1

Status of Technology Utilization in Science-Based Instruction in Selected Schools in

Sarangani, Davao Occidental Philippines

Arra C. Arellano1*, Leonel P. Lumogdang2

1
Patuko Integrated School, Department of Education (DepEd), Sarangani Davao Occidental Philippines
2
Institute of Professional and Graduate Studies (IPGS), Southern Philippines Agri-Business and Marine

and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental

Corresponding author: leonellumogdang@gmail.com

Abstract

This study presented the findings on the status of technology utilization in Science-Based Instruction in

the schools of Sarangani District, Davao Occidental. This study was conducted during the academic school year

of 2022-2023. A total of 48 elementary and junior high school teacher respondents from fifteen (15) schools were

interviewed using survey questionnaires. The results showed that laptop or notebook computers, printers, USB

flash drives, and speakers were the commonly used technological tools. Moreover, the science teachers are

moderately skilled in utilizing technology in science instruction. In terms of level of technological

implementation, the science teachers have slightly applied the integration of technology in science instruction in

their teaching practices, while they slightly practiced technology integration in the implementation of science

instruction, and the training programs were slightly provided.

In terms of the academic performance of the students, 68.75% of the class sections are approaching

proficiency level. It was also observed that there is no significant relationship between the technological resources

and the academic performance of the students. Meanwhile, no significant relationship was observed between the

level of technological skills and the academic performance of the students. Furthermore, there was no significant

relationship between technological implementation in terms of personal practices in integrating technology in

science instruction, technology integration practices in science instruction, and training programs, and academic

performance. Lastly, training programs of the teachers on the integration of technology into science-based

instruction have positive effects on the academic performance of the students.

Keywords: Technology, Utilization, Education, Teaching

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Introduction

Technology plays a vital role in today's generation, especially in the field of education to facilitate in the

fast-changing world. Utilizing educational technology can help students study effectively 1. The application of

technology in learning can help improve student participation2. International schools and their teachers have long

used educational technology to improve education. The use of computers, the internet, and mobile phones is an

all-time high and steadily increasing as it clearly proves to be more open to innovation for customers in developing

countries expected to increase3.

As the Philippine government implemented the K-12 education program in 2013 (RA No. 10533), it

necessitates the use of technology in teaching and learning process. This is the reason why many educators have

developed creative methods for successfully and efficiently delivering the lesson to their students 4. The emergence

of technology integration provides new opportunities for teaching and learning 5. Utilization of technology to

create student-centered learning environments in the science classroom is possible 6.It was difficult to ignore the

significance of modern technology in classrooms, especially for science because its use would probably help with

science education7. Technology could facilitate teachers’ use of collaborative and project-based pedagogies8.

Science teachers who learned about technology in their teacher preparation programs were prepared to use

technology in more substantive and meaningful ways9.

However, there were still gaps on how teachers utilized technology as a teaching and learning tool,

despite the considerable efforts made by schools to provide the required technological resources 10. The teachers

viewed that integrating technology would be helpful for their students' success, however their performance and

practices did not reflect this progressed importance4.The ability of teachers to implement innovations in their own

classrooms depends on the level of complexity of the technology and their enthusiasm to learn the technology11.

The integration of science and technology is one of the most effective strategies in teaching science 12.

Currently, the government continues to implement the K–12 Education Program, which emphasized the utilization

of technology in the classroom as one of its key components for enhancing teacher effectiveness and productivity 4.

This study assessed the status of technology utilization in science-based instruction in the schools of Sarangani

district in terms of the teachers’ technological tools used, the level of technological skills of science teachers as

well as the level of the technological implementation of science teachers and its significant relationship to the

academic performance of the students.

The findings of the study can help identify the current status of technological utilization of the Schoos in

Sarangani. It also identifies the needed technology to come up with current trends in science education. The

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findings of the study can provide an initial assessment on the needed technological utilization needed to

strengthened towards a mainstream adoption of Technology based instruction in science

Methodology

The research was conducted at Sarangani (Figure1), a coastal municipality in the province of Davao

Occidental. The municipality consists of 2 major islands namely Sarangani Island(50,24’,44.244’’ North, 1250,25’,

19.0164” East) and Balut Island(50,26’,33.5508” North, 1250, 28’, 32.7216” East), collectively called as

the Sarangani Islands, located at the south of Mindanao Island in the Celebes Sea. It is the municipality of the

Philippines bordering Indonesia.

Fig. 1. Map of Balut Island, showing the school respondents

The respondents were 42 Teachers from public elementary school and 6 Teachers from Junior High School in the

Municipality of Sarangani. The study took place at the end of the third grading period of both elementary and

secondary level of the academic year 2022-2023. A ratio of 1 teacher respondent to 1 section was used to determine

the academic performance of the students since most of the school of Sarangani District has lone section.

The Technological Resources in Science-Based Instruction in Terms of Technological Tools/Resources was

analyzed using the research instrument of Berame (2016) 13. The Level of Skills of Science Teachers in Terms on

the Level of Technological Skills will be analyzed using the following interpretations of Pimentel (2019) 14. The

Level of the Technological Implementation of Science Teachers in terms of Personal Practices in Integrating

Technology in Science Instruction, Technology Integration Practices in Science Instruction and Training

Programs in Science Instruction was analyzed using the following interpretations of Garcia (2020) 15.

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The Academic performance of Grade 3 to Grade 10 students in selected schools in the district of

Sarangani, Davao Occidental in accordance to Department of Education Order No. 31, s.2012) 16.

Statistical Tools

Spearman coefficient of correlation and Step-Wise Multiple Regression Analysis were used to assess the

statistical relationships between variables.

Results and Discussions

Table 3 showed the technological resources used in science instruction among public elementary and

secondary science teachers in Sarangani District, Davao Occidental. The results show that the commonly used

technological tools in science-based instruction with more than 80% of the respondents were laptop or notebook

computers (93.75%), printer (97.92%), USB flash drive (97.92%), and speakers (83.33%). On the other hand,

more than 80% of the respondents do not utilize desktop computers, overhead projectors, digital camera, and

computer laboratory in their mode of instruction. Moreover, it can also show that there were only few respondents

who use LCD/multimedia projector, tablet device, television set, video recorder, and the internet.

Table 3. Technological tools/resources used in science instruction among public elementary and secondary

science teachers in Sarangani District, Davao Occidental.

TECHNOLOGICAL YES NO

TOOLS/RESOURCES
FREQUENCY % FREQUENCY %

1. Desktop Computers 6 12.50 42 87.50

2. Laptop or notebook computer 45 93.75 3 6.25

3. Tablet Device 20 41.67 28 58.33

4. Overhead Projector 9 18.75 39 81.25

5. LCD/Multimedia Projector 11 22.92 37 77.08

6. Television Set 23 47.92 25 52.08

7. Speakers 40 83.33 8 16.67

8. Digital Camera 5 10.42 43 89.58

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9. Video Recorder 15 31.25 33 68.75

10. Internet Connection 23 47.92 25 52.08

11. Printer 47 97.92 1 2.08

12. USB Flash drive 47 97.92 1 2.08

13. Computer Laboratory 1 2.08 47 97.92

Access and availability of the different technological tools and resources is one of the determining factors

in the utilization and integration of technology in science-based instructions, alongside with the teachers’ skills,

in using technology17. The teachers only utilize whatever available technology in the school18.

The results also shows that only few teachers use overhead projector, desktop computers, digital camera,

and video recorder. This may be because that either because these devices and tools are already limited or rarely

obsolete nowadays. Teachers may also opt to use other more convenient and alternative devices, particularly the

use of smartphones in replacement for the digital camera and video recorder, and use of smart televisions as

substitute for projectors. Usage of laptop or notebook computers may also preferable than using desktop

computers 19,20.

The lower percentage of teachers who uses tablet device in this study may because it is costly and only

utilize it for personal use, as using it as part of their mode of instruction may be challenging as it cannot

accommodate all the students in the class. Access and availability of the LCD/Multimedia projectors may also be

the main factor as why there were only few respondents who indicated that they use it in their science-based

instructions. Lastly, lack of facilities and infrastructures, as well as the budget for the procurement for computer

sets to build computer laboratories, also affect the utilization of these technological tools in the science-based

instruction 18,21.

Considering the geographic location and demographic profile of the schools in this study, problems and

challenges in delivering ICT equipment and materials to build infrastructures and facilities are mostly common.

This can limit and restrict the teachers to shift in technology-based mode of instruction and instead, stick with the

traditional mode of instructions. Similar observations were noted in the study of Daling (2018) in Pakwan

Integrated School of Lanuza District, Division of Surigao del Sur 17. Teachers mostly use flat screen TV in the

absence of overhead or LCD multimedia projectors. There are also available laptops in their schools and are

mostly being shared with teachers, however, there were also teachers who have personal laptop computers 1.

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There was a regression in the accomplishment in the delivery of ICT equipment by DepEd, as part of the

department’s Computerization Program which supposedly aims to improve the quality of basic education and

specifically targets to reduce the computer backlog in public schools by providing computer laboratory or e-

classroom packages and training programs for school staffs 22.

Interconnected factors have been identified in this matter, these include non-readiness of the recipient

school mostly due to lack of infrastructure and facilities and the counterpart requirements or criteria including on-

site, stable, and continuous supply of electricity and personnel that are willing to be trained, procurement

problems, internet access, etc. All of these will stem to the issues on the accessibility and location of the schools

in terms of the delivery and the sustainability and maintenance of the ICT equipment and facilities within the

school 17,18. The results imply that the emphasis in the need of other ICT equipment, facilities, and infrastructures

as well as the access to electricity and internet, is still evident as a call for further support from the national

government particularly by the Department of Education (DepEd), Department of Information and

Communications Technology (DICT), and from other stakeholders including the local government unit (LGU).

Table 4 showed the level of technological skills of Science Teachers in Sarangani, District, Davao

Occidental. The data implies that the respondents show proficiency and are moderately skilled in using different

technological tools particularly the different productivity tools such as Microsoft office, which has the highest

mean (mean= 2.23). Other tools which the respondents show proficiency with are daylight projector and

computers, use of zoom, google meet and canva, access to educational sites or resources online, and the use of

social media such as Facebook and Telegram. On the other hand, respondents indicated that they are less skilled

in using different multimedia tools such as Adobe Photoshop, Adobe Premier, Filmora, and other editing

applications. Overall, the science teachers in Sarangani District, Davao Occidental are moderately skilled in

utilizing technology in science instruction with an overall mean of 1.98.

Table 4. Level of technological skills of Science Teachers in Sarangani District, Davao Occidental.

LEVEL OF TECHNOLOGICAL SKILLS MEAN DESCRIPTION

1. I know how to use technological devices such 2.21 Proficient

as Daylight Projector and computers

2. I know how to use productivity tools such as 2.23 Proficient

Microsoft office

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3. I know how to use educational tools online 1.83 Proficient

such as zoom, google meet and Canva

4. I know how to use multimedia tools such as 1.52 Novice

Adobe Photoshop, Adobe Premier, Filmora,

and other editing applications.

5. I know how to access on educational 1.90 Proficient

sites/resources online

6. I use social media platforms like Facebook and 2.17 Proficient

Telegram for science-related communication.

Overall mean 1.98 Proficient

The high frequency values observed in the level of technological skills of science teachers particularly

in using of devices, productivity tools, access to educational sites/resources online, and use of social media

platforms for science-related communication, are mostly expected as an adaptation and catching up with the

proliferation and demands of the digital technologies. Teachers use Microsoft office mostly for administrative

purposes such as reports and other submissions, lesson planning and preparation, teacher-directed instructional

delivery, students’ homework and assessments, interactive multimedia presentations, and even other non-

educational purposes 19,23,24,25.

Social media and networking sites have been utilized as a mode of delivery of instructions, and class

announcements, promote teacher-student and student-student interactions, and even for uploading learning

materials for easy sharing to the class26,27. The emergent use of conferencing software or applications was also

observed during the COVID-19 pandemic as the main mode of synchronous virtual classes and now are still being

used for remote and online meetings12,28, 29.

On the other hand, the results showed that teachers considered

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themselves as novice in using of multimedia tools such as the Adobe Photoshop, Adobe Premier, Filmora, and

other editing applications, as this particularly tools require additional trainings and effort to acquire and master
19,30.
the specific sets of skills to use these tools Similarly, Berame (2016) noted that teachers mostly consider

themselves as novice in other technological skills that they consider as not being widely use or if other people can

do it for them, these include troubleshooting hardware problems, creating a website and a web-based learning

materials, and troubleshooting software problems. Hence, additional trainings and workshop are also needed to

improve the technological proficiency of the teachers13.

Meanwhile, for the students, exposure and access to different technological tools such as smartphones,
26
tablets, laptops, and desktops, and to the internet, have been started at earlier age . It is mostly in a matter of

question and challenge on how to fully utilize this advantage to improved and enriched the learning experience
19.
and academic performance of the students However, it is still important to take note the socioeconomic,

demographic, and geographical factors that would significantly affect the technological skills of the students.

Abojon et al. (2023) conducted a study investigating the technological skills of senior high school students in the

City of Naga, Cebu Division 31. Their results implied that most of the student-respondents have an average level

of technological skills. Additionally, their findings showed that the level of technological skills of the students

has significant correlation with the age, access to gadgets, and income status. They highlighted that access to

gadgets particularly the phones and other internet-accessing gadgets, can positively affect the academic

performance of the students. Lastly, there was a significant correlation between the income status of the family

and the level of technological skills of the students. The financial capacity and the income disparity of the family

are considered as one of the major factors that bring the challenge in acquiring and using technology in both

homes and in the classroom for the students to use 31,32. This in turn, caused on the digital divide and gaps amongst

students in different demographic levels 31.

Level of the Technological Implementation of Science Teachers

This section showed the results on the level of technological implementation of science teachers in terms

of personal practices, technological integration practices, and training programs of the science teachers in

Sarangani District, Davao Occidental.

In terms of the personal practices of science teachers in integrating technology in science instruction,

results are presented in Table 5. The use of audio/speaker/lapel devices to discuss science lessons in the classroom

shows the highest mean with a value of 2.88. Other technological tools that often applied or moderately used by

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the teachers were the use of e-mail or social media/messaging applications to communicate with other science

teachers (mean= 2.65) and use of interactive presentation to explain science concepts (mean= 2.75).

On the other hand, results also showed that the teachers only seldomly applied the use of computer in

calculating data related to science experiments (mean= 2.17), use computer simulation software in science

experiments (mean= 1.83), introduce online educational sites for remedial/supplemental science activities (mean=

2.06), and demonstrate the use of online resources such as digital libraries for science lessons (mean= 1.94).

Overall, the overall mean implied that the science teachers seldomly applied the integration of technology in

science instruction in their personal practices.

The computer proficiency and technological skills of the teachers are the determining factors in the

personal practices in integrating technology in science instruction 7,13,22. In this study, it can be observed that

integration of technology in science experiments and activities are seldomly applied in their personal practices.

This may be due to the unavailability of the resources for the whole class to use, as well as the internet connectivity

and electricity in the school areas 12.

This can imply that by investing in equipping the teachers thru workshop and seminars and on different

equipment such as computer sets, smart classrooms, and laboratories, can help to improve and motivate the

teachers to implement technology in their personal practices 13.

Table 5. The Level of the Technological Implementation of Science Teachers in terms of Personal Practices

in Integrating Technology in Science Instruction.

PERSONAL PRACTICES IN INTEGRATING MEAN DESCRIPTION

TECHNOLOGY IN SCIENCEINSTRUCTION

1. I use e-mail or social media/messaging applications to

2.65 Moderate
communicate with other science teachers

2. I use an interactive presentation to explain science

2.75 Moderate
concepts

3. I demonstrate the use of computer in calculating data

2.17 Low
related to science experiments

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4. I demonstrate the use computer simulation software in

1.83 Low
science experiments

5. I use audio/speaker/lapel devices to discuss science

2.88 Moderate
lessons in the classroom.

6. I introduce online educational sites for

2.06 Low
remedial/supplemental science activities.

7. I demonstrate the use of online resources such as digital

1.94 Low
libraries for science lessons.

Overall mean
2.32 Low

It is a great challenge for the teachers to learn and know how to use and integrate positively the

technology in their instruction and to improve or change their present teaching paradigm and practices, to be able

to catch up with the standards and demands of the 21st century learning 19. This was mostly proven and emphasized

during the event of the pandemic where shift to pure online and virtual mode of instruction added up additional

stress and frustrations to the teachers, as they were not trained or knowledgeable and the school itself was not

ready and equipped to teach, manage, and conduct the class virtually or remotely 33, 34.

Over the years, most teachers are significantly challenge by the lack of resources, facilities, and

infrastructures, size of the class, and the additional workloads and submissions 34,35, thus, learning and equipping

themselves under this certain challenge and situation, can cause additional burden and difficulty to their part.

Hence, this can imply that by reforming and restructuring the appropriate workloads of the teachers can divert

their focus and motivate them to learn and adept the utilization of technology in their personal practices and can

significantly improve their teaching.

Science is perceived as one of the most difficult subjects in the country 36. Despite of many efforts to

promote and uplift the science instruction, Philippines is still falling behind from other countries 37. One of the

reasons of this, was on how Science is being taught 36. This is where technology should be in great help and aid

in uplifting the science teaching. For instance, Science has many abstract concepts, both difficult and easy, that

need to be computer-aided or in technology based simulated to logically explain and visualize the lessons to the

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learners. However, such limitations and restrictions, both in teachers’ knowledge and competence and the

resources, this is still far beyond realistic in the education system in the country 36.

Moreover, several studies highlighted that it is not enough that the teachers are only aware to the basic

ICT skills, but also need to obtain mastery of it and other 21 st century skills of an effective teachers, as these made

the teaching and students’ learning fun, enjoyable, convenient, and a motivation-boosting method 12,19,38,39.

Technology Integration Practices of Science Teachers

Table 6 showed the level of the technological implementation of science teachers in terms of

technological integration practices in science instruction. Results show that introduction of online educational

sites as remedial/supplemental for science lessons got the highest mean of 2.06 and is seldomly practiced. All

items were seldomly practiced by the teachers. The results show that the science teachers seldomly practiced

technology integration in science instruction.

Table 6. Level of the Technological Implementation of Science Teachers in Terms of Technological

Integration Practices in Science Instruction.

TECHNOLOGY INTEGRATION PRACTICES IN MEAN DESCRIPTION

SCIENCE INSTRUCTION

1. Computer simulations software is used to demonstrate

1.90 Low
science experiments

2. Software applications are used to control/monitor

1.90 Low
laboratory experiments/activities

3. Online educational sites are introduced as

2.06 Low
remedial/supplemental for science lessons

4. The use of online resources such as digital libraries for

science lessons is demonstrated 1.92 Low

Overall mean 1.94 Low

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The technological integration practices of science teachers are mostly determined by their technological
19
skills, computer proficiency, digital literacy, and the availability of the resources . These practices mainly

involve the use of internet connectivity, electricity, and enough devices to effectively integrate and to have

meaningful learning experience 19, 36.

Effective incorporation of technology use in lesson planning and instructional delivery of process science

lessons, will help the learners to have functional understanding of scientific concepts. This can improve their

overall academic performance and learning experience 36. This can imply that by improving the personal practice

of the teachers by mostly motivating and inspiring them, can as well directly or indirectly affect their technology-

based teaching practices 12,38,39. It is also important note that technology is not only limited to the use of computer,

but also including different educational and simulation applications where students can learn both online and

offline 19. However, most of the computer or online simulations and software applications are costly, as it may

consume larger amount of data or bandwidth or it require certain specific devices’ software and hardware

specifications, which both school and teachers and students cannot easily acquire 26,40, 41.

Training programs

Table 7 shows that training programs are seldomly conducted and experienced by the science teachers

with an overall mean of 1.61. Moreover, training and workshop on presentation and multimedia provided by the

school has the highest mean of 1.81. It can also be observed that enrollment in online short courses related to

technology integration in integrating science subject shows the lowest mean (mean= 1.21). Teachers mostly rated

“never” the other listed trainings programs for technological implementation in science instruction.

In this study, it can be perceived that there could be limited opportunities for ICT trainings and workshops

for the teachers provided by the schools within the Sarangani District. Previous studies have been emphasizing

the importance of trainings, workshops, and capacity building programs for the teachers, and that should be in

outmost priority to fill out the gap between the necessary technological skills of the teachers and the efficient and

successful utilization and implementation of technology in education 21,23,42.

Table 7. The Level of the Technological Implementation of Science Teachers in Terms on Training

programs in Science Instruction.

TRAINING PROGRAMS MEAN DESCRIPTION

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1. School provides training to science teachers on

1.73 Very low
technology use in Science Education.

2. School provides training and workshop on video

1.81 Low
presentation and multimedia technology.

3. School provides training on the effective use of

1.69 Very low
multimedia technology.

4. School provides training and workshop on the

1.58 Very low
integration of technology for Science Instruction.

5. The school provides trainings on the use of internet

1.63 Very low
sources in curriculum or lesson planning evaluation.

6. I enrolled in online short-courses related to technology

1.21 Very low
integration in integrating science subject.

Overall mean 1.61 Very low

Several studies also provide evidence on the positive effects of the training programs on the skills, beliefs,

and attitudes of the teachers towards the use of technology in their teaching. The improvement of the teachers’

competency and skills have been observed after the implementation of the i-School Project in the various public
43
high schools in Camarines Sur, Philippines . The great importance of the trainings, seminar-workshops, and

coaching and mentoring programs for the teachers on ICT integration is highly pivotal towards technological and
4.
digital literacy However, it will still be a collaborative effort between the administration and the teachers.

Although there are several studies showing the positive attitudes and motivation of the teachers towards learning

and training for ICT 21,44,45,46 it is still important to remind them about the importance of taking the trainings and

workshop seriously and with full commitment. The role of teachers as facilitators of learnings are more demanding

and challenging with the integration of technology in teaching and learning. However, it is still possible to achieve

successful ICT-friendly and technology-integrated teaching and learning in the country with the collaborative

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efforts of the government, school administration, teachers, students, and other non-government organizations
19,21,44.

Table 8 showed the academic performance of Grade 3 to Grade 10 students in selected schools in the

district of Sarangani, Davao Occidental. A total of 48 sections from Grades 3 to 10 were assessed and evaluated

to their level based on their academic performance. Results show that 68.75% of the class sections are in

approaching proficiency level, while 29.17% are in developing level, and 2.08% are in proficient level. No

observation within the advanced or beginning level.

Table 8. Academic performance of Grade 3 to Grade 10 students in selected schools in the district of

Sarangani, Davao Occidental.

FREQUENCY (f) PERCENTAGE

RANGE OF MEANS DESCRIPTIVE LEVEL
(%)

90% and above Advanced 0 0.00

85% – 89% Proficient 1 2.08

80% – 84% Approaching Proficiency 33 68.75

75% – 79% Developing 14 29.17

74% and below Beginning 0 0.00

Table 9(Appendices) shows that technological tools have slight but not significant correlation to the academic

performance of the students with r-value of 0.105 and p value of 0.479. This implies that there is no significant

relationship between the technological resources and the academic performance of Grade 3 to Grade 10 students

in the selected schools in the district of Sarangani, Davao Occidental. Several studies have highlighted the

importance of different technological tools in the academic performance of the students. In the classroom

settings, there were positive effects on the performance of the students in Grades 4, 5, and 6 by the utilization

of interactive multimedia presentations in the teaching of science 25. Technology-integrated lessons can boost

students' involvement, enjoyment, and excitement towards learning 39. On the other hand, the use of different

devices improves the learning process and academic productivity of the students. For instance, smartphones or

tablet devices with internet connectivity allows the students to communicate with their teachers and

classmates, to access additional and supplementary resources including YouTube and other tutorial videos,

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21,47,48
research journals, online articles, and downloadable books, for better understanding of their lessons .

Students perceived technology as more valuable tool in their learning process 7. However, constant monitoring

and intervention should also be conducted by the teachers and parents to their students to ensure that

technology cannot disrupt and negatively affect the learning and academic performance of the students

7,47,49
.However, it is also important to take into consideration the socioeconomic profiles of the teachers and

students and the geographic locations in respect with the accessibility and availability of internet and electricity,

which can greatly affect the ability of both students and teachers to access these technological resources. Thus,

18,19,21
additional efforts should be done to make technology in education be more inclusive . Relationship

between the level of technological skills of the Science teachers and the academic performance of the students

was also determined. As shown in Table 10(Appendices), there is negatively low but not significant correlation

between the level of technological skills of the teachers and the academic performance of the students with r-value

of -0.188 and p= 0.200. The results imply that there is no significant correlation between the technological skills

of the teachers and the academic performance of the Grade 3 to Grade 10 students.

The relationship between the level of technological implementation and to the academic performance of

the students is shown in Table 11(Appendices). Results show that there is no significant but negative slight

correlation between the personal practice (r= -0.125) and technological integration practice (r=-0.216), of the

science teachers and the academic performance of the students (p = 0.398, 0.141, 0.855, respectively). Meanwhile,

a low but not significant correlation was observed in the technological integration with r-value of 0.027 (p=

0.855). In general, the overall technological implementation of the teachers has shown no significant slight

correlation (r=-0.141; p= 0.340) with the academic performance of the students.

Several studies noted the significant relationship between the technology-based instruction and the

academic performance of the students. Lagura (2022) showed that ICT integrated method in teaching science

concepts was significantly more effective than the lecture-discussion method to the grade five pupils and shows

significant difference between their scores in pretest and posttests50. Moreover, there is highly significant positive

relationship between teacher’s extent of using multi-media approach in their instructional practice and the

academic performance of their intermediate pupils for the first and second grading periods in selected elementary

schools within geographically isolated and disadvantaged barangays located in the second congressional district

in the province of Capiz 51. It was noted that the higher extent of 21st century instructional practice of teachers in

terms of multi-media approach, results to a higher-level academic performance of the students. Similarly, no

significant relationship between technological factors and academic performances of Grade 9 students were

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observed in the study conducted by Aumendato (2021) in Tagum City, Davao del Norte. Instead, it was revealed
52
that the internet connectivity was the main factor that affects the academic performance of the students .

Monserate (2018) also observed no significant relationship between the teacher’s computer competence and

students’ academic performance 53.

. Table 12(Appendices) shows that the personal practices, technological integration, and training has no

significant effects on the academic performance of the students (p= 0.544, 0.093, and 0.133, respectively). The r2

value implies that the IV explain only 9.50% of the variability of our dependent variable. In general, the results

implied that there is no domain of technology utilization in science-based instruction best influence the academic

performance of the Grade 3 to Grade 10 students in the selected schools in the district of Sarangani, Davao

Occidental.

However, although not significant, the training programs shows the highest positive unstandardized

coefficient value (1.407). The success and effectivity of integration and implementation of ICT in education highly

depends on the teachers’ readiness, perception, literacy, and competence in using different technological tools.

Hence, capacitating the teachers through different trainings, workshops, and seminars are effective .54

Teachers, being the key players and implementors of ICT integrated education, should continuously seek

for professional and self-development. Meanwhile, it is important to emphasize the important role of the

government and school administration in the continuing professional development of the teachers. Lastly, all these

efforts and programs should be anchored on the ultimate goal and objectives of the educational reform in the

country, which is to improve the teaching performance of the teachers, learning experience of the students, and

raising the quality of education in the country.

Conclusions

Based on the results, there is really a need to boost the Technology-based Instruction Facilities and

resources in the island of Sarangani. An introduction and adoption of new technology to the science teachers

together with a capability building efforts is highly desirable to really improved the adoption of technology in the

Science based instruction. The Island of Sarangani ha also limited supply of electricity, there are some areas in

the island with no access to electricity which is root of all the limitations of the utilization of technology. The

limitations set by the lack of electricity can be remedied by adoption of offline Technology Resources. The current

challenges call a joint effort action from the corresponding schools in Sarangani island, Department of education,

Local Government Units and national government.

Electronic copy available at: https://ssrn.com/abstract=4709021

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Appendices

Table 1. Distribution of Elementary School Teacher Respondents.

NO. NAME OF SCHOOL NO. OF TEACHERS

1. Mabila Central Elementary School 8

2. Angel F. Olarte Sr. Elementary School 3

3. Tinina Elementary School 4

4. Ubas Elementary School 3

5. Konel Elementary School 4

6. Kababa Elementary School 2

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7. Tucal Elemetary School 3

8. Sangcok Elementary School 4

9. Laker Elementary School 2

10. Camahual Elementary School 2

11. Camalig Elementary School 3

12. Patuko Integrated School (elementary) 4

Total 42

Table 2. Distribution of Junior High School Teacher Respondents.

NO. NAME OF SCHOOL NO. OF TEACHERS

1. Patuko Integrated School 1

2. Jose De Arce Memorial National High School 1

3. Alberto Olarte National High School 4

Total 6

Table 9. Relationship between the technological resources and the academic performance of the students

DOMAINS R- DESCRIPTION P-VALUE INTERPRETATION

VALUE

Technological tools 0.105 Slight correlation 0.479 Not Significant

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Academic performance

*Significance at p <0.05.

Table 10. Relationship between the level of technological skills of science teachers and the academic performance

of the students of Grade 3 to Grade 10 students at selected schools in the district of Sarangani, Davao Occidental

DOMAINS R- DESCRIPTION P-VALUE INTERPRETATION

VALUE

Technological skills

-0.188 Slight correlation 0.200 Not Significant

Academic performance

*Significance at p <0.05.

Table 11. Relationship between the level of technological implementation to the academic performance of Grade

3 to Grade 10 students in the selected schools in the district of Sarangani, Davao Occidental.

DOMAINS R-VALUE DESCRIPTION P-VALUE INTERPRETATION

Personal -0.125 Slight correlation 0.398 Not Significant

Technological -0.216 Low correlation 0.141 Not Significant

integration

Training 0.027 Slight correlation 0.855 Not Significant

Electronic copy available at: https://ssrn.com/abstract=4709021

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Technological -0.141 Slight correlation 0.340 Not Significant

implementation

(overall)

*Significance at p <0.05.

Table 11. Relationship between the level of technological implementation to the academic performance of Grade

3 to Grade 10 students in the selected schools in the district of Sarangani, Davao Occidental.

DOMAINS R-VALUE DESCRIPTION P-VALUE INTERPRETATION

Personal -0.125 Slight correlation 0.398 Not Significant

Technological -0.216 Low correlation 0.141 Not Significant

integration

Training 0.027 Slight correlation 0.855 Not Significant

Technological -0.141 Slight correlation 0.340 Not Significant

implementation

(overall)

*Significance at p <0.05.

Table 12. Summary of Stepwise Multiple Regression Analysis

UNSTANDARDIZED
PREDICTOR P-VALUE INTERPRETATION
COEFFICIENTS

Personal Practices -.417 .544 Not Significant

Electronic copy available at: https://ssrn.com/abstract=4709021

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Technological
-.995 .093 Not Significant
integration

Training
1.407 .133 Not Significant

r2= 0.095

Electronic copy available at: https://ssrn.com/abstract=4709021