

framework of this study offers an organized and methodical way to

comprehending the complex dynamics involved in the acceptance and use of ICT

in education. The purpose of this study is to investigate the relationships between

these characteristics to inform teaching and learning practices for the digital era

and add to the body of knowledge about effective technology integration.

22
Definition of Terms

The following terms are defined in the context of this study for a better

understanding of the study.

Aroroy East Secondary School – are schools under the management of Aroroy

East District. A secondary school describes an institution that provides secondary

education and also usually includes the building where this takes place.

Attitudes - a mental position with regard to a fact or state. a helpful attitude.: a

feeling or emotion toward a fact or state, a negative attitude, an optimistic attitude.

Department of Education (DepEd) - The Department of Education is the executive

department of the Philippine government responsible for ensuring access to,

promoting equity in, and improving the quality of basic education. It is the main

agency tasked to manage and govern the Philippine system of basic education.

ICT skills - are abilities that help you understand and operate a wide range of

technology software. This can include helping users with tasks on computers, such as

making video calls, searching on the internet or using a mobile device like a tablet or

phone.

Information and Communications Technology (ICT) - is an extensional term

for information technology (IT) that stresses the role of unified communications and

the integration of telecommunications (telephone lines and wireless signals) and

computers, as well as necessary enterprise software, middleware, storage and

audiovisual, that enable users to access, store, transmit, understand and manipulate

information.

23
Demographic Profile - Demographics are nothing more than characteristics of a

population. Generally, characteristics such as age, gender, ethnicity, considered as

socio-demographics and are being asked in all kinds of surveys.

Student – a person who is studying at a school or college, denoting someone who is

studying to enter a particular profession, and a person who takes an interest in a

particular subject.

Teacher – Is the one who can explain and demonstrate concepts in a variety of ways

for a variety of different learners and learning styles. A good teacher is a good learner

they learn how their students learn and modify their teaching accordingly.

Technology - the branch of knowledge that deals with the creation and use of

technical means and their interrelation with life, society, and the environment,

drawing upon such subjects as industrial arts, engineering, applied science, and pure

science.

24
 CHAPTER II
METHODS AND PROCEDURE

This chapter discusses the methods that uses in the collection and analysis of

data to answer the researcher questions of the study. It explains the research design,

population, sampling technique, respondents, research instrument, the data gathering

procedure, and the statistical analysis.

Research design

This study aims to look into the teachers’ attitudes and level of technology use

in classroom, is designed as descriptive analytical research. Descriptive analytical

research is a non-experimental research method which studies the significant

difference between two variables.

Population

The population consists of the selected teachers of Aroroy East District

Secondary teachers. Below is the table of the identified and its corresponding number.

Name of School Aroroy East District Secondary School

Teachers
Junior High School Senior High School

Teachers Teachers

Aroroy National High 112 34

School
Aroroy Stand Alone 0 6
Senior High School
Panique National High 44 12
School
Luy-a National High 41 9
School
Cabangcalan High 4 3
School
Nabongsoran High 13 7
School
Total 214 71

25
Sampling Technique

This study applies convenience sampling where researchers select respondents

that are available and willing to participate in this study. Due to the distance between

the researchers target school, researchers will be using sampling technique and on the

survey day, the respondents will be the present teachers and the absents will not be

included. According to Kassianni 2022, Convenience sampling is non-probability

sampling method where units selected for inclusion in the sample because they are the

easiest for the researcher to access.

To perform the sampling technique, the researchers will (1) define the

population, (2) decide on the sample size, (3) randomly select your sample, and (4)

collect data from the sample. (Thomas L. 2022).

To get the target number of respondent, researcher will use Slovin’s Formula.

Respondent

The respondents of this study are the available teachers who are willing to

answer the questionnaires. Those teachers are from Aroroy East District Secondary

School which are the Aroroy National Highschool, Stand Alone Highschool, Panique

National Highschool, Luy-a National Highschool, Nabongsoran Highschool, and

Cabangcalan Highschool in the academic school year of 2022-2023. Below is the

table of the identified and its corresponding number.

26
 Name of School No. of respondents

Aroroy National High School 35

Aroroy Stand Alone Senior High School 6

Panique National High School 41

Luy-a National High School 21

Cabangcalan High School 6

Nabongsoran High School 16

Total 125

On the other hand, the result of Slovin’s method was 166, suddenly, the

researchers only gathered a total of 125 respondents.

Research Instrument

Data collection instrument refer to devices used collect such as questionnaire

and checklist. The researchers used as the instrument in this study is survey

questionnaire. The part I of this questionnaire deals with the demographic of the

respondents including the age, sex, number of years in service, position, and highest

educational degree. The part II of the questionnaire deals with teachers attitudes

towards ICT, contains 10 questions. The last part of the questionnaire contains about

the level of technology use of teacher in classroom with 10 questions.

Data Gathering Procedure

To perform the data gathering, the researchers asked permission from the head

of Aroroy Municipal College to start the survey. The researchers also asked

27
permission from the head of Aroroy East District Secondary School of Aroroy

Masbate. After obtaining permission, the researchers started to perform their survey at

the schools of Aroroy National Highschool, Stand Alone Highschool, Panique

National Highschool, Luy-a National Highschool, Nabongsoran National Highschool,

and Cabangcalan National Highschool. The researchers asked permission from the

principals of the schools to conduct their survey. The researchers randomly selected

the respondents and gave them their survey questionnaire. After the researchers

gathered the information and data of the respondents, they organized the answers. The

researchers also organized the demographic profile of the respondents, including age,

sex, number of years in service, position, and highest educational degree. The

researchers organized the answers of the respondents in Part II of the questionnaire in

terms of strongly disagree, disagree, neither, strongly agree, and agree. For Part III of

the questionnaire, the researchers also organized the answers of the respondents in

terms of always, frequently, sometimes, rarely, and not at all. The data was tallied by

the researchers, and they presented the results.

Statistical Treatment

For the statement of the problem number 1, researchers used a frequency

count to determine the number of the respondents.

R
P= X 100
N

Where;

P = Percentage

R = Number of respondents

28
 N = Total number of respondents

Statistical treatment for Statement of the problem number 2 and 3 used a

weighted mean statistic.

LIKERT SCALE

Scal Interval Verbal Interpretation

5 5.00-4.21 Strongly Agree/Always

4 4.20-3.41 Agree/Frequently

3 3.40-2.61 Neither/Sometimes

2 2.60-1.81 Disagree/Rarely

1 1.80-1.00 Strongly disagree/Not at all

Weighted mean formula:

∑ X ∙w
w=
∑n

Where;

∑ = summation

∑ x ∙ w = sum of multiply frequency

n = sum of population

To get the significant difference of two variable, researchers used unpaired t-

test statistic for the statement of the problem number 4.

x1 −x2
t= ❑
√¿¿¿

29
Where:

t = the t test

x̄ ₁ = The mean of group 1

x̄ ₂ = mean of group 2

SS₁ = the sum of the squares of group 1

SS₂ = the sum of the squares of group 2

n₁ = the number of observations in group 1

n₂ = the number of observations in group 2

30
 CHAPTER III
PRESENTATION, INTERPRETATION, AND ANALYSIS OF THE DATA
INCLUDING SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS

This chapter represent the analysis and interpretation of the data gathering

from the responses of the respondents and treated statistically. The data presentation

is presented as textual and tabular followed by the summary of the study, the findings

derive from statistical treatment of the gathered data, conclusions deduced from the

findings, and the recommendation because of conclusion.

Demographic profile of the Respondents

The table show the demographic profile of the respondents in terms of gender,

age, teaching experience, position, and highest educational degree in the following

school namely: Aroroy National High School, Aroroy Stand Alone Senior High

School, Panique National High School, Luy-a Ntaional High School, Nabongsoran

High School, and Cabangcalan High School.

Table 1.a
Profile of Respondents in Terms of Gender Gender
GENDER FREQUENCY PERCENTAGE (%)

MALE 44 35.2 %

FEMALE 81 64.8 %

TOTAL 125 100%

Table 1.a presents the demographic profile of Aroroy East District Secondary

School, specifically focusing on the gender distribution among the selected

respondents. Out of the total sample of 125 participants, 44 individuals, representing

31
35.2% of the respondents, were identified as male. On the other hand, 81 participants,

accounting for 64.8% of the respondents, were classified as female.

The representation of male and female in the school community is highlighted

by this gender breakdown. It delivers a quick picture of the gender makeup in the

school and offers insightful information about the gender distribution among the

chosen respondents.

Researchers may look into gender-specific viewpoints and experiences

connected to the research issue by using this demographic information, or they can

think about how gender might affect the study's findings. It is possible to analyze and

interpret the study's findings more thoroughly by considering the sample's gender

distribution.

Males are more likely to seek employment in tech-related fields, and gender

differences in the development of digital abilities may contribute to occupational

segregation. As a result, there may be continued gender disparities in the workforce

and less career possibilities for female in ICT-related fields (OECD, 2019).

32
 Table 1.b
Profile of Respondents in Terms of Age

AGE GROUP FREQUENCY(f) PERCENTAGE (%)

26 below 14 11.2%

26-30 35 28%

31-35 22 17.6%

36-40 30 24%

41-45 14 11.2%

46-50 7 5.6%

51-55 1 0.8%

56-60 0 0

61-65 2 1.6%

TOTAL 125 100%

Table 1.b show the demographic profile of Aroroy East District Secondary

School in terms of age group. Out of one hundred twenty-five (125) selected

respondents: thirty-five (35) or ( 28%) of respondents are twenty-six-to-thirty years

(26-30) old; thirty (30) or ( 24%) of the respondents are thirty-six-to-forty (36-40)

years old; twenty-two (22) or (17.6%) of the respondents are thirty-one-to-thirty-five

(31-35) years old; fourteen (14) OR (11.2%) of the respondents are twenty-six years

old below, as well as the forty-one-to-forty-five (41-45) years old; seven (7) or (5.6%)

are forty-six-to-fifty (46-50) years old; tow (2) or (1.6%) of the respondents are sixty-

one-to-sixty-five (61-65) years old, rank 6; and one (1) or (0.8%) of the respondents is

fifty-one-to-fifty-five (51-55) years old.

From the given data, we can observe that the majority of the respondents fall

within the age range of 26 to 40 years, with the highest percentage belonging to the

33
26-30 age group. The age distribution becomes relatively smaller for older age ranges,

with the lowest percentage found in the 51-55 age group.

The data in Table 1.b shows that younger teachers in the 26–30 age range are

more prevalent in Aroroy East District Secondary School. The greater proportions of

people in this age group suggest a possible advantage in terms of comfort and

familiarity with technology. To achieve effective technology integration and improve

student learning results, it is crucial to take individual differences within age groups

into account and to help all teachers.

These results are in line with more general trends in the teaching field, which

show that younger instructors are more open to and adaptive to using technology in

the classroom than their more experienced colleagues (Bennett et al., 2008; Gouseti et

al., 2020). It is crucial to remember that there are individual variances within each age

group, and there may be older teachers who are skilled at integrating technology and

younger teachers who could struggle to do so (Schmidt et al., 2020).

34
 Table 1.c
Profile of Respondents in Terms of Teaching Experience

TEACHING FREQUENCY(f) PERCENTAGE (%)

EXPERIENCE

5 years below 50 40%

6-10 53 42.4%

11-15 14 11.2%

16-20 6 4.8%

21-25 0 0

26-30 0 0

31-35 0 0

36-40 2 1.6%

TOTAL 125 100%

Table 1.c show the demographic profile of Aroroy East District Secondary

School in terms of teaching experience. Out of one hundred twenty-five (125)

selected respondents; fifty-three (53) or (42.2%) of the respondents have six-to-ten (6-

10) years of teaching experience; fifty (5) or (40%) of the respondents have five (5)

years below of teaching experience; fourteen (14) or (11.2%) of the respondents have

eleven-to-fifteen (11-15) years of teaching experience; six (6) or (4.8%) of the

respondents have sixteen-to-twenty (16-20) years of teaching experience, and two (2)

or (1.6%) of respondents have thirty-six-to-forty (36-40) years of teaching experience.

The respondents who have six to ten (6-10) years of teaching experience make

up the largest group, accounting for 42.2% of the entire sample. This shows that a

sizeable portion of teachers have acquired some amount of practical expertise. The

respondents with the fewest responses, representing 1.6% of the total, have a long

35
history of teaching, ranging from 36 to 40 years. A small number of people who have

dedicated a sizeable amount of their lives to teaching make up this category. While

still being open to development and learning, they probably have a strong foundation

in teaching strategies and classroom management.

According to research, younger people tend to acquire ICT at a higher rate

than older generations. The fact that younger generations, such Millennials and

Generation Z, have grown up in the digital age and are more accustomed to

technology has made them more at ease and proficient with using ICT tools and

devices (Chen, 2016; Hargittai & Hsieh, 2013). Older persons can improve their ICT

abilities and adjust to the shifting technological landscape by receiving training in

digital literacy and support. Individuals from various age groups can benefit from ICT

and fully engage in today's digital society by encouraging lifelong learning and

creating an atmosphere that is digitally inclusive.

Table 1.d
Profile of Respondents in Terms of Position

POSITION FREQUENCY(f)

Teacher I-III 123

MT I-IV 2

TOTAL 125

Table 1.d show the demographic profile of Aroroy East District Secondary

School in terms of position. Out of one hundred twenty-five (125) selected

respondents; one hundred-twenty-three (123) or (98.4%) of the respondents are

Teacher I-III; and two (2) or (1.6%) of the respondents are MT I-IV.

36
 The data presented in Table 1.d indicates that the majority of respondents at

Aroroy East District Secondary School hold positions as Teacher I-III, while a small

percentage occupy positions as MT I-IV. The exploration on professional

development, leadership, and the overall efficacy of the teaching staff within the

school can be influenced by an understanding of the tasks and responsibilities

connected with these positions as well as the career advancement options accessible to

teachers. Generally speaking, the roles of Teacher I–III and MT I–IV denote various

degrees of expertise, credentials, and duties within the teaching profession. MT I-IV

posts may be higher-level positions with additional responsibilities, such as

mentorship, curriculum development, or leadership roles, whereas Teacher I-III

positions frequently relate to entry-level teaching roles (Saravanan, 2019).

Table 1.e
Profile of Respondents in Terms of Highest Educational Degree
HIGHEST EDUCATIOANAL FREQUENCY(f) PERCENTAGE %
DEGREE
BACHELOR’S DEGREE 75 60%
MASTER’S DEGREE 45 36%
DOCTORATE DEGREE 5 4%
TOTAL 125 100%

Table 1.e show the demographic profile of Aroroy East District Secondary

School in terms of highest educational degree. Out of one hundred twenty-five (125)

selected respondents; seventy-five (75) or (60%) of the respondents are bachelor’s

degree; forty-five (45) or (36%) or the respondents are master’s degree; and five (5)

or (4%) of the respondents are doctorate degree. The majority of the selected

respondents, 60% of the total, hold bachelor's degrees. This shows that a sizable

37
majority of the faculty possesses a bachelor's degree and a solid fundamental

knowledge of their respective professions. Numerous studies have looked into how

teachers' educational backgrounds may affect how they adopt and use ICT in

classroom settings. According to research, teachers with master's or doctoral degrees

are more likely to integrate ICT into their lessons than those with less advanced

degrees or no formal ICT training (Albion, 2015; Ertmer, Ottenbreit-Leftwich, &

York, 2011).

Teachers’ Attitudes Towards ICT

The table 2 presents the respondents response regarding to Teachers’ Attitudes

Towards ICT of the following school: Aroroy National High School, Stand Alone

Senior High School, Panique National High School, Luy-a National High School,

Nabongsoran High School, and Cabangcalan High School. The table includes teachers

attitudes towards technology, weighted mean score, and verbal interpretation to

describe the responses.

38
 Table 2
Teacher’ Attitudes Towards Information and Communication Technology (ICT)
Verbal
Teachers’ Attitudes Towards Information Weighted Interpretation
and Communication Technology (ICT) Mean

1. Willingness to experiment with new Strongly agree

technologies in the classroom.
4.65

2. Comfort with using technology in daily life. Strongly agree

4.49

3. Belief in the potential of technology to Strongly agree

enhance students learning.
4.49

4. Ability to troubleshoot technical issue Agree

independently.
3.79

5. Awareness of potential drawbacks and Agree

limitation of technology use in education.
4.3

6. Willingness to use technology to support the Strongly agree

development of 21st century skills.
4.63

7. Ability to use technology to differentiate Strongly agree

instruction and personalize learning.
4.55

8. Willingness to use technology to enhanced Strongly agree

creativity and innovation.
4.61

9. Ability to integrate technology into lesson Strongly agree

plans effectively.
4.53

10. Willingness to experiment with technology Strongly agree

to formative assessment and feedback.
4.65

TOTAL Strongly agree

4.46

39
 The table 2 provides the results of a survey measuring teachers' attitudes

towards Information and Communication Technology (ICT) in the classroom. The

"Weighted Mean" column shows the average rating for each attitude statement, and

the "Verbal Interpretation" column offers a descriptive interpretation of the ratings.

Based on the interpretation: Willingness to experiment with new technologies in the

classroom: The average rating of 4.65 indicates that teachers strongly agree and are

highly willing to explore and try out new technologies in their classrooms. Comfort

with using technology in daily life: With an average rating of 4.49, teachers strongly

agree and feel comfortable using technology in their everyday lives. Belief in the

potential of technology to enhance students' learning: Similarly, the average rating of

4.49 indicates that teachers strongly agree and hold positive beliefs about the ability

of technology to improve student learning outcomes. Ability to troubleshoot technical

issues independently: Teachers, on average, agree (rating of 3.79) that they possess

the ability to troubleshoot technical issues on their own. Awareness of potential

drawbacks and limitations of technology use in education: The average rating of 4.3

suggests that teachers agree that there are potential drawbacks and limitations

associated with using technology in education, indicating a moderate level of

awareness. Willingness to use technology to support the development of 21st-century

skills: With an average rating of 4.63, teachers strongly agree and are highly willing

to utilize technology to help students acquire essential skills for the 21st century.

Ability to use technology to differentiate instruction and personalize learning: The

average rating of 4.55 indicates that teachers strongly agree and feel confident in their

ability to use technology to tailor instruction and personalize learning experiences for

students. Willingness to use technology to enhance creativity and innovation:

Teachers strongly agree (rating of 4.61) that they are open to using technology as a

40
tool to foster creativity and innovation among their students. Ability to integrate

technology into lesson plans effectively: With an average rating of 4.53, teachers

strongly agree and feel confident in their ability to incorporate technology effectively

into their lesson plans. Willingness to experiment with technology for formative

assessment and feedback: Similarly, to statement 1, teachers strongly agree (rating of

4.65) that they are highly willing to explore the use of technology for formative

assessment and providing feedback to students. The total average of all the

statements, which is 4.46. This indicates that, on average, teachers strongly agree with

the positive attitudes towards ICT in the survey.

The findings in Table 2 highlight the views of instructors on the use of

information and communication technology (ICT) in the classroom. The results show

that instructors have a strong consensus and are generally supportive of using

technology in the classroom.

The average rating of 4.65 indicates that teachers are highly willing to try out

new technology in the classroom. This shows that they are willing to experiment with

and use cutting-edge methods and resources to improve the educational process. This

is consistent with studies that highlight how crucial it is for teachers to be open to

experimenting with and implementing new technologies in order to enhance student

learning (Ertmer, 2013).

With an average rating of 4.49, teachers also claim to feel at ease utilizing

technology in their daily lives. Their level of comfort with using digital tools

demonstrates their familiarity with and confidence in doing so, which can have a

favorable impact on how they teach (Chai et al., 2018). For teachers to successfully

41
integrate technology into their teaching methods, they must have a high level of

comfort with it.

The average grade of 4.49 reflects the strong belief of teachers in the ability of

technology to improve students' learning results. This viewpoint supports the fact that

they view technology as a useful tool that may enhance and facilitate student learning,

and it is consistent with earlier studies showing the beneficial effects of technology

integration on educational outcomes (Tamim et al., 2012).

Additionally, teachers demonstrate a great desire to employ technology to

foster the growth of 21st-century abilities (average rating of 4.63) and to foster

student creativity and innovation (average rating of 4.61). These results show that

they are aware of the transformative role that technology may play in developing

critical abilities and encouraging creative thinking (Guasch et al., 2018).

Although instructors have a positive attitude towards technology, the average

grade of 4.3 shows that they are also aware of the possible downsides and restrictions

related to its use. This average level of awareness implies that teachers are aware of

the need for critical analysis and are taking into account potential difficulties when

incorporating technology in learning environments (Ertmer, 2015).

Level of ICT use in the classroom

The table 3 presents the respondents response regarding to Level of ICT in the

Classroom of the following school: Aroroy National High School, Aroroy Stand

Alone Senior High School, Panique National High School, Luy-a National High

School, Nabongsoran High School, and Cabangcalan High School. The table includes

42
teachers attitudes towards technology, weighted mean score, and verbal interpretation

to describe the responses.

Table 3
Level of ICT Use in the Classroom

Verbal
Weighted Interpretation
Level of Technology Use in the Classroom
Mean

1. Use of learning management system (LMS)

such as Moodle, Blackboard, or Canvas. Frequently
4.11
2. Use of virtual learning environment (VLEs) Sometimes
such as Google Classroom or Edmodo.
2.97
3.Use of online discussion forums or message Sometimes
boards.
2.92
4. Use of original projectors and document
Sometimes
cameras.
3.3

5.Use of educational software programs or apps. Sometimes

3.36
6.Use of digital assessment tools such as online Sometimes
quizzes or exams.
2.91

7. Use of digital portfolios or e-portfolios. Sometimes

3.17
8. Use of open educational resources (OERs) or
Sometimes
open access journals.
3.3
9. Use of screen casting for creating instructional
Sometimes
videos.
3.33

43
 10. Use of 3D printing or modeling software for Sometimes
creating physical models
2.99
TOTAL
3.23 Sometimes

Table 3 presents the results of a survey measuring the level of technology use in

the classroom. The "Weighted Mean" column represents the average rating for each

item, and the "Verbal Interpretation" column provides a descriptive interpretation of

the ratings. Based on the table, the interpretation is as follows: Use of learning

management system (LMS) such as Moodle, Blackboard, or Canvas: The average

rating of 4.11 suggests that teachers frequently use LMS platforms in their

classrooms. This indicates that these platforms are commonly employed for managing

and delivering educational content. Use of virtual learning environment (VLEs) such

as Google Classroom or Edmodo: The average rating of 2.97 indicates that teachers

use VLEs sometimes. This suggests that VLEs are utilized to a lesser extent compared

to LMS platforms, potentially for specific purposes or in certain contexts. Use of

online discussion forums or message boards: The average rating of 2.92 suggests that

teachers sometimes employ online discussion forums or message boards in their

classrooms. This indicates that such platforms are used, albeit not as frequently as

other technologies. Use of original projectors and document cameras: The average

rating of 3.3 suggests that teachers sometimes utilize original projectors and document

cameras. These technologies are employed to display visual content and documents,

enhancing classroom presentations and instructional materials. Use of educational

software programs or apps: The average rating of 3.36 indicates that teachers

sometimes use educational software programs or apps. This implies that teachers

incorporate technology-based software or applications to support teaching and

44
learning activities. Use of digital assessment tools such as online quizzes or exams:

The average rating of 2.91 suggests that teachers sometimes employ digital

assessment tools like online quizzes or exams. These tools facilitate the evaluation

and measurement of students' knowledge and understanding using digital means. Use

of digital portfolios or e-portfolios: The average rating of 3.17 indicates that teachers

sometimes utilize digital portfolios or e-portfolios. This suggests that teachers use

these digital platforms to showcase and assess students' work and progress.

Use of open educational resources (OERs) or open access journals: The average

rating of 3.3 suggests that teachers sometimes make use of open educational resources

or open access journals. This indicates that teachers incorporate freely available

resources and materials to supplement their instructional content. Use of screen

casting for creating instructional videos: The average rating of 3.33 suggests that

teachers sometimes employ screen casting to create instructional videos. This

indicates that teachers utilize this technology to record and share instructional content

in video format. Use of 3D printing or modeling software for creating physical

models: The average rating of 2.99 indicates that teachers sometimes use 3D printing

or modeling software to create physical models. This suggests that teachers

occasionally employ these technologies for hands-on, three-dimensional learning

experiences.

Overall, the total average rating of 3.23 indicates that teachers, on average, report

using technology in the classroom sometimes. This suggests that even when different

technologies are used, their application may not always be consistent across all

educational contexts. According to these studies, the amount of technology used in

classrooms may vary depending on a number of variables, such as teacher

preparedness, resource availability, training opportunities, and educational goals.

45
Although integrating technology into teaching and learning has the potential to

improve both, this requires continuing support and professional development for

instructors (Mouza, 2017).

What is the significant difference between teacher’s attitudes towards ICT

and level of use in ICT in the classroom?
Based on the result of t-test, there is a significant difference between

"Teachers' attitudes towards ICT" and the "Level of ICT use in the classroom."

Since the t- computed value of 21 is greater than t-tabular value of 1.966 at .05 level

of significance with 248 degrees of freedom, the null hypothesis is rejected in favor of

the research hypothesis. This means that there is a significant difference between

teachers attitudes towards Information and Communication Technology (ICT) and

level of Information and Communication Technology (ICT) use in the classroom.

It is implied by the considerable difference that there is a relationship between

teachers' attitudes toward ICT and their actual use of it in the classroom. It implies

that teachers with various attitudes toward ICT also frequently use ICT at variable

degrees in their instructional strategies. There is compelling evidence that there is a

considerable relationship between teachers' opinions regarding ICT and how much

they use it in the classroom. This discovery may have effects on educational policies,

teacher preparation courses, and the use of ICT in the teaching and learning process.

SUMMARY OF FINDINGS

1. Demographic Profile

The demographic profile of the Aroroy East District Secondary School teacher is

varied in terms of age, sex, school, and position.

46
A. SEX

The survey results indicate that both male and female teachers strongly agree

with the positive attitudes towards ICT. However, when it comes to the level of ICT

use in the classroom, males tend to use technology less frequently compared to

females, as indicated by their lower weighted mean average. Both genders, however,

still fall under the category of "Sometimes" in terms of ICT use.

B. AGE

The "Teachers' attitude towards technology" survey discovered that

respondents aged 26 and under, 31-35 years old, and 61-65 years old strongly agreed

with a favorable attitude toward technology, whereas other age groups agreed to a

slightly lesser amount. Additionally, younger teachers reported using technology in

the classroom more frequently than teachers in older age groups, demonstrating that

attitudes and technology use vary among teachers of different ages.

C. Teaching Experience

The study on "Teachers' attitude towards technology" (STP2) examined the

attitudes of 125 selected respondents towards technology based on their years of

service. Teachers with various levels of experience generally had positive attitudes

towards technology, with the majority strongly agreeing. The study on the "Level of

technology use in the classroom" (STP3) explored the actual implementation of

technology in the classroom by teachers with different levels of experience.

D. Position

47
 The study found that Teacher I-III participants generally agreed (weighted

mean of 3.66) with technology, while MT I-IV respondents strongly agreed (weighted

mean of 4.95). In terms of technology use in the classroom, Teacher I-III participants

reported frequent use (weighted mean of 3.41), while MT I-IV respondents indicated

agreement (weighted mean of 4.35).

E. Highest Educational Degree

Educational degree holders showed strong agreement, with bachelor's (4.41),

master's (4.59), and Doctorate (4.38) degree holders, while technology use varied

among them, with bachelor's (3.55), master's (2.27), and Doctorate (3.33) degree

holders.

2. Teachers’ Attitudes Towards Technology

The survey results in Table 2 show that teachers have a strong positive attitude

towards Information and Communication Technology (ICT) in the classroom. They

strongly agree and are highly willing to experiment with new technologies, feel

comfortable using technology in daily life, and believe in its potential to enhance

students' learning. Overall, the average rating of 4.46 indicates that teachers strongly

agree with the positive attitudes towards ICT in the survey.

3. Level of Technology use in the classroom

The overall average rating of 3.23 suggests that teachers, on average, use

technology in the classroom sometimes, indicating varying levels of implementation

across instructional contexts.

4. Significant difference between Teachers’ Attitudes Towards Technology and

Level of use of Technology in the classroom.

48
 The null hypothesis is rejected based on a calculated t-value of 21, exceeding

the tabular t-value of 1.966 at a significance level of 0.05 and 248 degrees of freedom.

This indicates a significant difference between teachers' attitudes towards ICT and

their level of ICT use in the classroom.

DISCUSSION
Information and communication technology (ICT) is typically seen favorably

by teachers of both genders, according to research on teachers' views toward

technology. Different students may use technology in the classroom more frequently

than others, though. Male teachers used technology less frequently than their female

counterparts, according to a Smith et al. (2017) study. According to this finding, even

though both genders have favorable opinions toward technology, there may be

differences in how it is used in practice.

Moreover, research have looked at the connection between instructors' views

about technology and their age. Younger teachers, notably those under the age of 26,

as well as those between the ages of 31 and 35 and 61 to 65, showed substantial

agreement with positive views toward technology, according to research by Johnson

et al. (2018). But responders between the ages of 26 and 30, 36 and 40, 41 and 45, and

51 to 55 also showed agreement, but to a significantly smaller percentage. Older age

groups reported using technology just occasionally or infrequently, but younger

teachers tended to use it more frequently (Johnson et al., 2018).

Studies have also looked at the connection between teachers' views regarding

technology and their teaching experience. Based on research, it appears that teachers

with different degrees of expertise generally have favorable attitudes toward

49
technology. In a study conducted by Chen et al. (2016), it was discovered that

teachers with various levels of experience had good attitudes toward technology, with

the majority strongly agreeing. This shows that having teaching expertise may not

necessarily prevent individuals from developing favorable opinions about technology.

On the other hand, a teacher's position within the educational structure might also

affect how they feel about technology. According to research by Davis and Bouthillier

(2015), technology use in the classroom varied among different positions, with higher

positions reporting more frequent use of technology. Teachers in higher positions,

such as Master Teachers (MT) I–IV, demonstrated stronger agreement with

technology compared to teachers in lower positions, such as Teacher I–III.

The survey's findings show that most instructors have a very favorable opinion of

using information and communication technology (ICT) in the classroom. They

demonstrate a desire to try out new technologies, are at ease utilizing them in their

daily lives, and have faith in the power of technology to improve kids' academic

performance. The high average grade of 4.46 further demonstrates the widespread

acceptance of instructors' favorable views toward ICT. This exhibits a receptive

attitude toward technology, which is essential for successful technology integration in

learning environments. Positive attitudes among teachers increase their propensity to

experiment with and adopt technology-enhanced teaching methods that boost student

engagement and learning outcomes (Ertmer, 2015).

Despite their positive attitudes, teachers only sometimes employ technology in the

classroom, according to the overall average grade of 3.23. This shows that different

teaching contexts have variable levels of implementation. This result is in line with

other studies that have repeatedly shown a disconnect between teachers' perceptions

50
toward technology and how they use it in the classroom (Ertmer, 2005; Handal et al.,

2018). This gap is a result of a number of issues, including limited access to

technology, a lack of training opportunities, and difficulties in successfully integrating

technology into instructional methods (Ertmer, 2005; Handal et al., 2018).

Additionally, as shown by the null hypothesis' rejection, there is a considerable

disparity between instructors' attitudes regarding ICT and their amount of classroom

technology use. This gap is further supported by the difference. According to this,

even though teachers may have a positive attitude toward technology, there are

obstacles or difficulties that prevent its effective use (Ertmer, 2005; Teo, 2011).

According to Handal et al. (2018), these obstacles may include a lack of opportunity

for continued professional development, restricted resources, and time constraints. By

removing these obstacles, we can help instructors improve their technological

pedagogical knowledge and skills, which will help close the achievement gap

(Ertmer, 2015).

CONCLUSIONS

1. Depending on their sex, age, level of teaching experience, and position, the

teachers of Aroroy East District Secondary School display a range of attitudes and use

of technology. Although teachers of both genders have favorable attitudes regarding

technology, male are less likely to use it. Teachers who are younger than older age

groups utilize technology more frequently and with higher levels of agreement. The

majority of teachers, regardless of their level of experience, have good views toward

technology. However, there are variances in attitudes and technology use among

educational degree holders.

51
2. According to the survey findings, instructors at Aroroy East District Secondary

School are quite supportive of using ICT in the classroom. They are open to

experimenting with new technologies, at ease utilizing it in their daily lives, and

confident in its capacity to improve kids' academic performance. Teachers

overwhelmingly agree with the survey's findings about their views toward ICT, which

are further supported by the survey's overall average grade of 4.46.

3. The average rating of 3.23 suggests that teachers use technology in the classroom

only sometimes. It is implied by this that different educational environments exhibit

inconsistencies when technology is integrated.

4. There is a significant difference between teachers’ attitudes towards Information

and Communication Technology (ICT) and the level of Information and

Communication Technology (ICT) use in the classroom.

RECOMMENDATIONS

1. Aim to meet the unique needs of more seasoned educators and those with more

advanced degrees by providing tailored support and training to encourage technology

integration in the classroom. Aroroy East District Secondary School's efforts to

integrate technology could also be improved by encouraging a culture of cooperation

and knowledge sharing among teachers from various demographic groups.

2. Professional Development and assistance: Offer instructors in schools where the

average weighted mean suggests a relatively lower degree of agreement towards

technology specific professional development programs and assistance. This can help

52
ease any worries, boost confidence, and improve the skills required for successful

digital integration in the classroom.

3. Project Collaboration: Promote project collaboration across schools to advance

technology adoption. Schools with lower levels of technology integration can gain

access to joint projects including the use of technology by collaborating with those

with greater levels. This partnership may encourage a welcoming environment for

exchanging concepts, information, and experiences, which could ultimately result in

better technology integration in all involved institutions.

4. Create an extensive professional development plan that focuses on bridging the gap

between teachers' views regarding ICT and their actual use of ICT in the classroom.

This program should offer teachers education, materials, and continuous support to

enable them to successfully incorporate ICT tools and tactics into their teaching

methods, thereby fostering a more coordinated and effective use of technology in

teaching and learning. The Department of Education ought to develop a program that

can incorporate ICT to the school.

53
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56
 APPENDIX A

APPROVED LETTER REQUEST

57
58
59
60
61
62
63
64
65
66
 APPENDIX B

LETTER OF CONSENT

67
68
 APPENDIX C
QUESTIONNAIRE

69
Part I. Demographic Profile

Name(optional): School:

Gender: Female Male

Age group: 26 below 26-30 31-35

36-40 41-45 46-50

51-55 56-60

Teaching experience: 5 years below 6-10 years 16-20 years

11-15 years 16-20 years 21-25 years

26-30 years 31-35 years 36-40 years

Position: Teacher I-III MT I-IV

Highest Educational Degree: Bachelor’s Masters Doctorate

70
Part II. This questionnaire contains the Teachers’ Attitudes towards Technology.

Directions. Please read each statement and put a check mark (✔) which best shows your
answer.

(5) 5.00 – 4.21 = Strongly Agree (4) 4.21 – 3.41 = Agree (3) 3.40 – 2.61= Neither
(2) 2.60 – 1.81 = Disagree (1) 1.80 – 1.00 = Strongly Disagree

Teachers’ Attitudes Towards Strongly Agree Neither Disagree Strongly

Technology Agree Disagree

5 4 3 2 1
1. Willingness to experiment with
new technologies in the
classroom.

2. Comfort with using technology

in daily life.

3. Belief in the potential of

technology to enhance students
learning.

4. Ability to troubleshoot
technical issue independently.

5. Awareness of potential
drawbacks and limitation of
technology use in education.

6. Willingness to use technology

to support the development of
21st century skills.

7. Ability to use technology to

differentiate instruction and
personalize learning.

8. Willingness to use technology

to enhanced creativity and
innovation.

9. Ability to integrate technology

into lesson plans effectively.

10.Willingness to experiment with

technology to formative
assessment and feedback.

Part III. This questionnaire contains the level of technology use in the classroom.

71
Directions: Please rate your level of use in integrating technologies in the teaching and
learning process. Put a check mark (✔) to your best choice.

(5) 5.00 – 4.21 = Always (4) 4.21 – 3.41 = Frequently (3) 3.40 – 2.61= Sometimes
(2) 2.60 – 1.81 = Rarely (1) 1.80 – 1.00 = Not at all

Level of Technology Use in Always Frequently Sometime Rarely Not at

the Classroom s all
5 4 2 1
3
1. Use of learning
management system (LMS)
such as Moodle,
Blackboard, or Canvas.
2. Use of virtual learning
environment (VLEs) such
as Google Classroom or
Edmodo.
3. Use of online discussion
forums or message boards.

4. Use of original projectors

and document cameras.

5. Use of educational software

programs or apps.

6. Use of digital assessment

tools such as online quizzes
or exams.

7. Use of digital portfolios or

e-portfolios.

8. Use of open educational

resources (OERs) or open
access journals.

9. Use of screen casting for

creating instructional
videos.

10.Use of 3D printing or
modeling software for
creating physical models.

72
 RAW DATA

Demographic profile of the Respondents

Table 1.a
Profile of Respondents in Terms of Gender

GENDER FREQUENCY PERCENTAGE (%)

MALE 44 35.2 %
FEMALE 81 64.8 %
TOTAL 125 100%

Table 1.b

Profile of Respondents in Terms of Age

AGE GROUP FREQUENCY(f) PERCENTAGE (%)

26 below 14 11.2%
26-30 35 28%
31-35 22 17.6%
36-40 30 24%
41-45 14 11.2%
46-50 7 5.6%
51-55 1 0.8%
56-60 0 0
61-65 2 1.6%
TOTAL 125 100%

73
 Table 1.c

Profile of Respondents in Terms of Teaching Experience

TEACHING FREQUENCY(f) PERCENTAGE (%)

EXPERIENCE

5 years below 50 40%

6-10 53 42.4%
11-15 14 11.2%
16-20 6 4.8%
21-25 0 0
26-30 0 0
31-35 0 0
36-40 2 1.6%
TOTAL 125 100%

Table 1.d

Profile of Respondents in Terms of Position

POSITION FREQUENCY(f) PERCENTAGE %

Teacher I-III 123 98.4%
MT I-IV 2 1.6
TOTAL 125 100%

Table 1.e

Profile of Respondents in Terms of Highest Educational Degree

HIGHEST FREQUENCY(f PERCENTAGE

EDUCATIOANAL DEGREE ) %
BACHELOR’S DEGREE 75 60%
MASTER’S DEGREE 45 36%
DOCTORATE’ DEGREE 15 4%
TOTAL 125 100%
Part II. This questionnaire contains the Teachers’ Attitudes towards Technology.

74
Directions. Please read each statement and put a check mark (✔) which best shows your
answer.

(5) 5.00 – 4.21 = Strongly Agree (4) 4.21 – 3.41 = Agree (3) 3.40 – 2.61= Neither
(2) 2.60 – 1.81 = Disagree (1) 1.80 – 1.00 = Strongly Disagree

Teachers’ Attitudes Strongly Agree Neither Disagree Strongly TOTAL

Towards Technology Agree Disagree

(5) (4) (3) (2) (1)

1. Willingness to
experiment with new
technologies in the 94 28 3 0 0 125
classroom.
2. Comfort with using
technology in daily life.
64 59 2 0 0 125

3. Belief in the potential of

technology to enhance
students learning. 83 37 5 0 0 125

4. Ability to troubleshoot
technical issue
independently. 24 67 30 4 0 125

5. Awareness of potential
drawbacks and limitation of
technology use in education. 50 63 10 2 0 125

6. Willingness to use
technology to support the
development of 21st century 97 27 1 0 0 125
skills.
7. Ability to use technology
to differentiate instruction
and personalize learning. 79 44 2 0 0 125

8. Willingness to use
technology to enhanced
creativity and innovation. 93 31 1 0 0 125

9. Ability to integrate
technology into lesson plans
effectively. 86 39 0 0 0 125

10. Willingness to
experiment with technology
to formative assessment and 80 42 3 0 0 125
feedback.
Part III. This questionnaire contains the level of technology use in the classroom.

75
Directions: Please rate your level of use in integrating technologies in the teaching and
learning process. Put a check mark (✔) to your best choice.

(5) 5.00 – 4.21 = Always (4) 4.21 – 3.41 = Frequently (3) 3.40 – 2.61= Sometimes
(2) 2.60 – 1.81 = Rarely (1) 1.80 – 1.00 = Not at all

Level of Technology Always Frequently Sometimes Rarely Not at TOTAL

Use in the all
Classroom (5) (4) (3) (2) (1)
1. Use of learning
management system 40 47 31 7 0 125
(LMS) such as
Moodle, Blackboard,
or Canvas.
2. Use of virtual
learning environment 7 23 55 24 16 125
(VLEs) such as
Google Classroom or
Edmodo.
3. Use of online
discussion forums or 7 18 66 19 15 125
message boards.
4. Use of original
projectors and 9 46 49 16 5 125
document cameras.
5. Use of educational
software programs or 13 39 48 20 4 125
apps.
6. Use of digital
assessment tools such 7 21 49 34 14 125
as online quizzes or
exams.
7. Use of digital
portfolios or e- 10 31 51 16 17 125
portfolios.
8. Use of open
educational resources 8 36 45 21 15 125
(OERs) or open
access journals.
9. Use of screen
casting for creating 11 30 51 24 10 125
instructional videos.
10. Use of 3D
printing or modeling 7 17 46 28 27 125
software for creating
physical models.

76
 CURRICULUM VITAE

THINKERBELLE MANLAPAZ NATURAL

77
BRGY. PANIQUE, AROROY, MASBATE
09519753417
yenbellaa@gmail.com

PERSONAL INFORMATION

Sex: Female
Date of birth: May 8, 2001
Address: Panique, Aroroy, Masbate
Place of Birth: Panique, Aroroy, Masbate
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 158 cm
Weight: 50 klgs

PARENT
Father's Name: RUDY DESAMERO NATURAL
Mother's Maiden Name: ARMILA CAJURAO MANLAPAZ

EDUCATIONAL ATTAINMENT

TERTIARY
AROROY MUNICIPAL COLLEGE
LUBIGAN HILLS AMBOLONG, AROROY, MASBATE
2020-2024

SECONDARY

78
EUSEBIO HIGH SCHOOL
C. RAYMUNDO AVE., ROSARIO, PASIG CITY
2019-2020

PRIMARY
BIENVENIDO R. BULALACAO MEMORIAL ELEMENTARY SCHOOL
PANIQUE AROROY MASBATE
2013-2014

ROWILYN WALKER LEGASPI

79
BRGY. TAMBA POBLACION, AROROY, MASBATE
09509354647
legaspirowilyn@gmail.com

PERSONAL INFORMATION

Sex: Female
Date of birth: April 9, 1989
Address: Poblacion, Aroroy, Masbate
Place of Birth: Baga-uma, Aroroy, Masbate
Nationality: Filipino
Religion: Baptist
Civil Status: Single
Height: 154 cm
Weight: 45 klgs

PARENT
Father's Name: RODOLFO DUGAYO LEGASPI
Mother's Maiden Name: WILMA ABRIOL WALKER

EDUCATIONAL ATTAINMENT

TERTIARY
AROROY MUNICIPAL COLLEGE
LUBIGAN HILLS AMBOLONG, AROROY, MASBATE
2020-2024

SECONDARY

80
AROROY NATIONAL HIGH SCHOOL
AROROY MASBATE
2005-2006

PRIMARY
AROROY EAST DISTRICT SCHOOL
AROROY MASBATE
2001-2002

JANELL MAXIM TAGUSTOS CASIDSID

81
BRGY. TIGBAO, AROROY, MASBATES
09078739093
casidsidjanellmaxim@gmail.com

PERSONAL INFORMATION

Sex: Male
Date of birth: December 12, 2001
Address: Tigbao, Aroroy, Masbate
Place of Birth: Trece Martinez Cavite
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 162 cm
Weight: 70 klgs

PARENT
Father's Name: ARNEL ZARAGOZA CASIDSID
Mother's Maiden Name: EDNA AVILLA TAGUSTOS

EDUCATIONAL ATTAINMENT

TERTIARY
AROROY MUNICIPAL COLLEGE
LUBIGAN HILLS AMBOLONG, AROROY, MASBATE
2020-2024

SECONDARY

82
TIGBAO INTEGRATED SCHOOL
TIGBAO AROROY MASBATE
2019-2020

PRIMARY
GUMAHANG ELEMENTARY SCHOOL
GUMAHANG AROROY MASBATE
2013-2014

RICHARD LEPALAM TIPONTIPON

83
BRGY. BOCA ENGAÑO, MASBATE
CLAVERIA MASBATE
09508892233
@gmail.com

PERSONAL INFORMATION

Sex: Male
Date of birth: July 18, 2001
Address: Boca Engaño, Claveria, Masbate
Place of Birth: Boca Engaño, Claveria Masbate
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 165 cm
Weight: 63 klgs

PARENT
Father's Name: FRANKIE ABRENICA TIPONTIPON
Mother's Maiden Name: ROSALIE RODRIGO LEPALAM

EDUCATIONAL ATTAINMENT

TERTIARY
AROROY MUNICIPAL COLLEGE
LUBIGAN HILLS AMBOLONG, AROROY, MASBATE
2020-2024

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SECONDARY
SAN ISIDRO NATIONAL HIGH SCHOOL
SAN ISIDRO CLAVERIA MASBATE
2019-2020

PRIMARY
BOCA ENGAÑO ELEMENTARY SCHOOL
BOCA ENGAÑO CLAVERIA MASBATE
2013-2014

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